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.