Helping Educators Teach for a Sustainable Future

“Empowering Young Citizens for Sustainable Communities” is the theme for the 2015 Sustainability Institute for P12 Educators

ST. LOUIS, June 16, 2015 – The 5th annual Sustainability Institute for Educators, “Empowering Young Citizens for Sustainable Communities,” will take place June 23-25 at Mary Institute and Country Day School of St Louis (MICDS). Speakers and hands-on workshops for educators will focus on increasing awareness of sustainability issues, identifying the potential for young students to take responsibility for solutions, and helping educators generate and plan for student participation for sustainable communities.

“Many schools and businesses introduce initiatives like recycling bins or low flow facilities, but then continue other unsustainable practices like disposable pod coffeemakers, excessive photocopying, or even driving kids a half mile to school,” said Lori Diefenbacher, co-coordinator and founder of the event, and adjunct faculty member in the School of Education. “This is because people aren’t really thinking about the reasons behind the initiatives, nor were they involved in the decision-making. Our Institute will not only present hot topics for education for sustainability, but will suggest ways that educators can help transform young thinkers to be part of community decision-making and improvement projects.”

The three-day workshop will cover topics such as: 

• Tuesday, June 23 - Defining Sustainability Citizenship: What does it mean to be a citizen in today’s world? Participants will explore this question on multiple scales, ranging from local to global, through the lens of sustainability. Through speakers and hands-on workshops, registrants will be introduced to Citizen Science, which is rooted in place-based learning. 

• Wednesday, June 24 - Connecting to the Community: How can teachers facilitate a connection between students and the community that result in real action on a local issue? Registrants will join forces to collectively develop new strategies and activities for designing real-world participation in community issues. Attendees will then learn about organizations within the community during the afternoon Resource Fair. 

• Thursday, June 25 - Learning from Others: Participants will choose one area of focus to study in depth with others on the third day of the Institute. Trainings by Project Learning Tree and Frog Watch will be offered (some with Certification); each attendee will select one. 

The event is hosted by Webster University, School of Education; EarthWays Center of the Missouri Botanical Garden; Green Schools Council of Madison County, Illinois; US Green Building Council–Missouri Gateway Chapter; Saint Louis Zoo, Education Division and Mary Institute and St. Louis Country Day School.

“In 2010 when I first had the idea of the Institute, I knew that I needed to involve community partners,” said Diefenbacher. “This has been the key to our success. We now represent six different institutions and each agency brings a different perspective and expertise to the table, and our diversity assures that the event itself will be sustainable, because its success does not depend on any one person or institution.”

The Sustainability Institute for P12 Educators costs $150 and includes sustainable breakfasts and lunches. Scholarships are available for those meeting the criteria. Graduate credit is also available. For more information or to register online, visit the event website.

This article originally appeared on: http://www.webster.edu/news/2015/news/06162015-sustain-educate.html

Inspired By The Honeybee

by Azra Hadzic


This is the third of our three-part series celebrating the School of Education's outstanding alumnus and student speakers who were going to participate in the recognition ceremony on Saturday May 9th, which was rained out. 

Azra Hadzic graduated summa cum laude with a bachelor of arts in education. This is the speech she had prepared to deliver. 

Don't Stop Believin'

by Jane Lucas


This is the second of our three-part series celebrating the School of Education's outstanding alumnus and student speakers who were going to participate in the recognition ceremony on Saturday May 9th, which was rained out. 

Jane Lucas graduated from Webster University in 2013 with a master's degree in applied educational psychology, and again this May with an education specialist degree in applied educational psychology: school psychology. 

Jane Lucas

Twenty one years ago this month, I graduated from another local university with a Bachelor’s degree in both English and Secondary Education.  Three months later, I was teaching middle school language arts with a fifth grade homeroom.  I was drawn to teaching at that time by an urge to positively impact children’s lives and to share my love of literature and writing.  I loved (and still love) my kiddos; connecting with them is a daily joy that, frankly, I may be addicted to.  Another big draw for me in 1994 was the autonomy of the classroom; back then, educators had domain over their space, with freedom to be creative and to teach independent of legislative mandates.  We worked together as teams, we were allowed to hug our students without fear of litigation, and we integrated art and music and movement into our lessons without concern for how it connected to the all-mighty standardized test.  We were considered experts on our subject matter and child development.  Parents and students respected us, and politicians trusted us.  Now, buzz words like “Common Core,” “AYP,” “data-based” everything, and “evidence-based teaching” infiltrate the teaching lingo, while the news paints quite a bleak picture of the state of education—both for students and teachers.   Today, everything that can be measured is measured, and those measurements are used to make life-changing decisions for educators, parents, and students.   Teaching recruiting is down, while teaching attrition is up.  High stakes testing means mandates to prioritize test content over big picture concepts.  Recess time is being cut, as are fine arts budgets.  Technology advancements have enhanced instructional capabilities but produced students who rely on electronic stimulation just to focus.  Soft skills are fading across the board.   In short, educating is a demanding job that drains a person physically, emotionally, and psychologically.  It’s akin to parenting—you don’t know how hard it really is until you do it.

          So why do it?  Despite what I’ve just described, there are many, many reasons to become an educator.  There is no greater joy than watching a lightbulb go off when a child finally understands a concept.  There is no greater satisfaction than realizing how much a student has grown and changed from August to May and knowing that you helped make that happen.  Tremendous feelings of fulfillment come when a lesson you worked on for hours not only teaches the concept you intended, but instills a real love of learning to kids.  Nothing warms you more than watching a pupil who once had no friends finally play at recess or sit at a lunch table with one or two others, smiling the entire time.  Listening to your students, reading their papers, meeting their parents, gaining insight into each of them and their own stories, helping them grow academically, socially, and emotionally, and watching that happen in real time—these are privileges that only educators get.  They are not to be squandered or forgotten.  They are to be celebrated.  

          How can we do this without losing our minds or selling our souls to the Common Core gods?  It’s not easy.  Here are some things I’ve learned over the last 21 years:

·       Make content relevant to your students.  Teach math concepts by using sports or music or video games.  Chose literature that contains themes that affect your students but that contain specific literary conventions.  Assign written work that connects to your students’ interests but includes goals for grammar or mechanics or types of sentences.  In short, work within the Common Core; evidence-based teaching can—and should—be created within your own classrooms. 

·       Talk to each other!  Group therapy is not just for a counselor’s office.  You are not the only one who will struggle with a student or a parent or an incredible workload.   It’s okay to share these thoughts and admit when you’re down—just remember not to turn it into a blame game that no one can win.

·       Trust your instincts.  If you think a lesson is failing, it probably is.  Redo it.  If your suspect your students are bored, give them a brain break or a movement break.   Follow their lead and trust that you will meet their needs by doing so.

·       Find your own rhythm.  I am a firm believer that teaching is more art than science.  Be your own artist.  Produce the lessons that speak to you and your students.   Be creative in the way you integrate mandated test content into your daily work. 

·       Remember that each child has his own story, and you only know part of it.  As tempting as it is to judge bad behavior, try to understand the motives behind it.  And never take it personally.  Be comforting when you can and supportive at all times.

·       Lean on those who are there to help you.  As a school psychologist, I am happy to assist teachers with anything that I can!  Please use the human resources around you as much as possible.

·       Carve out time for yourself at school and away.  Even five minutes alone in a faculty bathroom stall can recenter us.  I used to close my door during free periods just for ten minutes of silence, doing nothing but breathing (and occasionally crying or laughing).   Don’t neglect your own families or friends, and come back to school every Monday with a reinvigorated sense of what matters.  Give that gift to yourself as often as you can.  Without my own children, I would not be the educator that I am.

·       Enjoy the newness that every day brings in a school.  Every day is different, and full of surprises.  Expect that.  Learn to enjoy the adventure.   It’s truly a wild ride, scarier and yet more thrilling than any roller coaster at Six Flags.

Finally, as my son implored me to say with the title of this speech, which was inspired by our favorite show, Modern Family, and my favorite band as a child:  DON’T STOP BELIEVIN’.  Believe in yourself, your students, and your ability to make the difference that you want no matter the obstacles.  Don’t stop believin’ that you matter, that your work matters, and that the impact which you make on this world matters.  Don’t stop believin’ that you are appreciated, respected, and trusted.  You do make a difference for families, for our community, and for the world.  EVERY. SINGLE. DAY.  You make little kids feel special and protected and smart.  You give big kids wise advice, encouragement to follow their dreams, and more than just a few high fives on their way to adulthood.  Don’t stop believin’ that EVERY THING YOU DO FOR A CHILD MATTERS.  It does.  And it is my privilege to be counted among you.  

Meet The School of Education's 2015 Outstanding Alumnus: Dr. Chris McGee
by Dean Brenda Fyfe

Saturday, May 9th was Webster's 96th Commencement Ceremony for our 2014-2015 graduates. It was a day of celebration, it was a day of tradition, it was a day of rain. The School of Education's ceremony was cut short so we were not able to honor our outstanding alumnus or hear the speeches prepared by our student speakers. For the next three days we will share these speeches on our blog.  

This is the speech Dean Fyfe had prepared to introduce the School of Education's 2015 Outstanding Alumnus, Dr. Chris McGee. 

This year I am pleased to introduce Dr. Chris McGee as the 2015 Outstanding Alum from the School of Education. Chris epitomizes what we hope each of our graduates will become – a lifelong learner, a leader, and an advocate who, as Pablo Casals once said, “We all must work to make this world worthy of its children.”  Throughout his career and his personal life Chris has demonstrated a fierce commitment to the welfare of children.

President of Webster University’s Alumni Board of Directors, Dr. McGee is an acclaimed educator who has held teaching and leadership positions in the public school districts of Kirkwood, Mehlville, and Webster Groves, where he currently works as curriculum coordinator.  In every setting he has been a leader in technological advancement in education. He is an Edtech Innovationist, co-founder of EdcampSTL, and founder and CEO of ConnectED Learning.  His e-publication Redefining Professional Development Through Edcamps documents this innovative approach to professional development.  

His honors and awards include:

• Apple Distinguished Educator, 2013
• Excellence in Education Award – St. Louis Magazine, 2014
• Phi Delta Kappa Emerging Leader, 2013
• Peabody Energy Leader in Education, 2014
• Top 100 Experts in #eLearning and #edtech – BestCollegeRankings.org, 2013
• Featured in Daily Edventures by Microsoft Corp, 2013
• Midwest Spotlight Educator – Cooperating School District, 2014
• Nomination:  National Life Changer of the Year – National Life Group, 2014 

It is easy to see why Chris has earned the award of Outstanding Alum. He exemplifies the kind of graduate we aim to produce at Webster University, someone who has achieved individual excellence and demonstrates global citizenship.  

Educational Technology Student Reflects on Her Development as an Educator

By Mary Meadows, MA'93, MAT'08

 Mary Meadow's 3rd grade students assemble a robot.

As Curriculum Coordinator for Junior Kindergarten through Grade 6 at Villa Duchesne and Oak Hill School, I often reflect on my experiences that led me to this rewarding position. The evolution of technology and its role in education has piqued my interest from the early stages when the first floppy disk appeared. Recalling the fearful look of my colleagues gathered around staring in wonder at this small and unusual item with such powerful but unknown presence, I knew at that moment that technology would influence the course of education. I also knew at that moment that I did not want to distance myself from its influence because I was quite sure that it was here to stay and likely to have a profound impact on education.

As my career evolved with experiences encompassing elementary education and business, I continually found innovative ways to engage my students and colleagues in learning. Passionate about the use and integration of technology, I continued to strive to improve my understanding of its purpose in the educational realm. It was clear to me that the intentional and appropriate use of technology would serve to engage students in developing their own passion for learning. Striving to make sense of the quickly evolving technology and its relation to learning, I set out to engage in advancing my own education.

Students in Mary Meadow's robotic class program their robot.

Recalling my first meeting with Dr. Ralph Olliges as vividly as the first look at the floppy disk, I remember my reluctance to commit to years of study alongside an abundant career and family life. However, with careful encouragement and questioning Dr. Olliges convinced me that what I had set out to do was quite achievable given the passion and commitment that already sparked my enthusiasm surrounding educational technology. The program would allow me to channel my creative thinking and energies into projects related directly to the needs of my students in the classroom. Through formal and informal collaboration, online and onsite, I created, designed, developed, and implemented learner-centered and content-centered projects for use in the classroom while achieving a Master of Arts in Educational Technology.

Mary Meadow's 3rd grade students test their robot.

As Oak Hill’s Curriculum Coordinator, I work with the faculty, staff, and students to align technology resources with curricular goals, develop web pages, and coordinate opportunities for learning through global collaboration. I am currently in the process of developing and implementing a robotics program for the students at Oak Hill. Through various grant opportunities, students in Kindergarten through Grade 6 are introduced to robotics with age appropriate activities integrated with curriculum. Third grade students recently showcased their work related to their animal adaptations studies at the Midwest Education Technology Conference (METC) Student Innovation Station. Second grade students are busy developing adventure stories with robotic characters. These students are engaged in creative and collaborative work with each robotics unit closing with sharing of their work.

In an effort to reach beyond my school community, I serve as a member of the LEGO Education Advisory Panel (LEAP) and as a Discovery Education Network STAR Educator. I am grateful for the influence that Webster University faculty has had on my career, not only influencing my knowledge and use of technology, but also the emphasis on creativity, innovation, and collaboration.

More information about the School of Education's programs, including the Master's of Educational Technology, EdS in Educational Technology Leadership, Mobile Technology in Education Certificate, and Online Teaching and Learning Certificate can be found on our website. 

Applied Educational Psychology Students, Faculty Receive ‘Shining Light’ Award for Ferguson Research

Webster University applied educational psychology faculty and students were among the recipients of 2015 Shining Light awards for their research on response to Ferguson in 54 local schools.

Students and faculty in the Webster University School of Education were recently honored with a Shining Light Award from Missouri Families4Families.

The award was given to the students for the research they conducted on area schools’ reactions to the crisis in Ferguson, under the guidance of Deborah Stiles, professor of Applied Educational Psychology and School Psychology, and Jameca Falconer, adjunct faculty member.

Students spent more than five months discussing, studying and writing about schools’ responses to the Michael Brown shooting. Their investigation included analyzing data from 54 schools, reviewing Ferguson lesson plans and curricula, studying media coverage, and interviewing two inspirational school administrators in the aftermath of the Michael Brown shooting.

Shining Light Awards are given to individuals, groups, teams or organizations who have acted as an outstanding support for children who deal with social, emotional and behavioral health challenges and work to enhance the future of children and their families.

Rene Murph, a department associate in the Multicultural Center and International Student Affairs is on the board nominated them for the award. Murph is also on the board for Missouri Families4Families and serves as the St. Louis area representative for the organization.

On all, 13 awards were given out at the 8th Annual Shining Light Awards April 11 in Jefferson City, Mo. Mark Stringer, director of the Division of Behavioral Health at the Missouri Department of Health, presented the awards.

More information about the School of Education, the MA in Applied Educational Psychology, the EdS in Applied Educational Psychology: School Psychology and other programs can be found on our website. 

This article originally appeared on: http://blogs.webster.edu/webstertoday/2015/04/23/applied-educational-psychology-students-faculty-receive-shining-light-award-for-ferguson-research/

Both sides of the classroom

By Bill Loellke | April 8th, 2015

For special education major Dawn Emmons, the most memorable aspect of being a student teacher was when students showed they understood what she taught, like when she taught math to a girl who was a grade-level behind.

“One day, she stopped me and showed me how to do the problems without me having to teach her again,” Emmons said. “Moments like those are what being a teacher, even as a student, is all about.”

Emmons, a senior at Webster University, said teaching was always something she wanted to do.

“I chose special education because I babysat two autistic boys,” Emmons said.

That’s different from fellow student Lauren Grover, who started as a journalism major. About a week or two before classes were set to begin, she decided to change her major to education.

She said teaching has always been in her blood. Her mother and grandmother were both teachers.

“I’ve always kind of grown up in a classroom,” Grover said.

Grover is currently a student teacher for sixth graders at Nipher Middle School in the Kirkwood School District. She taught seventh graders beforehand. Her major tailors toward middle school and her subject specialty is English.

“You want to develop positive relationships with students that age (12 and 13), but you also sometimes have to be stern,” Grover said. “You can’t always be their best friend.”

Jan Willcox, director of apprentice teaching and field experience at Webster, said all students must adopt a variety of skills to be successful student teachers.

“They have to have a good sense of humor, flexibility, good social skills and good time management,” Willcox said. “It’s fine to be friendly, but you have to think about the education of the whole class. You can be strict, but you need to be fair.”

Emmons and Grover agree balancing both the student and the teacher aspects can be difficult. They work on assignments simultaneously for Webster and the school they teach at. They also have to do work for the state in order to get certified. 

“I like to plan things ahead of time,” Grover said. “I found that with student teaching, you can’t do that all the time. Sometimes, things can change on the spot.”

Willcox works with many students as they get field experience.  Unfortunately, there are students who have told her that, now that they’ve had the experience, they are convinced education isn’t for them.

“Those are heartbreaking experiences,” Willcox said.

There were times when Grover questioned whether or not teaching was something she really wanted to do.  But she had massive support to help pull her back.

“I think having my mom be there for me and give me what I need to learn classroom management has always kept me coming back,” Grover said.

Willcox said being a teacher isn’t just an 8:30 a.m. to 3:30 p.m. job. There’s a lot of planning that goes into their classes the very next day and the meetings before or after hours. Emmons said the most important thing she learns from her students is patience.

“You have to understand your students, and that can take time,” Emmons said.

Emmons believes prospective educators must have drive and commitment. Coming in to work upset or moody will not fly, as it can affect the personalities of the students.

Grover did feel a little air of intimidation when she first began student teaching under the eye of a teacher with 15 years of experience.

“The students have had this teacher for most of the year,” Grover said. “As someone who came in halfway through the year, it was definitely a difficult adjustment.”

Willcox believes it can be hard for professional teachers to adopt an apprentice, as no one really knows what’s at stake for the students.

“It’s really hard for them (professional teachers) to give up that responsibility to those who are just learning to teach, no matter how good they are,” Willcox said.

Grover’s favorite moment came from a lesson she created that was a play on Pandora’s Box and tied to Greek mythology. The lesson involved her bringing in a box and having the class think of evils in the world, write those evils on pieces of paper, and put those pieces in the box.  Grover then closed the box.  Once that was done, the class then discussed symbols of hope so the evils could be set free.

“That’s something that seventh graders still ask me about even 4 months after it happened,” Grover said. “They ask me if I ever opened the box (to see what the students wrote down).”

The box remains closed to this day.

This article originally appeared in the Webster Journal.
http://websterjournal.com/2015/04/08/both-sides-of-the-classroom/

For more information about the School of Education and our Missouri teacher preparation programs, visit our website at www.webster.edu/education. 

Putting Theory into Practice One Word at a Time

Webster University’s School of Education gives students the opportunity to enhance their learning experiences by giving real world opportunities.

ST. LOUIS - For three years, Webster University School of Education students have been teaching reading literacy to children at Edgar Road Elementary School as part of the Methods of Teaching Elementary Reading course. Tutoring elementary students is more than a class requirement - it is an opportunity to put theory into practice and grow as a future teacher.

“I remember being a student and realizing that you can only take so much through your ears,” said Paula Witkowski, professor in the School of Education. “After so much listening, reading and taking notes, it doesn’t make any sense until you're actually out there in the real world doing it - the only way you learn how to be a teacher is to do it.”

This program began in 2012 with Webster University students teaching at Pershing Elementary School in University City, but the program currently is at Edgar Road Elementary School in the Webster Groves School District.

When Webster University students visit the school, they first observe the teacher by simply watching and listening. Aftermaking observations on the teacher’s style, methods and the material covered, the students then put their skills to the test, working with kindergarteners and first and second graders. They complete a variety of different exercises involving reading and comprehension over the course of the year with the younger students.

Erin Rasmussen, a junior in Webster University’s School of Education, said being inside a classroom and applying the theories learned in the classroom has been the most useful part of her education.

Last semester, Rasmussen worked with pre-Kindergarten students at Mason Elementary School for her early diversity observation hours. She also tutored students in a reading literacy program in the fall at Soulard School. She enjoys tutoring because she feels it is great preparation for her future teaching career.

“Knowing the content and being able to help students that are struggling is rewarding,” said Rasmussen. “You get to understand how to help the children and what methods and teaching practices work.”

Rasmussen’s favorite part about teaching children at Edgar Road Elementary School is seeing her students’ progress. Even something as simple as a student understanding just one new word, makes her feel she has a purpose in her career choice.

“This program gives Webster students more access to simulated teaching and interaction with elementary students in a supervised setting,” said Carol Zimmer, teacher at Edgar Road Elementary School. “They are able to get instant feedback, instruction and support in their teaching skills as they enter the field of education.”

Rasmussen believes the University does a tremendous job in helping students put theory into practice. Having more programs like this in place can give students the edge they need when applying for jobs after graduation.

“Learning the terminology and being able to be more marketable once I am looking for a job makes me feel confident,” said Rasmussen. “You get to make your own reflections and observations. I think it really helps to have a school that values both theory and practice and gives you the opportunities to know what you’re really getting yourself into.”

Witkowski sees a bright future for this program and hopes to add higher-grade levels and different subjects to give students in the School of Education more opportunities to grow and learn.

For more information about the School of Education and our Missouri teacher preparation programs, visit our website at www.webster.edu/education. 

Announcing our New Doctoral Program

The School of Education’s new Doctor of Education (EdD) inTransformative Learning in the Global Community will begin in June, 2015 at the home campus in St. Louis, MO. This doctorate is designed for individuals who are seasoned scholars, with two master’s degrees (or equivalent), or an education specialist degree, and who desire to continue to grow intellectually and make a change in themselves and in the global community.

The program’s curriculum consists of at least two years of advanced coursework. Students will engage in global service learning internships, interdisciplinary courses and dissertation research.

Anyone interested in finding out more about the program’s curriculum, admission requirements, and faculty are invited to attend an Information Session either on Monday March 9^th in Webster Hall Room 222, or Monday March 16^th in the Webster Groves Room, Webster Hall. Both sessions will begin at 5:00pm. Webster Hall is located at 470 E. Lockwood Ave., St. Louis, MO 63119.

Alternatively, inquiries can be directed to the program’s Director, Dr. Mary Bevel, at 314-246-7504 or drmary@bevelweb.com. Information about the School of Education’s programs can be found online at webster.edu/education. 

The Ferguson Crisis in the Classroom

Webster’s University’s Applied Educational Psychology Program Reviews Responses to the Michael Brown Shooting in 54 St. Louis-area Schools.

(March 2, 2015) – Media outlets from around the world descended on Ferguson in 2014 covering the aftermath of the Michael Brown shooting and putting St. Louis in a global spotlight. News stories focused on the facts and rumors of the case, the effect on businesses, racial history of the area, civil rights and the response of law enforcement. Students and faculty members in Webster University’s School of Education saw one group that was not getting the media’s focus – children and youth in schools.

“After August 9 we started thinking about what could we do and how can we help the kids in schools because nobody was talking about how children and teens might be affected,” said Deborah Stiles, professor of Applied Educational Psychology and School Psychology at Webster University. “The overwhelming majority of students in the Applied Educational Psychology programs are working in area schools – they’re on the front lines. We knew we had to take our knowledge of psychology and bring that understanding to children and youth in schools.”

The School of Education quickly created a class called “The Impact of Community Violence and Racial Strife on Children and Youth in St. Louis Schools.” Students of that class along with additional students from an Applied Research class and other Applied Educational Psychology programs worked together for more than five months discussing, studying, and writing about schools’ responses to the Michael Brown shooting and the resulting crisis in St. Louis. The investigation included analyzing data from 54 schools, reviewing Ferguson lesson plans and curricula, studying media coverage, and interviewing two inspirational school administrators in the aftermath of the Michael Brown shooting.

Deborah Stiles, along with Jameca Falconer, an adjunct instructor at Webster University, and students in the class presented the findings of the research at the 32nd Annual Winter Roundtable at Teachers College in Columbia University. The Winter Roundtable is the longest running continuing professional education program in the United States devoted solely to cultural issues in psychology and education.

“We found that most schools had a minimal response to the Ferguson crisis,” said Stiles. “Some schools had a moment of silence ‘for peace’; some told staff that they should change the subject if Ferguson were to come up in the classroom.”

The faculty and student researchers categorized schools according to grade level, distance from Ferguson, percentage of African-American students, extent of the school’s response and the psychological and educational benefits of the school’s response. Schools were rated from least to most extensive in their response and least to most beneficial in their response.

Sonja Brewer, an area educator and student in the Applied Educational Psychology: School Psychology program describes how the complexity of the Ferguson crisis created challenges for area school leaders.

“Broaching these subjects seemed to invite trouble if brought up in a school environment,” said Brewer. “Students were coming in with pre-conceived notions, rumors and fears regarding the Michael Brown shooting and there was also no guarantee that teachers would be totally objective and divested of their own emotions and opinions. Therefore, it became the easier route to have one minute of silence.”

Of the 54 area schools studied, only seven schools provided a response with positive and meaningful psychoeducational benefits for students. Secondary schools with a positive response encouraged discussion groups on race relations, created Teen Summits or used support materials provided by the Morningside Center in New York. Discussion questions in the lesson plans focused on getting the students to listen to each other, share their frustrations about the crisis in a healthy way and learn about history, civil rights and conflict resolution. In regards to the Michael Brown shooting, students were taught to critically analyze evidence and to draw their own conclusions.

Early childhood and elementary educators faced challenges in figuring out a healthy way to raise the subject that was appropriate for the age and emotional development of students.

“Our research showed it is possible to discuss these complicated topics within the early elementary grades,” said Stiles. “If the discussion is guided by adults who are aware of the cognitive and social-emotional needs of young children, they can be addressed without upsetting or frightening children.”

One successful program in this elementary age group encouraged students to send “Welcome Back” cards to Ferguson students once they returned to school and then discussed segregation and prejudice in social studies curriculum.

According to Stiles, “One area school district ‘got it right’ in their approach - the responses of that school district were developmentally appropriate. The Early Childhood Center participated in an area-wide effort known as Hearts for Ferguson wherein all 11,000 students in the Ferguson-Florissant School District were intended to receive a heart to symbolize community support. At the middle school level, select students took part in all-day experiential discussions on diversity and equality and the high school students met weekly to discuss topics related to race.”

In an interview, that district’s superintendent explained that they were not afraid to face this crisis and wanted to make sure their community had an understanding of what was going on. According to the superintendent, “This work about social justice and equity is what we value and the central part of what we do. So, we’re not afraid of this; we’re not afraid of laying into this crisis and helping everyone understand it.  We believe that the [Ferguson crisis] is a learning opportunity for our kids.”

The Ferguson crisis was also a learning opportunity for the Applied Educational Psychology and School Psychology students at Webster University. For student Sonja Brewer the crisis showed the importance school psychology as it is currently practiced.

“School psychologists are no longer defined as test-toting employees,” said Brewer. “Their role has evolved and expanded with a paradigm shift toward treating the ‘whole’ child. More than ever before, there is a great need for school psychologists in schools and clinical settings. Equipping graduate students in Applied Educational Psychology: School Psychology is to help, on a greater scale, those communities such as Ferguson, which have some traumatized and educationally disenfranchised students so they can be helped at earlier stages in life with evidence-based practices and interventions made on their behalf.”

Stiles hopes the research helps school districts recognize the importance of “courageous conversations” about race, developmentally appropriate education, and the value of school psychology and school psychologists. The symposium and roundtable discussion at Columbia University helped promote the findings of the research study to educators across the United States. The Applied Educational Psychology programs just submitted an article titled, “Practicing Psychology in Challenging Times: Schools and the Ferguson Crisis” for publication in an international journal in child psychology. Additionally, Missouri Families 4 Families has nominated the Applied Educational Psychology students, Stiles, and Falconer for a Shining Light Award for their research.

For more information on the Applied Educational Psychology program and the work that they are doing, please click here.

Webster Receives $100k Fulbright Grant

Department of Education grant will fund a six-week travel seminar in Brazil

ST. LOUIS (NOV. 18, 2014) - The U.S. Department of Education awarded a grant of $107,495 to Webster University under the Fulbright-Hays International and Foreign Language Group Projects Abroad program. This grant will fund a six-week travel seminar in Brazil to study Brazilian culture and Portuguese language through the lens of environmental sustainability and will be led by Project Director Deborah Pierce, director of the Center for International Education at Webster.

"Educating students as global citizens naturally entails knowledge of the issues that advance or threaten global sustainability,” said President Elizabeth (Beth) J. Stroble. “This project provides a dynamic international opportunity for members of the Webster University faculty to study with area educators in ways that increase participants' knowledge, inform curriculum and public discourse, and influence environmental commitments worldwide.”

The goal of the GPA short-term project is to provide grants to support overseas training, research, and curriculum development in modern foreign languages and area studies for teachers, students, and faculty engaged in a common endeavor. For this project, Pierce will lead a team of Webster faculty and area high school teachers to several locations inBrazil where they will address critical issues in environmental sustainability, such as industrial pollution, landfill usage, and sustainable agriculture while also participating in rigorous Portuguese language immersion and lessons. Upon their return, participants will write model lesson plans, design curricular modules, incorporate what they learn in existing or new courses dealing with environmental sustainability, and share their experiences at public events.

“The intent of the project is for our team to become more aware of environmental issues that affect the rest of the world and to bring those issues back to the classroom at home,” Pierce said. “Those traveling on this project will work on lesson plans and research projects directly related to the environmental issues we’re studying so that this project will have an impact beyond our period overseas. In addition, the goal is to increase Portuguese language skills amongst participants.”

A total of 10 teachers from area schools will be selected to participate in the project which will take place in the summer of 2015. 

This article originally appeared on http://www.webster.edu/news/2014/news/11182014-fulbright-grant.html.

For more information our MA in Education for Global Sustainability and other programs, visit the School of Education's website.

Adding Up 50 Years of Shaping Educators

Webster University’s Master’s Degree program for mathematics educators is celebrating its 50th anniversary.

November 10, 2014 – Throughout Webster University’s 100-year history, the school has responded to the needs of the St. Louis community in a variety of ways, such as offering scholarships, providing volunteers to local charities, and turning to the community for new program ideas. The Master of Arts in Teaching Mathematics is one such example; the program began 50 years ago at the request of local leaders.

In 1963, superintendents from the Ladue, Parkway and Clayton school districts asked Webster College’s then Vice-President, Sister Jacqueline Grennan, to offer graduate programs in mathematics and science for elementary school teachers.  The superintendents said their teachers already had strong pedagogical skills, but lacked an adequate understanding of the mathematics and science content they taught. With the aid of a 1964 grant from the Ford Foundation, MAT programs in science and math were launched. The science program has been discontinued, but the math program is still part of Webster’s graduate offerings.

Andrea Rothbart has taught in the graduate math program for 44 years.

“Initially, the MAT programs were offered primarily during the summer.  Hundreds of teachers from around the country would come to Webster College to study math or science,” Rothbart said. “During a six week summer session, faculty and students interacted all day, Monday through Friday, through a variety of experiences in addition to courses; including interdisciplinary seminars, mini-courses, events called ‘common experiences,’ and even Friday evening entertainment which featured lectures from well-known educators, or shows we put on ourselves.  It required five summers of these intensive interactions to earn a master’s degree.”

Over the years, the math program evolved to focus on graduate level mathematics courses for practicing secondary and community college math teachers.  “The program has become an M.A. in Mathematics for Educators,” Rothbart said. “In addition to 6 week summer sessions, 16 week fall and spring courses have been designed to motivate teachers to deeply examine mathematical ideas.”

Craig Hannick teaches mathematics at Saint Louis University High School and has been an adjunct faculty member in this program for more than 20 years. He said Webster’s Mathematics for Educators degree is designed specifically to give students an intensive education in mathematics.

“The design of the program allows us to investigate the breadth of mathematics and the depth as well,” Hannick said. “This depth gives our students a firm foundation from which they return to their classrooms well prepared to teach the content found in high school and community college mathematics courses.”

For students, the longer courses and intense focus on mathematics are selling points for the program.

Susan Riegel, a math teacher at Webster Groves High School, graduated from the program in May.  “We covered a lot of material and eight weeks would have simply not been enough to explore a topic in depth,” she said.

Kurt Kleinberg also graduated from the program and teaches mathematics at Clayton High School. “I think the 16 week structure is necessary to digest the material appropriately,” he said.  He added that “the program is pure math and that although we occasionally talk about different teaching strategies and how to present lessons, the bulk of the program is about doing and experiencing math.”

Rothbart believes that this focus on mathematics is essential to Webster students’ success.

“Teachers need a deep understanding and a personal perspective on whatever they are hoping to communicate.  Personality characteristics such as patience, empathy, humor and the ability to establish rapport with students are certainly helpful, but are far from sufficient.“

Rothbart added, “For a long time, Webster had the only graduate program in the country that offered mathematics courses designed for educators - elsewhere, teachers typically study methods and materials. However in recent years, with our nation’s keen awareness of how poorly most math teachers understand their subject, new graduate programs similar to ours have been cropping up.  Our program is rather ‘a poster child.’”

In recent years, school districts around the nation have increased their focus on science, technology, engineering and mathematics (STEM) courses and Rothbart believes programs like Webster's make a difference in the quality of the learning experiences of school children.

“Occasionally we receive a letter from a school principal raving about their math teachers who graduated from our program.”

Kelli Roberts, who has two master’s degrees in Math for Educators from Webster, is a math teacher at Oakville High School and said that figuring out how to help struggling students is one of the most rewarding parts of her job.

“What I enjoy most is getting the chance to help my students excel at a subject that they’ve always hated,” she said. “Other math teachers told me how challenging yet enjoyable Webster’s program was.”  She added that by observing how her instructors taught and by thinking deeply about mathematics, she became able to create new ways to teach the material to her students so that they could finally understand it.

Rothbart noted that it is not uncommon for students who earn a master’s degree in Webster’s math program, to return for a second master’s degree with an emphasis in a different area of mathematics.  “It is about the greatest compliment to our program that I can imagine when students continue studying math with us, even after they have earned their degree.  We even attract community college teachers who already have a master’s degree in mathematics from another university, because of our reputation among area math teachers.”

Rothbart added, "I am so proud and feel so lucky to have been a part of this program. I know we have done well by our students and have made a difference."

To learn more about the Masters of Arts in Mathematics for Educators, click here.

In association with the Webster University Centennial, the School of Education faculty and staff invite you to a celebration of 50 years of graduate education programs at Webster University.

The event will be held Wednesday, Nov. 12, with a reception from 4:30-5:30 p.m. in the Webster Groves Room of Webster Hall. Following the reception, the celebration and presentation Beacons of Change: 50 Years of Educational Transformation will take place in the Winifred Moore Auditorium from 5:30-6:30 p.m.

Webster alumni, students and faculty are encouraged to come and share their Webster experiences, through the decades. Centennial door prizes will be awarded for attendees.

You can register for the event here.

This article originally appeared on http://www.webster.edu/news/2014/news/11102014-math-for-educators.html.

For more information about our MA in Mathematics for Educators and other programs, visit the School of Education website.

School of Education Receives “Teachers Matter” Grant from Boeing

The grant will fund the development of an innovative teacher education course with The Soulard School in St. Louis

ST. LOUIS (SEPT. 29, 2014) - The Boeing Company awarded a grant to a team of faculty members in the Webster University School of Education to develop an innovative teacher education course with The Soulard School in St. Louis.

The innovative course funded by the grant will combine an early field experience in The Soulard School with problem-based learning in the community as well as online learning.

“This partnership will enable us to prepare teachers in the context of a diverse, high quality, urban school where our faculty and the Soulard teachers partner to provide learning experiences that benefit teacher candidates and children alike,” said Brenda Fyfe, dean of Webster’s School of Education. “The additional focus on joint research by faculty and school educators supports mutual professional development and opportunities for scholarship that will contribute to the professional knowledge base on teacher education.”

The grant is called “Teachers Matter: Promoting Partnership & Measuring Efficacy in Teacher Preparation.” The program underscores a commitment to teacher preparation that is not just theoretical, but experiential and is also responsive to the needs of a changing community.

The course being reshaped by the grant is the initial professional introduction in Webster’s Master’s of Teaching (MAT) certification program. The Boeing grant allows the faculty to increase high-impact learning experiences and add more research-based approaches that allow new teachers to successfully respond to 21st century learner needs. The new course will combine the experiential learning approaches that Webster University is known for along with online learning and community engagement.

“For Boeing this is an exciting opportunity to invest in a collaborative, community-based project that supports teacher preparation,” said Jeff Sweet, manager of Global Corporate Citizenship. “Boeing is focused on ensuring that all students have the 21st century skills, knowledge and experience to be successful in life, and in order to do this we need to create teacher preparation experiences that enable them to effectively teach these skills.”

Sarah Christman, executive director of The Soulard School, said the partnership of the grant brings together institutions committed to transforming education. “Our school is dedicated to students demonstrating their vast abilities and strengths. We are excited to support future educators to do the same and open them up to a world of possibility and potential."

School of education faculty members Stephanie Mahfood, Basiyr Rodney, Joe Sencibaugh, and Paula Witkowski, worked collaboratively with development officers Brittany Douglas from Webster and Erin Quick from the Soulard School to apply for the grant. 

This article originally appeared on http://www.webster.edu/news/2014/news/09292014-boeing-school-grant.html.

For more information about our teacher education programs visit the School of Education website. 

A Long Overdue Recognition

Colonel Steven Liddy, a Webster University student, helped professor Virginia Altrogge's father achieve recognition for his service

ST. LOUIS, July 2, 2014 – During advising appointments, faculty members meet with students to ensure they are on track with their educational plans and getting all of the help they need.  But sometimes, the opposite happens and students find a way to help their professors.

Virginia Altrogge, an associate professor in the School of Education at Webster University, met with Colonel Steven Liddy, a student pursuing an EdS in Educational Leadership, he noticed a photo of her father, Donald Cook, who had served in the Army Infantry in World War II.

“Steve asked if my father had received all of his medals,” said Altrogge. “He said a lot of World War II veterans did not get all of their medals and he asked if I’d mind if he looked into it.”

Cook had already received three Purple hearts and a Silver Star in the Battle of Luzon in 1945. Liddy believed that there were more honors that Cook had earned but had probably not received.

“It was common for records to be incomplete when veterans came home in 1944-46,” said Liddy. “I saw the Combat Infantryman Badge in the photos on Dr. Altrogge’s wall and that keyed me into the type of unit which her father belonged.”

In a few weeks, Liddy had some paperwork that needed to be signed. He made a two-hour trip to Lesterville, Missouri so that Cook was able to sign some military  papers and move the medal process forward.

While the events of the war took place in the 1940s, the process of receiving the medals moved forward once Liddy became involved and finally, on Sunday, May 18, 2014, Donald Cook received his medals at a ceremony at his home in Lesterville, Missouri.

Army Major General Thomas Richardson, commanding general of Military Surface Deployment and Distribution Command presided over the event. Several other officers attended the event with Maj. Gen. Richardson along with the Scott Fair Band Color Guard and the brass quintet, Airlifter, of the U.S. Air Force Band of Mid-America.

At the ceremony, Cook was presented with a United States Congressional Record as well as a Missouri State Resolution recognizing his service to his country. He received a letter and a unit coin from the current commander of the 27th Infantry Regiment along with two certificates and a letter of appreciation from the Philippine Embassy in Washington, D.C. A United States flag was also presented. The flag had been flown over the U.S. Capitol on the 69th anniversary of Victory in Europe Day.  Cooks records were completed by the presentation of The Silver Star, the Bronze Star Medal, the Purple Heart with three oak leaf clusters, the Army Good Conduct Medal, the Asiatic-Pacific Campaign Medal with two service stars, the World War II Victory Medal, the Army of Occupation Medal with Japan Clasp, the Philippine Liberation Medal, the Philippine Republic Presidential Unit Citation, the Missouri Veterans World War II medal, the Combat Infantryman Badge and the Honorable Discharge Lapel Button.

Altrogge said her father was overwhelmed by the event.

“He couldn’t believe it. He couldn’t believe this was happening after all of these years,” she said. “His service in the army happened when he was 19 and 20-years old. For him to have been so young and won so many medals and awards is inspirational. He took risks to save his men and was wounded and that’s part of the reason he got the Silver Star. He was a courageous platoon leader.  He went first to saved his men. I am proud of my father’s leadership and service to our country.”

Altrogge said none of this would have happened without Liddy’s help.  Liddy researched her father’s army records, arranged the patriotic ceremony in her parent’s backyard and even brought his adult children to help – and never took any credit.

“My father was in the army and Steve took this on as a Colonel in the Air Force. He got an army general to present the medals. Colonel Liddy’s actions are altruistic. It shows his integrity, leadership ability, sense of patriotic duty and allegiance to a fellow soldier.”

Liddy said, “In our Educational Leadership classes, we are engrossed in the topics of ethics, values, fairness and integrity. We look out to the diversity of the world and embrace it. Diversity is not just color or culture, but can be as simple as the differences between brother and sister. In this case the diversity refers to that group of people Tom Brokaw named ‘The Greatest Generation.’ It was that generation that built this country to its greatness. How could one not exert every effort to ensure Mr. Donald L. Cook was properly recognized with the awards and decorations so well earned and deserved?”

Cook celebrates his 90th birthday on July 2.

All photos are courtesy of Clinton Volner Photography.

This article originally appeared on http://www.webster.edu/news/2014/news/07022014-liddy-altrogge.html.