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2018 Weekend of Excellence Research Symposium & Awards Dinner

2018 SCD Excellence Awards

Pictured from left: Shanté Elliott (Service award—Cultural and Educational Policy Studies), Cobretti Williams (Transformative Education award—Higher Education), Rebecca Harkema (Research award—Curriculum and Instruction), Plamena Daskalova (Transformative Education award—Counseling Psychology), and Jenna Nelson (Research award—Curriculum and Instruction)

On April 19, 2018, the School of Education (SOE) kicked off the Weekend of Excellence at Loyola University Chicago with a research symposium and awards dinner in Kasbeer Hall on the Water Tower Campus. In addition to poster sharing, SOE School Psychology professor and 2018 recipient of the “Outstanding Contributions to Training" national teaching award,  David Shriberg, delivered an outstanding keynote regarding putting social justice into action through our work in education and in our daily lives. This annual event is coordinated through the Student Development Committee (SDC) in the SOE.

Applications for awards are open to students in every program within the SOE. From all the submitted applications, a maximum of five current students are selected to receive special accolades in the areas of outstanding research, teaching, and service. Five students were celebrated this year for their outstanding accomplishments in the three areas. Congratulations to all of this year’s recipients and nominees. The applications were all very strong and each exemplified how effective SOE students are at putting education theory into practice. It was an impressive pool, and everyone did a spectacular job of demonstrating what incredible educational professionals they are becoming.

Members of the 2017-18 SDC who presented awards at the event included Brad MacDonald and Salena Ibrahim (Teaching & Learning), Sydney Curtis (Higher Education), Sarah Galvin (Counseling), and Jana Grabarek (Research Methodology). Not present were Melissa Hendler (Administration & Supervision), Scott Zwolski (School Psychology), and Jacob Del Dotto (Cultural & Educational Policy Studies).

Pictured from left are: Professor Dave Shriberg, Jana Grabarek, Cobretti Williams, Shanté Elliott, Salena Ibrahim, Rebecca Harkema, Brad MacDonald, Plamena Daskalova, Sydney Curtis, Jenna Nelson, and Sarah Galvin

Dr. Amy Heineke publishes book with international leader in curriculum design

Heineke Book - 2018

Dr. Amy Heineke has partnered with curricular design expert Jay McTighe to publish Using Understanding by Design in the Culturally and Linguistically Diverse Classroom. Building upon the widely used Understanding by Design framework, this text adds a “language lens” to plan instruction for students who speak languages other than English and students labeled as English learners. By integrating culturally and linguistically responsive practice throughout the three stages of instructional design, the framework aims to provide students equitable access to high-quality, disciplinary curriculum that prioritizes language development. The book is written for current and future practitioners spanning disciplines, including teachers and other stakeholders who care and contribute to curriculum and instruction for the increasingly diverse populations of students in classrooms and communities around the world. It is now available for pre-order on the ASCD website: https://goo.gl/wXzEY7.

LUC Students help with the Goudy Elementary Family STEM Night

STEM Fair

Elementary and Special Education majors and Professor Lara Smetana conclude the spring semester with a fun-filled night of science, technology, engineering and math at the annual William C. Goudy Technology Academy’s Family STEM Night. Teacher candidates in Smetana’s TLSC 231 course spent their semester working alongside 4th grade students in this CPS partner school’s unique elementary engineering lab. They returned to host an engaging family design challenge combining art and engineering. Goudy elementary students and their families used an engineering design process to design mechanisms and create imaginary critters with moving parts. A few favorite examples are shown off above!

Higher Education Accomplishments

HIED 2017 Accomplishments

From the classroom to the field our Higher Education students are outstanding.  We celebrate all of their accomplishments.

Cobretti Williams, current PhD student, is the recipient of the NASPA Region IV-E Graduate Student Research Award. Her study titled Tools for Survival: Women of Color Navigating Campus Activism Through Artistic Expression received exemplary scores by the NAPSA faculty reviewers. 

Caress Brown, MEd 2013, has been awarded the prestigious Diversifying Higher Education Faculty in Illinois (DFI) fellowship to earn her doctorate. She will be leaving her role at city colleges to dive into her research and studies. Her department has also offered to add a professor track to her plan of study as well. She is excited about the road ahead and wants to thank Loyola faculty for their guidance and assistance throughout her career.

Angelica Suarez, PhD 2002, has authored the chapter Data in the Service of Equity in the new book published by Harvard Education Press called Creating a Data-Informed Culture in Community Colleges. Dr. Suarez is currently the the Vice President for Student Affairs of the Southwestern Community College District in Chula Vista, CA.

Loyola PhD Scholar Awarded Internship with MacArthur Foundation

AEA Diversity Internship

Pictured here (left to right) is Dr. Leanne Kallemeyn, faculty member in Research Methodology and member of the American Evaluation Association; Emely Medina-Rodriguez, Higher Education doctoral student and GEDI recipient; and Dr. Maurice Samuels, program officer and mentor from MacArthur Foundation.

Emely Medina-Rodriguez, a PhD student in the Higher Education program, received a Graduate Education Diversity Internship from the American Evaluation Association. The Graduate Education Diversity Internship Program provides paid internship and training opportunities during the academic year. The GEDI program works to engage and support students from groups traditionally under-represented in the field of evaluation.  The John D. and Catherine T. MacArthur Foundation is sponsoring Ms. Medina-Rodriguez's internship experience.  Dr. Maurice Samuels, a Program Officer at the MacArthur Foundation and former GEDI-recipient, is serving as her mentor.  The Annual Meeting of the American Evaluation Association was November 6-11, 2017 in Washington D.C.  The GEDI program celebrated its 15th year.

Dra. Chang’s Research Yields Acclaimed Publication and Award

Chang New Book

Congratulations to Dra. Aurora Chang on the publication of "The Struggles of Identity, Education, and Agency in the Lives of Undocumented Students: The Burden of Hyperdocumentation" that has been receiving acclaim. She has also been named the recipient of the Research of the Year award from the Multiracial Network.

This book weaves together two distinct and powerfully related sources of knowledge: (1) my journey/transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and (2) five years of ongoing national research on the identity, education and agency of undocumented college students (Chang, 2014, 2015, 2016).  In interlacing both my personal experiences with findings from my empirical qualitative research, I explore practical and theoretical pedagogical, curricular and policy-related discussions around issues that impact undocumented immigrants while providing compelling rich narrative vignettes (both personal and from my study participants). Collectively, these findings support my overall argument that some undocumented students can cultivate an empowering self-identity by performing the role of infallible non-citizen citizen. More details

 Congratulations Aurora on this well deserved recognition!

 

 

Our Graduates Make a Difference - 2017 Alumni Awards

2017 Alumni Awardees (copied from About Us/Engagement/Alumni)

Pictured Left to Right: Karen Tellez, MEd; Jill Young, PhD; Mary Satchwell, PhD; Aliza Gilbert, PhD; Michelle Schlack, EdD; Crystal Pfeiffer, MA.

In 2014, the School of Education established a new tradition to celebrate and recognize alumni who have made significant contributions to society and whose accomplishments, affiliations, and careers have honored the legacy of excellence in the school. Recipients of this award are accomplished in three distinct areas; professional achievement, service to society and service and support to the School of Education.

The faculty from each program area had the opportunity to select a recipient. Awardees were recognized at the Fall Alumni Brunch in November. This is an annual tradition at the fall alumni reception.

This year’s recipients are: (click on each name for the full citation)

2017 Distinguished Alumni Award Recipients
Administration and Supervision  Michael Boyle, PhD 1992
Counseling  Michelle Schlack, EdD 2007
Cultural and Educational Policy Studies  Crystal Pfeiffer, MA 2014
Higher Education  Aliza Gilbert, PhD 2009
Research Methodology  Jill Young, PhD 2016
School Psychology  Mary Satchwell, PhD 2013
Teaching and Learning  Karen Tellez, MEd 2014

Photo Slide of Reception

Criteria & Nomination Process (except for Higher Education)

Criteria & Nomination Process for Higher Education

Congratulations to the 2017 LUC-Noyce Scholars Award Recipients!

LUC-Noyce 2017 Scholarship Awardees

Left to right: Cassandra Cowperthwaite (Mathematics), Adam Davenport (Physics), Shannon Le (Biology)

These Math & Science teacher candidates are awarded tuition and programmatic support in exchange for their commitment to serve in Chicago high needs schools upon graduation.

These beginning teachers join a national network of Scholars through the National Science Foundation’s esteemed Robert Noyce Teacher Scholarship Program, which seeks to increase the number of teachers with strong STEM content knowledge who teach in high-need school districts.

Are you a science or math major?
Have you considered teaching?
Do you love Chicago & want to make a difference?

Find out more about the LUC-Noyce Scholars program
Application process for 2018-2019 opens January 2018!

Alumnus Awarded the Minority Postdoctoral Fellowship at Columbia

Mike Hines Awarded Fellowship

Dr. Michael Hines, a 2017 graduate of our Cultural & Educational Policy Studies PhD program, has received the prestigious Minority Postdoctoral Fellowship at Teachers College, Columbia University where he will be based in the History and Education Program. Hines’ research examines efforts by African-American teachers and activists to create alternative curricula in history and social studies during the early twentieth century.  Congratulations Dr. Hines!

Opportunity for Undergraduates to Study in Panamá City during Spring Break

Study Abroad: Panama City

Undergraduate Bilingual/Bicultural Education, Elementary Education, and Special Education candidates interested in studying abroad in Panamá City during Spring Break 2018 can apply to be part of ‌this year’s cohort traveling to Panamá City, Panamá to complete both modules of Sequence 4 (elementary science methods and social studies methods).‌

Last year, eleven undergraduate candidates spent Spring Break of 2017 in Panamá City, Panamá learning about and putting into practice scientific inquiry as part of their course work in the Sequence 4 elementary science methods course with Professor Lara Smetana. During the week they spent their days observing and assisting at a renowned International Baccalaureate (IB) school in the area. During the weekends, they explored the Panamanian Rainforest, visited the Panamá Canal Locks, and gained expertise in wildlife rescue and rehabilitation.‌

‌For more information and to complete the application please visit the Office of International Program's Panama - Spring Break site. The application deadline is October 15, 2017.

Alumna Recipient of Carnegie Academic Leadership Award

DeRionne Pollard Carnegie Award

The Carnegie Corporation of New York announced that Dr. DeRionne P. Pollard, President of Montgomery College (MD), is a recipient of Carnegie's 2017 Academic Leadership Awards given to only seven current college or university presidents in the nation. We are proud that DeRionne is a graduate of our Ph.D. Higher Education program as it showcases what our graduates accomplish. She also has received our Higher Education’s annual Distinguished Alumnus/a Award in 2013. Congratulations Dr. Pollard!

Mapping Free Speech Tensions on College Campuses

Mapping Free Speech Tensions on College Campuses

Dr. Demetri Morgan and School of Education Ph.D. student Norma López collaborate to create an interactive map that follows recent clashes between speakers and student protesters.

Clashes between student protesters and campus speakers have dominated the news media in recent years. Colleges have struggled with how to best balance the First Amendment rights of speakers and the student groups that invite them while promoting inclusive and educationally safe environments for students that find the message of these speakers to be harmful. Given these tensions, we wondered: What is the current status of Free Speech and The First Amendment on College Campuses?

$1.2 million for STEM Teacher Prep Scholarship

STEM Teacher Prep Award

The National Science Foundation has awarded Loyola University Chicago $1.2 million for the project, LUC-Noyce Scholars: Redefining STEM Teacher Preparation by Teaching, Learning, and Leading with Schools and Communities. Congratulations to Lara Smetana (Science Education), Principal Investigator, Linda Brazdil and Karin Lange (Center for Science & Math Education), Jim Breunlin (Math Education), Peter Tingley (Mathematics), Chandra James and Jessica Fulton (Chicago Public Schools).

This Robert Noyce Teacher Scholarship Program award recognizes and will continue to support the collaborations between faculty in the School of Education, Center for Science and Math Education (CSME) and College of Arts & Sciences, as well as with Chicago Public Schools’ Offices of Science & Math Education and our area school and cultural institution partners.

The first LUC-Noyce Scholars will be named this summer. Undergraduate and graduate LUC-Noyce Scholars will receive up to $30,000 in tuition support, funding to participate in ‌professional conferences and to purchase classroom materials. Combined with increased mentoring and professional development experiences during their program through the CSME and other area partnerships, the LUC-Noyce Scholars program will further enrich teacher candidates' preparation and induction experience through the Teaching, Learning and Leading with Schools & Communities program.

Upon completion of their preparation program, LUC-Noyce Scholars commit to two years of service in CPS or other high-need high schools for each year of funding received. The LUC-Noyce Scholars team looks forward to working collaboratively with CPS to identify those schools where the Scholars’ preparation – especially their IB and ESL certifications – will be best utilized.

Smetana will also be leading research efforts for the project, studying program implementation and advancing knowledge about preparing secondary science and math teachers in collaboration with Chicago schools and communities.

* The picture is complements of the Center for Science and Math Education. CSME's Cultivating Whole School Implementation of the Next Generation Science Standards, received Public Choice recognition! Click here to see all the recognized videos.

Bridget Kelly Appointed Executive Editor of NASPA Publication

Kelly - Exec Editor

NASPA is pleased to announce the appointment of Dr. Bridget Turner Kelly as Executive Editor of the Journal of Student Affairs Research and Practice (JSARP). Her three-year term will begin in July 2017.

With a career in higher education and student affairs spanning more than 16 years, Dr. Kelly has held faculty positions across the United States. She is currently an associate professor in the School of Education at Loyola University Chicago, where she works with faculty, students and practitioners to prepare new student affairs professionals. Previously, she held faculty positions in student affairs preparation programs at Virginia Tech, The University of Vermont, and Seattle University.  Read the full article.

SOE Partners with Onward Neighborhood House

Onward House

School of Education students learn as they help make a difference in a Community Resource and Education Center through a partnership with Onward Neighborhood House (ONH). This partnership helps Onward House bring a new innovative ideas into the classroom. Onward House was very excited to host Loyola School of Education graduate students for the second year. Students spent three weeks at Onward House, observing their classrooms and experiencing their lesson plans. The ONH kids loved having the extra teachers in the classrooms to provide additional support and attention. This summer, ONH has extended the time Loyola candidates spend in the classrooms by an additional six weeks.

Destiny Hooper, a first year graduate student seeking a master's degree in Secondary Education, described her time at Onward House as, "a transformative experience." She had never seen teachers demonstrate the attention to and patience with students like their teachers at Onward House: "each day, she shared, Onward House teachers gave students a voice, brought them together and created a well-rounded learning experience."

Chris Libert, another first year graduate student seeking a master's degree in Secondary Education, described Onward House as "diverse, welcoming, warm, and empowering." When Chris arrived at Onward House, he spoke very little Spanish; he thought this might create a barrier to interact with the kids. As he spent more time in the classroom, he found he could turn playtime into learning, breaking down the language barrier. He also applauded Onward House as an organization: "Onward House is culturally accountable, giving parents opportunities that can in turn help make a difference in a child's life."

Bridget Kelly Honored as Faculty of the Year

Kelly: Faculty of the Year

Loyola's Division of Student Development has awarded Bridget Kelly, PhD, Associate Professor in Higher Education, with their prestigious Faculty of the Year Award.  She was nominated by students and finalists were voted on by undergraduate and graduate students. The award was announced at the ceremonies over the Weekend of Excellence.

Student Diversity & Multicultural Affairs Awards

2 Diversity Awards 2017

The Diversity Awards Recognition Ceremony honored outstanding individuals who have committed themselves to embracing diversity and social justice at Loyola.

 Transformative Education Award

  • Dra. Aurora Chang - Assistant Professor in Teaching & Learning

 Father Arrupe Award for outstanding graduate assistant

  • Grace Montero - MEd student in Higher Education

 In addition, we had five other nominations for various Diversity Awards.

Faculty Awarded the 2017 AERA CICCS SIG Early Career Award

Moon AERA

Dr. Seungho Moon was awarded the Early Career Award for the Special Interest Group (SIG): Critical Issues in Curriculum and Cultural Studies (CICCS) at the 2017 American Educational Research Association Annual Meeting. Annually, CICCS recognizes an emerging scholar who promotes trans-disciplinary research of “education as experience” and thus advances contemporary curriculum discourses. Dr. Moon’s scholarship centers on releasing the social imagination to promote equity and justice in education by interrogating interdisciplinary knowledge. Dr. Moon has used multiple disciplines of Eastern-Western philosophy, cultural studies, theology, and aesthetic theories in order to challenge a monolithic, Eurocentric version of curriculum. In his current research, Dr. Moon theorizes the diverse understandings of important knowledge, cultural sameness/difference, and political frames of curriculum decision-making in both the U.S. and in transnational contexts

Faculty Awarded Outstanding Early Career Scholar Award for Learning & Instruction

Neugebauer AERA Award

Dr. Sabina Neugebauer was awarded the Outstanding Early Career Scholar Award for Division C: Learning and Instruction at the 2017 American Educational Research Association Annual Meeting. This prestigious award recognizes the scholarly contributions of an outstanding early career scholar to the field of learning and instruction across the lifespan and among diverse populations. Dr. Neugebauer’s research focuses on the literacy development of traditionally underserved students in under-performing elementary and middle schools. Her research examines two essential components of literacy development: vocabulary and reading motivation. What sets her research agenda apart is that she investigates these two facets of reading at three complementary levels of analysis (individual, classroom, and school context) to more comprehensively identify ways to support students in achieving equitable educational outcomes.

Lincoln Hill Awarded the Service Leadership Award

Left to Right: Jana Grabarek, Lincoln Hill

Jana Grabarek, a third year doctoral student in the Research Methodology program presented the Student Development Committee's Service Leadership Award. This award was created to acknowledge students' significant leadership in service to their school, university, community and/or field. Applicants were evaluated on the extent to which their service and leadership have resulted in observable contributions and change.

From an impressive field of applicants, Lincoln Hill was selected as the inaugural recipient of the Service Leadership Award. Lincoln is a second year doctoral student in the Counseling Psychology program. Her nomination shared a coherent narrative, highlighting how her many service and professional roles align to, in her words, "create spaces where individuals from diverse backgrounds not only survive, but thrive."

Lincoln has worked toward that mission as a member of numerous committees, including Loyola's Student Development Committee, Diversity Committee, and Student Development Subcommittee on Diversity, as well as the American Psychological Association for Graduate Students' Committee for the Advancement of Racial and Ethnic Diversity. In these roles, she has collaborated with peers and faculty to facilitate conversations and trainings that promote cultural sensitivity and inclusion.

In her work with young people, Lincoln has served as a tutor for refugee and immigrant students at Heartland Alliance's After School Program, a resume coach at the Posse Foundation, a restorative practice coach in Chicago Public Schools, and an advanced therapy extern at DePaul University Counseling Services. In all these roles, she has sought access, acknowledgement and support for minority students.

Lincoln intends to continue this remarkable journey through scholarship and professional service. Having already studied topics like school transitions, resiliency, and acculturation, it is her goal to apply her knowledge and experience at a multicultural counseling center housed on a college campus. In that setting, she aims to increase cultural humility and access to behavioral health services for diverse clinical populations.

It is humbling and inspiring to consider all that Lincoln has already accomplished. We are proud to honor her with the Service Leadership Award this evening, knowing so many more good works are yet to come.

Nicole Reed Awarded the Transformative Education Award

Left to Right: Brad MacDonald, Nicole Reed

Brad MacDonald, an undergraduate in the Secondary History and Special Education, presented Nicole Reed with one of two of the the Student Development Committee's Transformative Education Awards. This award Award is given to individuals who are committed to their field and have demonstrated their ability to transform the lives of those around them. Candidates were asked to send in one letter of recommendation as well as a personal statement to address how they have implemented transformative education in their field. The two candidates chosen have not only clearly conveyed how they transform the lives and experiences of the people with whom they work with, but also have illustrated their dedication to social justice and catalyzing social change.

Nicole Reed is a student in the School and Community Counseling program and works as a school counseling intern. Her job entails supporting and meeting the diverse needs of her students. She currently runs an executive functioning group for freshmen who have failed a class their first semester and risk being off track for graduating on time. Instead of approaching this group of students with the mentality that they are problem students, Nicole allows their voices to be heard and to vocalize their needs. Through her education at Loyola, she has gained the knowledge to be both an academic advisor and mental health counselor. This converging of skills and knowledge has allowed her to embody transformative education by supporting the individualized needs of students by building genuine relationships with students, asking questions, and collaborating with integral allies such as parents and teachers. Her passion for helping others and for them to see their potential is the reason why Nicole Reed is the perfect candidate to receive the SDCs Transformative Education Award. I know Nicole will continue her work to enrich and transform the lives of all her students and be an agent of social change.

Sydney Curtis Awarded the Transformative Education Award

Left to Right: Brad MacDonald, Sydney Curtis

Brad MacDonald presented Sydney Curtis with one of two of the Student Development Committee's Transformative Education Awards. This award is given to individuals who are committed to their field and have demonstrated their ability to transform the lives of those around them. Candidates were asked to send in one letter of recommendation as well as a personal statement to address how they have implemented transformative education in their field. The two candidates chosen have not only clearly conveyed how they transform the lives and experiences of the people with whom they work with, but also have illustrated their dedication to social justice and catalyzing social change.

Sydney Curtis is a student in the Higher Education program and is a course instructor for UNIV 112 (strategies for Learning). In addition, Sydney works extensively with the Student Diversity and Multicultural Affairs department at Loyola. Her dualistic role of being a graduate student and instructor gives her a unique position to transform the lives of the students that she works with. In her UNIV 112 class, Sydney has collaborated with multiple departments in the Loyola community such as Academic Advising, Services for Students with Disabilities, and the Center for Experiential Learning to help engage her students and more importantly help support their individualized needs.

In addition, Sydney strives to empower her students to explore their personal identities, their academic goals, and ability to affect positive change. She uses their funds of knowledge to help each student realize their potential and how they have the capabilities to engage change in their community.

Sydney’s work in SDMA has included facilitating The People’s Institute, which is a retreat that allows students to discuss systems of oppressions and their role as agents of change. In addition, Sydney will present at SDMA’s Social Justice Symposium and discuss productive strategies for talking across differences and how to disrupt microaggressions. Sydney’s passion for leading and inspiring those around her makes her an ideal candidate to receive the SDC’s Transformational Education Award. I know Sydney will continue her work to enrich and transform the lives of all her students and be an educator of social change.

Ester Sihite Awarded the Distinguished Research Award

’17 SCD Distinguished Research Award

Left to Right: Ester Sihite, Mark Torrez

Mark Torrez, a fourth year doctoral student in Higher Education, presented Ester Sihite with the Distinguished Research Award. The award was established to recognize exemplary research conducted by doctoral students within the School of Education. Applicants were evaluated on the rigor and goodness of the study, its connection to our Jesuit mission and values, and the study’s potential to make a significant and lasting impact to the field of education.

It is my distinct privilege to honor Ester Sihite, a fourth year PhD student within the Higher Education program, with the 2017 School of Education Distinguished Research Award. Ester then shared about her study, titled “Exploring Community College Practitioners’ Cultivation of Asset-Based, Antiracist & Multicultural Approaches to Education: A Phenomenological Study.”

Dr. Tavis Jules' New Publication

Jules

Congratulations to Dr. Tavis Jules on his new edited volume, The Global Educational Policy Environment in the Fourth Industrial Revolution: Gated, Regulated and Governed. This book explores the impact of globalization on modes of governance at national and supranational levels, focusing on the influx of (neo)corporate interests in the politics of education. The contributing authors collectively demonstrate the rising conflict resulting from the creation of new geometries of governance in national education systems and the increased regulation of education policy through local, national and international gatekeeping and benchmarking.

For more information, visit Emerald Insight Publishing

School Psychology Program Highlighted in the Graduate School Newsletter

“School psychologists are uniquely qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community” (NASP, 2016).

The School Psychology program at Loyola University Chicago is composed of three, separate graduate degree programs: the Educational Specialist (EdS), Doctor of Philosophy (PhD), and Doctor of Education (EdD) degree programs. Housing approximately 120 graduate students across the three programs, each program is grounded in the principles of social justice, framed around a scientist-practitioner model of training, and designed to prepare candidates for careers in school psychology. However, the focus of each degree program differs slightly. ... (Read the rest of the article)

Loyola Well Represented at 2017 NASP Convention

Many School Psychology students and faculty attended and presented at our 2017 annual convention for the National Association of School Psychologists (NASP).  Two of our own won awards:

Congratulations Melissa & Pam!

AACTE Award to Anna Lees, Ed.D.

Dr. Anna Lees of Western Washington University will receive the 2017 AACTE Outstanding Journal of Teacher Education Article Award for her article “The Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation,” published in the November/December 2016 issue of the journal. Dr. Anna Lees graduated in 2015 from Loyola's Ed.D. in Curriculum and Instruction.

Former Superintendent and SOE Alumni Dr. Harry Rossi to Receive Distinguished Service Award

Former Northbrook/Glenview School District 30 Superintendent Dr. Harry P. Rossi has been selected to receive the 2017 AASA Distinguished Service Award from The School Superintendents Association. He spent 33 years at District 30 schools. 

He was a teacher, assistant principal, principal, assistant superintendent for 16 years; and spent the last 17 as superintendent of schools (1972-2005). After he retired from District 30, he formed a lobbying organization with long-time colleague David Peterson, called FED ED, and currently works with School Exec Connect, a school administrator search firm, acts as a mentor for first year administrators, and teaches at Loyola University Chicago

"My greatest honor was serving as Superintendent of Schools in Northbrook/Glenview School District 30," said Dr. Rossi.

"We are proud to honor you for your accomplishments on behalf of the nation’s children,” said Bernadine Futrell, Ph.D., Director, Awards and Collaborations.

As a winner of the AASA Distinguished Service Award he is invited to the AASA National Conference on Education (NCE) in New Orleans, LA, where he and three other individuals will be honored for outstanding leadership during the Friday, March 3, 2017, general session of the conference. 

Learn more about the conference and schedule online here: http://nce.aasa.org/schedule/

Dr. John Dugan's New Book

Dugan

Congratulations to Dr. Dugan for his new book: Leadership Theory: Cultivating Critical Perspectives.  Leadership Theory is designed specifically for use in undergraduate or graduate classrooms providing a comprehensive overview of essential theories informing the leadership studies knowledgebase. The text infuses critical perspectives in a developmental manner that guides readers through increasingly complex ways in which theory can be deconstructed and reconstructed to enhance practice and advance social justice.

SOE Students & Faculty Engage CPS Students in Learning about Civics

2016 Engagement: CPS Civics

As a member of the Service-Learning & Civic Engagement Consortium, Loyola University Chicago School of Education sponsored a day-long election simulation on campus October 14 and 28, 2016.  250 Chicago Public Schools high school students from civic education courses at ten different schools participated as an extension of their unit on elections and voting. During the day, students assumed roles as political party leaders, media members, election officials, advocacy organizers, and state caucus members. While political parties elected a presidential candidate and devised and ran a campaign strategy, media members conducted interviews and provided briefings, election officials established polling stations and monitored petitions and registrations, advocacy organizers established positions on the issues and met with state caucus and party members, and states discussed the campaign issues and heard from the candidates. The day culminated in a candidate’s debate with live tweeting and electronic election with electoral college results. Loyola students and faculty supported throughout the day as advisors and facilitators. The CPS students demonstrated a remarkable passion, intensity and thoughtfulness around the issues and the process.

Research Presented at ASHE Conference

2016 ASHE Presentation

From left to right: Emely Medina-Rodriguez (current PhD student in Higher Education at LUC); Lauren Adams (second year master's student at Michigan State University and former undergraduate student at LUC); Rachel Brown (alumnae from MEd program in Higher Education at LUC); Dr. Bridget Kelly (LUC faculty); and Megan Segoshi (PhD candidate in Higher Education at LUC). Not pictured: Alyscia Raines (alumnae of MEd program at LUC in Higher Education).

A research team of current students and alumni lead by Dr. Bridget Kelly presented at the 2016 Association for the Study of Higher Education (ASHE) annual international conference.  They presented their research paper entitled Support Matters: Experiences of Black Alumnae at Predominantly White Institutions, which had been accepted after peer-review.  There were 1,300 faculty, administrators and students from higher education programs and policy centers across the globe at the conference.

SOE 2016 Distinguished Alumni Awards

2016 Alumni Awardees (copied from About Us/Engagement/Alumni)

Pictured Left to Right: Corey Winchester, MEd; Chor Ng, MEd; Laura Swanlund, PhD; LeViis Haney, EdD; Rabia Khan Harvey, MEd; Rufus Gonzales, PhD.

In 2014, the School of Education established a new tradition to celebrate and recognize alumni who have made significant contributions to society and whose accomplishments, affiliations, and careers have honored the legacy of excellence in the school. Recipients of this award are accomplished in three distinct areas; professional achievement, service to society and service and support to the School of Education.

The faculty from each program area had the opportunity to select a recipient. Awardees were recognized at the Fall Alumni Brunch in November. We anticipate this becoming an annual tradition at the fall alumni reception.

This year’s recipients are: (click on each name for the full citation)

2016 Distinguished Alumni Award Recipients
Administration and Supervision  LeViis Haney, EdD 2011
Counseling  Rufus Gonzales, PhD 2006
Cultural and Educational Policy Studies  Corey Winchester, MEd 2013
Higher Education  Rabia Khan Harvey, MEd 2001
School Psychology  Laura Swanlund, PhD 2010
Teaching and Learning  Chor Ng, MEd 1998

Photo Slide of Reception

Criteria & Nomination Process (except for Higher Education)

Criteria & Nomination Process for Higher Education

SOE Faculty Acknowledged for Exemplary Scholarship

Poon: Exemplary Scholarship Award

Dr. OiYan Poon, Assistant Professor of Higher Education received the Garcia Junior Exemplary Scholarship Award. 

The Association for the Study of Higher Education (ASHE) Council on Ethnic Participation honors the Garcia Junior Exemplary Scholarship Award. The purpose of the García Award for Exemplary Scholarship is to recognize faculty members for seminal, exemplary scholarship that focuses on research and issues specifically related to underrepresented populations of color.

The CEP Mildred García Award for Exemplary Scholarship is so named in honor of Dr. Mildred García, an exemplary scholar whose contributions as a leader and trailblazer in the field of higher education research continue to raise the bar for academicians and administrators, alike. Dr. García’s academic research has concentrated on equity in higher education and its impact on policy and practice.

The Mustard Seed Project

The Mustard Seed Project

2017 SAVE THE DATE Mustard Seed 

 

The Mustard Seed Project

 

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Teach – Serve – Transform

Lu CHOICE

Consider joining the LU CHOICE Program (Loyola University Chicago Opportunities in Catholic Education).

  • Teach for two years in an under-resourced Catholic Elementary School in Chicago
  • Live in an intentional faith based community
  • Continue to develop your spirituality
  • Receive your Master’s degree in education, and an elementary education teaching license, on a full scholarship from Loyola

Change your life, the lives of others, and the world!

For more information:

Dr. Chang recognized for Outstanding Contribution to Higher Education

Chang: Outstanding Contribution to HIED

NASPA Student Affairs Administrators in Higher Education (NASPA) Region IV-East has recognized Dr. Aurora Chang with their 2016 Outstanding Contribution to Higher Education award.  This award is based on meaningful and appreciable contributions to the issues and concerns affecting higher education as well as dedicated service, consistent advocacy and outstanding leadership to the higher education community in a national and/or international context.  Congratulations!

PhD Student Awarded APA Blue Ribbon for Research Proposal

PhD Student Awarded APA Blue Ribbon 2016

The American Psychological Association awarded a blue ribbon to Carly Tindall, School Psychology PhD student, based on reviews of research proposals submitted to APA Divison 16 with graduate students listed as first authors. The award was granted for having one of the highest rated poster proposals.

The title of the study, done in conjunction with Pamela Fenning, PhD was, "Exploring the Needs of Youth on the School-to-Prison Pipeline: Perspectives of Key Stakeholders".  This study explores the academic, behavioral, and social-emotional needs of youth involved with or at risk of being involved in the juvenile justice system.  The findings of interviews with key stakeholders (e.g., school-based professionals, juvenile justice professionals, parents, students) directly connected with or advocating for youth associated with the school-to-prison pipeline trajectory were discussed.  The data was collected from cross-disciplinary participants to gain a more holistic understanding of the needs of youth within this trajectory and to learn specifically about the racial and ethnic disproportionality within the school-to-prison pipeline and how school psychologists can work to combat it.

School of Education Convocation Welcomed New Graduate Students

Convocation 2016

Dean Terri Pigott of the School of Education welcomed our new graduate students at convocation on Wednesday evening, August 24th.  Students had a chance to hear from four speakers as well as meet with their program faculty. Dr. Bridget Kelly, Associate Professor in Higher Education, discussed social justice in context of the school's conceptual framework. Dr. Steven Brown, Chair and Professor in Counseling Psychology and the 2015 Fr. Walter P. Krolikowski, SJ Endowed Chair, shared his excitement about his and his colleagues research. Dr. Kate Philippo, Associate Professor in Cultural and Educational Policy Studies and recipient of the school's 2016 Distinguished Faculty Award for Excellence in Teaching, addressed the need for balance in life and caring for one's well being as important aspects of being successful in graduate programs.  Michael Hines, Ph.D. candidate in Cultural and Educational Policy Studies and the 2016 Student Development Research Awardee, discussed his current research.

Graduate Student Shares Reflections on Studying in Rome

Alyssa Humbles: Rome 2016

School of Education graduate students have the option to take one of three classes offered in Italy at Loyola’s Rome Center campus as part of their course work.  All of the courses make use of the vast cultural resources of this world-class city and involve on-site instruction. In addition, activities are scheduled for students that expand interaction with Rome and with the Italian way of life. Today, with its ruins and palaces, streets and museums, fountains and churches, Rome is a classroom for understanding the cultural context of the present time.

Alyssa D. Humbles, graduate student in the Higher Education program, shares some of her reflections:

When I chose to study abroad at the conclusion of my first year in the program, while I did not have any preset expectations of this experience, I was open to an accelerated format with a strong cultural component integrated into the course content, however that may have looked. As we began studying in Rome, it was readily seen that the course structure was beautifully crafted. I believe the dialogues were much richer due to the landscape of the environment and internalized experiences we each had and shared.

The intentionality of utilizing the community, historical context and theory not only provided me with an opportunity to expand my cross-cultural competence but also hold a mirror up to the culture in which I am immersed in daily. From those moments of reflection, it became easier to identify similar themes from a western perspective and co-construct alongside my peers ways to disrupt the notions of power and authority in a healthy manner within our individual spheres of influence.

While this was my first time studying abroad, my learning expanded beyond the course curriculum and gave me an opportunity to also learn more about myself and how I negotiate my daily relationships alongside my role within higher education. I am very appreciative to have had the opportunity to take my learning beyond the typical classroom as I believe it has not only enriched my capacity professionally, but also personally.

Student Development Funding Supports Student's Conference Presentation

Carlson - Student Development Supports Conf Presentation

EdD Curriculum & Instruction student Jenna Carlson presented at the Association for Science Teacher Educators (ASTE) conference this past January. Her presentation focused on science museums as intentional partners in teacher preparation. She shared our teacher candidate’s experiences with science in museums during their preparation and how the experience has influenced the way they think about museums as partners in education. Jenna received funding from the Student Development Committee (SDC) to attend the conference.  “The opportunity has allowed me the experience of presenting my research at national conferences and the opportunity to network with other professionals in the field.  Attendance at these conferences has also helped me learn more about current issues in teacher education.” For more information on the School of Education’s SDC, please visit the SDC website.

Faculty Elected to TSP Executive Board

Pam Fenning, Ph.D., professor of School Psychology, was recently elected for a three year term to the Executive Board of the Trainers of School Psychologists (TSP), beginning August 2016. TSP is an organization of specialist and doctoral graduate training programs in school psychology. The mission and major activities of the organization can be found on the TSP web site.

Loyola and Chicago Leadership Collaborative

CLC: Chicago Leadership Collaborative 2016

 

Dr. Felicia Stewart and Stephanie Bester (Loyola MEd student) along with Mayor Rahm Emanuel attended the end of the year celebration for the Chicago Leadership Collaborative (CLC).  CLC is a partnership between the Chicago Public Schools (CPS) and many of the principal preparation programs in the region.  Loyola is a partner that focuses in preparing and developing principal candidates who are ready to lead change in schools.  Additional Information on CLC

Finding deeper meaning in education

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Loyola graduate Corey Winchester shares a laugh with his students at Evanston Township High School, where he teaches history and social studies. “My work reflects everything I learned at Loyola,” he says. (Photo: Mark Patton, student photographer)

By Kristen Torres  |  Student reporter

Corey Winchester was drawn to Loyola because of the University’s unwavering commitment toward social justice.

As a recent graduate of Loyola’s master’s of education program in Cultural and Educational Policy Studies (CEPS), Winchester credits most of his growth as a high school teacher to the University’s diverse curriculum.

“The classes I took helped me not only learn about leadership and the philosophical underpinnings of leadership, but they also helped me explore myself and my identity on a deeper level,” Winchester, 27, said.

Winchester teaches history and social studies at Evanston Township High School in Evanston, Illinois. He graduated with an undergraduate degree in education and social policies from Northwestern University and in 2014 received a Those Who Excel teaching award from the Illinois State Board of Education.

Winchester decided to go into teaching after seeing how often people of diverse races are marginalized in the school system during his own education. A Philadelphia native, Winchester wanted to use his childhood experiences to better the lives of children who may not have the support system he did during grade school.

“Once I started realizing what was going on in the school systems, I knew I wanted to do something to change it,” Winchester said. “I want students that are typically marginalized to have the same experiences I had—with a strong emotional support backing them up.”

Winchester participated in Loyola’s master’s of education program in Rome, where students are able to dive into the theory of leadership while engaged in another culture. It was after his participation in this program that Winchester was recruited to teach in the University’s Leadership Studies minor by the minor’s program director, associate professor John Dugan, PhD.

“Professor Dugan is phenomenal,” Winchester said. “When he asked if I was interested in a position I couldn’t believe it. It was such a jump to suddenly teach at the collegiate level. But I’m so ecstatic that I said yes.”

Winchester now teaches the Foundation of Ethics and Justice in Leadership course at Loyola.

“My favorite part of teaching is facilitating,” Winchester said. “I don’t teach history; I teach students with history as a vehicle to help them arrive at a place where the students can learn who they are.”

Winchester’s goal is to empower traditionally marginalized students to become activists and agents of change in their neighborhoods. He uses history as a medium to show students how to reflect on past societal mistakes.

“My work reflects everything I learned at Loyola,” Winchester said. “The process of learning and discovery, of questioning and becoming a facilitator of discussion in my role as an educator are all based on what I learned during my time there.”

Kate Phillippo, PhD, an associated professor in the School of Education, calls Winchester an exemplary model of Loyola’s Jesuit values.

“Corey is really living out what a CEPS degree is for: approaching issues of educational practice and policy with an eye that is both social justice-oriented and intellectually critical,” Phillippo said.

ONLNE: Click here to learn more about Loyola’s master’s of education program in Cultural and Educational Policy Studies. 

Presenting School of Education Graduates

2016 Graduation

Our 2016 EdD, PhD, EdS, MEd, MA, and BSEd graduating students - PDF Presentation

Weekend of Excellence Undergraduate Symposium

Weekend of Excellence UG 2016

On April 14-17, 2016, Loyola celebrated the achievements of its students at the 6th Annual Weekend of Excellence. The weekend’s events – which included research symposiums, award ceremonies, and a student musical—featured more than 1,000 students.  A key event during the university-wide Weekend of Excellence: Celebrating Transformative Education is the Undergraduate Research and Engagement Symposium, which gave undergraduates in all disciplines the opportunity to showcase their research and/or engagement projects. An awards reception followed the oral presentation and poster sessions. Kyle Jenkins and Johanna Doreson, both dual degree students, BSED Secondary Education and BA College of Arts and Sciences were awardees.  Congratulations to both!  Below is a brief synopsis of their research.

Kyle Jenkins, History and Secondary Education
Kyle’s project, “Foreign Americans: Immigrant Catholics in 19th Century Chicago” is an outgrowth of the Jesuit Libraries Provenance Project, which seeks to connect people to original archival documents from St. Ignatius College. Kyle designed a unit of fifteen lesson plans based on the documents to be used in high school history classrooms. The unit traces the emergence and spread of European Catholic immigrants in nineteenth century Chicago, with the lessons centered around the guiding question “What does it mean to be an American?” This combination of engaging content with extensive practice in research methods makes this unit extremely useful for high school teachers looking to expand their student’s historical skill set.

Johanna Doreson, English and Secondary Education
Johanna’s research investigates a band of former slaves who called themselves the Sons of Africa and who coauthored a series of open letters to various statesmen throughout the late eighteenth century. Her study sought to answer the question: Who were the Sons of Africa and did their letter-writing campaign influence the abolition movement? She argued that by repackaging their ideas within the context of letters of thanks to prominent abolitionists, the Sons simultaneously enlisted Parliament’s aid and relayed their case to the broader British public. The Sons of Africa used these letters of gratitude to show that Africans were capable of participating in the slavery debate and to steer the direction of that debate by subtly attributing their own ideas to others.

Online program helps teachers get IB certification

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Kristin Davin, PhD, is the program advisor for the new Teaching and Learning Certificate for Practicing Teachers at Loyola. “Because of the push Mayor Rahm Emanuel is putting toward creating more IB schools, we felt an increased demand to give all educators a chance at remaining competitive,” she says.

By Kristen Torres  |  Student reporter

Edward Gadient considers his studies in the School of Education among the most valuable experiences he’s had.

Graduating from Loyola with a master’s degree in secondary education in 2014, Gadient is now teaching design to high school students at the Bronzeville Scholastic Institute in Chicago.

MORE ONLINE

Learn more about the new IB certification program at the School of Education website.

“The professors at Loyola lent a lot of assistance to make sure I was growing as a student and teacher,” Gadient said. “The school’s framing on social justice as part of teaching meant I left with a good experience and invaluable education.”

Gadient’s degree also came with an International Baccalaureate (IB) certification—giving him the ability to teach in IB-certified schools around the world.

“The certification makes you so much more marketable as an educator,” Gadient said.

All undergraduate and graduate students in the School of Education have the option to become IB certified. Up until now, however, only student-teachers had the ability to enroll in the certification courses. But this summer the School of Education is rolling out its first IB accreditation course for practicing teachers.

“Because of the push Mayor Rahm Emanuel is putting toward creating more IB schools, we felt an increased demand to give all educators a chance at remaining competitive,” said Kristin Davin, PhD, program advisor for the Teaching and Learning Certificate for Practicing Teachers at Loyola.

The new program is entirely online and consists of four courses taken over a seven-month period. Teachers have a capstone course that requires them to use research implemented in their classrooms to evaluate their teaching methods.

“Teachers begin in early summer and finish their certification by the end of the fall semester,” Davin said.

Lorianne Zaimi, principal of the Helen C. Peirce School of International Studies in Edgewater, sees the new program as an advantage for local educators.

“It’s often difficult for teachers to get access to IB training locally,” Zaimi said. “Having certification classes available at a Chicago university means the city will potentially be able to quell its demand for IB teachers.”

Gadient also sees the start of the new program as a step in the right direction.

“The work I did during my IB program was among the highest quality during my master’s program,” he said. “The IB program pushes you to do better—it gives you an edge.”

2016 Wozniak Lecture Series Events

2016 Wozniak Lecture Series Events

Pictured (left to right): Flavio Bravo Chief Justice, Student Government Loyola University Chicago; Aurora Chang, PhD, Assistant Professor, Teaching and Learning; Joe Saucedo, Director, Department of Student Diversity & Multicultural Affairs

The School of Education, the Department of Student Diversity & Multicultural Affairs and Loyola’s Alumni Relations sponsored a day-long event, “A Focus on Undocumented Youth in Education” on Wednesday, March 16, 2016.  The afternoon consisted of several  “teach-in sessions that attempted  to increase awareness and inform others about important issues relevant to undocumented youth and families and to encourage participants to take action. The highlight of the afternoon was a panel of college students from Arrupe College and Loyola University Chicago who told their stories about being undocumented and the impact this had on their lives.  The day concluded with an evening lecture by Lauren Heidbrink, PhD, Assistant Professor, Chair of Social and Behavior Sciences, National Lewis University titled “Crossing Borders: Lessons from Unaccompanied Migrant Youth.”

Resources:

Mentoring Award to OiYan Poon

Poon - 2016 Mentoring Award

Congratulation to OiYan Poon, PhD, Assistant Professor, Higher Education, on being awarded the 2016 American College Personnel Association (ACPA) Asian Pacific American Network’s Dr. Daniello Balón Mentoring Award. The award was presented at the ACPA Conference in Montreal.  This award recognizes an outstanding mentor who has made a significant impact in the lives of Asian Pacific Islander Desi American students and/or student affairs professionals. The association received multiple nominations on Dr. Poon's behalf, which described her as “an inspiring scholar activist, a devoted community-centered teacher and researcher, and a generous mentor and role model.”

Catholic education is her life’s mission

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By Kristen Torres  |  Student reporter

Clinical Associate Professor Lorraine Ozar, PhD, has always had a passion for Catholic education.

She attended Catholic colleges for all of her undergraduate and graduate degrees, and she’s spent her professional career working with Catholic educators across the world. Ozar, who was named the inaugural Andrew M. Greeley Endowed Chair in Catholic Education at Loyola in 2015, has worked as a teacher, school administrator, international speaker, and more since getting her PhD in philosophy from Fordham University.

Here, Ozar talks about her love for Catholic education, why faith-based schools are so important, and what she hopes her students learn after taking one of her classes.

You’ve been involved with Catholic education—and Jesuit schools in particular—for decades. What got you started on that mission?

Although I went to school to study philosophy, by the time I was finishing my degree I knew I wanted to use that training to go into education. The more I worked with faculty in my PhD program, the more passionate I became about teaching and working in PK-12 schools. Catholic education in particular harbors the opportunity to educate the whole student—cognitively, emotionally, spiritually, and physically. It touches all the dimensions of the human person.

How did you get your start here at Loyola?

I came to Loyola in 2003 to found and serve as the director of what is now known as the Andrew M. Greeley Center for Catholic Education. I was named the first endowed chair of the School of Education in January 2015.

How was your first year as the Andrew M. Greeley Endowed Chair?

It’s been a very exciting experience so far. One of the things I got to do again last semester was teach an undergraduate course in the philosophy of education. It’s been so energizing to get back to those roots and be interacting largely with people who are on the brink of becoming teachers themselves. I’ve also been immersing myself in research. I received a grant to work with Boston College to study the standards and benchmarks for effective Catholic schools. I had the privilege of serving as the lead author and chair of the national task force that created the standards and benchmarks, and now I get to explore how those standards are impacting the Catholic school system across the country. It’s all been very exciting. (Read the entire standards and benchmarks here.)

Why is it so important to develop a curriculum specifically for Catholic schools?

I believe the kinds of relationships that lead to flourishing and growth of the whole person happen best in a faith-based environment—one that allows room for the conviction that we are transcendent people. That’s why I love Loyola. Education here is not just about knowing or doing. It’s about why we’re doing it and how we can serve others and transform our world to be more just and inclusive.

And finally, what are some things you hope your students learn after taking a course with you?

I hope the students I teach in our Catholic cohort programs get a sense of how to incorporate a dimension of deep-set values in their work, integrating Catholic identity and worldview into the way their school operates. I hope these students, along with my non-cohort students, learn how to ask philosophical questions and see where those answers lead. I want them to experience that kind of questioning and make connections to their own values and future professions as early as possible. 

Study in Rome this summer

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The School of Education’s two-week summer program in Rome offers three graduate-level classes—plus a chance to explore Italy and experience a different culture. (Photo: Maureen Baynes)

By Kristen Torres  |  Student reporter

Hugo Sevilla Gomez, S.J., already has an impressive resume: priest, theologian, philosopher, and educator. But that hasn’t stopped him from going back to school and pursing yet another degree.

Gomez is a student in the School of Education’s EdD program in Administration and Supervision. Through the school, he’s spent the past two summers studying in Rome.

Gomez, who hopes to teach low-income students after earning his graduate degree, enrolled in the program for the first time in 2014.

“I believe experiential learning is not only in service, but in experiences with others,” he said. “Rome was so important for education in western civilization, so I thought, as an educator, that would be a real opportunity to transform my own life.”

After studying in Rome in the summer of 2014, Gomez was invited back in 2015 to be a teaching assistant.

“The first year I went, I made sure to finish all of my readings for the two weeks before I left,” Gomez said. “I was so excited about visiting Rome, I wanted most of my time to be spent doing things and visiting historical sites.”

The School of Education’s two-week summer program in Rome offers three graduate-level classes, all with a strong focus on social justice. Participating students stay at the John Felice Rome center.

“I urge students to imagine themselves sitting on the Colosseum on fallen pillars and learning about educational systems that have been replicated since antiquity–students actually learn in the city itself,” said John P. Dugan, PhD, associate professor in the School of Education. “The program takes traditional classroom objectives and couples it with an opportunity to deeply know Rome.”

The program requires students to be in class from 9 a.m. to 5 p.m. Monday through Friday, leaving the weekend in between free for travel and personal excursion. Students who complete the program gain three graduate credit hours.

Leaving his hometown in Colombia to pursue a doctoral degree in Chicago, Gomez experienced a sense of vulnerability that was foreign to him.

“We don’t talk about race groups back home like we do in America. Coming here was my first experience of belonging to a minority group,” Gomez said. “I loved being with my classmates in a different environment, where we all felt vulnerable and fragile—we were all struggling with the new environment. We faced the culture together and it really brought us together.”

The experience Gomez gained in Rome was invaluable to his studies, and he urges eligible graduate students to take advantage of the program.

“If we want to enact leadership in people, we need to help them experience different cultures, languages and traditions,” Gomez said. “We can’t teach diversity when we are living in a very homogenous population.”

MORE ONLINE

Get more details about studying in Rome—including application information—at the summer program website.


2015 Outstanding Alumni Recipients

alumni-awards-2015

Pictured Left to Right: Anthony Adamowski, MEd; Kevin Gary, PhD; Betsy Ferrell, EdD; Cindy Whittaker, EdD; Amanda Mulcahy, PhD; Paul Gore, PhD; Terri Pigott, PhD (Dean). (Not pictured: Betsy Oudenhoven, PhD)

In 2014, the School of Education established a new tradition to celebrate and recognize alumni who have made significant contributions to society and whose accomplishments, affiliations, and careers have honored the legacy of excellence in the school. Recipients of this award are accomplished in three distinct areas; professional achievement, service to society and service and support to the School of Education.

The faculty from each program area had the opportunity to select a recipient. Awardees were recognized at the Fall Alumni Brunch in November. We anticipate this becoming an annual tradition at the fall alumni reception.

This year’s recipients are: (click on each name for the full citation)

2015 Distinguished Alumni Award Recipients
Administration and Supervision Cindy Whittaker, EdD 2001
Counseling  Paul A. Gore, PhD 1996
Cultural and Educational Policy Studies  Kevin Gary, PhD 2005
Higher Education  Betsy Oudenhoven, PhD  2006
Research Methodology  Amanda Mulcahy, PhD  2005
School Psychology  Anthony Adamowski, MEd 1991
Teaching and Learning  Betsy Ferrell, EdD 2014

Photo Slide of Reception

Criteria & Nomination Process (except for Higher Education)

Criteria & Nomination Process for Higher Education

Focus on Loyola’s Early Childhood Special Education Program

Early Childhood Special Education Program

Loyola’s Early Childhood Special Education program was highlighted in the October 21, 2015 edition of Chicago Catalyst for helping to meet Illinois’ need for early childhood teachers with specialized training. Loyola is only one of four licensed programs in the state to offer a blended early childhood special education program. In addition, all candidates finish with an English-as-a-Second (ESL) Endorsement. Read more.

Meet the new faculty members

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Sandria Morten, EdD, (from left), Seungho Moon, EdD, and Celia Arresola, EdD, join the School of Education’s faculty this year. Also joining the faculty is Geralyn Lawler, MEd (pictured below).

The School of Education has added four new faculty members this year, each of them committed to advancing professional education in the service of social justice. The new faculty members are:

Seungho Moon, EdD, an assistant professor in the School of Education’s Teaching and Learning program. Before coming to Loyola, he taught at Oklahoma State University for four years and has done extensive research on how to promote social justice through curriculum studies. Read more here.

Celia Arresola, EdD, a clinical assistant professor in the School of Education’s Administration and Supervision program. Arresola, who received her Doctor of Education degree from Loyola, brings several years of teaching and administrative experience back to the University. Read more here.

Sandria Morten, EdD, assistant director for inclusive practices at the Andrew M. Greeley Center for Catholic Education. Morten, who held several positions in the Archdiocese of Chicago before coming to Loyola, will work with Catholic schools to develop systems and structures to support all learners. Read her faculty bio.

Geralyn Lawler, MEd, assistant director for Catholic School Leadership at the Greeley Center. Before coming to Loyola, she served the Archdiocese in a number of capacities, including as a school principal. At the Greeley Center, Lawler will help guide principal candidates through the coursework and internship process. 

Terri Pigott, PhD named School of Education Dean

Pigott: New Dean

Dr. Terri Pigott, has been appointed by Interim President, John Pelissero, PhD,  as the Dean of the School of Education.  Dr. Pigott joined Loyola’s School of Education faculty in Research Methodology in the Fall of 1998, becoming an Associate Professor in 2004, and Professor in 2011.  She took on the role of Associate Dean of Faculty on January 1, 2013 and Interim Dean on November 1, 2014. Interim Provost, Sam Attoh, PhD remarked, “I have seen Dr. Pigott's commitment to the School of Education and her focus on teacher preparation firsthand, and I am confident we picked the right leader for the school at a very important time. As statistics continue to show the need for more educators at both the local and national level, I know that Dr. Pigott will continue to move the school forward, remaining true to its focus on students' academic, spiritual, and social formation".

Dr. Terri Pigott received her B.A in Psychology from the University of Notre Dame and a Ph.D. in Education from the University of Chicago, specializing in Measurement, Evaluation and Statistical Analysis.  She started her academic career at National-Louis University in 1990, and then served as Associate Program Officer at the Spencer Foundation in Chicago from 1996-1998.

Terri’s research interests center on meta-analysis, a statistical technique for synthesizing research across studies.  She is the Methods Editor for the Campbell Collaboration, an international organization that supports the production and dissemination of systematic reviews on social interventions. She serves on the editorial boards of Psychological Methods, Psychological Bulletin, and Elementary School Journal.  In addition to her service to the School of Education, Terri’s University service includes work on the recent HLC University Accreditation Committee, Chair of the Faculty Appeals Committee, a resource member of the Academic  Affairs Committee of the Loyola Board of Trustees, and Vice Chair of the Institutional Review Board for Research with Human Subjects, (2006-2010).

Please join us in congratulating Dr. Pigott!

New program builds leadership skills

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John P. Dugan, PhD, an associate professor in the School of Education, was the driving force behind the new Leadership Studies minor, which is open to all students at the University.

By Kristen Torres  |  Student reporter

Loyola undergraduates can now enroll in a new Leadership Studies minor to help them become ethical leaders in a variety of careers. The minor, spearheaded by John P. Dugan, PhD, an associate professor in the School of Education, takes a wide approach to the study of leadership and is open to all students, regardless of their major.

Built around the Jesuit mission of social justice, the program includes real-world experiences and a curriculum that supports reflection. Here, Dugan talks about the minor, what prompted him to create it, and how all students can benefit from the program.

Why was the Leadership Studies program created?

I’m a part of the Multi-Institutional Study of Leadership—a research program that collects data from around the world. We studied half-a-million college student respondents to see what fosters leadership development. We found that themes related to social justice transcended all disciplines, and we built the program curriculum around those results.

How does Loyola’s social justice mission fit into the curriculum?

Whether you’re studying communications, business, or nursing, there’s a commonality around the ability to build effective relationships and embrace community differences and values. Cultivating a commitment toward the public good means you’ll connect what you care about to leadership roles, regardless of your chosen career field.

How many students are currently enrolled in the program?

We have over 25 students officially committed to the minor and about 80 who are testing it out by taking the first class in the sequence. That course also counts toward the University’s engaged learning requirement, so time hasn’t been lost for those students who are testing the waters.

How does the first class—Introduction to Leadership Studies—give students a chance to get involved in the community?

For the first course, we wanted to embed the University’s service learning requirement. Students pick an area of passion—whether it be animal rights, environmental rights, whatever issue they feel aligns with their values—and then complete 25 hours at a local site working around those issues. We interweave what it means to engage in the community with these leadership values. They become a focal point for learning about leadership in the course.

Why should someone get a minor in Leadership Studies?

In today’s job market, students need to be able to do more than just acquire knowledge. They need to have the leadership skills to bring that knowledge to life. A lot of times students will get exposure to leadership in their academic majors, but because of the major’s requirements, it’s often just a single class or a smaller part of the overarching curriculum. There’s little opportunity to go in depth. Because the minor is interdisciplinary it wraps around the student’s major, allowing them to dive deeper into the development of leadership knowledge and skills—and then to connect those skills back to their major.

PROGRAM DETAILS
The Leadership Studies minor is an 18 credit-hour program with four required courses (one of which is a field-based internship course) offered by the School of Education—plus two elective courses offered by a variety of departments. The four required courses are sequenced and must be taken in order; the two elective courses may be taken at any time. Learn more at the program website.


Alum returns to teach at Loyola

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“I knew I wanted to be a teacher at a very young age,” says Celia Arresola, EdD. “Everyone in my family knew it as well. I love the challenges and the successes that result from everyday learning.”

Celia Arresola, EdD, is a clinical assistant professor in the School of Education’s Administration and Supervision program. Arresola, who received her Doctor of Education degree from Loyola in 2011, brings several years of teaching and administrative experience back to the University.

She’s worked as a special education teacher, served as a district-level administrator, and been a consultant for the Illinois State Board of Education. Here, she talks about what drew her to education, how her fourth-grade teacher inspired her, and why it’s so important to have integrity in the classroom.

Where is your hometown/where did you grow up? 

I was born in Texas but moved between Illinois and Texas due to my parents being migrant/seasonal workers. We finally settled in the suburbs northwest of Chicago.

Talk a little about your research and areas of expertise.

My areas of expertise are educational leadership, educational law, and special education.

What drew you to your field?

I knew I wanted to be a teacher at a very young age. Everyone in my family knew it as well. I love the challenges and the successes that result from everyday learning. 

Is there someone who inspired you to become a teacher?

I had already decided to become a teacher when my decision was solidified by my fourth-grade teacher, Sylvia Saylor. She was young and cool and made learning fun. She was creative and used a variety of methods to gain and maintain our attention and participation.  She treated every student the same. So if she had a favorite, we never knew about it. I modeled much of what I did as a teacher after some of the approaches that I recalled from my experiences in her classroom. 

How did you get involved in special education?

I chose special education because I had a cousin with special needs that I tutored on weekends. It just seemed like a natural transition. The thing is that I never had the opportunity to teach students with cognitive issues like my cousin. For whatever reason, I became a teacher of students with significant behavior and social/emotional issues. There was never a dull day in my classroom!
 
What do you hope your students will gain from your courses?

I hope that students realize that having integrity and being humanistic is an important part of being a leader and an educator.

ABOUT THE PROFESSOR
Name: Celia Arresola
Title: Clinical assistant professor, Administration and Supervision program
Courses taught: Issues in School Law (ELPS 461); Law, Policy, and Community for Principals (ELPS 484); Administration of Special Education (ELPS 472); Human Resource Administration for the School District Leader (ELPS 475); School Supervision for Principals (ELPS 482)


He works to promote social justice

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“I hope that students in my class ... ultimately release their imagination in order to create different communities and to create communities differently,” says Seungho Moon, EdD.

Seungho Moon, EdD, is an assistant professor in the School of Education’s Teaching and Learning program. Before coming to Loyola in 2015, he taught at Oklahoma State University for four years.

He’s done extensive research on how to promote social justice through curriculum studies, and he’s a firm believer that cross-cultural conversation helps students see the world from a different perspective.

Here, he talks about his research, the people who inspire him, and the importance of imagination.

Talk a little about your research and areas of expertise.

My research promotes social justice and equity through curriculum studies. I use art and the aesthetic experience to break the cycle of ignorance toward social inequity. Curriculum studies is the foundation of my research, and I have implemented university-school-community partnerships in historically under-resourced neighborhoods in order to support communities’ effort to advance quality of life through education.

How did you become passionate about these topics? What or who inspired you?

My passion for cross-cultural conversation in education was highly influenced by my mentors—Maxine Greene and Janet Miller at Teachers College, Columbia University. Dr. Greene taught me the value of incompleteness in education by reminding me of “I am what I am not yet.” Dr. Miller opened my eyes to view curriculum not as fixed documents, but as a process always “in-the-making.”

Why are diversity and multicultural issues in curriculum so important in education now?

The current “Black Lives Matter” movement reflects the importance of diversity and justice issues in education. Institutionalized racism, sexism, classism, ableism, and heterosexism, to list some, are not taught properly in education. By exploring diversity and equity issues in curriculum, students will be able to learn the importance of the proper recognition and the frames of (un)recognition of all human beings. 

What is one concept you want your students to learn from your courses?

Imagination. My mentor, Maxine Greene, highlights the importance of “look at things as if they could be otherwise.” I hope that students in my class learn heteroglossia­—namely multiple voices in understanding human nature and society, and I hope they ultimately release their imagination in order to create different communities and to create communities differently.  

What advice do you have for people working toward a career in higher education?

Find work that you’re passionate about and love to do continuously, joyfully, and even “painfully.” Collaborate with other colleagues and find critical friends. Connect the research with teaching and vice versa. Service is a channel to learn from the community in addition to sharing professionalism. Most importantly, trust your capacity and just be yourself.

ABOUT THE PROFESSOR
Name: Seungho Moon
Title: Assistant professor, Teaching and Learning program
Hometown: Grew up in Seoul, South Korea; now lives in Chicago, two blocks from the Water Tower Campus
Courses taught: This fall, he’s teaching two graduate courses: Curriculum and Instruction (CIEP 440) and Curriculum Theory and Research (CIEP 521).


'Being a social justice educator is a special calling'

palmer-masters-secondary-education

After teaching for years in Jamaica at the largest Jesuit Secondary High in the Caribbean, Slaney Palmer moved to Chicago to further his education. He completed his bachelor’s degree in history at Loyola in May, and his desire to not only teach, but advocate for, his students drew him back to Loyola to pursue his MEd in Secondary Education.

What inspired you to become a teacher?

I would not classify my journey into teaching as inspirational in any sense because I do not have the conventional story that many have about amazing teachers they had growing up. Many of my teachers and I shared a mutual understanding that we existed in the same time and space for specific periods. So fundamentally, it was my experiences as a student that shaped my decision to become a teacher. Having had those experiences, I decided that my aim was never to allow any person that I was tasked with educating to only that relationship with myself.

What draws you specifically to secondary education?

The adolescent years are the most important in the life of a child. They go through puberty, have identity crises, and increasingly become more aware of themselves and who they are as a person. For me, the secondary level is the last line of defense, or that bridge for them to cross which scaffold them into their success.

Teaching for several years before moving to the US cemented that conviction. I also have had my fair share of personal tragedies and setbacks and I know that navigating through the adolescent years can be grueling. Having had all those experiences, I want to be in the position to help as much as I can and in the best way possible.

Talk about your summer as part of the program.

The summer sessions were very interesting and markedly different, but a wholesome experience. It was a great opportunity to be able to visit various institutions to get hands-on experience with the strategic partnerships that are out there or that we can create in our future practice. Being able to be on-site at a school to get a sense of what we are up against—the positives, the challenges, and also the school culture—is a real benefit. The dynamics of our group made it even more interesting. Having the opportunity to interact with people of various backgrounds and experiences added a very unique dimension to the experience.

How does the Jesuit philosophy influence what kind of teacher you would like to be?

The Jesuit philosophy on education calls us to see the discerning spirit of God in all things and reminds us that we must endeavor to do all things for the greater glory of God. With that in mind, I understand and acknowledge that being a social justice educator is a special calling. It is the acknowledgement that we are called to serve those who are in need, marginalized, and or oppressed. Our service must be universal, inclusive, diverse, and with a preferential option for advocacy for those who are at risk of being left behind.

Responding to "vast needs" in low-income, urban schools

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Jessica Kibblewhite, a Chicago public school graduate, never planned to be a teacher. After attending Vassar College and then studying design at Columbia College Chicago, Kibblewhite has worked for years as a graphic designer (even illustrating her own children’s book). However, her passion for social justice and her belief that change begins with education inspired her to pursue her MEd in Special Education at Loyola.

What inspired you to change careers and become a teacher?

While I enjoyed the problem-solving and creative dimensions of graphic design, I realized that something significant was missing: I was not being challenged by my deeper desire to promote social justice through social change. Returning to my earlier interests, I began to read more about America’s school systems and their relative strengths and weaknesses. As I know from my experiences and studies, America’s school system is still struggling to provide adequate programs for students of diverse abilities and backgrounds. This is particularly true in schools in lower-income, urban environments. I decided it was necessary to act now to do something important to respond to these vast needs.

What draws you to special education?

I initially became interested in special education in high school and at Vassar College while working with children and adults in specialized summer programs. I began to think more about what it would mean to work professionally with diverse learners. There are many students with great potential who are too often provided insufficient or inappropriate support on micro and macro levels. Every student must be valued and should be provided with the resources to thrive and succeed. I decided that I would like to work with students with special needs, as I deeply believe in the ability of a committed, motivated teacher to bring real change to the lives of students so often underserved by our system.

Talk about your summer as part of the program.

This summer, I have learned many invaluable and interrelated means through which to learn and to make reasoned, reflective, and responsive decisions towards promoting the social justice in which I so deeply believe.

Invaluably, all of our courses this summer included work beyond a classroom setting, including two weeks in Senn High School classrooms, working one-on-one with English Language Learners in Onward Neighborhood House’s classrooms, and active, critical community engagement throughout the Edgewater neighborhood.

This summer, I also began working in the 48th Ward and State Representative’s office under their remarkable education liaison, Karen Dreyfuss. Currently, I am working on an initiative that provides educational opportunities for all of its residents, facilitating engaged learning within schools and throughout the community.

Before beginning the program, I could not have imagined the extent to which my life would change in only three months and the extent to which, through the support of this program, my passion would grow. And, just as importantly, how much more I have yet to learn.

 

Last Opportunity for Superintendent Endorsement under Old ISBE Rules

Last Superintendent Cohorts

The Illinois State Board of Education revised the rules and requirements for the Superintendent Endorsement beginning September 1, 2019. Further, existing programs will not be allowed to enroll any new candidates after September 1, 2016, thereby enabling the candidates participating in those programs to complete their studies and receive the endorsement before the new requirements take effect.  Like the Principal Endorsement, the changes include additional coursework as well as a longer Internship.

A window exists now for you to accomplish your professional goals by gaining this critical endorsement before the changes take effect. Loyola University Chicago’s School of Education is offering two final cohorts that will meet all the current requirements, allowing you to complete the Superintendent Endorsement program before the requirement changes take effect.

Time is running out. All applications for the first cohort (January 2016) must be completed by November 1, 2015. All applications for the final cohort (August 2016) must be completed by July 1, 2016. Don’t get caught short and miss out on this limited-time opportunity.

Questions? Call me today at 312.915.6318 or email me at misrael@luc.edu.
Ready to apply? Visit the Loyola graduate application page and begin the application process.

Connecting educators around the globe

Noah Sobe

By Anna Gaynor

Noah Sobe, PhD, was teaching English to middle-schoolers in Poland when he first became interested in comparative education as a field of study. Now roughly 20 years later, he’s just marked a decade of teaching at Loyola, where he is an associate professor and director of the Center for Comparative Education.

Sobe was recently elected to the executive board of the Comparative and International Education Society (CIES), which is dedicated to studying and contrasting education systems and practices from across the globe. After spending this year as vice president, Sobe will serve the next as president-elect and the year after that as president of the CIES board.

Here, Sobe talks about his research, what he’ll be doing in his new position, and why “knowledge mobilization” is such an important concept in academic research.

How did you get involved with CIES?

CIES is the leading academic professional society in this field, and I first started attending as a graduate student. I gave papers and participated in things like a dissertation mentoring program. Then over the last decade I’ve remained very engaged and have had the chance to assume a series of leadership positions, most recently this election as the 2017–18 CIES president.

What will you be doing in this new role?

One of my tasks when I am president-elect the year before I become president is to serve as the chief academic chair of the annual conference, which is something I am very excited about. In setting the theme and in inviting keynote speakers and designing various events I have a once-in-a-career opportunity to help shape the agenda and direction of the field. It is humbling to be doing this relatively early in my career, and I see this as an extraordinary opportunity to help the field move forward.

Can you talk a bit about your current research on education policy?

I have gotten really interested in the various ways that different school systems understand, measure, and seek to produce educational “merit.” This varies greatly around the globe, and I recently received a grant from the Spencer Foundation to work with three other colleagues on an initial comparative study that looks at China, Italy, Russia, and the US and tries to understand the ways that merit and meritocracy has played out historically in each of these settings.

And why is this an issue that needs to be studied?

I think it's a really important topic to research because nowadays we place such confidence and emphasis on education—especially at colleges and universities—to create opportunity and solve a range of social problems. Yet we know that the actual implementation of this has been somewhat imperfect, and it seems to me that in our current era of globalization the tensions between economic utilitarianism and human flourishing have intensified. I'd like to understand better how different school systems around the globe are responding to these challenges and what ideas we can come up with regarding the future of meritocracies.

What are you most excited about regarding your new position?

I am really excited at the chance to meet and work with researchers and policymakers in the field. I think there are some cases where educational comparisons can be so shallow as to actually be dangerous. And I see this leadership position in CIES as a chance to emphasize the importance of research rigor, but also try to see that considerations of justice are at the forefront of comparative education work.

What do you hope to accomplish moving forward on the executive board as well as with your own research?

Many people in academic institutions nowadays talk about “knowledge mobilization,” or how you connect research and practice. One of the most valuable things about CIES as a professional group is that it brings together researchers with practitioners and policymakers from places like the World Bank, UNESCO, and any number of civil society NGOs. During my term as CIES president I want to make sure that we foster and strengthen these connections. I also hope to be able to advance my research on the different ways that children and youth are measured and assessed when lives and futures rest on those school interactions and opportunities and/or lack thereof.

Ann Marie Ryan, Associate Dean of Academic Programs

ryan_new-assoc-dean

Beginning July 1, Dr. Ryan will assume the role of Associate Dean of Academic Programs in the School of Education.  Dr. Ryan joined the faculty of the School of Education in 2004, and was promoted to Associate Professor in 2010.  Since 2012, Dr. Ryan has served as the Program Chair of Teaching and Learning, during which time she directed the redesign of the undergraduate and graduate teacher preparation programs.  In her new role, Dr. Ryan will oversee the academic programs in the SOE, and provide support to faculty in their teaching and research roles.

Loyola grad wins Golden Apple award

Loyola grad wins Golden Apple award

Monica Prinz (MEd ’06) gets a hug from one of her students at Gillespie Elementary School in Chicago. Prinz, who returned to college a decade ago to become a teacher, recently won a Golden Apple award. (Photo: Natalie Battaglia)

By Kelsey Cheng  |  Student reporter

A decade ago, Monica Prinz was working as an occupational hand therapist. She enjoyed her job and loved helping others, but she often wondered if she had missed her true calling.

So she decided to get her master’s degree in education at Loyola—and today she’s one of the best school teachers in the Chicago area.

Prinz (MEd ’06), who teaches first grade at Gillespie Elementary School on Chicago’s South Side, recently received a Golden Apple Award for Excellence in Teaching. The award is given to roughly a dozen outstanding teachers each year for their efforts in educating under-served students. This year’s recipients were selected from a pool of more than 600 applicants.

As the daughter of a teacher, Prinz knows how important quality educators are in the lives of young children. And she also knows how important her Loyola degree was in helping her succeed in her new career.

“Loyola gave me a really good foundation,” she said. “It was more than just theories.”

Here, she talks about her father’s influence and inspiration, the importance of giving back to the community, and why she loves growing vegetables with her students.

Where did you begin your career?

I grew up in a suburb of Milwaukee, in Wauwatosa, and I went to the local public school. In high school I really didn’t know what I wanted to do. One of my friends said, “Oh, you have to go to college.” She convinced me to go to college, without really knowing what I wanted to do. I graduated from the University of Wisconsin-Milwaukee and became an occupational therapist.

What led you to switching professions?

My husband was in Chicago, so I decided to move. I was working on the North Side of the city as a certified hand therapist. I really enjoyed doing that, but I always felt like there was a certain level of teaching that I was doing with my patients—and I thought maybe I missed my calling to become a teacher. That’s when I decided to look into teaching and found Loyola.

How did you decide to attend Loyola?

I felt Loyola had a really good philosophy on education. What stuck out to me was service and social justice. I have kids myself who are in Chicago Pubic Schools and some of the differences I noticed stem from having a school where families are engaged. It is really hard to compare that to some of the neighborhood schools. Loyola’s emphasis on social justice and equity among different schools and people living within the same community stood out to me.

Do you have someone or something that is a source of inspiration?

My father was a teacher. He passed away recently, but one of the things that touched me was that his previous students remembered him and shared how he impacted their lives.

Have you had previous students come back and share the impact you had on them?

There are eighth-graders at the school that I taught years before, and they came to my classroom when I won the Golden Apple. They were so excited and were screaming, “We won! We won!” It’s gratifying to have them come back and celebrate and talk to me.

Talk a little about some of the programs you’ve brought to the classroom.

My latest project has been integrating technology and creating a blended learning classroom. I feel that it is really important to expose children at an early age to technology because it so integral to our everyday fabric of life. We also received a grant for gardening. We have a few gardens at the school, and they help students understand the life cycle of plants and where our food comes from. Today we just went out and planted, and in a couple weeks I’m hoping we get some crops to make a salad.

You lead through an engaged classroom. Did you have a similar experience at Loyola?

We did a clinical, and I really enjoyed that experience of having my professors guide me throughout the classrooms. I remember in my math class we went over different activities and skills and the same thing for my reading. I had classes that helped connect social trends to science and how to really bring it to life, which was really important. It was a strong basis for my career. It built a great repertoire for a starting teacher.

How have things changed since you first started teaching?

When I started there was a new principal—also a Loyola graduate (Michelle Willis)—who came in, and there has been a lot of program development since. She was the right leader, with the right attitude, and the right people. I am not working in isolation; I am working with a lot of other wonderful teachers on other programs because there are a lot of other talented and engaging teachers at Gillespie.

What is the one thing you hope every Loyola student walks away with?

A commitment to serve and give back to your community. I think it is so important that you give back.

The Journal of Critical Scholarship on Higher Education and Student Affairs

Journal of Critical Scholarship

The Journal of Critical Scholarship on Higher Education and Student Affairs  is Loyola University Chicago's first "homegrown" journal and is based in the School of Education. The journal, through its scholarship, seeks to interrogate higher education and student affairs by utilizing critical social theories and perspectives. The journal process and content works to deconstruct systems of power within the publishing world and academia. Through open-access copyrights and open-review processes, we seek to problematize and dismantle the ownership of knowledge  The first issue will premiere on April 28, 2015. For more information visit http://ecommons.luc.edu/jcshesa

Seeking Associate Editors and Editorial Assistants

Based in Loyola University Chicago’s Higher Education program, JCSHESA is a graduate student created and operated interdisciplinary, international academic journal featuring manuscripts that interrogate issues in higher education and student affairs through the explicit use of critical social theories.  The journal process works to deconstruct systems of power within the publishing world.  Through open-access copyrights and open-review processes, we seek to problematize and dismantle the ownership of knowledge. Additionally, we work to engage with communities that may not normally see themselves as scholarly (e.g., community organizations, graduate students), and help them to develop the necessary capital to manifest their experiences and knowledge into more traditionally formatted manuscripts suitable for the journal.

Involvement:

Graduate students at all levels can get involved immediately!  Editorial Board members can come from all academic departments.  We welcome these additional viewpoints and have purposefully named the journal the Journal of Critical Scholarship ON Higher Education and Student Affairs to signal to our readers and prospective authors that you do not need to work within the field to have knowledge about the field.

We have board members who are first semester Master’s students, first year doctoral students, and advanced doctoral students.  Editorial Board members do not need a deep knowledge about the publishing process, but should have a desire and willingness to learn.  In fact, our process looks so different from the “traditional” publishing practice, that previous experience will provide only minimal context for working with JCSHESA.  Our main requirement is that you work hard, work well in teams, have a desire to develop as a writer and reviewer, and think critically.

Apply today:

Those wishing to apply to the editorial board for the June 1, 2015-May 31, 2016 term should send a CV/Resume and a letter of intent articulating your understanding critical scholarship, relevant skills and background, and other information pertinent to the job description (attached). Please submit these to jcshesa@gmail.com by May 15, 2015.

More information:

To find out more information about JCSHESA, visit our website at ecommons.luc.edu/jcshesa and visit our website on April 28, 2015 to check out the first issue!

Don’t miss out on this unique and developmental opportunity!

Immigration and Education

immigration-and-education

Professor Noah W. Sobe

This Spring, SOE faculty and students are joining together to learn and teach about the many ways that education and immigration overlap. Immigrants make up 19% of the American school age population and Loyola's social justice focus inspires us to examine the educational opportunities and achievements of immigrant students as an issue of  educational policy and practice that crosses all levels of schooling (from early childhood through higher education).  The importance of properly serving immigrant families, communities and students crosses all professional areas from school psychology to college and university student affairs.  Under the leadership of Professor Noah W. Sobe (Cultural and Educational Policy Studies) and Professor Anita Thomas (Counseling Psychology) a group of master's and doctoral students from across the SOE are delving into the challenges and opportunities that immigrant students present.   In this team-taught seminar (ELPS 500), faculty from different program areas are bringing their disciplinary and professional expertise into the classroom. Class sessions have focused on English language learners, undocumented students, culturally relevant pedagogy, history of immigration policy, and culture and identity.

Professor Anita Thomas‌‌‌

CPS Cohort for M.Ed. Principal Preparation Program

CPS - MEd ADSU

The M.Ed. in Administration and Supervision for Principal Preparation program for CPS teachers and administrators will begin its first cohort this fall.

Educators who hold an Illinois teacher’s license and work in the Chicago Public Schools interested in earning their master’s degree and their Illinois Principal Endorsement are urged to apply for this program by June 30, 2015.  This program will take place at Loyola’s Water Tower Campus located in downtown Chicago.

This exciting program includes a three-year leadership-coaching model, starting from day one of the program, designed to ensure that all candidates acquire a solid foundation to be a principal and instructional leader in CPS. View Information Session

For more information, see the M.Ed. in Administration and Supervision for Principal Preparation.

Andrew M. Greeley Endowed Chair for Catholic Education created

greely-endowed-chair

Loyola University Chicago’s School of Education has announced the creation of the Andrew M. Greeley Endowed Chair for Catholic Education. The position recognizes a faculty member who contributes to the support and improvement of effective K-12 Catholic schools and his/her continued leadership through service and scholarship.

Lorraine A. Ozar, PhD, founding director of the Andrew M. Greeley Center for Catholic Education and a longtime advocate for Catholic education, has been named the inaugural chair. Catholic school leaders who nominated Dr. Ozar for this prestigious position cited her as one of today’s most influential figures in Catholic education.

“My appointment as Greeley Chair for Catholic Education is such a great honor,” said Dr. Ozar. “I look forward to continuing my work on behalf of Catholic education and the National Standards and Benchmarks for Effective Catholic Schools with even greater breadth and creativity.”

Dr. Ozar has served Catholic education at all levels as a teacher, school level administrator, member of the Office of Catholic Schools in the Archdiocese of Chicago, author, and national speaker. She led the development of National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools and has presented numerous workshops to educators in more than 75 dioceses across the country, focusing on curriculum development and implementation, assessment, instructional leadership, professional learning communities, and standards within the context of faith-based schools.

Michael J. Boyle, PhD, will succeed Dr. Ozar as director of the Greeley Center, where he previously served as assistant director. He was the 2014 recipient of the C. Albert Koob, OPraem Merit Award from the National Catholic Education Association for significant contributions to Catholic education and has held numerous roles in education, including principal at a large Catholic elementary school.

“Loyola’s School of Education is proud to host the Endowed Chair for Catholic Education and support the important work of the Andrew M. Greeley Center for Catholic Education,” said Terri Pigott, PhD, interim dean of Loyola’s School of Education. “We look forward to the center’s innovative initiatives that will continue strengthening the effectiveness and influence of Catholic schools nationwide.”

About the Andrew M. Greeley Center for Catholic Education
The Andrew M. Greeley Center for Catholic Education was established in 2003 by Michael J. Garanzini, S.J., president and CEO of Loyola University Chicago, to leverage the resources of Loyola’s School of Education and the University in support of improving and sustaining excellent K-12 Catholic schools. The primary work of the Greeley Center focuses on Catholic school excellence in the context of mission and Catholic identity, including sponsoring national conferences; conducting and leading on-site, tailored professional development sessions in schools and dioceses; coaching teachers and principals on instruction and leadership; and shaping Catholic school principal preparation and leadership degree programs at Loyola’s School of Education. The center has established a national presence and led efforts to develop, publish, and disseminate the inaugural National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools in 2012.

Source: Loyola Press Release

Meet student teacher Michael Godinez

godinez-student-teaching

Michael Godinez, an education major at Loyola University Chicago, was a student teacher during the fall semester at St. Ignatius High School in Chicago. Photographed December 5, 2014 for Loyola Magazine (Photo by Matt Grcic).

Why teaching? “My mom is a teacher, first of all. But I wasn’t sure what I was going to do when I was in high school. Then, senior year, I had a great pre-calculus teacher. It was the first time I understood how math worked, and I was tutoring people. My teacher said, ‘I see how you explain things to people. You can do this."

One-on-one—“We have a department office, and we have an empty classroom to use as a math resource room. Kids come in with homework or whatever. I’ve been taking those meetings, which I really enjoy. I like being able to work one on one with kids."

Excelsior—“There are days when you get up there, and you think you have the greatest lesson plan, and they just look at you like, ‘What are you talking about?’ So you keep trying to do better."

Drive to succeed—“I really enjoy it. The kids are almost too driven—especially the older ones. I tell them not to stress out too much. Everybody is like, ‘How can I do better? Can I come in for help?"

Tip of the iceberg—“Just from seeing my mom, I knew teaching was a lot of work. She’ll be at school until 7 and then work another couple hours at home. But I never fully realized how much goes into preparing for class. We work through homework problems, because we have to explain it the next day and we don’t want to be solving giant equations on the fly. We’re doing the homework too! I’ve been surprised how much teaching goes beyond just the things you think of—grading, writing tests—there’s so much more."

Michael Godinez

Major: Secondary education and math
Internship: Student teaching at St. Ignatius College Prep
Coordinating Teacher: 
Ruston Broussard (MEd’ 12)

All About Attitude

obrist-all-about-attitude

Kerry Obrist (BS ’91, MEd ’96), who is legally blind, works on behalf of others with disabilities.

Obrist was working as a school psychologist in Chicago’s south suburbs when she realized she was losing her vision faster than expected. Recognizing that some activities were going to become more difficult for her, Obrist decided to challenge herself.

“I specifically did things that were outside my comfort zone. I wanted to experience things that I thought I might not be able to do later on,” Obrist says.

She traveled to South Africa, Egypt, and Turkey. She participated in a 500-mile bike ride. She took up photography. She learned how to rock climb. She went downhill skiing.

“Which I probably shouldn’t have done,” she notes.

Obrist was diagnosed with a genetic vision loss condition at age 23, and by age 30, the loss was disabling. In 1998, when she became legally blind, she had to stop driving. She became unable to recognize faces. While Obrist’s vision loss made many things tougher, she says it changed her for the better in unexpected ways.

“I know I became much more interesting as a visually impaired person,” she says. “I think I was maybe fun beforehand. But I became much more gregarious.

In a store, I have to ask someone if clothes match. I have to be more open to asking for help and being willing to admit I can’t do everything."

Obrist went through rehabilitation, learning how to navigate the everyday by relying more heavily on her other senses, such as putting a key in a lock by mechanical memory, instead of by lining up what she saw with her eyes.

“It’s not like other forms of rehab—you’re not getting the vision back,” Obrist says. “It was just learning to use your mind in a different way. I’ve become a much better problem-solver. I have to be creative."

Despite finding new ways of doing things and making resourceful adjustments, the vision loss made it challenging for Obrist to continue working as a school psychologist. Doing classroom observations of students from a distance and working with printed materials became impossible, and so Obrist left her position.

“It was frustrating, because I saw what I had been doing in a different light. I thought I was an effective school psychologist before, but I know I would have been even more so with the disability,” Obrist says.

She volunteered with various organizations and went on interviews, but found that employers seemed to lose interest once she disclosed her disability.

“After I divulged the issue, the atmosphere in the room would change,” Obrist recalls. “You could just hear the air go out. And it’s like, ‘Okay, thanks for coming in.’ It would be over."

But, after three years, Obrist found a way to turn her job-seeking experiences into an opportunity—for herself and for others. She started working at a nonprofit called Second Sense (at the time, the Catholic Guild for the Blind) which serves adults and children with vision loss. She worked as the education coordinator for two years, eventually becoming the director of services and developing career readiness programs that would help people with vision loss who wanted to return to the working world.

“I developed a program based on what I would have wanted during those three years without a job,” Obrist says. “I knew that I had the skills and the intellectual ability to do these jobs, I just didn’t know how to present myself to an employer. I think it was because, in the beginning, I had lost my confidence. I think I was defensive at times."

She wanted to instill in those she worked with a sense of agency and confidence, along with practical tips—such as how to dress professionally for interviews. She also worked with senior citizens experiencing vision loss on how to navigate their homes and daily routines.

“We’re all human. We all have challenges. But we’ve all been given gifts,” Obrist says. “It’s that kind of attitude I want to share with other people who have been beaten down by life or the system or whatever. I think it really comes down to whether you perceive yourself as being in control of your life and your destiny, or if you’re going to be a victim of it."

Obrist worked for Second Sense until 2009, when she started her own disability consulting business, consulting with various organizations about how to serve both customers and employees with disabilities.

“With a lot of advocacy organizations, the main goal is to get people with disabilities hired. We all need jobs. That’s all fine and good,” Obrist says. “But until employers and the general public are comfortable with people with disabilities, it’s an uphill battle. I had this brainstorm one day, and I thought, ‘I’m going to make these companies money."

Obrist thought if she could show companies how to welcome people with disabilities as customers, it would also go some way toward destigmatizing those disabilities. “Many Americans have a disability. It’s a huge market,” Obrist says. “And no one, or very few people, actually market to this group. People with disabilities need the same products and services. They want to go to dinner or the movies and enjoy life. But no one’s tailoring to them."

Obrist has spent the last several years working to make organizations more open to and accommodating of people with disabilities. In 2014, she took a six-month position at DePaul’s Center for Students with Disabilities, working with staff to help them better understand their students and local employers to encourage them to think about hiring students or graduates with disabilities.

She also started a job club for students, helping them to hone interview and self-advocacy skills. Ultimately, Obrist says she is eager to continue her work helping others with disabilities and educating those without disabilities about how to be more accepting. She continues to create photography (pictured here), and her work has been accepted into numerous juried art shows. She also hopes to travel more, as she did when her vision had started to worsen, despite the challenges that might present.

“I’ve become much more of a risk-taker over the years than I was before I lost the vision,” Obrist says. “I think because I don’t take life for granted now, or what I have"

Loyola offers MEd in Teacher Leader and ESL

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Beginning spring 2015 the School of Education will offer an MEd in Teacher Leader and English as a Second Language (ESL) with dual ISBE endorsements in Teacher Leader and ESL. The program is exclusively offered through Loyola’s School of Education.

The teacher leader master’s degree is specifically designed to provide candidates with the knowledge and skills to effectively teach English Language Learners (ELLs) in multiple contexts (P-12) while also providing the candidates with the knowledge, skills and dispositions to effectively lead, supervise, and advocate in school and district-wide programs that serve English Language Learners and their families.

Applications for the January 2015 Vernon Hills cohort are being accepted now. The program is available through Chicagoland Partners for English Language Learners (CPELL) program. CPELL partner district faculty and staff who meet the eligibility requirements will receive a discount on Loyola tuition for their specific program. Read more about the CPELL program.

Dr. Curtis Mason (PhD ’11) reflects on Cultural & Educational Policy Studies program

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Name: Dr. Curtis Mason (PhD ’11) 

Program: Cultural & Educational Policy Studies (CEPS)

How did you come to pursue your doctorate at Loyola?  What about Loyola's program appealed to you?

My then-girlfriend-and-now-wife and I were looking at graduate programs in education. She was the first one to notice the CEPS Program and as I learned more about it, I saw some areas that interested me. I had been teaching high school English, but I was most interested in studying issues of social inequalities with a focus on educational history. CEPS fit that bill. Plus, we loved the idea of studying and living in Chicago.

What parts of your coursework and experiences in the CEPS Program stand out to you?

When I was there it was such a small program that you got to know your classmates and professors very well. I felt that going into a class, everyone knew what everyone was interested in so classmates could encourage other classmates’ projects and professors could help tailor assignments to specific interests. 

Tell us about your dissertation project.

I researched the impact of the Cold War on the teaching of English. Specifically, I looked at how the National Council of Teachers of English changed its organizational goals and marketing after the passage of the National Defense Education Act (1958). This was project that started as a paper in my first CEPS course, so I was able to work on areas of it throughout the program. This focus helped me to refine my research and argument while getting continuous feedback from my professors.

What advice would you offer to new or current doctoral students?

I would encourage students to submit to conferences early in the program. There are many organizations out there that are supportive of graduate student research. For those finished with everything but their dissertation, set up a writing schedule and stick to it. I found a regular schedule of a couple of hours a night for a few days a week was more productive then trying to plan to write all day on a Saturday. 

Tell us about your current position, your research, your teaching and the other projects you are working on right now.

I’m currently an assistant professor of education at Columbia College (MO). I teach the undergraduate and graduate version of our social foundations course where I draw extensively from my CEPS background at Loyola. I’m at a teaching-focused institution, but research is encouraged. It’s been great to expand on projects that I started in courses at Loyola or pursue new areas utilizing some of the research skills I learned. Currently, I’m researching the history of alternative schools in the Kansas City, Missouri, School District during the early twentieth century.

Learn more about the PhD in Cultural & Educational Policy Studies degree program.

MEd for Principal Preparation offered in Lake County

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The MEd in Administration and Supervision for Principal Preparation program is admitting its first cohort of candidates for Fall 2015.

Educators who hold an Illinois teachers’ license and work in Lake County interested in earning their master's degree and their Illinois Principal Endorsement are urged to apply for this program by June 30, 2015.  This program will take place at Loyola’s Cuneo Mansion & Gardens location in Vernon Hills.

This exciting program includes a three-year leadership coaching model, starting from day one of the program, designed to ensure that all candidates acquire a solid foundation to be a principal and instructional leader. 

For more information, see the MEd in Administration and Supervision for Principal Preparation.

Pigott named Interim Dean of the School of Education

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Terri Pigott, PhD, was recently appointed by the Provost as the Interim Dean. Her appointment follows the resignation of Dr. Michael Dantley. Dr. Pigott is no stranger to the school, as she holds an appointment as a full Professor in the Research Methodology program and currently served as the School’s Associate Dean for Faculty. Her accomplishments as a faculty member, and her administrative experience both within the School of Education and the broader University, will serve the School well. 

Dr. Pigott received her B.A in Psychology from the University of Notre Dame and a Ph.D. in Education from the University of Chicago, specializing in Measurement, Evaluation and Statistical Analysis.  She started her academic career at National-Louis University in 1990, and then served as Associate Program Officer at the Spencer Foundation in Chicago from 1996-1998.  She joined Loyola’s School of Education faculty in Research Methodology in the Fall of 1998, becoming an Associate Professor in 2004, and Professor in 2011.  She took on the role of Associate Dean of Faculty on January 1, 2013.

Dr. Pigott’s research interests center on meta-analysis, a statistical technique for synthesizing research across studies.  She currently serves as the Methods Editor for the Campbell Collaboration, an international organization that supports the production and dissemination of systematic reviews on social interventions. Her recent scholarly work includes a book published in 2012, four journal articles in 2013, and a journal article in press, and from 2007 to 2012 Terri served as Co-PI (with Dr. Meng-Jia Wu) on an NSF grant.

In addition to her service to the School of Education, Dr. Pigott’s University service includes a current appointment as Faculty Director of Accreditation, Chair of the Faculty Appeals Committee, a resource member of the Academic  Affairs Committee of the Loyola Board of Trustees, and Vice Chair of the Institutional Review Board for Research with Human Subjects, (2006-2010).

A role model and inspiration to students

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As a first-generation college graduate from the South Side of Chicago, Susana Villagomez knows the meaning of hard work. After graduating from Loyola in 2008 with a bachelor’s degree in psychology, Villagomez stayed to complete her MEd/EdS in school psychology.

Now, in addition to her full-time job as a school psychologist at a community high school in West Chicago, Villagomez is among the first students in Loyola’s new doctoral program in school psychology. Here, she talks about what she enjoys most about her job and why Loyola was a perfect fit for her.

What is the most rewarding part of being a school psychologist for you?

For me, it’s very personal. I work in a school with a high population of Hispanics, and I like to share my story with students. I grew up in Little Village and saw a lot of gang violence and things like that. So it’s rewarding when kids are interested to know how I got where I am.

I’m realistic with my students. I know what’s out there—there’s peer pressure and drugs and things like that. They say, “My family can’t afford college,” and I say, “Mine, couldn’t either, but there’s money out there, and it’s your job to find it.” I feel proud of being able to be a role model for the Hispanic population there.

I’m also really passionate about kids with Down syndrome and intellectual disabilities. I have a sister with cerebral palsy. She’s nonverbal and in a wheelchair and lives at home with us. I grew up seeing my parents have to navigate the world of special education. It’s a lot of paperwork and a lot of information. It’s a benefit being on the other side of the table and relating to the parents of kids with disabilities.

How do you feel your experience at Loyola has been unique?

Going to Loyola was one of the best decisions I ever made. When I compared other programs, Loyola offered a really good variety of classes. It looked like a lot of work, but I knew coming in that there was a reason for that.

Just as in undergrad, I felt that my professors were always there to help me and were willing to work with me. They not only taught me what I needed to learn in terms of psychology, but I really benefitted from professors taking time to go over study strategies. I think it was really significant that they thought it was important that we learn those skills. 

What do you hope to get out of the program?

I’m hoping the program opens more doors in the field of education—but also in the mental health profession—so that I can help students be successful. In the past three years, there’s been a big rise in mental illness in kids as young as eighth grade.

I’m hoping to be able to reach out to those families. I’m also fascinated when I get to go to conferences and hear other people talk about their work. That’s something I would like to do as well. In addition, I would like to focus on the bilingual population.

Learn more about the EdD in School Psychology.

Campus tours show students college is a real possibility

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Students from Joseph Lovett Elementary School in Chicago pose during a tour of campus with their principal, Leviis Haney, who earned his doctorate in education from Loyola in 2011.

Until this spring, eighth-grader Jorge Garcia had never set foot on a college campus. Neither had fellow students Tyren Williams and Chris Russell.

But thanks to Loyola’s School of Education and the Undergraduate Admission Office, all three of them—plus roughly 200 other eighth-graders—have gotten a glimpse of university life. More importantly, they’ve now seen first-hand what a college education can do for them.

In April, 50 eighth-graders from Joseph Lovett Elementary School in Chicago took a tour of Loyola with their principal, Leviis Haney, who earned his doctorate in education from Loyola in 2011.

For Haney, it was more than a chance to return to his alma mater; it was a chance to show his students—many of whom come from low-income families—that they too can earn a college degree.

“A lot of our students have never been outside their own neighborhoods,” Haney said, “so the Loyola campus is a whole new world to them. Now, they’re beginning to dream about going to college. It was a really wonderful experience for the students.”

Also touring Loyola were roughly 150 eighth-graders from William F. Gurrie Middle School in La Grange, who came to campus in May. This was the third year that Loyola welcomed students from Gurrie.

It’s a tradition that was initiated by La Grange School District 105 Superintendent Glenn Schlichting and educational consultant Kathy Stone, both of whom have doctorates from Loyola.

“Loyola has a strong commitment to urban education and social justice, and the tours we take there help contribute to those goals,” Stone said. “But the tours also help drive home the idea that these students can go to college and graduate.”

So what did the eighth-graders think of their visits?

“I now won’t look at college as just an educational process, but more as a life process,” Tyren wrote in a thank-you note to Michael Dantley, dean of Loyola’s School of Education.

“Before I came to your amazing campus, I didn’t have control of anything,” Chris wrote in his note. “Thank you so much, Mr. Dantley, for making me a better man in the future.”

But it was Jorge’s note that summed up the visits best of all.

“Now I’m going to wake up every morning throughout high school, knowing when I graduate I’m going to an even better place—college,” Jorge wrote.

More than 100 eighth-graders from William F. Gurrie Middle School in La Grange toured Loyola earlier this year. 

Learn more online

The two visits happened as a direct connection between the School of Education and its graduates. You can learn more about the School’s commitment to promoting college readiness through its GEAR UP program

Pioneering Linguistically and Culturally Responsive Teacher Preparation in Illinois

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By Rebecca Vonderlack-Navarro of the Latino Policy Forum

A vital question guiding my work at the Forum is not if all Illinois teachers and educational leaders should be prepared to meet the spectrum of linguistic and cultural diversity in their classrooms, but how to implement plans that improve their linguistic and cultural responsiveness. This question is motivated by two significant changes in education: newly minted intensified academic standards and a greatly changing student demographic.

The advent of the Common Core State Standards heightens the need for all students to master the academic language of the classroom. For the growing number of English language learners (ELLs), to achieve this requires a new level of expertise for educators on how to support and integrate a student’s home language—even if the teacher does not speak that language. Language, literacy, and content area teaching are the shared responsibility of both bilingual/English as a Second language (ESL) specialists and general education teachers.

According to 2006-2008 American Community Survey data, close to one of every four Illinois public school children speaks a language other than English in their home (22 percent). Many of them are or were identified as ELLs, now close to one out of every 10 students statewide, an increase of an astonishing 83 percent over the last 15 years.

Many general education teachers have received little, if any, preparation on ELLs. Even further, Illinois institutions of higher learning are not systematically required to provide training on the complexity of second language development, bilingualism, and culturally responsive pedagogy.

A formidable standout, Loyola’s Teaching, Learning, and Leading with Schools and Communities teacher preparation program has recently revamped to better prepare its candidates to educate diverse learners in a wide array of settings. Critically aware of the changing student demographics in Illinois, across the birth-12th grade continuum, all candidates at Loyola University Chicago will graduate with the Illinois English as a Second Language (ESL) endorsement—a first in the state. Even more, for those who specialize in early childhood education, they will graduate with an additional endorsement in special education.

Many Illinois-based universities encourage candidates to seek specialties in ESL or bilingual instruction. None, up until now, have required this for every candidate. Loyola’s programmatic revamp explicitly attempts to break the mold with two key changes: (1) emphasis on developing the specific skills and knowledge of all candidates to teach linguistic and culturally diverse students; and (2) the implementation of an entirely field-based apprenticeship model within a myriad of settings that spans the four years.

Loyola views preparing educators for linguistic, cultural, and ability diverse students on par with training for literacy in an era of Common Core and International Baccalaureate policy.

Specific programmatic attention to teaching linguistic and culturally diverse students. Instead of an optional avenue of study, the knowledge and skills that comprise the ESL specialty for Illinois are seen as part and parcel to preparation: foundational linguistic principles, first and second language development, foundational theories in practice, sociopolitical dimensions of language education policy, cross-cultural methods, and assessment.

For candidates who elect the early childhood major, they begin to apply the linguistic and culturally responsive theory and practice with infants, toddlers, and preschoolers. This includes an amplification of their knowledge and skills to include understanding the complexity of language development of young learners with special needs. Recognizing the confluence of factors that influence the identification or misidentification of ELLs with special needs, all early childhood education candidates will earn the special education endorsement.

For all other candidates outside early childhood, they have the option of taking two additional modules to receive the special education endorsement, as the other state requirements are integrated into the program. In the same vein, while all candidates receive the ESL endorsement, those who seek the bilingual endorsement can add on two additional modules offered in the summer for the bilingual endorsement along with the language test. In addition, Loyola offers an optional School-based Language, Culture, and Pedagogy Immersion program in Mexico City where candidates live with host families and work with local elementary teachers.

Schools and communities are the epicenter for Loyola’s teacher preparation. A novel site-based program has been instituted where both faculty and candidates can consider the real life involvedness of teaching in a host of school- and community-based environments. Instead of faculty delivering instruction on a university campus, they are on-site facilitators and mentors to candidates. Through eight clinically-based sequences, candidates experience wide-ranging opportunities to learn in varied locales across the birth-to-grade 12 range: high-need urban classrooms, high-performing schools, and community-based organizations. The student teaching increases during the four years, referred to as a growth-based apprenticeship model embedded in schools and communities.

Candidates also participate in Professional Learning Communities led by university faculty with intensive collaboration with school- or community-site professionals. Teacher professionals are regarded as local experts, referred to as “co-teacher-educators.” They play a critical role advancing rich local understandings of history, culture, socioeconomic diversity and concerns with equity, community and family values. Teacher professionals are vital in educating candidates on the various contextual factors that influence student learning. These on-the-ground lessons complemented by deep pedagogy facilitate candidates to work with both teachers and faculty in the development of culturally relevant teaching techniques.

These programmatic advances are at the forefront of preparing candidates for 21st Century classrooms. As Illinois strives to meet the necessary challenge of quality learning for its growing population of diverse students, the reviewed pre-service changes serve as examples for how institutions of higher education can transform to meet the needs of today’s classrooms.

My work at the Forum is guided by a simple yet profound philosophy: the foundation for teacher effectiveness is how well they are prepared to teach the children who are in front of them. All educators — teacher, principals, service providers — need the same important training: they must be prepared to build on the cultural, linguistic, familial, and community influences their students bring to the classroom. Loyola University Chicago is one of many institutions of higher education in Illinois rethinking their preparation to provide candidates with knowledge, skills and dispositions that will help educators support the academic success of the multicultural students who make up today's student population. The future of Illinois is tied to the educational success of this vibrant and growing student population.

How did we spend our summer vacations? By serving others

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“What did you do over your summer break?”

It’s an age-old question that teachers ask their students every year as school starts in the fall. Here at Loyola’s School of Education, we’ve put a little twist on that common quiz.

We asked our faculty and students to tell us what they did over the summer, but to keep this famous quote from Dr. Martin Luther King Jr. in mind:  “Life’s most persistent and urgent question is, ‘What are you doing for others?’ ”

The responses we received were truly inspiring.

One student worked with underprivileged children and adults in Brazil as part of the U.S. Fulbright Program. Another volunteered in Colorado to clean classrooms, paint hallways, and help landscape two public elementary schools. A third worked as a camp counselor for children with special needs.

Below are some examples of the things that our students and faculty did over the summer. Things they did not for themselves, but for those in need.

And that, we like to say, is what a Jesuit education is all about.


Courtney Britton (right) and Kaitlyn Kysiak

Graduate students

At the Arch of Titus in Rome, we learned how a symbol of oppression can be transformed into one of hope. As educators, we do this daily through providing a pathway to success for all our students.


Monica Donnelly

Student

This summer, I was lucky enough to be a part of Schwab Rehabilitation Center’s day camp for children with adapted mobility. We spent one week doing fun activities around the Chicago-land area.


Janis Fine, PhD 

Associate professor

I led private educational tours at the Sistine Chapel in Vatican City. Under Michelangelo’s The Creation of Adam we learn that God created us in his image and that under the laws of humankind as taught through Moses and Christ, each one of us can make a difference and be a blessing onto our people. We are each called forth. 


Amy Heineke, PhD

Assistant professor

I helped lead a summer immersion trip for School of Education students. After two weeks of teaching and learning in Mexico City, these teacher candidates took a photo break on the hike down the Pyramid of the Sun, part of the pre-Columbian Mesoamerican ruins at Teotihuacan. (Pictured from left to right are Victoria Burden, Emma Haney, Julia Bauschke, Ellie Thomas, and Tiffany Yi.) 


Maggie Huttlinger

Student

I participated in a National Education Association program called Outreach to Teach. At this event 400 volunteers from around the country came to Denver to clean classrooms, paint hallways, create murals, and help with landscaping. Two public elementary school campuses were beautified by our hard work in just one day.


Bridget Kelly, PhD

Associate professor

I answered the challenge by volunteering to teach 3-year-olds in vacation bible school at my church. It was a weeklong adventure with crafts, music, gym, and stories from the bible about God's love. This picture is of one of my students. She made many friends at the camp, and I learned—once again—how loving and open children are.


Adessa Kiryakos

Graduate student

I, along with hundreds of others, spent countless hours this summer advocating for the rights of the Iraqi Christians who are being persecuted and terrorized by the extremist group, ISIS. The Iraqi Christians (Assyrians) are indigenous to the land of northern Iraq and are now at a point where if there is no future for a safe haven, they will be forced to flee their homeland. As an Assyrian this is near and dear to me—especially since I had visited only four months ago.


Jackie Martin

Student

After three years of acting as the producer of the Children’s Summer Theatre at St. Francis High School in Wheaton, I was offered the opportunity this summer to direct and teach my own theatre camp for fourth-, fifth-, and sixth-grade students (shown above).

For many of these students, this camp offered their first experience on stage in the form of a one-act play ("Seusstastic!"), and they learned the basic techniques of theatre.

What truly made this camp unique, however, was the philosophy behind my instruction: the idea that every child can attain the confidence to learn to express oneself in front of others. Therefore, I wrote the one act to ensure each child had his or her own solo, in the form of spoken dialogue or through song.

Reflecting upon the words of Dr. Martin Luther King Jr., to live for others is to supply individuals with what they need to succeed and to believe in their capabilities—and one day, to let the world see what they can do.


Michelle Peterson

Student

I am currently in southern Brazil acting as an English Teaching Assistant (ETA) scholar with the U.S. Fulbright Program.

This summer I have been working with a program at the Universidade Federal do Pampa (UNIPAMPA) called Unipampa Para Todos, a program hosted in part by the university that reaches out to adolescents, teenagers, and adults in less developed and underprivileged areas of Bagé, Rio Grande do Sul.

The goal is to show community members who may not see higher education as an option that they can, in fact, go to school. We do this through stimulating and interactive lessons that help them realize they have the capabilities and the potential to pursue an education.
(You can read more about Michelle’s experiences at her blog.)


Armeen Sayani

Student

This summer I was a camp counselor for children with special needs. (One of my campers is shown above.) Throughout the seven weeks of camp, I helped them explore activities such as swimming, arts and crafts, and team-building games.

Despite the challenging days when there were many behaviors among the campers, forming invaluable friendships with them and seeing how much they had grown by the end of camp made every minute worth it.


Kristin Sudnick

Student

This summer I spent two weeks volunteering in Zambia. I worked with Spark Ventures, a nonprofit that strives toward making communities self-sustainable. It was a life-changing experience, and I am hoping to do it again soon.


Sania Zaffer

Student

My co-teacher and I created a simple lesson plan allowing students to express themselves to encourage their fine motor skills and creativity in their classroom.


Alumni recognized for achievements, service, and support

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Pictured Left to Right: Janet Pierce-Ritter, PhD (Associate Dean) Marian Allen Claffey, PhD (Associate Provost for Academic Affairs), Terri Pigott, PhD (Dean), Ann Marie Ryan, PhD (Program Chair, Teaching and Learning), Beth Burkhart, MEd Noah Sobe, PhD (Program Chair, Cultural and Educational Policy Studies) and Bruce Collet, PhD. (Missing: Karen O'Brien, PhD and Kathy Pluymert, PhD)

In 2014, the School of Education established a new tradition to celebrate and recognize alumni who have made significant contributions to society and whose accomplishments, affiliations, and careers have honored the legacy of excellence in the school. Recipients of this award are accomplished in three distinct areas; professional achievement, service to society and service and support to the School of Education.

The faculty from each program area had the opportunity to select a recipient. Awardees were recognized at the Fall Alumni Brunch in November. We anticipate this becoming an annual tradition at the fall alumni reception.

This year’s recipients are: (click on each name for the full citation)

2014 Distinguished Alumni Award Recipients
Counseling Karen O’Brien, PhD 1993
Cultural and Educational Policy Studies Bruce Collet, PhD 2006
Higher Education Marian Allen Claffey, PhD 2008
School Psychology Kathy Pluymert, PhD 2000
Teaching and Learning Beth Burkhart, MEd 2005

Criteria & Nomination Process (except for Higher Education)

Criteria & Nomination Process for Higher Education

Q&A with Blanca Torres-Olave

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Title/s: Assistant Professor

Specialty Area: International Higher Education

E-mail: btorresolave@luc.edu

Where is your hometown?

I grew up in Chihuahua, Mexico.

Tell me a little about your research and areas of expertise.

I focus on issues in US higher education and the implications they have on institutions of higher learning worldwide. My current work focuses on the changing landscape of academic labor and the growing stratification of employment among STEM (science, technology, engineering, and math) graduates, including what is affecting job opportunities, stability of employment, benefits for women and minorities.

How did you become passionate about these topics? What or who inspired you?

My personal experience in higher education drives my research and work. I grew up in Mexico and completed my undergraduate studies there, but I always wanted to study internationally. When I was young, I wrote to a dozen countries to learn about life outside of my own. In return, Canada sent me a packet that included information about Universities and scholarships. From that point on, I was resolute that I would study there and I received my master’s degree in higher education administration from The University of British Columbia. I later came to the US to complete my doctorate in higher education from the University of Arizona. I’m grateful for my unique perspective; having studied in three countries certainly affords me a unique perspective on higher education.

My research on the STEM labor market started from conversations with my sister, who works in environmental sciences. After completing her PhD she looked for stable employment for over two years, while some graduates in her cohort are still looking. Her experience made me wonder whether her experience might be a widespread phenomenon in the U.S. and Mexico, two countries with policies that strongly emphasize STEM education.

What courses are you instructing?

I am teaching History of American Higher Education and Program Evaluation.

What is one concept you want your students to learn from your course(s)?

Working in higher education can be discouraging, because we come across the inequities inherent in the system on a daily basis. Instead of taking it personally, I encourage my students to make it personal and find research that matters to them. I have them ask themselves, “How can my work help not only me, but help others, too.”

What advice do you have for people working toward a career in higher education?

They must find their own passions. If they identify an area of interest that no one else is talking about and is close to their own lives, they’ll be more likely to succeed and avoid burnout. 

Planning, hard work, passion

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As a bilingual teacher at an elementary school in suburban Chicago, Juan Bottia works to inspire his own students, all of whom are learning to speak, read, and write in English for the first time.

Grad makes a difference in the lives of bilingual students

Loyola graduates are known for choosing careers that don't always provide an easy path. Juan Bottia wanted to teach bilingual elementary education but worried about whether he was up to the challenge of being responsible for students' education at such a critical, formative period in their lives.

Juan Bottia
Teacher, Orchard Place Elementary School
Why Loyola?
For the opportunity to do teacher training in Chicago—and because employers respect the Loyola name.

The passion he saw in his own teachers in Loyola’s School of Education solidified how vital the job was and gave him the confidence he needed. "Observing my Loyola professors and how much they love what they teach really inspired me."

Bottia also says he always felt supported by the faculty. "My professors were always willing to lend me a hand and help me." In fact, one of them helped Bottia land his teaching job.

Loyola’s emphasis on cross-cultural understanding and global perspectives helped prepare Bottia for the real-world classroom. Loyola’s own multicultural student body and location in Chicago, home to more than 100 ethnically diverse neighborhoods, augmented Bottia’s cultural literacy and his teaching experience.

"Loyola gave me the opportunity to observe schools in the Chicago area," he says. "I was able to learn from a variety of environments and work with different ethnic backgrounds. It really expanded my world view and allowed me to really become a better teacher and prepare myself for this career — which takes a lot of planning, a lot of hard work, and a lot of passion."

Now as a third- and fourth-grade bilingual teacher at an elementary school in suburban Chicago, Bottia works to inspire his own students, all of whom are learning to speak, read, and write in English for the first time.

"We’re trying to let our students know that they can go to college one day. They are going to have the opportunity one day to make a career. A lot of these kids don’t know that."

Bottia’s Loyola education has prepared him to address the hopes and challenges of his classroom and our world. He exudes a critical Loyola belief — that with the right support and inspiration, one can prepare to lead an extraordinary life. That can be understood in any language.

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Center for Catholic School Effectiveness celebrates 10 years

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CCSE Team (left to right): Lee Hubbell, Michelle Lia EdD, Lorraine Ozar PhD, Michael Boyle, PhD and Sharon Smith

What do several countries, scores of dioceses, hundreds of Catholic schools, and thousands of Catholic school teachers have in common? They’ve all worked with the faculty and staff of the Center for Catholic School Effectiveness (CCSE), now celebrating its 10th year. 

Established on August 15, 2003 by Loyola University Chicago president Michael J. Garanzini, S.J. and supported by former Loyola School of Education (SOE) deans Margaret Fong Bloom and David Prasse, the Center has impacted Catholic education locally, nationally, and internationally.

“Our vision from the very beginning,” said the Center’s founding director and SOE faculty member, Lorraine A. Ozar, Ph.D., “was for the Center to be a premier ‘go to place’ in Catholic education for school effectiveness coaching, professional development, and research.”

In the Chicago and Joliet area, two of the Center’s programs have impacted well over 100 schools. “Open the Doors to All” is a program designed by the Center’s assistant director and SOE faculty member Michael J. Boyle, PhD, and supported by the Big Shoulders Fund in Chicago.

“The program has far-reaching impact by building teacher and principal capacity around the areas of curriculum, instruction, assessment, and positive behavior management,” said Boyle.

With coaching from the Center, teachers work together to develop and implement  effective standards-based curriculum, effectively use research-based teaching strategies, expand learning assessments for a collaborative results-oriented approach, and manage behavior for student success.

The Center’s national — and increasingly international — impact was especially evident in March 2012 when Loyola, the SOE, and the Center published the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools.  These school effectiveness standards, produced by a national task force chaired by Center Director Lorraine Ozar, provide 9 defining characteristics of Catholic schools along with 13 standards and 70 benchmarks in four domains: mission and Catholic identity, governance and leadership, academic excellence, and operational vitality. 

For the first time in the history of U.S. Catholic schools, the Catholic community has a research-based, nationally agreed upon set of standards and benchmarks describing in observable, measurable terms what a mission-driven, program-effective, well-managed, responsibly-governed Catholic school should look like for this century. Schools and dioceses across the country have begun implementation, including, for some, accreditation using the National Catholic Standards through AdvancED, Inc. Additionally, the Center recently began a three year partnership with Catholic educational leaders in the Philippines to assist them in developing national Catholic school standards for their country.

Through the SOE and in partnership with the Office of Catholic Schools in the Archdiocese of Chicago, the Center has been instrumental in establishing graduate degree cohorts for Catholic educators. Graduates of the MEd in Instructional Leadership, the MEd in Reading, and the EdD in Curriculum and Instruction connect best practices and rigorous research with Catholic identity as they move forward as Catholic school leaders. The most recent programs include extensive onsite school-based coaching by former Catholic school principals and full alignment with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools.

In highlighting a few of the many successes of the Center in its first 10 years, Ozar underscored gratitude for initial, on-going and generous support from Loyola and the Arthur Foundation, as well as generous gifts from the Mazza Foundation, the Helen Brach Foundation, the Simon Foundation, and the Perry Family Foundation.  According to Ozar,  “The opportunity Catholic schools have to be “the best schools” in this century – schools that simultaneously hold students to high academic standards AND nurture and develop people of faith who can transform the world – can be realized only by forging partnerships among schools, dioceses, universities, donors, and the wider Church and civic community.”  The Center is looking for more such partners as it moves into its next decade.

A 10th Anniversary reception for the Loyola community and other supporters, partners and friends of the Center is scheduled for November 6, 2013 at Loyola’s Water Tower Campus.

Promoting wellness in children and adolescents through research

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As a school psychologist, Dr. Gina Coffee’s research is driven by effective collaboration with schools, families, and communities to promote wellness in children and adolescents, focusing on the study of assessment and intervention practices within multi-tiered systems of supports in schools and the prevention of sex-risk behaviors among adolescents. Here's a quick look at what Dr. Coffee has been working on.

Promoting Academic Competence in Children and Adolescents

Loyola's Dr. Gina Coffee’s research promotes evidence-based assessment and intervention practices, as she works closely with local schools, aligning research practices with the needs of those schools. Dr. Coffee and her student research team directly support schools in their assessment and intervention practices while also evaluating the effectiveness of these practices on student outcomes.

In addition, Dr. Coffee, Dr. Markeda Newell of the University of Wisconsin-Milwaukee, and their respective research teams are currently conducting meta-analyses to determine the effectiveness of academic interventions on the performance of ethnically diverse learners. Finally, through a collaborative effort with experts in early childhood education, Dr. Coffee and her colleagues have written a book designed to promote evidence-based assessment and intervention practices in early childhood education settings.

The book, entitled Early Childhood Education: A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery (Coffee, Ray-Subramanian, Schanding, & Feeney-Kettler, 2013), was released by Routledge in January 2013.

Promoting Sexual Health of Adolescents

In addition to the evaluation of academic assessment and intervention practices in schools, Dr. Coffee’s research agenda includes the prevention of sex-risk behaviors among adolescents. This interest grew out of her participation on Dr. Susan Riesch’s Mission Possible: Parents and Kids Who Listen and the Kids United With Parents (‘SUP) projects when Dr. Coffee was a graduate student at the University of Wisconsin – Madison. These projects were housed within the nursing school, so Dr. Coffee had the unique opportunity to collaborate with nurses, children, and parents in meeting the common goal of improving children’s health. From this experience, her interest in collaborating across helping professions was sparked. Therefore, when Dr. Coffee began working at Loyola University Chicago, she promptly aligned myself with a colleague in the School of Nursing, established a relationship with the School-Based Health Center (SBHC) at a local high school, and developed a partnership with a local community agency.

In collaboration with these partners and her student research team, Dr. Coffee has conducted needs assessments within high-need communities. Dr. Coffee will use these data to prevent engagement in sex-risk behaviors and promote sexual health among underserved youth populations. Through this agenda, she will (1) use the needs assessment data collected from a local community to inform the selection, implementation, and evaluation of a program designed to prevent engagement in sex-risk behaviors among ethnically diverse young adolescents; (2) complete a formative program evaluation and conduct a summative program evaluation of an existing comprehensive sex education program that has been delivered to youth in suburbs surrounding Chicago for 50 years; and (3) begin to study the sexual, social, and emotional supports sexual and gender minority youth need in schools and to examine the extent to which comprehensive sex education programs are designed to meet the physical, social, and emotional needs and to prevent engagement in sex‐risk behaviors for sexual and gender minority youth.

In all, Dr. Coffee’s interests in research are guided by needs in the professional practice of school psychology, as she ultimately seeks to minimize the research to practice gap by conducting and disseminating research that will directly inform practice.

Early Childhood Special Education awarded $1.25 million federal grant

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Grant to support collaborations with Chicago-area special education programs

Adam Kennedy and Kimberly Thier, faculty in Loyola's School of Education, were awarded a $1.25 million grant by the U.S. Department of Education to improve the training of early childhood educators to provide services for young children with special needs and their families.

The goal of this grant is to prepare early childhood teachers who possess all of the state credentials needed to work with diverse children from birth through age 8.

Over five years, the grant will support collaboration between the SOE and Chicago-area programs that serve young children. It will also provide scholarships for Loyola's Early Childhood Special Education majors. The blended ECSE program at Loyola focuses on the knowledge, skills, and credentials needed to work collaboratively as a general or special education teacher of culturally and linguistically diverse children, those with special needs, and typically developing children from birth through age eight.

Candidates will also earn an initial Illinois Department of Human Services credential to work as a developmental therapist in early intervention with infants and toddlers with special needs and their families.

Learn more about the Early Childhood Special Education program.

Q&A with Dr. Markeda Newell

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Title/s: Associate Professor

Specialty Area: School Psychology

E-mail: mnewell2@luc.edu 

Where is your hometown?

I grew up in Greenville, Mississippi.

Tell me a little about your research and areas of expertise.

My research focuses on the development and evaluation of multicultural and consultation competence among school psychologists. The purpose of this agenda is to ensure that school psychologists have the knowledge and skills to effectively problem solve to address the needs of all children and families in schools.

How did you become passionate about these topics? What or who inspired you?

While pursuing my undergraduate degree in elementary education, I saw how the mental health needs of many children were not being met. Further, I realized that many of these children were minority and were oftentimes marginalized and underserved. Therefore, I decided to pursue a degree in school psychology with an emphasis on serving marginalized children and families.

What is the most rewarding part of your work?

Teaching and research are equally rewarding for me. I believe preparing school psychologists to serve children and families is a tremendous responsibility, and I take that role very seriously. I also get a lot of satisfaction through my research, especially when I can use the results to make practical/policy changes that will improve the lives of children.

Can you describe a few current issues related to school psychology?

The development of multicultural competence is a very significant issue in school psychology. We have to find the most effective, yet efficient ways to prepare school psychologists for the diverse, multicultural contexts in which they will work.

What courses are you instructing?

I teach evidence-based interventions and school-based consultation.

What is one concept you want your students to learn from your course(s)?

I want them to become responsible, critical thinkers who can use existing research as well as create and develop new practices to best serve children and families.

Q&A with Dr. Ken Fujimoto

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Title/s: Assistant Professor

Specialty Area: Research Methodology

E-mail: kfujimoto@luc.edu

Where is your hometown?

Long Beach, California

Tell me a little about your research and areas of expertise.

One area of my research involves developing novel Bayesian nonparametric item response theory (IRT) models to more effectively examine the quality of educational and psychological test data. These models identify and control when (1) test items function differently across latent subgroups of persons and (2) when correlated method effects are present in the data. Another aspect of my research focuses on evaluating and refining rating instruments that measure the quality of daycare centers and mental health-related constructs.

How did you become passionate about these topics? What or who inspired you?

My interest arose because of the implications test scores have on individuals and communities of individuals. When the scores are not accurate reflections of what it is intended to measure, misleading conclusions about individuals can be made. These misleading conclusions could bring consequences for the individuals, as well as form new or perpetuate stereotypes about the individuals’ communities. The desire to ensure that test scores are an accurate reflection of what they claim to reflect is what drives my research.

You have an MFA in creative writing. Do you still actively write? How is this training relevant to your work with analysis and measurement?

Being a new faculty member, I’m trying to be the best teacher I can be while trying to find time for my research. But I did write up until this summer, and hopefully, I’ll find time for it again. What I have been able to do is enjoy reading a short story here and there this semester.

A lot of people don’t really see the connection between the two, but to me, quantitative data (in education, social sciences, public health, and so forth) have a story to tell about the human condition. It is just that the numbers tell the story rather than words. So to me, extracting a message from a story and data are the same.

What courses are you instructing at Loyola?

Right now, I’m teaching introductory and intermediate applied statistics courses. Next semester, I will instruct a course on my specialty (item response theory), which will focus on examining the quality of the data used to form test scores.

What is one concept you want your Loyola students to learn from your course(s)?

The one thing I want my students to learn is that statistics is just one out of the many tools at our disposal to help us understand the human condition. And like any tool, it can easily be misused.

Q&A with Amanda Roudebush

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Title/s: Clinical Assistant Professor

Specialty Area: Bilingual/Bicultural Education

E-mail:  aroudebush@luc.edu

Where’s your hometown?

I’m originally from Long Grove, Illinois, and currently live in Hinsdale, Illinois.

Tell me a little about your research and areas of expertise.

My areas of expertise are in teaching and learning; bilingual, bicultural education; and English-language learners. My research interests include the effects of social service access and utilization on student achievement.

How did you become passionate about these topics? What or who inspired you?

I was working in public education as an editor at an educational publisher on a bilingual team. I began following an NPR series called Education Matters. I learned about teacher shortages and Provisional Bilingual Certification (Type 29). Within months, I passed the Spanish proficiency test and was in a bilingual high school classroom. I quickly found that I enjoyed the role of teacher leader and pursued opportunities to share my knowledge with other staff members. I became a bilingual coordinator and realized that my passion was to advocate for low-income English-language learners and their families. By teaching teachers and teacher candidates what I have learned, I feel I can reach more students and their families.

Why is language so important to you?

As a speaker of multiple languages, an early research interest of mine was cognitive benefits of bilingualism. I believe that our education system would benefit from promoting more bilingualism and biliteracy.

What is the most rewarding part of your work?

The opportunity to share my knowledge with teachers and teacher candidates is so rewarding, because I am hopefully reaching more students and their families.

What did you learn from your experience in Mexico, and how does it inform your current work?

I lived and studied in Mexico after living a year in Denmark. I was much better prepared to appreciate and analyze the cultural differences between the US, Denmark, and Mexico after already having lived outside the US. The cultural knowledge that the experience provided is crucial to my work with teachers of culturally and linguistically diverse students.

What course(s) are you instructing?

I’m instructing TLSC 220 (Individualized Assessment and Instruction for Diverse Students) and CIEP 442 (Curriculum Development and Implementation).

What is one concept you want your Loyola students to learn from your course(s)?

For teachers today to reach all students, instructional planning must take into account students’ individual backgrounds and experiences in order to best meet their needs. Candidates should recognize that planning and instruction should begin with cultural and linguistic diversity in mind.

Q&A with Dr. Aurora Chang

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Title/s: Assistant Professor

Specialty Area: Teaching and Learning

E-mail:  achang2@luc.edu

Where is your hometown?

I was born in Guatemala City, Guatemala, but I consider Richmond, California my hometown.

Tell me a little about your research and areas of expertise.

My research focuses on the intersection of education, identity, and agency within traditionally marginalized communities. My research interests specifically include undocumented Latina/o students, multiracial students, and faculty of color.

How did you become passionate about these topics? What or who inspired you?

My research interests stem from my own social identities as a once undocumented Guatemalan immigrant and multiracial Latina female faculty member. I am inspired by those who are not given access to the educational opportunities that I have had the privilege of taking advantage of.

How can teachers be prepared to work with an increasingly diverse student population?

The single most important characteristic of teacher effectiveness in any setting is genuine caring.  Another way to say this is the ability to nurture deep, meaningful relationships with students.

What courses are you instructing at Loyola?

I am instructing a doctoral seminar on multicultural education and an undergraduate course on child development in the urban teacher education program.

What is one concept you want your students to learn from your course(s)?

I want students to understand that the best pedagogy is founded on an ethics of social justice, love, and caring.

Q&A with John C. Steele

Title/s: Clinical Instructor

Specialty Area: Counseling

E-mail:  jsteel1@luc.edu

Where is your hometown?

I am from Dallas, Texas.

Tell me a little about your research and areas of expertise.

My research interests include identity development, particularly for adolescents and emerging adults, and racial-identity development and racial socialization, specifically development of young African-American men.

How did you become passionate about these topics? What or who inspired you?

I developed a passion for working with young people a number of years ago. I believe that the period of adolescence and emerging adulthood is such an interesting and critical period of life and development. I've had the opportunity to work with outstanding mentors and colleagues such as Dr. Anita Thomas and Dr. Elizabeth Vera, who have made meaningful professional contributions related to these topics.

What is the most rewarding part of your work?

I achieve a great sense of satisfaction when I know that students are engaged and reflecting on the material that we are covering.

What course(s) are you instructing?

I am currently teaching Counseling Practicum (CPSY 440), Multicultural Counseling (CPSY 433), and two sections of Counseling Skills (CPSY 420).

What is one concept you want your Loyola students to learn from your course(s)?

This question prompts me to think about "student take-away" in regards to the instruction that I provide. My hope is that students will say that they experienced relevant skill development and that my instruction has supported personal and professional development.

Q&A with Dr. Sarah Cohen

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Title/s: Assistant Professor

Specialty Area: ELL and Bilingual Education

E-mail: scohen12@luc.edu

Where is your hometown?

I grew up in Massachusetts but have lived in Chicago most of my adult life.

Tell me a little about your research and areas of expertise.

My areas of interest and expertise include the importance of building curriculum around students' cultural and linguistic knowledge, methods for achieving this, and the learning theories that support this type of teaching.

How did you become passionate about these topics? What or who inspired you?

I taught in Chicago Public Schools for 12 years, and I have been inspired by the children I taught and the linguistic and cultural resources that they brought to my classroom. I have also been inspired by the work of Jim Cummins, especially by the collaborative research that he has done with teachers to develop multilingual and multimodal pedagogies.

What are the less obvious benefits of teachers being bilingual? How does this elevate classroom learning?

Being bilingual gives educators the ability to communicate with students and members of their families. Additionally, being bilingual allows educators to understand the process of learning more than one language and to identify with the challenges associated with the task of becoming bilingual and biliterate.

What is the most rewarding part of your work?

I love working with students at all levels. It is particularly rewarding to see students develop new understandings that will help them in their teaching of diverse learners.

What course(s) are you instructing?

I instruct CIEP 471 (Theoretical Foundations of Teaching ESL/Bilingual), TLLSC 210 (Educational Policy), and TLLSC 220 (Individual Assessment and Instruction for Diverse Students).

What is one concept you want your Loyola students to learn from your course(s)?

I want my students to view diversity as an asset and understand the importance of maintaining students' first languages and cultures as a social justice issue.

Teacher prep programs earn IB recognition

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The School of Education received exciting news from the International Baccalaureate Organization (IBO) examiners that its undergraduate and graduate programs in teacher preparation were being unanimously recommended for unconditional recognition with commendations (subject to legal agreements).

The IB review team spent two days at the university talking with faculty, staff and students and visiting our school and community partners. This recognition will enable future graduates of our elementary and secondary teacher preparation programs the option of teaching in IB schools in the United States and worldwide. Loyola University Chicago is currently the only undergraduate institution in the US approved to prepare pre-service teachers in all three IB programmes—the Primary Years Programme, the Middle Years Programme, and the Diploma Programme. 

Shriberg seeks ways to reduce school bullying

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‌After earning his doctorate at Northeastern University in Boston, Loyola professor David Shriberg worked as a school psychologist for three years. In that time, he saw the need for close collaboration between schools, families, and communities to solve many challenges, such as bullying. Shriberg has since found a home at Loyola, where the Jesuit passion for social justice inspires his work.

What drew you to the field of social justice, specifically to bullying?

As a practitioner, I was always interested in multicultural issues emerging in the school setting, so when I made the switch to being a professor, I was interested in examining the multicultural dimensions of education. As I got further along at Loyola, I became more familiar with the social justice mission, and it increasingly became a focus of my research and advocacy. I view bullying as a major social justice issue in schools.

How do you think bullying has been changed by social media?

The difference with social media is that now there are so many new platforms for bullying. It’s easier to bully with some distance. People will post things online that they might not say to a person’s face. You also can go to Facebook or other social media sites and create a whole phony identity as someone else, and you can do that in a way that people won’t even know it’s you. With social media, it’s a little unclear who has responsibility. Is it a school issue, a family issue, or a legal issue? Because it’s so many different people’s responsibility, it becomes no one’s responsibility. It makes everything more complicated.

Could you talk a little about your research?

The goal of my research is improving family, school, and community collaboration. Right now I have four different projects going on that are related to bullying and violence prevention. One is with a middle school, where we’re conducting leadership sessions for selected 7th graders and helping them come up with ideas for ways that the schools can reduce bullying. A second project involves providing consultation and support to a non-profit agency that provides free tutoring services for students in grades 1-6 in Chicago who come from lower income backgrounds. In addition, I’m just starting a couple of other projects: One is an empathy-based violence prevention curriculum; the other is an anti-bullying plan I’m working on with a large public school district.

What is your favorite class you’ve taught at Loyola so far?

There are many. One class I developed is an introduction to social justice for school psychologists. The best part of the class is the service-learning aspect. The students volunteer at homeless shelters, Chicago public schools, or community centers, and it helps to make social justice a real thing and not just an abstraction.

What do you think Loyola offers that makes it unique?

At a Jesuit school, you have a lot of liberty to say what you think, and that’s valued. We can address issues like racism, white privilege, and homophobia. You can’t talk about those kinds of things at every university. At Loyola, you have the safe space to talk about how the world can be made better and critique things that are wrong, but also to talk about things that are good.

What is the most rewarding aspect of your profession?

I would have to say it’s seeing students obtain experience to really develop their potential, and seeing their progress from semester to semester. I see how much they’ve grown and know that, while their growth is because of them, I have had a hand in students going out and improving the world. 

Learn more about Loyola’s EdD in School Psychology program. 

About the professor

Name: Dr. David Shriberg

Hometown: Montgomery, OH

Professor at Loyola since: 2006

Courses taught: Multiculturalism for Social Justice in Higher Education (ELPS 432); Seminar in Professional School Psychology (CIEP 462); Special Topics: Leading for Social Justice in School Psychology (CIEP 466); Theories of Counseling and Psychotherapy (CPSY 423); Psychopathology (CIEP 413); Special Topics: Action Research (CIEP 466); Special Topics: Family/School/Community Collaboration

Teaching brings a smile to her face

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Whitney A. Smurr’s passion for learning and teaching others makes her an easy choice for a President’s Medallion.

Outside the classroom, Smurr goes above and beyond as well. She’s the vice president of the Agape Christian Fellowship and a member of the Golden Key International Honor Society. And she’s also completed the Chicago Marathon as part of Team World Vision, a humanitarian organization that fights global poverty.

Here, she talks about the close friends she’s made at Loyola, all the things she’ll miss about the University, and why a Snuggie is the perfect study companion.

What’s your favorite Loyola memory?

My favorite memories from Loyola are from last fall in the now defunct Block I program in the School of Education. Sixteen of us were thrown into class together for three hours or more each day, and we attended clinicals together. Spending that much time around the same small group of people every day forces you to become friends, and we still remain a tight-knit group to this day.

Talk a little about a professor or mentor who inspired you.

Several people have inspired me along the way in my college career, so it is difficult for me to pick just one. Some particularly impactful and inspiring experiences occurred during my college summers when I was a counselor at a leadership camp for high school students. I was consistently blown away and renewed by the energy, strength, resiliency, and enthusiasm of my campers and co-counselors. 

Tell us about your volunteer/service work and what it means to you.

I consider most of my “service” work to be the work I do for the classroom. This encompasses both my time spent making lesson plans and also my time actually interacting with students. Teaching, to me, means giving people skills and strategies for engaging with the world around them. So that’s what I’m trying to do—get students to think deeply and become their own people. It is a daunting career to undertake, but I am looking forward to it.

Any advice you would give students about how to get the most out of their education?

Talk to your professors outside of class. They have office hours for students, not for themselves. They are great people who would love to help you out. You are paying to attend college, so don’t be afraid to advocate for yourself. Also, do the math and calculate how much each individual class costs. Seeing that number will definitely motivate you to go to class.

What do you hope to be doing 10 years from now?

I hope to become America’s first certified organic cat farmer. Hahaha, no, just kidding. Honestly, I have no idea. I try to take my life a day or a week at a time and make the best choices I can. Ask me in 10 years, and I will let you know how I’m doing.  

What’s your favorite study space on campus?

I generally try to avoid the library and the Information Commons because they smell like fear and desperation and crushed dreams. If I need to do homework that isn’t very intense, I take a stroll over to Metropolis and camp out for a few hours. However, I mostly just wear my Snuggie and study at my desk in my apartment. Very exciting, I know.

What will you miss most about Loyola?

I’m going to miss seeing the traveling wise men by Mundelein every Advent season. I’ll miss waving at Sister Jean on campus and running along the lakefront. I’ll miss that fleeting moment of panic as you walk through the little gates in the IC and hope that they won’t close on you. I’ll miss walking from Corboy to Sprinkles to get a cupcake after class. I might even miss waiting in line for an elevator in Mundelein. But probably not.

Brown's research helps children reach their potential

soe-brown-inside (Krolikowski Endowed Chair)

School of Education professor Steve Brown doesn’t want his research on vocational psychology to just sit unread in an academic journal. He wants people to use it so that they can help others.

Brown—recently named the first recipient of the School’s Father Walter P. Krolikowski, S.J., Endowed Chair—has shared his insights with countless students who have gone on to become counselors, psychologists, and college professors. He’s proud that so many of his students are using his findings to improve the lives of other people.

Here, he talks about his research, the importance of career aspirations, and why he’s thinking about suiting up and playing some (really) old-time baseball.

Talk a little bit about your research and area of expertise.

My main area of research is in career development. My current research looks into how can we help people, especially middle school and high school students, develop a positive outlook toward their job futures.

And what does the research show?

Over the years, it’s become clear that having career aspirations and a positive outlook are major protective factors against a lot of things, including teenage pregnancy, juvenile delinquency, and dropping out of school. But I think it’s becoming harder and harder for certain children—especially the marginalized and those from low-income families—to see that they have a job future. If we can figure out how to help those children, that will have a major social impact.

So how do you translate your findings into hands-on help?

A major part of my theoretical work focuses on building skills in children as well as self-efficacy beliefs—that is, believing that you, alone or collectively, can do well in school and overcome the barriers that stand in your way. So my job is to pass that information onto my students, who work directly with children.

How does it feel to be the first recipient of the Father Walter P. Krolikowski, S.J., Endowed Chair?

I’m honored to have my research and scholarship recognized by my colleagues in the School of Education. It’s a really nice recognition for what I’ve done in the past and for what I’m currently doing.

How will the endowed chair help you?

I’ll get more resources to put toward my research. I’ll be able to hire another doctoral student, for instance, which is a huge help.

And finally, any interests or hobbies outside the classroom that keep you busy?

Exercising, eating good food, taking walks along the lakefront. I played a lot of sports when I was younger, but I retired from my softball league when the others players started calling me, “Sir.” So now I’m looking into joining a vintage baseball team that plays with rules from the 1800s. I’ve never played baseball like that before, but it looks like a lot of fun.

About the professor

Name: Steve Brown, PhD

Title: Program chair, counseling psychology

Hometown: Grew up in Troy, Ohio; now lives in Evanston

Professor at Loyola since: 1984

Courses taught: Career Development and Counseling (CPSY 424); Assessment in Counseling (CPSY 425); Introduction to Clinical Mental Health Counseling (CPSY 435); Research in Counseling (CPSY 450); Psychological Measurement (RMTD 430).

4th Annual CTPP Summer Mentor Institute for CPS teachers

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The Chicago Teacher Partnership Program (CTPP) is a 5-year grant project designed to prepare highly qualified teacher candidates and to support mentor teachers with professional development and other resources. CTPP functions in collaboration with four Chicago partner universities: Loyola University Chicago, National-Louis University, Northeastern Illinois University, and the University of Illinois at Chicago. 

In addition to these universities, the CTPP partnership works with the Chicago Public Schools (CPS).  Loyola’s CPS partners are Goudy Technology Academy, Horace Greeley Elementary School, Jordan Elementary Community School, Pulaski International School, and Thurgood Marshall Middle School. 

For the past four years, Loyola’s CTPP has hosted a Summer Mentor Institute. Twenty-five CPS teachers attended this year’s program from June 23–25. Sessions focused on using technology to manage instruction, effective strategies for English language learners, visual literacy, and inquiry circles to support student research.

The first day of the Institute began with a half-day presentation by Dan August, an eighth-grade language arts teacher at Thurgood Marshall Middle School. August introduced Google Forms for classroom use. Teachers created their own documents and were introduced to apps appropriate for data collection. 

In the afternoon, Heather Sinense, a fifth-grade teacher from Oak Terrace School in Highwood and a Loyola adjunct faculty member, discussed authentic learning activities to foster language and literacy development for second- language learners.  Throughout this hands-on session, participants were urged to reflect on the learning process and classroom application.

The Art Institute of Chicago was the venue of the Institute’s second day. Teachers were challenged to increase their familiarity with inquiry-based teaching methods that included observation strategies, open-ended questioning, and object-based learning.  

In preparation for their Art Institute visit, teachers started reading “The Sixty-Eight Rooms” by Marianne Malone,  a mystery book that takes place in the Art Institute’s popular Thorne Rooms Exhibit. In the afternoon, the teachers explored the Thorne Rooms, thus giving them an opportunity to apply strategies learned in the morning session. 

On the final day of the 2014 Summer Institute, Katie Muhtaris, a fifth-grade teacher at Burley School, focused on inquiry-based classroom strategies.  This session provided teachers with foundational skills to implement inquiry circles in their own classrooms.  Muhtaris shared multiple examples of how to promote curiosity and research skills using hands-on learning and video resources. 

Participants left the institute with a wealth of new knowledge and professional resources to bring back to their classrooms. Each teacher created an action plan with ideas and strategies to be implemented during the coming school year. Action plan progress will be reported at the CTPP Fall Symposium on November 20, 2014.

Early childhood expert returns to her roots

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Chicago native Lynne Rooth Golomb earned her doctoral degree at Loyola and went on to develop the School of Education’s new EdD program for school psychology. Here, Golomb discusses how social justice guides her work, why she loves dealing with infants, and what she really thinks about marathon runners.

What brought you to Loyola?

I started at the University of Maryland working on a PhD in special education. I had completed all my course work when my husband had the opportunity to go to the University of Chicago. After about a year in Chicago, I started looking into different programs where I could finish my PhD and found that Loyola had one for educational psychology at the time that was very aligned with what I was doing. So I came here.

What drew you to working with infants?

They’ve always fascinated me. When I was in graduate school the first time in 1966, they were just starting to discover that babies could do things. They could see, hear, respond. It used to be that people thought babies came out like tabula rasa, which gave rise to the whole issue of nature and nurture. I always thought if we got in there early, we might be able to change behavior and give children more of a chance.

Talk a little about your work with infant temperament.

My research on infant temperament was really looking at families that had children with special needs. In my clinical work with those families, if I were to ask them to tell me about their child, they would say, “Well, my kid has Down syndrome.” And I would have to say, “No, tell me what your kid is like.” It didn’t seem like parents could separate the disability from the child. Once they learned the way their child was—not what the disabilities were—it made the parents see their kids in a much better light.

Was there ever a moment when you thought to yourself, “This is it. This is what I was meant to do”?

I have those moments all the time. Because my major work was with families, I have had many families keep in touch with me over the years. Just last week, I got an email from a mother whose little boy I had diagnosed as autistic. He’s now a junior at Lane Tech on the honor roll, getting ready to go to college. Those are the moments that make me go, “Wow.”

Can you talk about the new doctoral program for school psychologists?

We have a new EdD program in school psychology that we have developed over the last few years and it just started in the fall. It’s for people who are already practicing school psychologists. It’s primarily online and lets people learn more about how to change systems by using evidence-based research. This year, we have 17 students, some returning Loyolans and many from other programs. It’s a very exciting opportunity for us. (Learn more about the EdD in School Psychology.) 

How do you think social justice is connected to your field, and how does it inform how you approach your work?

It informs everything that we do as a program. We believe that all kids deserve an equal chance to get an education and that it is our job in the schools to make sure that children aren't losing out on services because of some inequity. It’s better for our world if everybody gets a fair shot.

Teaching and dealing with school psychology must be mentally draining at times. What do you do for yourself that keeps you on track?

I run every day along the lake and it’s wonderful. Running, for me, is a very private, personal thing. It keeps me sane, it’s very therapeutic. I don’t do marathons. I hate when people are training for the marathons and the lakefront gets so crowded. I think, “What are you doing here?” I get so mad. [Laughs]

About the professor

Name: Lynne Rooth Golomb, EdD

Title: Clinical assistant professor, program co-director of Psychology and Research in the Schools

Hometown: Chicago

Professor at Loyola since: 2002

Courses taught: Practicum in School Psychology (CIEP 461/463); Internship in School Psychology (CIEP 486); Doctoral Professional Seminar (CIEP 533); Doctoral Internship in School Psychology (CIEP 586)

Preparing the Next Generation of ELL Teachers

soe-heineke-inside

Amy Heineke grew up in a family of teachers. Now, as an assistant professor in Loyola’s School of Education, she’s getting the next generation of teachers  for English Language Learners ready for the classroom. 

Talk a little bit about the classes you teach.

“I help prepare teachers so that they can teach English language learners—students whose native language is something other than English. In Chicago and the suburbs, we have a huge number of students who are not native English speakers. So our programs are very popular because teachers are out in the classrooms, and they see the need to get this specific preparation for these students.”

You also conduct research, too, correct?

“I do. It’s very related to my teaching, as it looks at different approaches to prepare teachers who are working with English language learners. These students bring such diverse backgrounds, abilities, and needs to the classroom, that it’s really important to find ways to support them.  What I've found is that teachers do indeed need specific preparation for English language learners, and they need to work with them as individual students, rather than take a one-size-fits-all method from a textbook." (Read more about Professor Heineke’s research.)

How did you get involved in bilingual education?

“I was a Spanish major in college and lived in South America and was very passionate about the language. After graduation, I moved to Arizona and taught kindergarten and first grade. I loved it, but I also quickly recognized the lack of training you receive to deal with students who are still learning English. As I moved through my graduate studies, I focused more on preparing teachers—and here I am.”

Have you always wanted to teach?

“I come from a family of teachers. My mom and dad both taught for more than 40 years. My sister is a teacher, my aunts are teachers, and most of my cousins teach too. I’ve always been surrounded by teachers. Growing up, I really didn’t know that other careers existed, since everyone I knew was a teacher.”

What’s your favorite part about teaching?

“I tell everyone that they should teach kindergarten at least once; it’s such an amazing experience. You get a chance to mold these little minds and see the progress that they make from Day 1 to Day 180. At Loyola, it’s the same thing. You don’t teach unless you love the students, and the students here are fantastic. They’re smart, they’re driven, they’re ready to get out there and change the world. It’s great.”

And the biggest challenge?

“Time, or the lack of time. If I could, I would spend every hour of my day putting it toward designing a class to push my students. That same challenge absolutely applies to elementary school teachers. When I was teaching kindergarten, I’d stay in my class until 6, planning for the next day. I’d have all these plans to go home and do even more prepping, but I’d be out cold on the couch at 7, completely wiped out from chasing around a class full of kindergarteners.” 

Any hobbies or interests outside the classroom that keep you busy?

“I have two dogs, and I’m involved in a few different dog-related charities. I also like to travel, especially to Spanish-speaking countries, because it gives me an excuse to practice my Spanish. Of course since I’m from Wisconsin, I’m a huge Packers fan. So once football season starts, that will take up all of my spare time on weekends. Teaching and the Packers—that pretty much sums it up for me.”

Learn more about Bilingual/Bicultural Education

About the professor

Name: Amy Heineke

Title: Assistant professor, bilingual/bicultural education

Hometown: Grew up in southern Wisconsin; now lives in Chicago

Professor at Loyola since: 2010

Courses taught: Assessment of ELL/Bilingual Students (CIEP 474); Culturally Relevant Literature for Children and Adolescents (CIEP 503); Applied Linguistics for Teachers (CIEP 504)

2016 Distinguished Faculty Award for Excellence in Teaching: Kate Phillippo, Ph.D.

2016 Teaching Award: Phillippo

The School of Education Awards Committee is pleased to award the 2016 School of Education Distinguished Faculty Award for Excellence in Teaching to Dr. Kate Phillippo, faculty member in the Cultural and Educational Policy Studies program. This annual award seeks to recognize, encourage, and reward outstanding teaching within the School of Education of Loyola University Chicago.

Dr. Phillippo is an Associate Professor in the School of Education.  She has taught in the Cultural and Educational Policy Studies since 2009 and is an exemplary teacher and mentor. Dr. Phillippo’s teaching philosophy reflects a deep commitment to students and their development. In addition to ensuring a clear and coherent framework for all courses that she teaches, Dr. Phillippo connects course-relevant cases, combines authentic support and high expectations, and encourages students to take risks in order to grow as educators and people. As a result, Dr. Phillippo has developed a reputation among students in the School of Education as a must take instructor—she combines an engaging pedagogy within a learning environment that pushes complex learning with genuine support. In addition, Dr. Phillippo extends learning beyond the classroom by engaging students in learning through research. She has an active research team in which students play a key role in facilitating the research process, resulting in numerous student co-authored scholarly publications and presentations.

Dr. Kate Phillippo is a faculty member who goes above and beyond to ensure that the learning environments she enters are dynamic, attend to the needs of a wide range of diverse learners, and reflect the social justice values of the School of Education and Loyola University Chicago. For these reasons and more, Dr. Phillippo is the 2016 recipient of the Distinguished Faculty Award for Excellence in Teaching.

2016 Distinguished Faculty Award for Excellence in Research: Amy Heineke, Ph.D.

2016 Research Award: Heineke

The School of Education Awards Committee is pleased to award the School of Education Distinguished Faculty Award for Excellence in Research to Dr. Amy Heineke, faculty member in the Teaching, Learning, and Leading with Schools and Communities Program. This annual award seeks to recognize, encourage, and reward outstanding scholarship within the School of Education of Loyola University Chicago.

Dr. Heineke is an Associate Professor in the School of Education. Her research and scholarship have had a substantial and sustained impact on teaching practices and policies involving linguistic minorities and English Learners (ELs). Since arriving at Loyola University Chicago, Dr. Heineke has published 22 journal articles and six book chapters. While many of her articles focus on best practices for educators to be linguistically and culturally responsive, Dr. Heineke has also published important articles that analyze policy implications for linguistically diverse students, such as English-only legislation.

Dr. Heineke has also been the principle investigators on over a million dollars of grants over the past five years and is a highly sought out presenter at professional conferences. Despite her extensive scholarly activities, Dr. Heineke also works with local school districts to examine their bilingual education practices and policies so that policy makers are fully informed about current knowledge on best practices in bilingual education.

Dr. Heineke is a model scholar who infuses the Jesuit ideal of social justice in all of her research. She embraces the role of scholar-advocate, constantly aiming to merge scholarship and policy, using her research to promote educational equity and meaningful and positive changes to practices and policies. For these reasons and more, Dr. Amy Heineke is the 2016 recipient of the Distinguished Faculty Award for Excellence in Research.

2016 Janell Hutcherson Distinguished Service Award: Valerie Collier

2016 Service Award: Collier

The School of Education Awards Committee is pleased to award the 2016 Janell Hutcherson Distinguished Service Award to Ms. Valerie Collier, Senior Program Coordinator in the Counseling and School Psychology and Research Methods Affinity Group. This annual award seeks to recognize, encourage, and reward outstanding service to the School of Education of Loyola University Chicago. This award is also designed to recognize the extraordinary contributions of our faculty and staff in forwarding the School of Education’s mission to advance professional education in the service of social justice, engaged with Chicago, the nation, and the world.

Ms. Valerie Collier has had a distinguished forty year history in the School of Education replete with examples of her commitment to the ideals of social justice and her engagement in Chicago, the nation, and the world. As Senior Program Coordinator, Ms. Collier supports the multifaceted needs of faculty, students, and professional colleagues throughout the university. Her consistent presence, knowledge, and compassion have served to benefit many over the years, making her the “go to” person for students and faculty alike. She has assisted countless students and faculty in furthering their educational interests, professional pursuits, and research endeavors always with wise counsel, empathy, humor, and an appreciation that each person is unique and special.

Ms. Collier also was co-founder of the School of Education Diversity Committee in 1990, attended Diversity Training at the National Coalition Building Institute, and has led diversity workshops for Loyola University Chicago. As a professional editor/formatter, Ms. Collier has assisted students, faculty, and alumni of this and other universities with their books and dissertations, thus helping showcase Loyola University Chicago nation-wide.

Ms. Valerie Collier has been a remarkable asset to the School of Education and Loyola University Chicago for forty years. She fully embodies what the Janelle Hutcherson Service Award recognizes—extraordinary contributions to advancing the School of Education’s mission “to advance professional education in the service of social justice, engaged in Chicago, the nation, and the world.” For these reasons and more, Ms. Valerie Collier is the 2016 recipient of the Janelle Hutcherson Service Award.

2015 Distinguished Faculty Award for Excellence in Teaching: Marla Israel, EdD

2015 Teaching Award - Israel

This annual award seeks to recognize, encourage, and reward outstanding teaching within the School of Education of Loyola University Chicago. The Faculty Awards committee is pleased to award the 2015 School of Education Distinguished Faculty Award for Excellence in Teaching to Dr. Marla Israel, faculty member in the Administration & Supervision Program.

Dr. Israel is an Associate Professor in the School of Education.  Dr. Israel has taught in the Administration and Supervision program since 2003  and is an exemplary teacher and mentor.  She has a deep commitment to students and their development and believes that all students, regardless of age and setting, can learn.  She sees her duty as a teacher to respect the multiple experiences that students bring to the classroom and to use these multiple experiences to reveal, recognize, and identify the course content in all of her courses.  To authentically use these varied experiences, her preparation is guided by the best practices of backwards design. The lesson planning process is started with the course standards and objectives in mind, and working backwards from there, create meaningful assessments, syllabi and daily lessons for each particular group of students.  This respect for the students’ experiences and contexts results in multiple and varied iterations of syllabi and lessons for the same course.

Dr. Israel’s believes that her teaching must directly result in the student  being able to demonstrate - through reading, researching, speaking, writing, and authentic performance assessment - improved professional practice as an educational leader within his/her school.  This philosophy permeates her work in the classroom, in curricular redesign, in student research teams, with doctoral candidates, and with administrators and teachers in professional development presentations.

Dr. Israel brings real-world sensibility to her university teaching - five years as a K-8 teacher, fifteen years as an educational administrator/consultant, and twelve years as a professor – helped create that perspective. Her students feel free to share their stories within the classroom because she, too, shares her stories, both the high-points and the failures, openly with them.  It is through this dialogue that together the students and her can apply theory to preferred professional practice within multiple educational settings.

Within her scholarship, Dr. Israel, continually searches for new knowledge as it applies to educational leadership and then integrates it into the courses she teaches. This provides her with the opportunity to share and shape her work with her students and hopefully positively impact the lives of children in our public and private institutions.  By being an active scholar, writer, and presenter, she models for her students the life of a teacher- scholar committed to applying theory to practice in a manner that strengthens our schools and our profession.

In addition to formal classroom teaching, Dr. Israel is a mentor to her students.  During her time at Loyola, she has directed 36 dissertations to completion with another 24 in progress.  She has also served as a committee member on another 45 dissertations.  Over the past three years, Dr. Israel has led the redesign and approval of four programs, including the M.Ed. Teacher Leader program with ELL endorsement, the M.Ed. and EdD. Principal Preparation programs for the Chicago Public Schools, the M. Ed. Principal Preparation program for the Office of Catholic Schools.

Dr. Marla Israel clearly demonstrates the characteristics of a true teacher in the spirit of the School of Education at Loyola University Chicago.  In her own words:  “I am called to this work.  I must teach in order for my work to have purpose.”  For these reasons and more, Dr. Marla Israel was the 2015 recipient of the Distinguished Faculty Award for Excellence in Teaching.

2015 Distinguished Faculty Award for Excellence in Research: Liz Vera, PhD

2015 Research Award - Vera

This annual award seeks to recognize, encourage, and reward outstanding scholarship within the School of Education of Loyola University Chicago. The Faculty Awards committee is pleased to award the 2015 School of Education Distinguished Faculty Award for Excellence in Research to Dr. Liz Vera, faculty member in the Counseling Psychology Program.

Dr. Vera is a Professor in the School of Education.  Her research has had a substantial and sustained impact on the field of counseling psychology with particular emphasis in the areas of social justice; ethnic identity development; multicultural competence; Latino mental health; and prevention, resiliency, and subjective well-being in urban youth development.

Dr. Vera is the author/editor of four books, 30 chapters in edited books, and forty-three published peer-reviewed articles.  She has been, and continues to be, the lead researcher and author in the field bringing social justice research to the area of counseling psychology.  In particular, her seminal work in 2003 with Suzanne Speight entitled: Multicultural competencies, social justice and counseling psychology:  Expanding our roles published in The Counseling Psychologist became the catalyst for much of the subsequent scholarship within the field.  Her edited volume entitled:  Handbook of Prevention in Counseling Psychology (2013) is a seminal text that spotlights this intersection of social justice and counseling.

Dr. Vera has been a co-principal investigator on a CPELL grant since 2007.  In particular, Dr. Vera created a parent needs assessment.  This research-based needs assessment, and the subsequent research-driven parent programming that Dr. Vera also created and currently facilitates has reached over 5,000 language minority parents in the past seven years within the greater Chicagoland area.

Dr. Vera’s research has earned her the distinction of the 2012 Lifetime Achievement Award from the American Psychological Association, Division 17 Prevention Section.  She is a prolific researcher, author, editor and contributor to the field.  Dr. Vera’s research has had a direct impact on subsequent scholarship as well as the lives of countless parents and students across the country.

2015 Distinguished Service Award: Janell Hutcherson

2015 Service Award - Janell

This award seeks to recognize, encourage, and reward outstanding service to the School of Education of Loyola University Chicago. This award is designed to recognize the extraordinary contributions of our faculty and staff in forwarding the School of Education’s mission to advance professional education in service of social justice, engaged with Chicago, the nation, and the world. This year’s award is given posthumously to Janell Hutcherson, Program Coordinator for Teaching & Learning who passed on January 18, 2015.

Janell was an integral member of the School of Education, always going above and beyond to provide superior service to students, faculty, and alumni. She was particularly instrumental in the successful launch and growth of new graduate programs, often serving as students’ first point of contact with the School. We could not have asked for a better ambassador for our programs. As the following anecdote illustrates, Janell demonstrated exceptional professionalism, patience, compassion, attention to detail, and a deep commitment to the University and School mission of social justice. Moreover, she did this all with humility and a contagiously positive attitude and demeanor.

“Janell is, and has been, an absolutely incredible asset to our Teaching & Learning program. So much so that it would be hard to imagine the program managing successfully in any way without her. Her flexibility and positivity are truly a reflection of the characteristics embodied in our university's mission. Regardless of personal or professional obstacles, Janell is always happy to help be part of a solution to any problem. Janell is someone you can go to with anything and always be greeted with a smile and a willingness to assist you in whatever way she can. Her disposition on a daily basis is one that makes it more pleasurable to come to work and her professional capabilities such that they enhance the capabilities of all around her. In this way she offers a great service to her professional community as I can only imagine she also does in her personal one."

Janell Hutcherson was the epitome of service excellence at Loyola University Chicago. Her tremendous ongoing contributions to the School of Education’s Teaching and Learning Affinity Group and the School make a positive difference in the life of students, faculty, and alumni on a daily basis.

2014 Distinguished Faculty Award for Excellence in Research: Mark Engberg, Ph.D.

2014 Research Award: Engberg

Dr. Mark Engberg is an Associate Professor in the School of Education. Since 2007, he has taught classes in the Higher Education graduate programs. His research agenda is rooted in his desire to improve educational opportunity for underserved students. Dr. Engberg’s work has informed the field’s understanding of the essential role colleges and universities have in preparing future generations of students for the challenges inherent in a diverse democracy and global society. Of his 27 peer-reviewed articles, 14 have focused on the educational benefits of diversity. Additionally, his work has helped to inform policy-makers about the necessity of affirmative action policies in both addressing inequities in educational opportunity and the concomitant benefits that accrue for all students when they are situated in diverse learning environments. Notably, in arguing the merits of affirmative action in the Fisher case, two of Dr. Engberg’s articles were cited extensively in the amicus curiae briefs submitted on behalf of the University of Texas, including briefs from the American Educational Research Association (AERA), American Psychological Association (APA), and American Sociological Association (ASA). His scholarship is prominently featured on the AERA website, and he has been invited to give numerous talks to discuss his work. Dr. Engberg has a national and international reputation as an exceptional scholar. The School of Education is proud to honor Dr. Engberg with the 2014 Distinguished Faculty Award for Excellence in Research.

2014 Distinguished Faculty Award for Excellence in Teaching: Bridget Kelly, Ph.D.

2014 Teaching Award: Kelly

Dr. Kelly is an Associate Professor in the School of Education. She has taught in the Higher Education graduate programs at Loyola University Chicago since 2009 and for three years served as Program Director. Among the classes Dr. Kelly teaches are Student Development, Multiculturalism for Social Justice, and Women in Higher Education. Dr. Kelly’s objectives as an instructor include promoting critical thinking and reflective analysis, social justice education, and facilitating personal interaction with knowledge. She uses intergroup dialogue in her classes to promote her students’ exploration of power and privilege. Dr. Kelly receives consistently outstanding evaluations from her students and one of her former students noted that she “exemplifies cura personalis, a deep concern for her students, their learning, and development as socially just professionals.” Dr. Kelly is also committed to her role as a mentor and has trained many of her students to become active higher education professionals. One of her recent mentees talked about how Dr. Kelly “understands the obstacles women and people of color face in higher education.” Dr. Kelly’s willingness to “go above and beyond her duties as a professor,” according to this same student, accounts for her own success as a professional in student affairs. For her accomplishments in teaching and mentoring, the SOE has selected Dr. Bridget Kelly to be the recipient of the 2014 Distinguished Faculty Award for Excellence in Teaching.

2013 Distinguished Faculty Award for Excellence in Research: John Dugan, Ph.D.

2013 Research Award: Dugan

This annual award seeks to recognize, encourage, and reward outstanding scholarship within the School of Education of Loyola University Chicago.  The Faculty Awards committee is pleased to award the 2013 School of Education Distinguished Faculty Award for Excellence in Research to Dr. John Dugan, faculty member in the Higher Education Program.  Dr. Dugan’s scholarly work focuses on college students’ involvement and leadership development and he places a specific emphasis on marginalized voices and ideas. A well-published scholar whose work regularly appears in top-tier journals, Dr. Dugan’s work is also frequently cited and has been recognized as outstanding by multiple professional associations.  The Faculty Awards committee recognizes that Dr. Dugan’s scholarship advances ideals of social justice as that which benefits humanity.

2013 Distinguished Faculty Award for Excellence in Teaching: David Shriberg, Ph.D.

2013 Teaching Award: Shriberg

This annual award seeks to recognize, encourage, and reward outstanding teaching within the School of Education of Loyola University Chicago.  The Faculty Awards committee is pleased to award the 2013 School of Education Distinguished Faculty Award for Excellence in Teaching to Dr. David Shriberg, faculty member in the School Psychology Program.  A reflective teacher who constantly examines his own work, Dr. Shriberg is a deeply knowledgeable and demanding instructor whose students not only learn and grow — but also thrive and flourish.   Dr. Shriberg connects his research with his teaching, has a strong commitment to multiculturalism and social justice, and has achieved outstanding success in supervising and mentoring student researchers.  Dr. Shriberg provides care, respect and support for his students beyond the ordinary.  He embodies our educational ideals of setting high standards and expectations, of  enhancing critical thinking and problem solving skills, and of adhering to the principle that knowledge must be put to the benefit of humanity

Dr. Steven Brown Recipient of 2012 Distinguished Faculty Award for Excellence in Research

2012 Research Award: Brown

Dr. Steven Brown has been selected as the School of Education’s 2012 Distinguished Faculty Research Award recipient. Dr. Brown received his Ph.D. from the University of California, Santa Barbara and joined the faculty at Loyola in 1984. Dr. Brown’s excellence as a scholar is being honored due to contributions he has made to the field through his Social Cognitive Career Theory (SCCT), developed SCCT in collaboration with Drs. Robert Lent and Gail Hackett.  Dr. Brown has received several national awards for my scholarship over his career, including the John Holland Award for Outstanding Contributions to Vocational and Personality Psychology Research (1995), the Best Science Award for life-time contributions to counseling psychology research by the Society for Counseling Psychology (2008), and the Distinguished Contributions award for life-time contributions to vocational psychology research (2010).  The impact of his research has been recognized internationally via invited presentations in Italy, Iceland, Sweden, and Denmark.  Dr. Brown’s contributions to the vocational psychology literature make him a highly deserving recipient of this prestigious award.

Dr. Ann Marie Ryan Recipient of 2012 Distinguished Faculty Award for Excellence in Teaching

2012 Teaching Award: Ryan

The School of Education Awards Committee has selected Dr. Ann Marie Ryan as the 2012 Distinguished Faculty Teaching Award Recipient. Dr. Ryan received her Ph.D. in Curriculum and Instruction from the University of Illinois at Chicago in 2004 and began her tenure at Loyola in 2004.  She was promoted to Associate Professor in 2010. Dr. Ryan teaches courses in the undergraduate program in American Education and Secondary Methods: Social Studies. She teaches graduate level courses in Foundations of Curriculum and Instruction, Curriculum Theory, School Improvement and Curriculum Reform, Teaching and Learning in Urban Communities, American Higher Education, Secondary Methods: Social Studies, Instructional Methods for Diverse Populations, and Documentary Research Methods. Dr. Ryan’s teaching excellent is strongly evident in her course evaluations by students, the strong mentoring she provides to students and alumni, and in the support she received from current and past students who wrote letters on her behalf.

Dr. Noah Sobe Recipient of 2011 Distinguished Faculty Award for Excellence in Teaching

2011 Teaching Award: Sobe

Dr. Noah Sobe, Associate Professor, has been awarded the School of Education’s inaugural Distinguished Faculty Award for Excellence in Teaching.  Dr. Sobe received his Ph.D. from the University of Wisconsin and joined the SOE in 2004.  He teaches undergraduate and graduate courses in the Cultural and Educational Policy Studies programs where his courses are known for their intellectual rigor.  Dr. Sobe has mentored many M.A. and Ph.D. students to become published authors and fine instructors. His scholarship, on globalization and education, has greatly informed his teaching, and he has published several book chapters with his students.  Based on a compelling body of evidence of his excellence as a teacher and mentor, Dr. Noah Sobe has been very deservingly selected as the recipient of the 2011 Distinguished Faculty Award for Excellence in Teaching.

Anita Thomas, PhD – Associate Dean for Academic Affairs and Research

Anita Thomas

Beginning spring semester 2014, Dr. Anita Thomas will assume the role of Associate Dean for Academic Affairs and Research for the School of Education. Dr. Thomas’ responsibilities will include providing leadership and oversight in the following areas: undergraduate curriculum development, research and grant opportunities for faculty, university/school and agency partnerships, diversity initiatives for the School, the use of technology and the multiple international programs that have become essential parts of the School of Education’s curriculum. Dr. Thomas will bring perspectives and experiences that will round out the administrative team of our School. Dr. Thomas teaches courses in  Multicultural counseling, Identity and pluralism, Theories of Counseling, Introduction to Family Counseling, Human Development, Advanced Theories, Introduction to School Counseling, Practicum supervision. She joined Loyola in 2005 in the Counseling Psychology and School Counseling Programs.

David Prasse, PhD, Vice Provost for Academic & Faculty Resources

David Prasse Promotion

Beginning January 1, 2013, Dr. Prasse will assume the role of Vice-Provost of Academic and Faculty Resources. Dr. Prasse has led the School of Education as dean since 2004. As dean of the school, he has planned and overseen the school’s reaccreditation by the National Council for Accreditation of Teacher Education (NCATE), achieved accreditation for the programs in school psychology and counseling psychology, realigned the graduate programs leading to the PhD and EdD degrees, restructured the leadership program in principal preparation, and enhanced the quality and outreach of the teacher preparation program. Dr. Prasse also advanced the mission of the school and University with the successful launch of the Center for Catholic School Effectiveness and through exceptional grant-funded programs in the school. As a national leader in education, Dr. Prasse has often been called upon to testify on national legislation and was directly involved in the rule-making process for the reauthorization of Title II of the Higher Education Act.

Dr. Prasse, who joined Loyola’s faculty in 1999, has also held faculty and administrative appointments at Governors State University and the University of Wisconsin-Milwaukee. He holds a BA degree from Hanover College in Indiana, and MS and PhD degrees in school psychology from Indiana State University, Terre Haute.

Alumna Named 2018 CFE Teacher of the Year

‌‌ Lisa Caputo-Love

Lisa Caputo-Love (pictured, third from left) was named The Chicago Foundation for Education Teacher of the Year for 2018.  From their website, “This award is presented annually to a Chicago Public School teacher who, among other criteria: enhances the classroom experience and provides effective instruction to students; seeks opportunities to engage in professional development and share effective practices with colleagues; and has earned at least five CFE grants and is currently an active member of the CFE community. Each award winner is offered the opportunity to represent CFE teachers as a member of the CFE Board of Directors for a two-year term, and is awarded a $1,000 honorarium. ” Lisa is a graduate of Loyola's Elementary Education BSEd. and Special Education MEd. programs. She also serves as an adjunct professor in the Teaching and Learning program in the School of Education  at Loyola. http://www.cfegrants.org/about/teacher-of-year/ ​

Counseling Psychology Graduate Honored at 2018 American Psychological Association Convention

Dr. Gihane Jeremie-Brink, class of 2016, graduated from Loyola’s Ph.D. and M.A. programs in Counseling Psychology. At the August 2018 American Psychological Association Convention in San Francisco, Dr. Jeremie-Brink was awarded the 2018 Tanaka Award for her dissertation research on the well-being of Black Caribbean ethnic minority adolescents and young adults. The award was presented to her at the award ceremony of APA's Committee on Ethnic Minority Affairs.

Dr. Jules New Publications

Jules

Congratulations to Dr. Tavis D. Jules on his newest publications.

Re-Reading Education Policy Educational Transitions

Dr. Jules and Teresa Barton (PhD Candidate in the Cultural and Education Policy Studies Program) on their new book Educational Transitions in Post-Revolutionary Spaces: Islam, Security, and Social Movements in Tunisia. The book explores the transformation of the education system in Tunisia following the Jasmine Revolution (or Al-Sahwa), the first of a wave of revolutions known as the Arab Spring. The authors provide a detailed account of how Tunisia’s robust education system shaped and sparked the conflict as the educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism, and social media, the chapters map out the various factors at play during the transition from authoritarian rule to democracy. The book not only offers an understanding of the role of youth in the revolution and how it was shaped by Tunisia’s educational system, but also provides an understanding of the theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts. For more information, visit Bloomsbury Publishing: https://www.bloomsbury.com/uk/educational-transitions-in-post-revolutionary-spaces-9781474282154/

Additionally, Dr. Jules recently published a new edited volume (with Dr. Patrick Ressler), Re-Reading Education Policy and Practice in Small States: Issues of Size and Scale in the Emerging “Intelligent Society and Economy”. This volume is concerned with educational developments in small and microstates, a topic that has only relatively recently started to attract the attention it deserves. It is guided by the questions (i) if and how small and microstates deal with policy challenges to their education systems that are particularly important for their future development and (ii) whether there is something like typical “small / microstate behavior.” The volume seeks to contribute to a genuinely comparative approach to education in small and microstates. Moreover, widening conventional definitions of smallness, it aims to advance research in the field not only in a thematic but also in a theoretical perspective. Overall, the volume seeks to expand our understanding of small and microstates – and by implication of big states as well –, especially regarding what is general and what is particular about their behavior.  For more information, visit Peter Lang: https://www.peterlang.com/view/product/16604?tab=aboutauthor&format=EPDF

Dr. Shriberg National Teaching Award

Trainers of School Psychologists is a national organization of school psychology faculty members and has organizational memberships from over 150 graduate training programs. This year, their annual conference was hosted by the School of Education at Loyola University Chicago on February 12-13, 2018. At their annual business meeting, held at the Schrieber Center, School of Education faculty member David Shriberg was presented with their annual "Outstanding Contributions to Training" award. This award was given to Dr. Shriberg based on his seminal role in advancing social justice graduate training, scholarship, and advocacy in school psychology. Among Dr. Shriberg's highlights is that he is the author of the first scholarly article and the first scholarly book on social justice and school psychology, was the founder of a national network of school psychologists focused on social justice, and has made numerous influential presentations to faculty on teaching for social justice. The National Association of School Psychologists, the largest and most influential organization in his field, recently adopted social justice as a strategic priority and also adopted a definition of social justice that was based on Dr. Shriberg's seminal research.  The nomination letter also focused on Dr. Shriberg's critical role in mentoring Loyola students and a number of faculty across the country on doing research and teaching for social justice. Among the individuals who nominated Dr. Shriberg for this award were four Loyola alumni and one current graduate student, all of whom worked under Dr. Shriberg. Dr. Shriberg was president of this same organization in 2010-11.

Dr. Shriberg National Teaching Award

Trainers of School Psychologists is a national organization of school psychology faculty members and has organizational memberships from over 150 graduate training programs. This year, their annual conference was hosted by the School of Education at Loyola University Chicago on February 12-13, 2018. At their annual business meeting, held at the Schrieber Center, School of Education faculty member David Shriberg was presented with their annual "Outstanding Contributions to Training" award. This award was given to Dr. Shriberg based on his seminal role in advancing social justice graduate training, scholarship, and advocacy in school psychology. Among Dr. Shriberg's highlights is that he is the author of the first scholarly article and the first scholarly book on social justice and school psychology, was the founder of a national network of school psychologists focused on social justice, and has made numerous influential presentations to faculty on teaching for social justice. The National Association of School Psychologists, the largest and most influential organization in his field, recently adopted social justice as a strategic priority and also adopted a definition of social justice that was based on Dr. Shriberg's seminal research.  The nomination letter also focused on Dr. Shriberg's critical role in mentoring Loyola students and a number of faculty across the country on doing research and teaching for social justice. Among the individuals who nominated Dr. Shriberg for this award were four Loyola alumni and one current graduate student, all of whom worked under Dr. Shriberg. Dr. Shriberg was president of this same organization in 2010-11.

Loyola Awarded Prestigious National Endowment for the Humanities Summer Institute for Teachers

NEH Summer Teacher Institute

The School of Education will host 30 teachers from around the U.S. to study the history of the Gilded Age and Progressive Era during the summer of 2019.

We hear terms like “populist” and “progressive” a lot these days when it comes to American politics, and some even go as far as suggesting that we might be living through a “second Gilded Age.”  For teachers, this is both an enticing opportunity to teach about our history as well as a challenge: What do these ideas really mean and how do they connect to our present day?

With support from the National Endowment for the Humanities (NEH), Loyola University Chicago in partnership with the University of Illinois at Chicago will convene for a fifth summer its teacher institute titled “Rethinking the Gilded Age and Progressivisms: Race, Capitalism, Democracy, 1877 to 1920.” From June 30 through July 26, 2019, thirty school teachers will deepen their knowledge and understanding of this crucial period through readings, discussions, lectures, inquiries into primary sources, and exploration of landmark historical and cultural resources across Chicago. The institute creates an intellectual space where teachers may contemplate and debate how individuals and groups defined, reformed, and contributed to a vision for American democracy during a period when radically different perspectives often dominated the public political and cultural discourse.  This institute provides a forum for school teachers to explore the most recent thinking about the GAPE through intensive seminars with leading scholars as well as visits to key historical sites around Chicago. Participating teachers work with institute staff to adapt what they are learning into teaching materials ready for their classrooms and sharing with colleagues.

The $200,000 award to Loyola to host “Rethinking the Gilded Age and Progressivisms” was one of twenty teacher institute grants announced by the NEH today.  “From nationally broadcast documentaries to summer workshops for high school teachers, the projects receiving funding today strengthen and sustain the cultural life of our nation and its citizens,” said NEH Chairman Jon Parrish Peede.

Charles Tocci, assistant professor in the School of Education, will serve as the institutes Project Director.  Robert Johnston, professor of history at the University of Illinois at Chicago, is the institute’s academic director.  Michael Biondo, social studies teacher at Maine South High School, and Johanna Heppeler, social studies teacher at East Leyden High School, will serve as the director of teacher supports and the institute’s master teacher, respectively.

More information about the institute and how teachers can apply will be announced on the program’s website in the coming months: www.GildedAndProgressive.com

School of Law & the Family Action Network host Emmy-winning producer & author

On Monday, September 24, 2018, Loyola University Chicago School of Law and the Family Action Network are pleased to host Heather Won Tesoriero, author of The Class: A Life-Changing Teacher, His World-Changing Kids, and the Most Inventive Classroom in America, for a look into Andy Bramante’s unconventional class at Connecticut’s prestigious yet diverse Greenwich High School. Tesoriero spent a year embedded in Bramante’s class which features no curriculum, tests, textbooks, or lectures. Her account is a testament to the power of a great teacher to help kids realize their unlimited potential. Heather Won Tesoriero was an Emmy-winning producer for CBS News and has been a reporter at The Wall Street Journal, Time, and Newsweek

Loyola University Chicago School of Law 
Power Rogers & Smith Ceremonial Courtroom, 10th Floor
25 E. Pearson Street, Chicago
 

Event begins at Noon. Books will be available for purchase and signing. Contact Erin Hammons ehammons@luc.edu for more information.

Study on Chicago Public Schools’ IB Programmes

School of Education Research Team Publishes Study on Chicago Public Schools’ International Baccalaureate Programmes

Over the past six years, Chicago Public Schools has expanded its number of International Baccalaureate (IB) programs from 21 to 53.  A major challenge in scaling up this quickly has been supporting teachers to learn about the IB and integrate its components into their classroom practice.  This is particularly true for the IB Learner Profile, a collection of ten attributes that students develop over the course of their education.  All IB programs take the Learner Profile as their core and seek to support students’ development of attributes such as “thinker,” “communicator,” “caring,” “open-minded,” and “risk-taker.”

To learn more about how Chicago Public Schools IB programmes are implementing the Learner Profile, the IB Organization contracted with a research team Loyola’s School of Education. The team, consisting of faculty, alumni, and graduate students, spent 18 months investigating the incorporation of the Learner Profile in Chicago Public Schools’ Middle Years Programmes (MYP, grades 6 through 10). This systematic research study of MYP teachers’ practice set out to understand how IB MYP programmes are implemented in schools and how IB MYP programmes influence classroom teaching.

The study’s findings and recommendations focused on three areas:

  • Teacher understanding of the Learner Profile
  • Incorporation of the Learner Profile into practice
  • Supports and resources for incorporating the Learner Profile

A key finding from the study is the critical role and value of local supports for MYP teachers. There was wide agreement among teachers across schools that the MYP coordinator plays a key role in supporting teachers’ learning and incorporation of the Learner Profile. The research team recommended that more local resources be cultivated to support school- and district-planned incorporations of the Learner Profile into practice. Additionally, given the pivotal role of coordinators, the IB could consider ways to further support the professional development of coordinators with regard to the Learner Profile. The report’s executive summary and the larger report can be accessed here: summary and full report.

Research Team: Dr. Ann Marie Ryan, associate professor; Dr. Charles Tocci, assistant professor; Dr. David Ensminger, associate professor; Dr. Catur Rismiati, senior researcher; and Ahlam Moughania, research assistant.