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‌‌MSU Denver School of Education Annual Report 2016-17


Please expand the sections below to view the content of the report.  When encountering charts and graphs, hover your mouse over (or tap on mobile) the graph elements and legend items for details.


This annual report is organized around the three themes identified in the School of Education Strategic Plan: Excellence, Inclusivity/Diversity, and Collaboration. The overall mission of the School of Education remains to “prepare excellent teachers and educational leaders who engage in reflective practice and scholarly activity, and who are ethical decision makers and agents of social change.” We prepare teachers and educational leaders who will Teach the next generation of PreK-12 teachers who will take the Lead in schools, communities, and with children, so that they can Transform themselves into better people and their communities into better communities. Teach, Lead, Transform – it’s what we do in the School of Education.

In 2016-17 the staff, faculty, and administration of the School of Education continued to streamline many internal processes by digitizing forms thereby reducing paper-based procedures, clarifying new advising roles among faculty and professional advisors, and reorganizing office space as much as possible to accommodate growth. We continued putting structures and processes into place to establish cycles of assessment for continuous evaluation and improvement in our efforts to establish a culture of assessment. We established or revamped a number of committees that focus on areas that need improvement or will help maintain our focus on key initiatives. The committees are: Partnership Committee (charged with examining partnerships with schools); Scholarship/Celebration Committee (charged with selecting scholarship recipients and celebrating students); Communications and Marketing Committee (charged with seeking opportunities to tell the SOE story and improve internal communications); Advising Committee - charged with being an advisory and communication group for SOE advising among faculty and staff; Graduate Culture Committee - charged with creating and maintaining a culture amenable to graduate students; and Assessment Committee - charged with analyzing current programmatic assessment activities and helping to establish more effective assessment strategies. As a result of these committees, the SOE has advanced many of our goals. We also recognized that the work of some of the committees (namely Partnerships and Assessment) is better suited to a different structure, so we revised how that work will be done, and the Graduate Culture Committee’s charge has been changed based on what we learned in 2016-17. The new structures and charges are currently being implemented and will be described in the 2017-18 Annual Report.

Importantly, in 2016-17 the Elementary and Literacy faculty worked diligently to roll out the new elementary curriculum that includes a senior year residency. This is the first time a residency program has been installed in a university program, and one of the few undergraduate residency programs in the country. The rigorous curriculum, embedded partnerships, and instructional prowess that this new program requires demonstrates our commitment to excellence and innovation.

Although it is difficult to determine if our efforts and new procedures (along with our faculty’s excellent instruction and curriculum) affected enrollment, retention, and other important measures, we can say that during the 2016-17 year, total enrollment started to level off and ended with a slight overall increase from the previous year, and retention from last year to this year remains the highest in the university.

Faculty productivity also remained healthy in 2016-17 with a total of 39 publications and attendance/presentations at 76 conferences and seminars. Although refereed presentations and publications were virtually the same over the past two years, grant funding significantly increased in 2016-17. That is, 17 faculty wrote 11 grants that were funded, the biggest of which is a $1.7 million dollar NSF grant, co-PI’d by Drs. Janelle Johnson and Hsiu-Ping Liu (CLAS faculty), which provides funding for underrepresented groups to become trained as STEM teachers. Drs. Philip Bernhardt and Lorretta Chavez wrote another similar grant, which is currently being reviewed.

Raising money for students and programs is a major goal of the School of Education. To that end, since 2014, donations to the School of Education has increased 304%. In 2016-17, we raised over $100,000 more than the previous year. We established another endowment and two more annual scholarships, while increasing the overall amounts in already established accounts.

Collaboration across departments, the university, and the community is also major value in the School of Education. The Annual Summit helps advance our goals that fall under that value. The 2016 Summit brought together approximately 100 people from schools, non-profit organizations, state departments, and more to MSU Denver to learn from an engaging keynote speaker from Gallup Organization, and, most importantly, engaged in valuable conversations about teaching and teacher education.

Faculty in the School of Education spent a significant amount of time (as many as 450 hours) in schools and other educational facilities. Over 400 students were placed in schools in approximately 20 school districts in 2016-17. Our faculty and students being embedded in schools as much as they were reflects the commitment we have to schools and children, and requires collaboration between schools and the SOE.

In addition to our collaboration with PreK-12 schools and other facilities, we have maintained or established memberships with a number of professional organizations, and the dean assumed the position of President of a national deans of teacher education organization, Teacher Education Council of State Colleges and Universities (TECSCU). The SOE continues to gain a national reputation, which is furthering our overall goal of being a model urban school of education, which aligns with the goal of the university.

Annual Report: Excellence section header graphic



The School of Education faculty, staff, and students are committed to excellence in teaching and educator preparation through data-driven decision making.

In 2016-17, the School of Education headcount remained constant in the number of enrolled Education program major/concentration/minor students as compared to the previous year.

Retention of students of color is a high priority in the School of Education. Our faculty and academic advisors worked diligently in 2016-17 to help students navigate their education coursework and programs. As of August 28, 2017, Team DELTA retention reports show the School of Education has already exceeded MSU Denver’s goal of retaining 73% of enrolled students from Fall 2016 to Fall 2017, and leads the pack in retention rates for all colleges and schools at 78.85%.

In addition to advising, the School of Education is increasing supports to education students by providing scholarships. In 2016-17, the School of Education awarded over $110,000 in scholarships to our students. We are on track to significantly increase that amount in 2017-18, due to fundraising and grant-writing efforts during 2016-17. We continue to focus our efforts to provide funding assistance to students during their student teaching or residency semester(s) – when the majority of their class time is spent in PreK-12 classrooms or educational facilities, resulting in late night or weekend work opportunities that limit financial stability.

Last year, the School of Education recommended almost 300 students for their initial teacher education license. Of those reporting their new teaching jobs to us, the top three districts in which they were hired were Douglas County School District, Denver Public Schools, and Jefferson County Schools, followed closely by Aurora Public Schools and Cherry Creek Schools.

Each year, the Colorado Department of Higher Education (CDHE) generates a Legislative Report on the previous year’s activity in Educator Preparation. In January 2017, CDHE reported that MSU Denver (in 2015-16) prepared the highest number of K-12 Visual Art educators and Physical Education educators when compared to other traditional preparation programs in the state.

Understanding the need for more educators in targeted fields, particularly math and science, in 2016-17 faculty from the SOE and LAS collaborated in writing and were awarded a grant of approximately $1.2 million that will increase the number of students from traditionally underrepresented groups who are preparing to teach STEM fields. Faculty from both units also collaborated in the creation of a new CLD/Bilingual endorsement, another very high need area. The coursework leading to this endorsement is now available to students who are preparing to become teachers.

School of Education faculty were busy in 2016-17 with professional development, grants, and other scholarly activities.


Departmental Updates:

TED 1 – Elementary Education & Literacy

  • Last year launched the roll out of five new courses in the Elementary Major, with various faculty integrating their disciplinary expertise for the benefit of students. Dr. Corey Sell challenged our novice teachers to explore the integrative nature of the social studies with an emphasis on disciplinary content, thinking, and literacy. Dr. Sell’s focus on expanding social studies knowledge of our novice teachers speaks directly to an identified need of our students within the social studies Praxis subtest. In a time of decreasing social studies instruction in elementary schools, Dr. Sell challenges our students to teach in powerful and purposeful ways as outlined by The National Council for the Social Studies.  He collaborated with Dr. Krista Griffin last year to publish an example of such powerful and purposeful teaching.  The article was published in The Social Studies Journal and titled: Powerful Social Studies Teaching with Poetry and Primary Sources.

  • For the first time, our elementary students participated in two separate methods courses to develop STEM pedagogical content knowledge: one course focuses solely on mathematics and another on science, with knowledge from both applied in a combined STEM clinical experience.  Instructors for spring’s launch of these courses included Dr. Doug VanDine, with expertise in PreK-12 mathematics, and Linda Morris, former Elementary Science Curriculum Coordinator for Denver Public Schools. Carrying this expertise forward are Dr. Ingrid Carter (elementary science expertise) and a new tenure-track faculty member, Dr. Susan Ahrendt (elementary mathematics expertise).

  • Drs. Roland Schendel, Kristin Griffin, and Deborah Horan focused on both site-based and campus-based literacy methods courses that accompanied a new clinical experience in which novice teachers develop literacy content knowledge.  Dr. Schendel taught a site-based day section at Park Hill Elementary in Denver Public Schools while Drs. Griffin and Horan offered options on the main campus for evening students.

  • With the new Praxis test allowing analysis of disaggregated data, elementary education faculty examined trends in the mathematics subtest. Two distinct patterns emerged around geometry and statistics/probability—which led to collaboration with the Mathematics department. This included Dr. Clark Dollard joining Dr. Krista Griffin in the implementation of her proposed support: Offer our students a free Praxis review workshop, based upon identified needs. The first Praxis workshop was launched in May 2017, with the first half of the Saturday focused on study skills and literacy knowledge, taught by Dr. Griffin, and the afternoon session on geometric concepts and statistics/probability led by Dr. Dollard. Praxis results further informed the MSU Denver math educators’ examination of key content courses.

  • Drs. Roland Schendel and Corey Sell presented at the Annual Meeting of AACTE on university-school partnerships. With the facilitation of Dr. Sell, he and several other faculty began collaboratively designing a research study to examine our new residency program, with a proposal submitted and accepted for AACTE in Spring 2018.

 

TED 2 – Special Education, Early Childhood & Culturally and Linguistically Diverse Education

  • Faculty in TED 2 regularly attend and present at conferences, study best practices, and conduct research in their areas of expertise.  (See section on faculty and department successes and achievements for examples).

  • Drs. Lisa Altemueller and Cindy Lindquist have an article In Press with the British Journal of Special Education entitled Flipped Classroom Instruction for Inclusive Learning.

  • Dr. Cindy Lindquist published an article in the International Journal of Progressive Education entitled Educational Reform in Turkey. 

  • Dr. Rebecca Canges received the Faculty Senate Teaching Excellent Award.

  • Dr. Malinda Jones served as the committee chair for the Colorado Department of Education (CDE) Early Childhood Competencies Task Force to assist in developing the new CDE Professional Development Information System (PDIS).

  • Drs. Brian Sevier, Cindy Lindquist, Rebecca CangesEllen Spitler and Krista Griffin have continued their work as one of three institutes of higher education to work with CDE and University of Central Florida on a CEEDAR grant to improve reading instruction in children PK-grade 3.

  • Drs. Diane Carroll and Kara Halley worked with CDE on a state improvement project that uses data and coaching to develop model sites for students with SSN.

  • Dr. Dorothy Shapland created materials for the U.S. Department of Education; Office of Special Education entitled Myth Busters: Inclusion Edition.

 

TED 3 – Secondary, K-12 & Educational Technology

  • Dr. Jan Perry Evenstad proposed to move the study abroad omnibus course from “EDS 290A – Education, Culture and Diversity: A Puerto Rican Perspective” to the regular course “EDS 3000 – Education, Culture and Politics: A Puerto Rican Perspective. The last EDS 290A took place during the spring break in 2017. Students have indicated that they enjoyed the study abroad class and learned a lot.

  • In an effort to continue improving clinical experiences in the Secondary/K-12 program, department faculty worked together with CLAS faculty to design a lesson plan template that teacher candidates will be required to use during student teaching as part of the work sample and for formal observations with their university supervisor (except for math, art, & PE). The template was backwards designed and reflects the concepts, theories, and practical application of our coursework in our program. The template was developed in summer and fall 2016 and then piloted among a few faculty supervisors in spring 2017. Some slight adjustments and changes were made at the end of spring 2017 to be used in the student teaching supervisor training in summer. Secondary Education has started using this lesson plan template in Fall 2017.

  • Drs. Hsin-Te Yeh and Miri Chung proposed a masters level educational technology course (EDT 6000 - Technology Integration in the 21st Century Classroom) that was approved. This elective course provides opportunities for MAT students to learn about integrating educational technology into teaching.

  • Dr. Jan Perry Evenstad was the co-principal investigator for the “Region IV Equity Assistance Center” grant ($8,453,437.00) and was appointed interim director of the Western Educational Equity Assistance Center at the university.

  • Dr. Philip Bernhardt submitted a federal grant ($232,584.00) proposal “An English Language College Preparatory Program for STEM Educators” and is currently under review.

  • Drs. Janelle Johnson and Philip Bernhardt are working on increasing the number and diversity of math and science teachers serving high need schools. The team recruited NOYCE scholars and this cohort of scholars just started in Fall 2017. The awarded NOYCE grant “Noyce Urban STEM at MSU Denver – Capacity Building” provides $870,000.00 in scholarships for students over five years starting in Fall 2017.

  • Dr. Janelle Johnson was awarded the ITEST grant ($1,199,970.00) “A MULTI Approach to Effective STEM Education.”

  • As part of the NOYCE grant, all the chosen NOYCE scholars will have the full-year clinical experience during their last year in the program with the same mentor teacher. This will give teacher candidates the full year experience of “being a teacher.”

 

Annual Report: Inclusivity/Diversity section header graphic


The School of Education is committed to being representative and reflective of the population that it serves.

The race/ethnicity breakdown for the 2111 students enrolled in 2016-17 showed 21% were of Hispanic origin, and all students of color accounted for 32% of the total.

In 2016-17, over 1300 placements were coordinated for education student field experiences (prior to student teaching) and student teaching activities. These placement experiences are intended to introduce students to classrooms and facilities in the Denver metropolitan area, and the populations they serve. Just over 380 of these placements (or 29%) were in schools where more than 60% of the Preschool through 12th grade students were eligible for Free and Reduced Lunch. For all placements, the average percentage of students eligible for Free and Reduced Lunch is 45.7% – adding very diverse perspectives and experiences to our students’ education careers.  

In 2016-17, we hired four new faculty members, three faculty received tenure, and one was promoted to Full Professor. As a result of our growth and attrition among faculty, we are conducting two searches during the current year. Diversity of faculty members is a significant goal for us, so we hope to continue to hire faculty and staff that represent traditionally underrepresented groups in education.


Departmental Updates
:

TED 1 – Elementary Education & Literacy

  • Two new tenure track faculty were hired to meet identified program needs, based upon 1) a survey of graduates who identified the need to better understand and apply best practices in differentiation and 2) a recommendation in the SOE’s last state reauthorization visit to further integrate applied knowledge for serving bilingual students across clinical experiences and methods courses.  Dr. Megan Lawless brings expertise in inclusive education and teacher preparation while Dr. Ofelia Schepers brings a research focus on cultural and linguistic diversity.

  • Dr. Kathleen Luttenegger challenged students in her multicultural courses through service learning in the community.  Projects were designed for students to work with people different from themselves.  Video reflections of her students’ projects were hosted on the MSU Denver YouTube Channel. Dr. Luttenegger has focused her recent research on the integration of service learning in teacher education, with presentations at the American Educational Research Association (AERA) and the Hawaiian International Conference on Education (HICE) last year. Her application for a sabbatical focusing on service learning was accepted for Fall 2017 to include language immersion as well as her own service learning experiences with a non-profit organization in Guatemala focused on education.

  • Dr. Lupe Martinez continued his long-term partnership with a bilingual Denver Public School: the Math Science Leadership Academy (MSLA) in West Denver.  Students’ clinical experiences focus on serving linguistically diverse students in transitional bilingual classrooms.

 

TED 2 – Special Education, Early Childhood & Culturally and Linguistically Diverse Education

  • Dr. Lisa Altemueller completed the Open Safe Zone Training with the LGBTQ Resource Center.

  • Dr. Rebecca Canges served as a committee member on the Faculty Senate Multicultural Curriculum Committee which reviews curriculum to assess for their Multicultural classification.

  • Dr. Peter Vigil serves as a committee member on the Diversity and Inclusion committee which develops and endorses initiatives, grounded in inclusive excellence, for the office of Diversity and Inclusion.

  • Dr. Tina Herring continues to serve as the Faculty Liaison for the Access Center (Fall 2013 - present) and provides academic testing to support the assessment of students with Learning Disabilities.

  • Drs. Lorretta Chavez and Peter Vigil continue to serve on the Latino Graduation Committee.

  • Dr. Rosemarie Allen conducted a workshop at the Massachusetts Annual Pyramid Summit entitled Culturally responsive practices: Meeting the needs of diverse children in early childhood programs.

  • Drs. Peter Vigil, Carmen Sanjurjo, Jan Perry Evenstad, Rosemarie Allen, and Myron Anderson presented at the University of Puerto Rico on Educational Policy and the impact on teacher preparation and evaluation in the U.S. and Puerto Rico.

  • Dr. Rosemarie Allen presented at the National Association for Education of Young Children on the topic Let’s stop kicking children of color out of preschool: Using culturally responsive practices to keep children of color in school. NAEYC, Orlando, Florida.

 

TED 3 – Secondary, K-12 & Educational Technology

  • As part of the NOYCE capacity building grant, a Physics Undergraduate Teacher Licensure Program was proposed and approved. This expands the current Secondary Education licensure programs to include Physics as part of the science teacher licensure program.
  • The NOYCE team started the recruitment of student scholars to increase the number and diversity of math and science teachers serving high need schools.

  • Dr. Jan Perry Evenstad has been on the CO-National Association for Multicultural Educators as a board member and co-chair, promoting multicultural education.

  • The K-12 Physical Education program was in the process of moving to be part of TED 3 starting in Fall 2017. This increases the diversity of our department.

  • TED 3 planned on bringing in a Category II secondary education faculty member who had strong multicultural background and represented the minority group.

 

Annual Report: Collaboration section header graphic

The School of Education is committed to fostering collaboration among internal and external stakeholders dedicated to excellence in teaching and educator preparation.

In 2016-17, faculty worked with local school districts and facilities to provide the opportunity for education students to receive hands on experiences related to their programs prior to, and including, student teaching. Almost 1000 placements for field experiences prior to student teaching were coordinated over the last year, with the highest percentages of students going to Denver Public Schools and Jefferson County Schools.

Field placements, or early clinical experiences, are those placements in schools that are required aspects of coursework prior to student teaching. In addition, over 360 student teaching placements were coordinated in surrounding districts and out of state, with the highest percentages of students going to Denver Public Schools, Jefferson County Schools, and Cherry Creek Schools.

Each semester, School of Education affiliate and full-time faculty are spending as much as 450 hours in schools and other facilities that provide educational services to children throughout Colorado, particularly around metropolitan Denver. Faculty service activities, including and in addition to, their time in local schools and facilities during 2016-17 were extensive.

Students in education programs will have spent between 800 and 1260 hours in these same schools and facilities during their academic careers at MSU Denver. In 2016-17 the SOE continued collaborations with Denver Public Schools and Jefferson County Schools for a yearlong residency model that is in place during the 2017-18 school year.   

In 2016-17, School of Education faculty collaborated with peers in their fields to conduct presentations at national and international education venues (see Professional Development chart in Excellence section). In addition to collaborating with colleagues in schools and nationally, faculty from the School of Education frequently collaborated with colleagues across the university on publications, grants, and other initiatives, as previously mentioned described in Departmental Updates.

Departmental Updates:

TED 1 – Elementary Education & Literacy

  • New partnerships with Jefferson County Public Schools (Jeffco) and Denver Public Schools (DPS) focused specifically on creating residency sites for the Elementary Major’s extended residency program. Jeffco schools include South Lakewood Elementary, with CLD qualified teachers at each grade level to serve their highly diverse population of English Language Learners (ELLs) as well as three Autism labs. The second Jeffco residency site is Whilmore-Davis Elementary, also serving CLD students.  DPS partner schools include Holmes Elementary and McGlone Elementary—both of which include transitional bilingual programs. The highly diverse student populations at all four schools supports our residents, who are seeking endorsements in cultural and linguistic diversity (CLD).   To foster relationships with these partner schools, a new Category II position was created for a residency site coordinator. Ali O’Brien began this foundational work in spring and summer on a part-time basis with her position fully in place for Fall 2017.

  • A four-day faculty retreat in May 2017 focused strategically on developing curriculum for the extended residency to begin in the fall. The daylong work sessions were co-led by Drs. Kathleen Luttenegger, Corey Sell, and Megan Lawless. Among the end results was a yearlong sequence of assignments strategically aligned with standards to develop a Body of Evidence (BOE) among residents.  The time included vetting curriculum changes based upon students’ feedback on the new major and discussion of new coaching/supervision tools. Based upon best practices at other teacher education programs, Dr. Ingrid Carter drafted a repertoire of coaching tools. Through a student focus group, Dr. Carter elicited student insight that led to further revisions Faculty input resulted in the final revisions.

  • In Spring 2017, three elementary faculty piloted new electronic forms for clinical experiences. Based upon feedback from the pilot faculty and students, forms were revised in preparation for all elementary supervisors to begin implementation of the revised forms in Fall 2017.  Brian Gunther’s design of the clinical forms allows a database of clinical experiences to be automatically generated, as a means of further streamlining data collection and accuracy regarding our partnerships with schools.

  • Dr. Peg Fraser has continued leading students in international experiences in the United Kingdom each May, including teaching opportunities with Mary Erskin School, a primary school in Edinburgh, Scotland. Here on campus, Dr. Fraser brought international expertise to our department through facilitating a guest faculty visit from the University of Shkodra; Dr. Arben Bushgjokaj shared his expertise on linguistic diversity in various courses and met with professors in sharing his international perspective on education. Dr. Fraser was a guest speaking at the University of Shkodra’s opening ceremonies in Fall 2017.

  • A new partnership with the Zurich University of Teacher Education (ZUTE) involved a preliminary visit by Dean Elizabeth Hinde and Dr. Krista Griffin last spring to arrange a winter school experience for elementary students in their residency year. The three-week immersion learning includes a focus on developing knowledge around multilingual education with experiences in Swiss schools. A memorandum of understanding between ZUTE and MSU Denver’s SOE include not only the short-term learning experience for our students but also creating spaces for Swiss students as international exchange students for one semester as full-time students in MSU Denver’s SOE.  Our first two international exchange students were accepted with plans in place for Fall 2017 for one Swiss student in the elementary major and another Swiss student who focuses on secondary social studies.

  • Drs. Ellen Spitler (adolescent literacy) and Krista Griffin (elementary literacy) continued their participation in the national CEEDAR grant. MSU Denver is one of three Institutions of Higher Education working with the Colorado Department of Education and CEEDAR  to reform their teacher preparation programs. This included attending the Cross-State Convening and working with Colorado members and collaborating with various other states.

  • Dr. Corey Sell was selected to join the state committee on redesigning the Colorado social studies standards in the Spring of 2017. In the Fall of 2016, Dr. Sell joined a Colorado Primary Sources for Elementary School Collaborative that was tasked with writing curriculum to promote the use of primary sources within elementary schools across the state of Colorado.  In the Spring 2017, his elementary social studies methods students participated in this effort with the support of the Social Studies Content Lead Specialist from the Colorado Department of Education and staff representatives from The History of Colorado, Denver Public Library, and Colorado Historic Newspapers.  The end result entailed student work being published on the CDE website. His collaboration with Dr. Krista Griffin and an Aurora public school teacher included co-teaching an integrated civics and history 3-day lesson within a fifth-grade classroom.  This led to a professional presentation at the National Council for the Social Studies and the beginnings of a co-authored publication.

 

TED2 – Special Education, Early Childhood & Culturally and Linguistically Diverse Education

  • Drs. Peter Vigil and Rebecca Canges served as committee members on the School of Education Partnership committee which worked with faculty members in programs across the School of Education on refining procedures for selecting and implementing effective partnerships with k-12 public schools.

  • Dr. William Gustashaw currently serves as a committee member on the University Program Review Committee which works with programs across the university to assess the needs of each program in order to make recommendations for improvement.

  • Early Childhood Education faculties, led by Dr. Mary Lee Danielson, continue to collaborate with faculty from the math department to implement two classes specific to early childhood educators.  A collaboration has been established with an exchange of ideas and materials between the two departments to offer two math courses that address the needs of children in pre-school to grade 3.

  • Drs. Diane Carroll and Kara Halley have served since 2006 as members of the Significant Support Needs Advisory, which serves to advise the Colorado Department of Education regarding students with significant support needs; they created “Quality Indicators for Assessing Individualized Services for Students with Significant Support Needs” to collect data for the state.

  • Drs. Peter Vigil, Vicki Nilles, and Lorretta Chavez are members of the Higher Education Linguistically Diverse Education (HELDE). Dr. Chavez has worked with Kara Viesca from CU Denver and Karla Esser from Regis for four years for HELDE.  They have done research on the origins of HELDE and it contributions and together have submitted a paper for publication. Members of this group, including Drs. Chavez and Vigil presented at AERA (Presidential session) about HELDE in 2016.

  • TEDM 6400 is a co-taught class with faculty from special education and elementary education who planned, taught, and evaluated the class together.  The class models collaboration and co-teaching principles.

  • Collaborating on an ongoing study, Drs. Carmen Sanjurjo, Peter Vigil, Jan Perry Evanstad, and Myron Anderson collaborated on, "How Do Pre-Service Teachers' Understandings of Cultural Diversity Evolve During their Participation in a Licensure Program: A Comparative Analysis of Teacher Preparation Programs in the United States and Puerto Rico".  This is collaboration between MSU Denver and the University of Puerto Rico faculty.

 

TED3 – Secondary, K-12 & Educational Technology

  • Dr. Philip Bernhardt worked with history department on the development of a new licensure program option that has CLD endorsement course work. The new program will be submitted for review in Fall 2017.

  • Dr. Kathryn Young offered EDS 1001 – Educational (In)Equality in the 21st Century for the first time in Fall 2016 that involved multiple designations (service learning, general studies, first-year success, and multicultural).

  • Dr. Todd Reimer planned on starting a committee and maybe a faculty learning group that helps connect Secondary Education faculty with CLAS education faculty to ensure the consistency and quality of the advising/field experience offered to students. Hopefully this group will start some time in Fall 2017.

  • Dr. Janelle Johnson worked with CLAS faculty on the implementation of NOYCE grant projects to promote STEM education and prepare science educators.

  • Dr. Kathryn Young continues to develop partnership with South High. Students placed at South logged 1,244 hours in spring 2017! 166 of those hours were with AVID, going to plays, culture fest, tutoring, etc. Several teachers and administrators came to share knowledge in the EDS 3210 class over the course of the semester pertaining to DACA, classroom management, involving administration in student issues, and a student panel.

  • Dr. Todd Reimer continues to establish relationship with Pomona High School at JEFFCO as a field placement site for students enrolled in EDS 3130/3140, the program’s introductory field experience course.

  • As part of NOYCE Capacity grant, Drs. Janelle Johnson and Philip Bernhardt continued to establish relationships with schools that would place our students in STEM environments for field experience and student teaching. Those schools include Englewood Middle/High Schools, Northglenn High School, Vista Peak p-16, Goddard Middle School, Denver Green School and STEM Launch.

 

Annual Report: Scholarships section header graphic

Since 2014, dollar amount donations to the SOE have increased 304%. The number of unique donors (that is, donors who are new to donating to the SOE) have increased from 16 in 2014 to 151 in 2016.

While most of the donations are for scholarships, some have funded the general SOE fund and specific programs.

The SOE received and awarded over $100,000 in scholarships and a new endowment was established in 2016-17. Most of the scholarships target students from traditionally underrepresented groups or students entering into their student teaching or residency experience. In previous years, the School of Education used a streamlined system for awarding the scholarships, and notified students of their awards very early in the summer. In 2016-17, however, we experienced a number of delays and bureaucratic mishaps due to the implementation of the university’s new AcademicWorks system. While the system is considered “state of the art,” it exposed serious concerns with coding of students in the Banner system and ongoing communication issues among Financial Aid, Advancement, and the School of Education. As a result, some students were misidentified as being eligible for scholarships when they were not eligible, funds were not being distributed efficiently if at all, students were notified of their awards late in the summer and even early into the fall semester, and other issues that we are still managing. Working out the issues with AcademicWorks required an inordinate amount of time and effort by many people in the SOE and Financial Aid to resolve the problems. While we continue to collaborate to resolve the issues that AcademicWorks exposed, the School of Education will return to the former system for identifying eligible students and deploying the scholarship funds until the glitches with AcademicWorks are resolved so that we can award the funding efficiently to students who most need it.

Despite the issues with AcademicWorks, 2016-17 was a very successful year for establishing new scholarships and even a new endowment. The biggest new fund is The Jack and Fran Kaufman Endowment and Annual Scholarship established by Cece Box. The endowment is $100,000 with an annual scholarship of $5000. Two students benefitted from the scholarship in 2016-17 and the university will continue to benefit from the Endowment for years to come. The donor is also establishing another endowment that will be described in next year’s report.

In addition, we established the Michael Bentley Annual Scholarship (for students who graduated from Adams City High School who want to become STEM teachers), and the Lynton Starfish Scholarship (for underrepresented students who are entering student teaching with preference for residents). Furthermore, Marge Fisch increased the amount of her already-established endowment.

Perhaps, though, the most notable new scholarship that was added did not come from a traditional source, and is a scholarship that we would have rather not had to establish. In November of 2016, one of our students, Tyler Marchant Despres, suddenly and tragically passed away. His grieving parents asked if we could establish a scholarship in his name, yet they did not have any money. However, working with the Foundation, we creatively established a line in the SOE General Annual Scholarship Fund just for Tyler. Approximately $2000 was donated to this fund, but it was enough for us to award some funds to two students in Tyler’s name.