L i n K

WINTER 2003 : for alumni and friends of the College of Education & Human Development L K LeTTers i n I am a graduate of the teacher came once a week. We (then) College of Education learned songs and how to play Winter 2003 : for alumni and friends of the (B.S., ’51; Ph.D., ’67), a life the Tonette. For me, this was member of the UMAA, and a the beginning of a life-long com- College of Education & Human Development huge fan of all things maroon mitment to instrumental music. and gold. I retired in 1991 after Physical education was outside in 40 years in education. I am writ- all weather, swings, cottonwood ing to congratulate you on the trees, plenty of space, and a good cover story Link. It is an excellent means of fence. The pictures of the class- keeping the “old timers” current room are familiar except for the 8 Building common ground on the happenings of the col- potbellied stove. We learned. lege. I particularly enjoyed the The positive attitude and high How can we work together to bring article about Carol Johnson (Fall expectations of the teacher were diversity to education? 2001)—a truly remarkable leader. key. Thanks for the memories. Thank you so much for the —Jean McCurdy, B.A., ’58; excellent job you do in preparing M.A., ’62, physical education educators for the schools of this The renaissance of The cover pictures of state, country, and the world. the Winter 2002 and Summer 14 Patrick Henry High School And thank you for keeping your 2002 issues were very interest- alumni well-informed. ing for me. The 1940s classroom —from “hell hole” to top-ranked —Roger M. Adams, ’51, ’67 (Winter 2002), identified as American high school Hello back there in from Richfield was actually from Gopherland! Greetings from San Annandale. It was “teacher- Diego, Calif. We received the student exchange day”! The International diversity “New Look” Link this week, and students were seventh-graders 21 enjoy the full-color model greatly. and the teacher, Miss Lucille in a post-Sept. 11 world The 90-year-old teachers’ story Larson (Forsland). The “teacher” was the best. (I have a short way for the day was Nancy Kuhnley. It’s not always easy for a to go yet, to get there myself.) It’s I learned many points for living Pakistani Muslim at the U 64 degrees here now. in that room as a student under —Lowell Van Tassel, ’52, ’62 the teaching of Miss Larson. She was my mentor in that I went 4 : CURRENTS 22 : BRIEFLY The Fall 2002 article, on to the U of M, graduated in Live from the Arctic, College faculty and staff “Back to the Future,” brought to home economics education in linking up with emeriti suggest good reads for the fore past memories. The [cre- 1951 and taught for 32 years. faculty, and other news winter nights ation of the] fledgling Roseville Twenty-six of those years were from the college school district resulted in my 24 : CONTINUING in Hutchinson which brings fourth-grade class being moved 6 : COLLEGE PROFESSIONAL up the second cover picture to Gibbs School. The one-room COMMUNITY STUDIES (Summer 2002) featuring school had been operating qui- Tribute to Mary McEvoy, “At the heart of what Lindsey Whalen, a Hutch grad etly for years with a small group new appointments and teaching is all about” of 2000 and U of M basketball of students. Imagine the dismay honors, college initiatives star now. of the teacher when twice as 25 : 2003 Book —Doris (Knickerbocker) 19 : RESEARCH many pupils were assigned to the drive for kids Horsewell, ’51 UPDATE classroom. We had students in Investigations and 26 : ALUMNI NOTES every grade one through eight Link welcomes correspondence from News from fellow alums, outreach supporting except seventh. We children all of its readers. Send letters to: Rosalind Horowitz, save the fodiversityr in classrooms were not aware of the difficulties and communities dates, Winchell Cottages Link crew this presented. Our teacher met Communications Office the challenge in good spirit and 105 Burton Hall, 178 Pillsbury Dr. S.E. with remarkable competence. Minneapolis, MN 55455 On the cover: Nils Heymann (M.Ed., ’03, art education), first art I remember being teacher’s E-mail: [email protected] teacher at Park Spanish Immersion School in St. Louis Park, Minn., helper, sitting around a table in Fax: 612-625-2404 looks at some of the fish his students created. Heymann is an alum of the cloakroom listening to the Please note that letters may be edited the college’s Multicultural Teacher Development Project. first- and second-graders recite for clarity and space. Photo by Greg Helgeson. their reading lessons. The music Vol. 19, No. 2 • Winter 2003

Executive Editor Christopher Burns 612-625-4874 [email protected] Managing Editor Peggy J. Rader 612-626-8782 from the dean [email protected] [email protected] Dean Steven R. Yussen Associate Deans Robert Serfass James Ysseldyke The number of students enrolled in the nation’s elementary and high schools today Assistant Dean matches an all-time high set in the early 1970s when baby-boomers were in school. Mary Bents The U.S. Census Bureau says that increased enrollment should continue for the near Director of Alumni Relations Raleigh Kaminsky future as the number of children ages six to 17 is projected to increase moderately. Director of Development Rising enrollment is no surprise to teachers and school administrators who have Lynn Slifer been responding to rising birth rates starting in the late 1980s and all through the 1990s. President The growing racial and ethnic diversity of students also has been well-documented. Education and Human Development Alumni Society But the level of diversity among today’s students is striking when compared to the Robert Koenig baby-boom generation. Writers In 1972, 79 percent of the K–12 student population was white non-Hispanic, 14 Nadir Budhwani percent black, and the remaining one percent, Asian, Pacific Islander, and other races. Raleigh Kaminsky Mary Beth Leone-Getten Only six percent were Hispanic. In 1999, 64 percent of elementary and high school Suzanne Miric students were white non-Hispanic, 16 percent black, five percent Asian, Pacific Islander, Rebecca Noran Peggy J. Rader and other races, and 15 percent Hispanic. Moreover, the Census Bureau’s population Photographers projections indicate that the school-age population (ages six to 12 years) will become Chris Faust even more diverse in future years. Greg Helgeson The growing diversity of students is a reminder for the need of all colleges of Raleigh Kaminsky Leo Kim education to recruit, enroll, and prepare a diverse population of future teachers. Our Rebecca Noran college is unwavering in its long-term commitment to the development of a school Diana Watters workforce that accurately reflects its students and its communities. Designer Nance Longley Our flagship effort to get more people of color in education, the Common Ground Consortium (CGC), is highlighted in this issue of Link. CGC is a collaboration between printed at University of Minnesota Printing Services the college and 10 Historically Black Colleges and Universities. CGC and the college’s Link is published three times a year by other multicultural outreach programs work to increase the number of teachers of the University of Minnesota College of Education and Human Development for color and break a catch-22: Students of color who don’t see teachers of color in their alumni, faculty, staff, and friends of the classrooms are less likely to become teachers themselves. college. Send correspondence to the editor, 105 Burton Hall, 178 Pillsbury Drive S.E., On a separate note, even if you’re no longer living in Minnesota, you’ve University of Minnesota, Minneapolis, MN 55455-0211. For address corrections, undoubtedly heard that Robert Bruininks—friend, colleague, and former dean of the call 612-625-1310. college—has been named the 15th president at the University. The inauguration of The University of Minnesota is committed to the policy that all persons shall have equal a president with strong ties to education is an uncommon occurrence at the U. Lotus access to its programs, facilities, and employment without regard to race, color, creed, religion, Coffman was the last dean of a college of education to assume the presidency. We national origin, sex, age, marital status, disability, public assistance status, veteran status, celebrate this appointment and look forward to working with President Bruininks in his or sexual orientation. newest role with the University. The College of Education and Human Development is committed to recruiting, enrolling, and educating a diverse population of students who represent the overall composition of our society. t o : Le o K im p h o /////////\\\\\\////\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\////\/\/\/\/\////////////////////\\\\\\\\//\/\\\///////////////\\\\\\////////\/\/\/\\\\\\/////\\\\\\\\\\\\\\\\\/////////\/\/\\\\\\\////////\\\\\\\\\\\\\/\/////////////////////\\\\\\\\\//////////////\\\\\\////\\\\\\\\\\\\\\\\\\\\\cuRRenTs \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\////\/\/\/\/\//////////////////

MUSH! Live from the Arctic: It’s Nomads Adventure and Education

Aaron Doering, a lecturer in the Nomads is an outgrowth of Department of Curriculum work Pregont and Porsild did and Instruction who received a with Minnesota polar explorer Ph.D. in instructional Will Steger in the early 1990s. systems and technology in Nomads offers the opportunity December 2002, wanted to for students in K–12 classrooms offers an online training will understand their relation- find a way to meld his love of with Internet connections to program for teachers who ship with the Arctic. This will teaching and technology follow Doering and his fellow want to use the curriculum. help them to have an apprecia- with his passion for the adventurer-educators as they tion for the interrelationships environment. “We operate from an inter- dogsled through the Arctic between humans and the active Web site that is a first Now in its third year, reaching regions, interview and work environment from a local to a in that students from all over more than 1,500 schools and with indigenous residents, and global scale.” the world can exchange 6,000 students, with 50,000 investigate environmental projects on the subject of the Doering, Porsild, Pregont, and students this year alone, issues. week,” Doering says. “It’s a Steger are currently planning Nomads Adventure and Students can send questions collaboration zone that allows next year’s expedition, Nunavut Education seems to be well on to the Arctic team via e-mail, students to learn, not just the Transect 2004, a 3,000-mile its way to helping him which team members receive lesson, but about each other. expedition across Nunavut, succeed. Nomads is an online on their satellite phone—from No expensive software is need- Canada’s largest education program for K–12 how many dogs they have ed to access and use the site and newest territory, with visits classrooms around the globe pulling their sleds, to how —just a normal browser—and to eight villages throughout that Doering is helping to much impact global warm- translation software handles the the Arctic. implement with Paul Pregont ing is having on the Arctic, different languages.” and Mille Porsild, who “The 2004 expedition will to how an Inuit elder builds founded Nomads in 1996 to For those teachers who don’t focus on raising awareness of an igloo—and get immediate foster connections between have access to the technology the environment, especially answers. schools and arctic expeditions. needed, Nomads can provide global warming and climate The Nomads program CD-ROM materials and the change, to students through also provides a com- curriculum can be used authentic learning within an prehensive 10-week successfully without Internet online environment. It’s much curriculum guide to access. like this year’s program, but teachers that can be with hopes of even a larger “The program brings global integrated throughout impact,” Doering says. awareness into the K–12 the disciplines of lit- curriculum through adventure More information is available erature, math, science, learning, exploration, and at www.polarhusky.com or by A ar o n D o er i n g geography, cultural o f discovery,” Doering says. contacting Doering at studies, history, physi- [email protected] or cal education, art, and “Through the expeditions and 612-625-1073. t os s y c o urte music. The college the online curriculum, students p h o

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“No Child Left Behind Act” Linking up with emeriti faculty: Creating partnerships Bill Hartup, child development

between the college Perhaps it was because he did it and public schools without a plan, but when Willard (Bill) Hartup retired from the More than 130 people—school teachers and paraprofessionals Institute of Child Development administrators, school board in the schools. five years ago, he didn’t really members, legislators, teachers, Rob Weil, deputy director retire. Instead he’s pursuing teacher union representatives, of the American Federation research and writing with a new and college faculty and staff— of Teachers’ (AFT) educa- level of freedom. met Oct. 23 to hear a briefing tional issues department in on the federal Elementary “The things I’m involved in I Washington, D.C., made the and Secondary Education Act do out of no sense of obligation. What the research is showing, main presentation. Carol (ESEA), dubbed the “No Child My motives are personal,” says Hartup says, is that children who Johnson (M.A., ’80, curriculum Left Behind Act” by the Bush the Regents professor emeritus of are involved in several mutual and instruction; Ph.D., ’97, administration. child development. “I’m a person antipathic relationships carry educational administration), of limited hobbies and after I predictions of such social mal- The briefing was sponsored by superintendent of Minneapolis retired it became obvious that adjustments as risky behavior, the college and organized by schools, also spoke, as did work was necessary to my feelings social withdrawal, substance Patty Thornton, coordinator for the local presidents of AFT, of self-worth. I’m interested in abuse, and aggressiveness. college/school collaboration, Louise Sundin (B.S., ’67, these issues and ideas I’m work- Retirement also has allowed with support from Bob Serfass, language arts education), ing on. I think I have Hartup the time to cowrite, with associate dean for academic Minneapolis, and Ian Keith, something to give.” affairs, and Cheryl Morgan, St. Paul. Representatives of the ICD colleague Richard Weinberg, a dean’s office. Education Minnesota ESEA Hartup, one of only three faculty history of the Institute published team made presentations in the college ever honored as a in 2000 for its 75th anniversary. Participants spent the morning and Jessie Mantaño, assistant University Regents professor, says He has written historical research examining implementation and commissioner for teaching one of his priorities in retirement review papers and has edited a funding requirements of the and learning, Minnesota has been his research with Dutch book with a “look backward-look law, some of which could lead Department of Children, colleagues involving the forward” nature, Growing Points in to partnerships with the college Families & Learning, offered incidence and significance of Developmental Science. for professional development children and adolescents who the final assessment of the new Since 1999, Hartup has served and possible alternative have mutual enemies or animosi- law and its requirements. as chair of the steering commit- licensure paths both for ties among one another. tee of the National Institute of “In 1998, I and one of my Child Health and Development’s Former dean inaugurated last Ph.D. students, Maurissa as 15th president of the University (NICHD) study of the effects Abecassis (now a professor at of early child care on child and Robert Bruininks—founder and former director of ICI, professor of Colby-Sawyer College in New youth development. “Seventy educational psychology, and former dean of the college—was appointed Hampshire) began looking at papers have come from this study Nov. 8 as 15th president of the University of Minnesota. the topic of mutual antipathies to date,” he says. “I serve as the The inauguration ceremony for Bruininks will be Feb. 28 in Northrop because it had been completely independent scholar outside of Auditorium, Twin Cities campus. The public ceremony and reception follow- untouched,” Hartup says. “This ing the event coincide with Founders Week, Feb. 23–March 1, a seven-day the study who acts as a celebration to mark the founding of the University 152 years ago. work has turned out to be quite coordinator of all of these The college hosted a reception for Bruininks and his wife, Susan interesting to others and, since activities. It’s a way for me to Hagstrum, on Feb. 10 at the Campus Club, Coffman Memorial Union. our initial papers, many others give back to the field where have begun looking at the topic.” I got my start.”

WinTeR 2003  “”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“coLLeGe coMMuniTY

In memoriam studies in 1980, and a Contributions to the college’s family support services for Mary McEvoy, professor of doctorate in child and family newly-created Mary McEvoy pregnant and parenting educational psychology, died studies in 1984, all from the Fund, supporting research and women and their infants, tod- Oct. 25 in a plane crash near University of Tennessee. outreach in early dlers, and families. Through childhood development, support from the Harris Eveleth, Minn., while “She was a national leader in can be made through the Foundation, Baby’s Space has traveling with Sen. Paul the education of young U of M Foundation at www. expanded to include doula/ Wellstone and six others, all children. The University has foundation.umn.edu, childbirth services at five of whom died in the crash. lost one of our most creative or through Lynn Slifer, additional childcare centers She was 49. scholars and educators in the 612-625-1310. in Hennepin County. Known as a staunch advocate field of children’s rights and for young children, McEvoy development,” said Robert Appointed Initiatives joined the college in 1990 as Bruininks, University an assistant professor of president and close friend Corinne Alfeld has been Julie Kalnin, assistant professor special education. During her and colleague. appointed deputy director of of curriculum and instruction, the National Research Center was lead writer for the career here, McEvoy served as Scott McConnell, professor of for Career and Technical recently-funded Noyce Grant, educational psychology and Education Math/Science Matters in longtime professional partner (NRCCTE). Alfeld holds a Urban Teacher Preparation, and friend, said: Ph.D. in education and psy- a collaboration between the “We will miss Mary for her chology from the University University and Minneapolis many skills, but we will also of Michigan, Ann Arbor. Public Schools designed to miss her for her incredible Her research focuses on prepare math and science energy, enthusiasm, and love. adolescent and young adult teachers to teach She was quick-witted, development in the context successfully in high-need quick-tempered, adoring, of education and work. schools in Minneapolis. The committed, and devoted. She Noyce Grant will provide had an energy and style that The NRCCTE is a feder- scholarships to Partnership was all her own, and that ally funded research center for Achieving Licensure drew so many to her.” focused on issues related to Students (PALS), as well as associate professor of special secondary and postsecondary McEvoy is survived by her other math and science post- education, 1992–95; coordi- career and technical educa- husband, James (Jamie) baccalaureate students who nator of Early Intervention tion. Information on the Cloyd of St. Paul, and three agree to teach in Minneapolis. Services at ICI, 1990–99; center and its publications children: daughters Claire, CEED director, 1993–99; can be found at www.nccte.org. Tom Post, professor of math 16, and Becca, 14, and a son, and chair of the Department education; Ed Anderson, math Luke, 12. Terrie Rose, Institute of Child of Educational Psychology. education lecturer; Arnie Development, has been She was appointed last Donations to a fund for the Cutler, math program coor- appointed associate direc- spring to serve as the Faculty education of McEvoy’s dinator; and Joyce Talen, tor of the Irving B. Harris Consultative Committee’s children may be sent to an outside consultant, are Training Center for Infant faculty legislative liaison. Cloyd/McEvoy Education principal investigators for and Toddler Development. Fund, St. Anthony Park State the Minneapolis and St. Paul McEvoy received a B.S. in Rose directs Baby’s Space, a Bank, 2265 Como Ave., Area Merging to Achieve special education in 1974, a community program provid- St. Paul, MN, 55108. Standards Project (MASP2), s t o : D i ana Watter

master’s in child and family ing childcare and integrated p h o

LinK  “”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“”“ which received two Learning—is designed to Eisenhower grants for its improve classroom instruction summer higher educa- for limited-English- proficient tion workshops held at the students by University and Minnesota facilitating professional History Center. The ses- development for educators. sions provided assistance Left: Juliet Gebrehiwot, student at Highland Park High School, holds her first to 180 area teachers and Honors place work, Portrait with Photo. Right: Art teachers Patricia Canelake (Highland Park High School, St. Paul) and Pam Signorelli (Thomas Jefferson High School, their schools in meeting The North American the requirements of the Bloomington) and high school student winners Whitney Delott and Natalie Hunt Federation of Adapted pose with their artwork. The other award recipient, Justin Wright, could not be Minnesota Grades 6–8 Physical Activity (NAFAPA), at the event. Preparation Standards and to which Allen Burton, profes- College faculty and staff, high school students, and their families Grades 9–12 High Standards sor of kinesiology, was to be and art teachers celebrated at a reception for the college’s first in Mathematics. installed as 2003 president annual diversity art contest Dec. 3 in the Burton Hall atrium. The Tucker Center for Research before his death on Sept. 6, The winning art works will be displayed in college buildings to on Girls and Women in Sport 2001, voted unanimously to improve campus climate and promote diversity. Each student has teamed up with the make the Burton Lecture a winner received a $100 gift certificate. The deadline for the 2003 University’s Department permanent program associated diversity art contest, Diverse Reflections, is March 3 and the of Epidemiology in Trial of with its annual conference. reception will be May 13. High school students in the Twin Cities metro area are asked to submit hangable art that reflects diversity Activity for Adolescent Girls, Burton received two post- and responds to the Henri Matisse quote, “But the moment I had a nationwide study of com- humous awards this past fall: this box of colors in my hands, I had the feeling that my life was munity- and school-based the George Hanson award at there.” Three works will be selected for permanent display at the intervention programs aimed the Minnesota Association for college. For more information about the contest see at encouraging participation Health, Physical Education, www.education.umn.edu/ArtContest or contact Rebecca Noran, in physical activity for middle- Recreation, and Dance confer- 612-624-6564 or [email protected]. school girls. The study is ence, accepted by Burton’s funded by National Institutes parents and his widow, of Health in collaboration Joanne, and a Minnesota Education Research with the U and six other uni- Developmental and Adapted Association (AVERA) at its versities across the country. Physical Education award at annual meeting in December, Connie Walker, associate its annual conference at Camp in Las Vegas, Nev. Courage, hereafter named the professor of second languages Jan Merrell, University Child Allen Burton award. and cultures education, Care Center, is one of six received a $1.3 million grant Tara Fortune (Ph.D., ’01, early childhood educators for the five-year ESEA Title second languages and “Understanding Immersion in the nation to receive the ran (far No ran r ig ht) (far III project, “TEAM UP: cultures)—pictured at right, Students‚ Oral Language Early Childhood Professional Teaching English-Language- Use as a Mediator of

ebecca R ebecca with her adviser, Diane Tedick, Award from Scholastic Early Learners Action Model associate professor of sec- Social Interaction in the Childhood Today. to Unite Professionals.” ond languages and cultures Classroom.” She works with Charles Nelson, professor of The project—a collabora- education—received the faculty from the college as child development, has been tion among the college, University of Minnesota coordinator of immersion elected to a lifetime appoint- the Center for Advanced Graduate School’s first projects at CARLA. ara f o rtune ( s ec o n d c ol u m n); T Research on Language ment as a fellow of the o f annual Best Dissertation Theodore Lewis, professor of Acquisition (CARLA), and American Association for the Award in the cat- work, community, and family the Minnesota Department Advancement of Science. egory Behavioral and Social education, became president t os : s y c o urte of Children, Families &

p h o Sciences and Education, for of the American Vocational

WinTeR 2003  Building common ground Mario Calhoun missed his flight. As a of teachers of color in the workforce. result, when he finally arrived from his CGC and the college’s other programs home in Detroit to the Minneapolis- are designed to increase the number of St. Paul airport, he had long since teachers of color and break an insidious Building common ground missed his ride. He didn’t know a soul cycle: Students of color who don’t see and had only one local contact: Bill teachers of color are less likely to become Wilson, then-coordinator of the teachers themselves. college’s Common Ground Consortium “Diverse teachers and policymakers program. enhance the educational experience for Wilson came to pick him up without all students,” says Mary Bents, who plays hesitation. “You do what’s needed,” an active role in the college’s diversity Wilson says. “I told students all the time programs as assistant dean and director to think of me as part of their extended of the college’s Student & Professional family. As soon as I got Mario’s call I was Services. “The changing demographic on my way.” landscape in Minnesota and the United It’s just one small but important States illustrates the increasing need for example of how the college works to multicultural educators.” support—in all ways possible— Bill Wilson agrees. “We must do its students in Common Ground whatever we can to increase the number Consortium (CGC). of teachers of color in our institutions. Calhoun came here as a student in Children learn from the people CGC, a college program that supports around them, they’re great imitators. graduate-level study in education for It is unconscionable for educational students with undergraduate degrees from institutions not to have persons of color participating Historically Black Colleges on their staffs.” and Universities (HBCUs). As an The college is working to recruit and undergraduate at Grambling University prepare inspirational, quality educators in Louisiana, Calhoun had been a tutor, from diverse backgrounds through shaping his desire to be a teacher. its key diversity programs: CGC; the “I want to help people reach their Multicultural Teacher Development dreams and goals,” Calhoun says. He sees Project (MTDP), which recruits and teaching as the way to do so and CGC as helps to retain students of color for an opportunity for him to prepare to be a teacher development programs; and the teacher. The program eliminates barriers Homegrown Teacher Partnership Project preventing many students from pursuing (HTPP), initially funded by a grant from advanced degrees. “I would never the U.S. Department of Education to have come here if it weren’t for CGC,” recruit and prepare students of color as Calhoun says. teachers. Just over nine percent of the Karen Charles, former director of college’s students are students of color arts programs at the Arts High School, and there continues to be a shortage Perpich Center for Arts Education, was H e lg so n t os : Gre g

p h o Tacardra Rountree, Mario Calhoun, and Shantia Kerr

WinTeR 2003  named coordinator of all of the college’s broader than K–12 institutionalized student diversity programs in May 2002. learning. I see learning happening in out- She says her own experience prompted of-school-time programs. I see families her to take the job. “Minnesota is not as becoming more cognizant of their roles in diverse as other parts of the country, so giving kids a healthy start.” we have some challenges,” says Charles. Another outstanding student “I’m from Atlanta, which is a little involved in a college diversity program more diverse than Minnesota. My kids is Danny Khotsombath who plans to have not seen a teacher of color since teach Spanish. A senior finishing an they’ve been here. My ultimate goal is undergraduate degree in Spanish studies, to get more teachers of color into the Khotsombath is mentoring a first-year classrooms.” student at the U through the college’s The college’s diversity programs HTPP program. provide financial support, a sense of He also works with the Lao PTA community, and tools to negotiate the Danny Khotsombath on afterschool programs, is president of University where participants will often the Lao Student Association, sits on the find themselves the lone student of color responsibility to go back and keep a board of the Asian-American Student in a classroom or social group. hand in the opportunities that other Union (ASU), and is ASU’s Twin Cities Kyshun Webster, a CGC student kids receive, helping to bridge resources Asian representative for a consortium of working on a Ph.D. in community between schools, communities, and local colleges. Khotsombath volunteers education, lived in public housing for universities to support learning.” at Robbinsdale Cooper High School, seven years in New Orleans. At the Because Webster is interested where he graduated, for the college’s age of 13 he started tutoring kids in his in community-based education, the Exploring Teaching course, and he has garage. Using what Charles calls his program in the Department of Work, applied to the college’s initial teacher “entrepreneurial knack,” Webster, after Community, and Family Education was licensure program for next fall. his junior year of college, started Home a natural fit. CGC provided the deciding Khotsombath grew up bilingual, for Homework, a community-based incentive to make the move north. speaking both English and Lao, and says education initiative. “Given the current state of “language is one of my passions.” He He has a B.A. in art education from education, communities have to take remembers looking up to a Lao person Xavier University, Louisiana, and has responsibility in educating their own,” working as a student advocate in his high received numerous awards, including Webster says. “I see education as being school. “When I become a teacher, I want being named by USA Today as one of the nation’s 60 “best and brightest college students for academic and philanthropic endeavors.” He holds a master’s in urban studies from the University of New Orleans, and was a research fellow at Notre Dame University. “I had deviated from the path that others in my community were doomed to,” Webster says. “I feel like I have a Kyshun Webster meets with Karen Charles, coordinator of multicultural programs and outreach for the College of Education and Human Development. to be a student advocate,” Khotsombath says. “I would meet with diverse groups of students and talk about issues—get the perspectives of the students, see how their day is going.” HTPP gives him a chance to connect and be a mentor to other students on the same path he took and “show them the short cuts. I put myself in their shoes. As a freshman, I would have liked to have had someone to talk to who’s been through it, who can make you feel comfortable about the environment.” Nils Heymann (pictured on the cover) brings yet another set of experiences to the college’s diversity programs. He came to the U.S. as a Josette Franklin refugee from El Salvador at the age of 13. After receiving a B.A. from the ‘We support teachers of color.’” advisers available.” Vang especially University in studio arts in 1992, he left The college’s support for teachers appreciates the experience of having the U.S. for about nine years. “I was a of color, Heymann says, is important professional panels of teachers speak Buddhist monk, I did all sorts of things,” because “teachers of color bring in to MTDP students and answer their Heymann says. He came back to earn an a richness. But there are so many questions about teaching. M.Ed. in art education, drawn in by the challenges that you have to overcome “When I was in tenth grade, my MTDP scholarship. to make it into higher education and math teacher—Mr. Lou Vang at Johnson The MTDP group meetings teaching.” Heymann is now the first High School in St. Paul—inspired me to provided an opportunity for Heymann art teacher at Park Spanish Immersion become a teacher,” Vang says. “When to talk with other multicultural students. School, St. Louis Park, Minn. he was an Asian student, there weren’t “It’s important just hearing other Sue Vang, a first-year MTDP a lot of Asian teachers around to be role students’ perspectives. It was nice to have student pursuing an M.Ed. in elementary models so he decided to be a teacher. another reference point,” Heymann says. education in science, says, “For me I thought that was a good idea. It’s The support network helps students as a Hmong student, it’s hard to be important to have someone you can of color with the challenges they face a student here. You have to meet so look up to in your own culture and in a primarily white institution, he says. many requirements for your family and background, so you know you’re not “There was a feeling of being a token. I for school. I’m a mother, too, and I’m alone. To see that they made it, you know would often be the only student of color. married to a husband whose family you can do it also.” It was also interesting being a male in expects a lot.” Josette Franklin (M.A., ’96, the female-dominated teaching field. If MTDP’s social events are a chance secondary education), who received this program didn’t exist, I don’t think for her to unwind and share concerns an undergraduate degree from Wiley I would have come to the U. It’s like a with a group of peers. “It releases my College, Marshall, Tex., says CGC statement from the college, saying ‘You stress. Without programs like this one “was an opportunity to come from a are welcome here.’ And also putting I wouldn’t make it through. [Through small school to a big university but some money behind the words, saying MTDP] there are a lot of resources and to experience it from within a small

WinTeR 2003 11 “The people with persuaded her to choose the U over other schools. the passion, the “I think we tend to discount the desire, and the value of the role model for students,” expertise need to Charles says. “For students to see a get in there— teacher like them makes a difference. you impact more We need to appreciate the gift of a students being in good teacher—someone who stretches the system, not students’ tolerance and encourages them as a role model. The people with the outside.” passion, the desire, and the expertise need

looks forward to what she can achieve as a teacher. “Life is just a process of learning. If you want to be a leader in your field you need to continue to educate yourself. I think it’s important Tacardra Rountree that students see teachers and role models community. They made it so easy to be a who look like them.” student here. If it weren’t for Common “As a teacher, I want to have a Ground, I probably wouldn’t have stayed positive influence—so many children at the U.” have negative influences. I want to find a Although she did not find her way to be a positive force in their lives,” studies difficult, Franklin does not says Tacardra Rountree, a CGC student recall her time here with great fondness, in elementary education. “Just knowing but “the thing that kept me on stable that someone is depending on me to ground and feeling good about being in prepare them academically and socially Minnesota was Common Ground.” for the world is exciting.” Franklin decided to stay in Karen Charles, the new coordinator Shantia Kerr Minnesota after graduation. As an of multicultural programs and outreach, assistant principal at suburban Champlin says support for students is the heart of Park High School, she advises students the program. “I love meeting students— to get in there—you impact more students currently in the CGC program to “branch talking about their goals and dreams and being in the system, not outside.” outside of Minneapolis and aspirations, and finding ways to help Charles has a tough charge in front St. Paul. Give some of our skills and them meet those goals,” she says. of her—securing financial support and expertise to those other districts. I’m the Charles travels regularly to HBCUs growing the programs in tough economic only administrator of color in my district. to give presentations and recruit students. times, recruiting students, connecting A lot of people don’t want to have to She reminds them of application locally to build professional connections come out and trailblaze and educate deadlines and is available to provide and opportunities for students. people on issues of diversity, but it has to answers to their specific questions at “What makes me the most excited is be done,” Franklin says. any time throughout the year. Josette knowing that I am—even in a tiny Shantia Kerr, a CGC M.Ed. student Franklin remembers the visit from CGC’s way—contributing to the diverse face of in instructional systems and technology, first director, Vanessa McKendall, who education,” she says.

LinK 12 Alphabet soup: CGC, MTDP, HTPP, MEP

The college has several initiatives designed to increase the number of teachers of color in K–12 schools and the number of students of color pursuing graduate study in education. Common Ground Consortium (CGC) is a collaboration between the college and 10 Historically Black Colleges and Universities (HBCUs) supporting advanced graduate work in education by HBCU graduates. It provides financial and transitional support, academic counseling, faculty mentoring, career development, and job placement services, and an opportunity to connect with other people from HBCUs. CGC students receive a graduate assistantship where they work alongside faculty members at the college. They have a faculty mentor at the college and maintain connection throughout the year with their adviser in their HBCU. To remove barriers that would prevent them from attending the U, students also receive one-time relocation scholarships and scholarships for books. Multicultural Teacher Development Project (MTDP) recruits and helps to retain Mario Calhoun students of color for teacher development programs. It is a scholarship and professional development program specifically for culturally diverse students enrolled full-time in an Wilson stresses the importance of M.Ed./initial licensure program at the college. MTDP provides students with information increasing the number of persons of color about opportunities at the University of Minnesota and in local school districts, and in education: “At the end of the day, I helps them navigate their degree programs and the transition to their first professional strongly feel that these changes need to positions. take place in the field of education—if Homegrown Teacher Partnership Project (HTPP) recruits, prepares, and not here, then where? If not now, when?” supports culturally diverse teachers for Minnesota schools. It offers academic advising, Mario Calhoun knows the time is financial assistance, social events, mentoring, professional development workshops, and now. He is very thoughtful about the assistance in finding teaching jobs. HTPP mentors meet monthly with their mentees, who difference he can make as a teacher, are primarily first-year students at the University. Through HTPP, MTDP, and MEP (see serving as a role model, and encouraging below), school districts support individuals in teacher preparation programs and then ask kids to believe they can succeed. “I want the new teachers to teach in their districts. to show people that no matter what The college also offers the Multicultural Educators Program (MEP), a your situation, you can overcome. With collaboration with public school districts in the Twin Cities metropolitan area. MEP is a tenacity, roses can grow from concrete,” scholarship program for students of culturally diverse backgrounds admitted to licensure he says. programs at colleges and universities with accredited teacher preparation programs, such Like so many students in the as the College of Education and Human Development. MEP is designed to increase the college’s diversity programs, Calhoun’s diversity of licensed teaching professionals in Minnesota by linking students with a school aim is clear: Give to the community. district to support them through their initial licensure/teacher preparation program. Be an inspiration, a role model, and a More information on the college’s diversity initiatives is online: www.education.umn. resource. Rise above anything that gets edu/SPS/prospective/diversity you down. Build a better future. Become The college offers several multicultural student awards and scholarships: the teacher of your dreams. www.education.umn.edu/SPS/awards/mulstuawards.html —Rebecca Noran —R.N.

WinTeR 2003 13 The renaissanceof Patrick Henry High School As students fill the hallway during a A sinking ship glaring exception of teachers, has a passing period at Patrick Henry High In the late 1980s, the future of Henry lengthy internship as part of the induction School in Minneapolis, the noise is High School was uncertain at best. The process,” says Sundin (B.S., ’67, language deafening, but the clamor has a certain school’s academic performance was the arts education). “Others learn under the sense of order, a normality. Yet something worst in the district, and both students expert tutelage of a seasoned professional seems odd about the scene on this mid- and teachers were abandoning the school in their field—we didn’t have that in December morning. Instead of the requi- in droves, with enrollment at less than education and knew it was key to making site low-rider jeans and sports gear, half the school’s capacity. many students are dressed in their Knowing the school’s closing bedtime finest. was imminent, a core group of “It’s pajama day!” a young woman committed teachers and one supportive in flannel shouts enthusiastically. To administrator voted to take personal reinforce the point, her companions hold responsibility to get the school back up stuffed animals and pillows. on track, envisioning an institution Does this seem like a rough inner- where teacher effectiveness and student city high school on the verge being shut achievement went hand in hand. down? How this once troubled school At the same time Louise Sundin, transformed from—in the words of one president of the Minneapolis Federation of teacher—a “hell hole” into one of the Teachers (MFT), was serving on a national top schools in the country in 12 years is task force to study how new induction remarkable, even miraculous. methods could change the way teachers Today, students who a decade were supported during their critical first ago would have had little chance of year in the classroom. The methods were graduating participate in Spirit Week, embodied in what was called professional band, sports, student government, and practice schools, developed in the 1980s more importantly, academically rigorous by a consortium of research universities, classes. And despite the added and designed as a comprehensive program challenges that urban students carry— managed by school-university-union 75 percent of Henry students receive partnerships to support induction and free or reduced lunch and 24 percent are continuing professional development of English Language Learners (ELL)— teachers. The goal is to improve student the school’s average daily attendance is achievement. 93–95 percent and the graduation rate “Every other profession that you has steadily increased. look at—doctors, lawyers—with the

LinK 14 teaching a true profession.” the College of Education and Human instituted a kinder, gentler teacher When the American Federation Development as their university partner. induction process whereby new teachers of Teachers received an Exxon grant to Getting rid of sink-or-swim teach three classes per day and meet with a start three Professional Practice Schools induction personal mentor teacher at the school on a (PPS), Sundin lobbied hard and received It is hard—even grueling—to be a new regular basis. The approach worked—new funds to establish one in Minneapolis, teacher. “First-year teachers are often teachers were nurtured while they gained believing the PPS would provide the in constant survival mode,” says Liz confidence—but it was not without type of internship or induction process Otteson, English teacher and mentor to problems, many of which have been teachers have been seeking. five first-year Henry teachers. resolved as the PPS has evolved. The decision to make Patrick Henry All that suffering is not necessarily a Are you on board? High School the first PPS site was not character-building experience. Nearly 50 Because professional practice schools are applauded by all. Other more reputable percent of teachers abandon the profession created as partnerships, their very design schools in the district also wanted the within five years, many because they are requires broad support to thrive. As with opportunity to try this new approach. The weighed down by the expectations and any large-scale reform effort, getting staff at Henry voted to accept the grant, scope of the job and feel isolated and buy-in from all involved was an seeing it as one of the ways of getting unsupported in their classrooms. enormous hurdle. In the beginning, the school back on track, and selected From its start as a PPS, Henry the most common feeling among the school, union, and college was mistrust. Communication and commitment fluctuated with the coming and going of personnel. In the early 1990s, Henry had six different principals in five years, and the district saw several superintendents come and go. Keeping the PPS alive became a constant battle. At the college, staff questioned the value of the partnership and their own abilities to fit one more project into already-full schedules. At the union, there were challenges in writing a contract with adequate language to support the uniqueness of the program. The district, meanwhile, had to create new ways to fund professional development and the distinctive schedules that the PPS offered new teachers. “Sundin’s support coupled with a dogged determination by a core group of Henry faculty and real commitment from the dean’s office in the college made au s t F C hr is

t os : Jeri Schultze offers some feedback

p h o to her students.

WinTeR 2003 15 Theory to practice: up for the lack of critical mass of support confident, but as with any new teacher, in any one institution,” explains Patty things don’t always work out as planned. a real-world Thornton, coordinator for college/school The benefit Schultz and Johnson have classroom connection collaborations at the college. over most is the time to reflect on and Although many teachers at Henry discuss their concerns, and that, in fact, Many urban students come to school without hav- were energized at the prospect of they will be paid to do it. ing had the enriching experiences that make them remaking their school, others resisted. Both teachers are part of a group ready to achieve. “It rests on the shoulders of urban teachers to engage and motivate these diverse learn- Because the PPS process couldn’t be of eight “residents”—new teachers who ers to succeed,” said Minneapolis superintendent ignored easily, many teachers who didn’t teach a three-fifths class load while Carol Johnson (M.A., ’80, curriculum and instruction; support the program chose to leave. With working with a mentor and receiving Ph.D., ’97, educational administration). that shift, a majority of Henry teachers full-time pay. The innovative program As a central part of the college’s mission to supported the PPS. gives new teachers a first-year teaching support urban education, the professional practice Another turning point came when experience in which they are nurtured, school partnership gives faculty and staff direct access to real-world classrooms where theory is put teachers were allowed professional supported, and mentored into success. into practice, enhancing the college’s ability to development release time from some of Even with a reduced teaching prepare teacher licensure candidates for urban their teaching to support the running of schedule, the residents still suffer the classrooms. the program. Out of this change came harried moment-to-moment life of a new Patrick Henry benefits, too. “Our contact with the the current induction model for new teacher. The big difference is that they college’s faculty exposes us to the latest in educa- teachers—the residency program—along don’t have to tough it out alone. Schultz tional thought and gets us thinking about practical applications,“ said Sara Van Der Werf, Henry math with release time for residents, mentors, finds great comfort in her regular meetings teacher and coordinator of the residency program. and a coordinator to run the program at with Terry Peña, her mentor. “Few teachers have access to the wealth of the school level. “I love the opportunity to ask the knowledge this connection brings us.” The residency program: tons of questions I have about how to Over the years, the college’s role in the program the foundation of the PPS accomplish things in class,” explains has expanded. A few years ago, Patty Thornton was Resident (first-year) teacher Jeri Schultz Schultz. “It is all very practical—when we hired as full-time coordinator to oversee the collabo- ration. Today Thornton co-teaches a credit course arrives at her third-hour academic talk about something, I can put it to use for resident teachers at Patrick Henry and Roosevelt language class pushing a cart that is her right away.” high schools. desk on wheels. When the bell rings, she Beating the teacher turnover odds Through a close partnership with math education launches into an active lesson where “Without a mentor, it would be really faculty, all postbaccalaureate math students do their students write and correct recipes, six-week practicum at Henry and many do their easy to fall into the trap of blaming your- designed to encourage her upper-level student teaching there, with other content areas self for the problems that new teachers planning to do so in the future. ELL students to use clear, descriptive face,” says Johnson. In fact, many “When math students come to Henry for their language when giving directions. teachers come to practicum, it opens their eyes to the reality of urban In another part of the building, the conclusion that schools—both positive and negative—and frames James Johnson, a resident math teacher they aren’t meant to discussions about real-world education issues when (B.A., math and computer science; they get back to the college,” said Van Der Werf. teach, and studies license, ’02, math education), gives In addition, English education professor Richard show that teacher Beach works with teachers seeking National Board instructions for a statistical investigation turnover in the first Certification to help them to evaluate and improve project. The students seem excited to five years of teaching the immense amount of writing involved in the pro- analyze the results of their original research increases to 59 per- cess. on topics such as the differences in men’s cent in urban areas. “The connection with the faculty lets us create and women’s preferences between Cap’n a professional community of teacher/learners from But Henry’s Crunch and Frosted Flakes cereal. the very beginning of their careers forward,” says residency program Johnson. Both teachers seem relaxed and succeeds at keeping —M.B.L-G. LinK 16 While the residency program forms the base upon which new teachers develop their professional selves, it also provides a spectrum of opportunities for established teachers to work on their professional lives. Here are a few of the ways professional development opportunities have become part of the fabric of Henry High School: Forums. Henry teachers have many regu- lar opportunities to connect and discuss educational issues, including an annual fall workshop and summer retreat, brown bag lunches, and before- and after-school

James Johnson checks a student’s work. coffees. The voluntary sessions are lead by Henry teachers and college faculty, and attendees and presenters earn teachers in the classroom, with a 10-year and to pass the rigorous National Board continuing education credit. retention rate of 88 percent, and the bulk Certification process last year. Cohort groups. All Henry teachers and of those—more than 40 teachers—still But being a resident isn’t just about most support staff belong to monthly teaching at the school. having more time for reflection. Residents “cohort” groups, centered on an area of Johnson’s mentor, Liz Otteson, are every bit as busy as regular first-year professional interest. New teachers focus (licensure, ’97; M.A., ’02, English teachers—busy with activities that on achievement of tenure, while others education) points out that mentors also emphasize professional development and work on topics of their choosing, such as benefit greatly from the program. “As a tenure, rather than just survival. building community connections or mentor, I explain in great detail why I do Extension teaching. Resident teach- curriculum development. what I do in my classes, which requires me ers cover up to one class per week Patrick Henry Instructional Leader. A distinc- to really examine my teaching processes.” for teachers who apply for “profes- tive aspect of Henry’s PPS is the idea Mentors also visit many classrooms and sional development” time. The resident that leadership—planning, organizing, get to see fresh ideas and teaching styles observes the class, meets with the and creating new programs and initia- in action. Otteson credits the reflective teacher to go over the lesson plan, and tives—is a professional development teaching skills she learned as a resident then has a follow-up meeting. option that teachers can experience with setting her up to achieve tenure, Residency course. All residents participate while still teaching. The school has in a weekly residency course, co-taught Patrick Henry Instructional Leaders by Thornton and Sara Van Der Werf, (PHIL), a group of five teacher/admin- instructional leader for professional istrators who each focus on a particular development. The course is a combina- area of administration—from curriculum tion of site-based practical information to student development—while main- and classroom action research projects. taining a limited teaching schedule. It also prepares resident teachers for the “Being an instructional leader lets me rigorous tenure process in Minneapolis. bring a voice to the leadership table that A spectrum of professional comes from a classroom perspective, and development opportunities I get to explore administration without Johnson shares a stress-relieving laugh with losing touch with students,” says Sue his mentor, Liz Otteson.

WinTeR 2003 17 Jacob, instructional leader for curriculum The cost of teacher professionalism and standards and English teacher. National Board Certification. When Paul The problem with many efforts to turn troubled schools around is that the initial funding usually McMahan took over as principal in comes in the form of a grant. When the grant money dries up, often so too do the programs it funded. 1996, he announced that he wanted Almost from the outset, the professional practice school at Henry faced funding problems. When every teacher at Henry to go through current principal Paul McMahan arrived, he vowed to look within the school’s annual budget to make National Board Certification, a scrupu- the program work, noting that the program “can’t survive if professional development is seen as an lous process that has teachers take a hard ‘extra’ that can be cut in the event of a shortfall.” He has gradually weaned the program away from look at everything they know and do in outside funds and sticks to “hard local dollars” to keep it sustainable. the classroom. How residents and mentors are funded: McMahan explains, “When you do When the program began, resident teachers were paid about two-thirds of a teaching salary, which that much reflection, you will change made the residency—although appealing on a professional level—too financially limiting for some. Today resident teachers earn a full salary, but only cost the school their “actual” salary. and improve your teaching practices, and Minneapolis Public Schools is a site-based system where each school determines staffing require- student learning will improve as a result.” ments and its own budget. The district charges schools a set amount for each teacher—around Henry has eight National Board–certified $70,000 for salary and benefits—regardless of the teacher’s education or experience. teachers and hopes to have more than 20 Through an arrangement with the district and the union, Henry uses the difference between each in the next few years. The school covers resident’s actual salary and the standard district salary (from $30,000 to $45,000 per resident) to the $2,300 application cost and gives five fund many professional development costs, such as release time for residents, their mentors, program coordinators, and teachers seeking National Board Certification. days of release time to prepare for exams. In the works: exchange teaching. In the How the Patrick Henry Instructional Leaders are funded: In Minneapolis, most high schools have a principal and three assistant principals—positions that future, Henry teachers could teach meth- are costly to a school. Two years ago McMahan asked the district to “cash in” two of Henry’s ods courses at the college, with faculty assistant principal positions in order to use the associated funds to support a unique leadership instructing at Henry, both getting a rare model with teachers using release time from the classroom to perform much of the school’s opportunity to teach at another level. administrative duties. Can it work elsewhere? Out of this change came the development of the Patrick Henry Instructional Leaders, a group of five teacher/administrators who each focus on a particular area of administration while maintaining Because of the program’s overwhelming a limited teaching schedule. This group of teachers takes an active role in the running of the school, success at Henry, a few years ago the dis- while carrying out important functions that are often overlooked by over-worked administrators. trict decided to duplicate the residency —M.B.L-G. program in 12 locations. With varying degrees of success, each new program went by the wayside, largely because the Perhaps the best barometer that shows From 1997 to 2002, a mere 13 percent efforts weren’t led internally. Roosevelt how the school is viewed in the com- left. The latest annual teacher satisfaction High School is now in its second year munity is enrollment. The school is at surveys show that 90 percent say teaching with a residency program and in the capacity, with a waiting list to get in. at Henry is an enjoyable, rewarding planning stages to be a PPS site. In addition, in March 2000, Newsweek profession. “In the case of Henry High ranked Patrick Henry number 218 on School, focusing on one important Measuring success its list of top high schools in the United thing—teacher education as a life-long Today, Patrick Henry High School is an States. “We have turned the academic event—was the salvation of the school,” academically-focused senior high school nature of this school around completely,” says Thornton. with four small learning communities: says Van Der Werf. Engineering, Commercial and Fine Arts, —Mary Beth Leone-Getten Teacher turnover is not a current Open, and International Baccalaureate. concern at the school. From 1992 to 1997, The PPS philosophy is firmly embedded during the first years of the PPS, the school in the day-to-day running of the school. had a 65 percent teacher turnover rate.

LinK 18 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!researcH uPDaTe Research on issues of diversity in the college

Children in Minneapolis and St. Paul, the principal investigator Higher education The Center for Early Education and from the Health Partners for “Strengthening Skills William Ammentorp, professor and Development is just com- system. for School Success: in educational policy and Promising Interventions for pleting a study for the state Rebecca Tisdel Rapport, a administration, has been Underachieving African- aimed at exploring a per- lecturer in curriculum and involved with the Tribal American Students,” a ceived under-representation instruction, has been serv- College Initiative, begun project studying the effects of linguistically, culturally, ing as the scholar/discussion three years ago by the of specific class-wide teach- and racially diverse children leader for Prime Time, a Leadership Academy, a ing approaches on reading ages birth to three within family literacy program collaborative doctoral pro- progress and social skill the early intervention developed by the Louisiana gram offered by the college development in African- system in Minnesota. Humanities Commission and the College of Education American elementary and Human Services at the Baby’s Space started two and a and jointly conducted in the students identified as University of Minnesota, half years ago when the Twin Cities by the Minnesota potential candidates for Duluth (UMD). Recruitment college, through the Humanities Commission special education referral. efforts were focused on Harris Center, initiated a and the Hennepin County tribal colleges in Minnesota community collaborative Libraries. The program just Geoff Maruyama, professor of and Wisconsin and nine to establish a center for completed was for Hispanic educational psychology, and American Indian scholars early child care, education, families with six- to 10-year- Chi Keung Chan, graduate were enrolled. In September and families, designed for old children. Each week student in educational 2002, a second cohort of 12 infants and toddlers whose they read and discussed two psychology, are working in American Indian scholars mothers were mandated to or three books (at least one collaboration with the was enrolled in the Academy. work. Baby’s Space is in the related to Hispanic culture) St. Paul Public Housing Little Earth Neighborhood on humanities themes, Agency and the St. Paul Jean Ness, researcher with Early Learning Center in listened to a storyteller, and Public Schools to look at the the Institute on Community the Phillips neighborhood shared dinner together. academic performance of Integration, is working on of south Minneapolis and students living in public three demonstration proj- serves 30 families, primarily School housing. Analyses looked at ects with the 11 Minnesota American Indian, who reside Richard Beach, professor of relations of housing types and American Indian reservations in the adjacent subsidized literacy, and Tim Lensmire, concentration of neighbor- and communities to support housing development and associate professor of literacy, hood poverty with academic the successful transition of surrounding neighborhood. along with literacy education achievement of students from American Indian students diverse backgrounds. from high school to The Harris Center/Center for doctoral candidates, Amanda , postsecondary education and Early Education and Development Haertling and Daryl Parks have The National Center on careers. A fourth project, in “Questions About Kids” are completed a study on high Educational Outcomes is collaboration with Fond du one-page flyers for parents school students’ responses conducting research to look Lac Tribal and Community and professionals filled with to multicultural literature. at the feasibility and College, aims to strengthen information related to infants Through discussions and desirability of allowing the tribal college institu- and toddlers. They are writing students explored simplified English language tion by development of an provided in Spanish, their own beliefs and atti- dictionaries as accommoda- AA/AS degree in business/ Hmong, and Somali, and are tudes about race, class, and tions on standardized reading finance, a professional area in available at www.harristrain- gender. tests for Hmong students who which American Indians are ingcenter.org, throughout the Daria Courtney, lecturer in are limited English proficient. underrepresented. Children’s Hospital system educational psychology, is

WinTeR 2003 19 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Community in mental health counsel- forests, their place attach- Mexican immigrant youth Brian Abery, researcher with ing; another is determining ment to areas in the forests, and their families. He began the Institute on Community best practices in the delivery and conflicts encountered there three years ago when Integration, working with of mental health services when they try to use those about 60–70 youth were in members of the American to the Hmong. He also is areas. Data comes from the schools, only eight in the Indian, Mexican-American, involved in an interdisciplin- American Indian members high school. At that time, no and African-American ary and culture-centered civic of the Flathead Reservation Mexican immigrant student communities, is leading a engagement psychosocial who use national forests in had graduated in the his- study that compares and health project with a Montana. tory of the school. Currently Hmong clan. more than 220 Mexican contrasts the meaning, Michael Rodriguez, assistant immigrant students attend value, and achievement of Tim Lensmire, associate professor of educational the schools with nearly 40 in “self-determination” and professor of literacy, inves- psychology, is examining the high school. This service the manner in which it is tigates race and education, interpretations of several work involves intervening in expressed by persons with reparations for slavery, and youth-development harassment issues, presenting and without disabilities the souls of white folk, with inventories from Latino ideas and program plans to within those communities. particular emphasis on four youth, looking for interpre- staff and school board, Nydia De Alba-Johnson, a main topics: accounts of tive differences as compared providing workshop oppor- graduate student in the slavery and reconstruction to the interpretations of non- tunities on human rights and psychological foundations in elementary and secondary Latino youth. Initial results equality, initiation of a local program, has created a school textbooks; the Tulsa indicate that Latino youth Spanish radio show (the only document, “Youth race riot and Duluth approach their responses one in the region) that is run Development Practices and lynchings in the 1920s; from a more inclusive and by a Mexican high school the Latino Community: Best representations of blacks and family oriented framework student, and an annual trip Practices for Latino Youth whites during the civil rights whereas non-Latino youth with students to the Morris Development,” based on her movement, in the media tend to rely on an inter- campus of the University for internship at La Escuelita, a and popular culture; and personal framework. For a college visit day. Minneapolis nonprofit youth Thomas Jefferson, as poet of instance, one developmental leadership development democracy, owner of slaves, marker for youth is gaining Lori Sedlezky, Lynda Anderson, program. It catalogues the and contested figure in independence from family. and Amy Hewitt, all research- efforts of successful Latino U.S. history. But for Latino youth, the ers in the Institute on developmental trajectory is Community Integration, youth serving organizations Leo McAvoy, professor of to realize interdependence have conducted focus groups from around the country and kinesiology, is involved in with family—the individual with employers and recent is organized to make them two diversity-related research is defined by membership immigrants to the United accessible to other youth projects. “Outcomes of in family. This changes the States who provide direct serving organizations. Outdoor Adventure Programs interpretation of responses to support to people with Michael Goh, assistant profes- for Families that Include youth development inven- disabilities. They have sor of counseling and student Children with Disabilities” tories and alters the way we developed a research-based personnel psychology, is focuses on programs offered draw meaning from similar curriculum called The Power looking at ways to remove by Wilderness Inquiry, Inc., a tools used to evaluate youth of Diversity to help barriers and improve access nonprofit organization based programs. employers better train and to mental health services for in Minneapolis. Data comes Rodriguez also is working support immigrant workers. refugees and new immigrant from parents and children with principals, teachers, and populations. One study who participate in these trips. staff in the Long Prairie-Grey concerns promoting language Another study focuses on Eagle school district as they access to mental health American Indian outdoor meet the needs of recent services by using interpreters recreation uses of national

LinK 20 Sharing personal experience A call for action!

Nadir Budhwani, an Ismaili* that although I am a Pakistani and a college community? I believe forever, Muslim, is from Pakistan. He Muslim, I am totally against violence however, I am not sure if the current holds an M.B.A. in market- and terrorism? political climate would allow me to do so. ing, M.Ed. in human resource ◗ Why is it difficult for me to defend I recognize the fact that the college development, and is currently myself in front of my Pakistani does try to bring the college community pursuing a Ph.D. in human (Muslim) friends when I say the U.S. members closer to one another. However, resource development in the involvement in Afghanistan would I strongly believe that there remains much college. He was invited to write help both Afghanistan and Pakistan to be done. I believe it is time that we this essay and invites responses in the long-term? go one step beyond guest speakers, Pizza at: [email protected] or These are just some of the questions & Talk sessions, Thanksgiving dinners, [email protected] that come to my mind whether I am and Christmas parties. Members of the studying, writing a paper, watching college community should continue such I write this to share my personal experi- a movie, talking to U.S. Americans, activities; however, it would be great ence of being an international student walking in a mall, or talking to my parents if the college and its alumni expanded at the University of Minnesota. Things in Pakistan, telling them about my well- their efforts to bring together people have changed globally, especially in the being. Being an Ismaili Muslim, I find both within and outside of the college. light of the post-September 11 events: answering such questions an opportunity It is high time that we, as torch-bearers war in Afghanistan, a possibility of war to show a different perspective on politics, of the College of Education and Human with Iraq, and the recent decision of the religion, culture, and education to the Development, educate others about the Immigration and Naturalization Service people of this country. need to see that the diversity brought (INS) to register people from certain The college and its alumni can by international students is more of countries. certainly help international students a strength than a risk/threat, thereby When I read the Spring 2001 issue in these uncertain circumstances by moving attitudes from ethnocentrism to of Link, I was really happy to see a list showing an even stronger commitment to global awareness. of students enrolled in the college from bringing international and U.S. American The world is very different now almost all over the world; the college communities closer to each other. There and continues to change. The outcomes really does reach out around the world. exist many, and I mean many, political, of such changes remain as uncertain However, recent policies of the INS to religious, and cultural misconceptions as changes themselves. However, one fingerprint and register males from certain about other parts of the world that can be thing is certain that we all have to take countries have contributed to making the removed or at least explained if the entire the responsibility to bridge the gap that presence of international students at the college community, both U.S. American exists between the U.S. American and college feel like more of a threat/risk rather and international, comes together to share international communities within the than an opportunity. conversation. college. I have selected the avenue of Such issues raise questions in my One of my major reasons for coming delivering presentations and writing mind and to answer them is nothing but a to Minnesota was the way people articles for the obvious reason of reaching challenge: respected, appreciated, and valued hundreds and thousands at a time. It ◗ Why is it that after 9/11 I am looked diversity. In fact, most of my friends are is well said that the pen of a scholar is at differently? international students (including U.S. mightier than the sword of a martyr. ◗ Why do I have to think twice before

No ran Americans) and I feel proud of it. disclosing my nationality, religion, *Ismailis belong to the Shiite sect of I ask another question: For how long ebecca R ebecca and visa status to others? Muslims. For more information, please visit t o : can I feel that I am making important p h o ◗ Why do I have to explain to people www.akdn.org/hh/highness.html contributions to the learning of the

WinTeR 2003 21 …………………………………………………………………………………………………………………………………BrIeFLY

Rx for cold winter nights Faculty and staff recommend some favorite books

On a recent trip to the books, Death in Holy Orders, depends on leadership that book if you are at all interested University of Saskatchewan, is another of her complex, blends a CEO’s personal in dogs. It explores the I was lucky enough to meet well-written mysteries to be humility with their differences between the ways the Canadian novelist, Guy solved by poet protagonist professional will. These primates and canines relate Vanderhaeghe. I have just Commander Adam Dagliesh leaders “are incredibly ambi- to one another and to other finished reading his novel, of New Scotland Yard, who tious—but their ambition species, and some of the The Englishman’s Boy, which investigates the death of an is first and foremost for the implications of those tells stories of the Canadian ordinand at a small theologi- institution, not themselves.” differences. —Peggy Irish, editor, West and 1920s movie- cal college on a windswept —Harvey Feldman, teaching special- Office of Educational Accountability making in Hollywood. It’s English coast. ist, School of Kinesiology Are you interested in what is wonderful. —Tim Lensmire, Coaching Kids for Dummies I highly recommend the happening in cognitive associate professor, Department of is a good, practical, common series of political thrillers science? Do you shrink from Curriculum and Instruction sense reference book for any- written by Vince Flynn. reading a technical article or one who coaches or parents I would recommend Anne They are very well-writ- anything in more depth than their young athlete in sport. Fadiman’s The Spirit Catches ten and full of suspense and the science section of the In the context of a society You and You Fall Down. action. The author resides in newspaper? Try a novel about that has lost sight of the So much of our early the Twin Cities and includes thinking, and how cognitive importance of fun and childhood work involves a Midwestern flare to the scientists approach it, profes- enjoyment in sport, this book communicating with diverse stories. The books are very sionally and personally. It’s provides recommendations on families. This book has realistic, but may hit a little David Lodge’s book, Thinks. answering some of the provided us with a founda- close to home (9/11) for some Like most of his other books, common questions faced by tion understanding of what people. —Suzannah Mork, this one was nominated for well-meaning coaches and a wide divide there can be coordinator of graduate studies, the prestigious Booker Prize parents who want to keep between ways of viewing the School of Kinesiology (English equivalent of the youth sport what it should world and our place in it. The Pulitzer). Well-known for his be: a fun, learning experi- The Language Instinct: How Hmong family at the center ability to slice-and-dice ence for the kids. —Diane the Mind Creates Language by of this story is struggling academia in a light satirical Wiese-Bjornstal, professor, School of Steven Pinker is a very to care for their daughter’s manner, Lodge’s other books Kinesiology readable account of the health. They encounter many (Therapy, Changing Places, domain of psycholinguistics. well-meaning people from the Good to Great, Why Some Small Worlds) might also The book focuses on the health and human services Companies Make the Leap…. interest you. —Karen Seashore, psychology of language by systems of our culture who and Others Don’t by Jim professor, Department of Educational appealing to theory and think in such different ways Collins is the prequel to Built Policy and Administration research from cognitive that it is nearly impossible for To Last, a national best seller science, presented in a style I would recommend meaningful communication in the 1990s that readers will find both Meaningful Differences by to occur. —Christopher Watson, coauthored by Jim Collins informative and entertaining. Betty Hart and Todd Risley. coordinator, Center for Early Education and Jerry I. Porras. Good to —David Rapp, assistant professor, A must-read on differences and Development Great was developed from a Department of Educational Psychology in language development for five-year study to determine If you love mysteries in the students from poverty and what elements make some One of my favorite recent classic British tradition, there non-poverty settings. companies great. The study “reads” is The Other End of is no one better among —Jim Ysseldyke, associate dean found among other factors the Leash by P.B. McConnell. contemporary writers than for research that a company’s greatness This is a really interesting P.D. James. One of her latest

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Cryptonomicon, by Neal ignores the estimated 12 to conversations will delight read is: Thomas Frank’s One Stephenson. A blend of 25 percent who drop out you. Understanding Prejudice Market Under God. While World War II code breaking along the way.) Yet only a and Discrimination by Scott some may think that it was and espionage, modern-day minority of those who profess Plous is another good book. “deconstruction” that started data encryption, and a college as their goal will ever Everyone will find an article destroying academia, it was treasure hunt. Absolutely complete a two- or four-year of interest in this our ignorance of the market, fascinating. A book related college degree. A majority fascinating collection of and our (all citizens’) inability to my field of study: Beyond will face remedial coursework non-fiction readings on the to understand how wealth Discipline: From Compliance to when they do attempt nature of prejudice! Scott is really created. —Michael Community, by Alfie Kohn. college. Youth are rarely is an engaging and skilled Hartoonian, program director, Discusses the often-troubling shown or provided alterna- author. His overview on Department of Curriculum and philosophical and educational tives that could lead to a “Homo Stereotypus: Wired Instruction assumptions that underlie the productive adult life. This for Trouble” is excellent! I would recommend God: predominant disciplinary par- “College for All” policy is —Judith Puncochar, education A Biography and Christ: A adigms present in our schools. the launching point for Jim specialist, Department of Educational Crisis in the Life of God, both Really, really good stuff. Rosenbaum’s thoughtful cri- Psychology by Jack Miles. —Paul van den —Scott McLeod, assistant professor, tique of education practices I have read two books Broek, professor, Department of Department of Educational Policy and and policies and their impact recently that I really enjoyed Educational Psychology Administration on the transition of youth and found informative as to the labor market. —James In Clean New World: Culture, Slaves in the Family by Edward well. The first is Richard Stone III, director, National Research Politics, and Graphic Design, Ball is an exceptional mix of Peck’s Invitations to the World: Center for Career and Technical Maud Levin provides a careful reportage and human Teaching and Writing for the Education historic perspective on the integrity. The white author Young. Peck is a Newbery conflicting role of graphic traces his family’s history as Here’s a book I just read by Award winning author who design in representing “clean” slave owners in the ante- Trudy Lieberman, Slanting the also taught high school versions of our culture for bellum south. The crux is Story: The Forces that Shape English and has an insight- corporate clients (in order to that he identifies and seeks the News. It documents how ful perspective on writing sell more stuff) vs. an altruis- out living descendents of the conservative think-tanks and the teaching of writing. tic impulse by designers to use family slaves. Many of them frame and influence media Leonard S. Marcus’ Ways their talents toward changing he documents as his blood coverage of issues in ways of Telling: Conversations on public opinion on issues that relatives, putting an that influence public opinion the Art of the Picture Book affect society. The precarious extraordinary new face on the and policy. —Richard Beach, includes interviews with 14 balance between a need to problem of race in America. professor, Department of Curriculum critically acclaimed author/ make a living and —Thomas Stoffregen, associate and Instruction illustrators, from Mitsumasa the pull to create art is also professor, School of Kinesiology Anno to Robert McCloskey I recommend The Persian given special attention in to Charlotte Zolotow. I recommend Beyond College Pickle Club by Sandra Dallas. interviews with women artists —Rebecca Tisdel Rapport, lec- for All: Career Paths for the You will love reading this trying to combine work, turer, Department of Curriculum and Forgotten Half by James E. work of fiction, particularly if family, and their own artis- Instruction Rosenbaum. Nearly all of the your grandmother(s) lived in tic pursuits. —Nance Longley, students remaining in high the predominantly white rural An important book that designer, communications office school by 12th grade plan to Kansas/Nebraska farming I believe all people in the go to college. (This of course areas during the 1930s. The “knowledge industry” should

WinTeR 2003 23 coNTinuinG ProFessionaL sTuDies

Urban Leadership Academy “At the heart of what teaching is all about”

Barb Wilson, principal of Oakdale (previously called the Urban Principal and appreciate the chance to continue their Elementary School in the North St. Paul Leadership Program) offered through the education beyond licensure requirements. School District, was pretty sure her staff college’s office of Continuing Professional “The [federal] No Child Left Behind Act is would love the idea of professional Studies and Department of Educational certainly before us, so PLCs help us embrace learning communities (PLCs). PLCs Policy and Administration. what we have to look emphasize collaboration, inclusiveness, The Urban Leadership Academy at anyway in a positive manner.” and kid-centered expectations—all provides a forum for school leaders to So far, about 100 of concepts dear to educators’ hearts. increase their knowledge and skills through the about 850 educators at Join the academy But it wasn’t until Wilson sent five interacting with each other and working the North St. Paul School The Urban Leadership or six staff members to the college’s Urban with speakers such as DuFour, who has District have received some Academy is a profes- Leadership Academy workshop with well- presented at Urban Leadership Academy kind of training in PLCs, sional development known PLC practitioner Rick DuFour that seminars and workshops twice in the past Wemette says. The district program for both new and experienced the idea came to life. few years. He is an Illinois superintendent, wrote and received a best school leaders. The “The staff members came back from consultant, author, and a visible proponent practices grant from the 2002–2003 schedule the workshop so enthused,” recalls Wilson, in the effective schools movement. Minnesota Department includes six work- who is in the third year of implementing Leslie Steinhouse, former North of Children, Families & shops and a summer aspects of the model at her elementary St. Paul assistant superintendent who insti- Learning last year, and that, institute. Find more school. “They said, ‘Oh, now we get it! We gated the school district’s adoption of the along with other initiatives information at www.education.umn. see what you’re saying!’ I think this model PLC model before moving to Wisconsin as such as a two-day scheduled edu/CPS/ULA really appeals to the heart of what teaching a superintendent, says inclusion of principals visit by Rick DuFour next is all about, and teachers really do get and teacher leaders at professional develop- fall, will allow North St. excited about it.” ment events is important. Paul to pursue PLCs are one of the most talked-about So is allowing schools to determine further integration of PLC practices. new models in education. A PLC provides their own focus, she says, an inherent “I’ve been in this school district a framework to ask three questions: What feature of the PLC model, as well as 19 years, and I have to say, this is the most do we want kids to know, how do we know acknowledging what schools and teachers excited I’ve ever seen our teachers,” says if they succeed, and what do we do if they are already doing right. Too often, Ellen Delaney (M.Ed., ’90, math educa- don’t succeed? School districts, schools, or teachers are blamed for a student’s poor tion), staff developer. “I hope using the PLC even smaller educator groups are encouraged performance. With the PLC model, a model becomes the way we do our work.” to collaboratively set goals, analyze data, and variety of interventions are put into place, Carole Erickson, Skyview Elementary come up with plans that ensure no student taking the pressure off individual teachers, principal, agrees. “I’m a little surprised at gets left behind. Steinhouse says. the enthusiasm generated by our leadership Thanks in part to a strong partnership Joe Wemette, director of teaching and team (who went to the Urban Leadership with the University of Minnesota, metro learning at North St. Paul, says PLCs also Academy workshop with Rick DuFour),” area school districts such as North St. Paul work well in the context of the Bush admin- said Erickson, adding she believes that the have been able to embrace the PLC model istration’s recent emphasis on standards and PLC concept of meeting the needs of all with consistent, research-backed exper- testing. kids is what’s so motivating. “They took the tise. North St. Paul is one of four partner “Part of the strength of the PLC notion idea and ran with it.” school districts participating in the Urban is collective accountability, and the need to —Suzanne Miric Leadership Academy, an ongoing collaborate,” says Wemette, who believes professional development program teachers pride themselves on being learners

LinK 24 Participating stores and special activity times:

Barnes & Noble Highland (St. Paul) Booksellers 2080 Ford Parkway 651-690-9443 Apple Valley March 6, 10 a.m. 14880 Florence Trail 952-997-8928 Mall of America March 7, 7:30 p.m. 118 East Broadway 952-854-1455 for Blaine (Northtown Mall) March 8, 11 a.m. 710 Highway 10 N.E. 763-786-0686 Mankato March 7, 7 p.m. 1859 Adams Street 507-386-0110 Brookdale 1353 Brookdale Center Maple Grove The decision is in and appears to be unanimous: 763-503-0264 8040 Wedgewood Lane March 4, 11 a.m. 763-420-4517 March 7, 10 a.m. Burnsville (Burnsville Center) Kids need books! 828 W. County Road 42 Minnetonka (Ridgehaven Mall) 952-892-9280 13131 Ridgedale Drive To put more books in the hands of more A kickoff party will be at 3 p.m., March 6, 10:30 a.m. 952-541-0508 children, the college Alumni Society Sunday, March 2, at the Galleria Calhoun (Minneapolis) Rochester (Apache Mall) and University Literacy Initiative are, for Barnes & Noble in Edina where Dean 3215 West Lake Street 1201 – 12th Street S.W. 612-922-3238 507-281-7950 the third year, sponsoring a book drive, Steve Yussen and Deborah Hopp, March 5, 11 a.m. Rochester “Celebrate Reading with Goldy and UMAA national president, will be Downtown Minneapolis 15 First Street S.W. 507-288-3848 Clifford—A Book Drive for Kids.” The reading Clifford stories. CitySongs, 801 Nicollet Mall 612-371-4443 Roseville book drive will be March 2–8. a youth choir, will provide musical March 4, 10 a.m. 2401 Fairview Avenue N. By teaming up with a chipmunk entertainment, Goldy and Clifford will Duluth 651-631-1125 look-alike and a big red dog to promote visit, refreshments will be served, and Miller Hill Mall St. Cloud 1600 Miller Trunk Highway 3940 Division Street the book drive, the Alumni Society there will be free book-drive shirts for 218-786-0710 320-251-4537 and Literacy Initiative hope to gather kids (while supplies last). March 8, 11 a.m. Woodbury Eden Prairie 7020 Valley Creek Plaza hundreds of books for distribution among During book drive week, many 3000 Eden Prairie Center 651-739-7274 the children served by the Initiative’s Barnes & Noble stores will have special 952-944-5683 tutors. story times and activities for children March 4, 7:30 p.m. U of M Bookstore Eagan Coffman Memorial Union Each year, more than 500 tutors with visits from Clifford and visits from 1291 Promenade Place (Minneapolis) work with children at schools located in Goldy at selected stores. On March 8, 651-683-1955 300 Washington Ave. S.E. Minneapolis and St. Paul. Because their 1–3 p.m., Goldy and Clifford will visit Galleria (Edina) 612-625-6000 3225 W. 69th Street 1-800-551-8636 young readers have no books of their the U of M Bookstore in Coffman for fun 952-920-0633 March 8, 1 p.m. own, they have limited opportunity to events such as story time, pictures with March 5, 11 a.m. practice their reading at home. Goldy and Clifford, and free T-shirts. Har Mar (Roseville) 2100 Snelling Avenue N. Barnes & Noble has been a partner The Barnes & Noble store in 651-639-9256 in the book drive since its inception. Duluth will have a kickoff party on March 5, 10:30 a.m. Joining in as new partners this year are March 2, 4–5 p.m., and special activities the University of Minnesota Bookstores March 8 with Champ, the UMD mascot. You can also donate online at www. and Mpls.St.Paul Magazine, which is If you can’t participate in person, bookstore.umn.edu, or send a check to the the media sponsor of the book drive. make a book donation by calling one of U of M Foundation, McNamara Alumni To participate in the drive, the individual stores listed in the box Center, 200 Oak St. S.E., Minneapolis, simply stop by any Barnes & Noble in on this page. Three preselected book MN 55440. Please note Literacy Initiative Minnesota or the new U of M Bookstore packages are available: Fund #5192 on the memo line. in Coffman Memorial Union (store Red = three books @$3.99 each For more information see www. opens March 3). Purchase a book and Maroon = four books @$3.99 each education.umn.edu/alum or contact receive a 10-percent discount off the Gold = six books @$3.99 each Raleigh Kaminsky, 612-626-1601, or purchase price. Leave the books with the discount and sales tax will be applied [email protected]. cashier to send to the college.

WinTeR 2003 25 aLumni noTes Dear Alumni and Friends, ***********************************************************

I am frequently asked how alumni and friends can help the U and 1940s U of M professor emeritus the college. Given the dire $4 billion budget crisis the state of Anne Carlsen (Ph.D., ’49, Warren McKenzie, had a Minnesota is facing, there are two important ways you can help— educational psychology), long career as an art teacher becoming an advocate for the University and contributing to the nationally acclaimed as a and educator. He taught at Alumni Society’s Student Scholarship Fund. teacher of handicapped chil- Moorhead State University The University seeks the help of its alumni and dren, has died at the age of and at Southwest State the general community to advocate for the U with 87. Carlsen was born without University, where he also was the state legislature. It is likely that the University’s hands or feet. She began her the chair of the art depart- basic funding will be cut for the 2003–05 biennium. teaching career in 1938 at ment until his retirement in 1983. Dingman’s work blends As a U supporter you can play a key role in helping the Good Samaritan Society east and west artistic tradi- to preserve the University’s budget. for Crippled Children School in Fargo, Minn., and later tions and he teaches ceramics Call, e-mail, or write your legislators and the moved to Jamestown where at Central Arizona College. governor and tell them that you are a graduate (or the school she taught at friend) of the U, that you feel it is extremely important to the Larry Wilson (B.S., ’52, educa- was later named the Anne future of the state to maintain a strong research university and tion) and professors David Carlsen Center for Children. W. Johnson, educational psy- to preserve the U’s state allocation. The three-fold, land-grant In 1958 she received the chology, and Roger Johnson, mission of the University—to provide teaching, research, and President’s Trophy from the curriculum and instruction, outreach—cannot be compromised by inadequate funding. While Eisenhower administration were taped Oct. 21 for the the University realizes it must share in the burden of solving the as Handicapped American of Mary Hanson Show on public budget crisis, its core mission of providing affordable, quality the Year. She retired in 1981 TV, channel 33. The episode education for the state’s citizens must be preserved. after a remarkable career as a focused on the relationship With major budget cuts come increased tuition costs, teacher, guidance counselor, between cooperative learning increasing the need for more student financial aid. Last year the and principal. in schools and team building Alumni Society started a student scholarship fund. Through Joseph Kunze (M.A., ’44) in the business sector, and on the generosity of alumni and friends, the fund has received died Nov. 1 at the age of building the next generation over $20,000. But to make the fund an endowment (where 88. Kunze was the inaugural of successful workers. the principal is maintained and scholarships funded from the principal of Mounds View interest income), the fund must reach $25,000. If you haven’t High School, serving in that 1960s yet contributed, please consider making a gift to help create an position for more than 20 Launa Ellison (B.S., ’64; M.A., endowment that will be a legacy of the CEHD Alumni Society years until his retirement ’71, elementary education) in 1976. During his tenure (see attached envelope). This spring the society will award four has been a teacher in the at Litchfield High School, Minneapolis Public Schools Calling all HRD $500 scholarships to deserving students from this fund. We’d like and adult education where he taught math, he led for 30 years. She publishes to give more as state-funded student financial aid diminishes and alums! his baseball team to a state a subscription newsletter, the need for scholarships increases. championship in 1941. He Consortium for Whole Brain If you are a graduate of our This is an urgent call for action. Create your own 15 was active in his church and Learning, that goes to educa- human resource or adult minutes of fame on behalf of the U! Take 10 minutes to contact in a school administrators’ tors all over the U.S. and education program we want your legislator and five minutes to send in a contribution to the group for retirees. five other countries. She to know where you are! Scholarship Fund. Those 15 minutes of action will help not only has published several books . 27 . & 28 Please send your name, the U, but also help the college maintain its state support of pp 1950s including Seeing with Magic address, business address, approximately $11 million, so it can continue to offer students an Gordon Dingman (M.A., ’57, art Glasses, the story of her class- and e-mail to hrdae@umn. affordable world-class education. Act now! Thank you. room work at Clara Barton education) is a well-known edu or School in Minneapolis, and R a l e ig h Ka mi n sk y, potter living in Casa Grande, call Betty Jo Johnson at Ariz. Dingman, who studied The Personal Intelligences: 612-625-1310. under master potter and Promoting Social and Emotional t os : Le o K im ; p h o Robert Koenig, Ph.D., ’73 Alumni Society president LinK 26 ***********************************************************

Learning. She are taught science in rural currently is working on a new elementary schools. book explaining her curricu- lum activities with children 1970s related to building world Dennis Dale (B.S., ’73, physi- minds. Ellison has taught cal education), University of other educators and Minnesota men’s swimming welcomes student teachers and diving coach, was select- from the college into her ed to the U.S. coaching staff classroom. for the 2003 World Games (left to right) Nancy Duguid, Lila Cashion, Elna Bellows, Peg Walters Larry Yore (B.A., ’64; Ph.D., to be held in South Korea ’73), professor at the Aug. 11–27. Dale is in Winchell Cottages crew reconnects University of Victoria, his 18th year as Gophers at Homecoming 2002 B.C., Canada, was named head coach. He guided University of Victoria Minnesota to its first Big Ten In mid-September, Raleigh Kaminsky, alumni relations director, received a call Distinguished Professor, the Championship in 70 years in from Elna Bellows (B.S., ’52) asking if the college was planning a 50th reunion highest academic honor 1996 and his teams won the gathering during Homecoming weekend. Bellows, of Edina, Minn., said she bestowed on a faculty title again in 1998, 2001, and and three former college roommates, now living in Illinois, Texas, and British member. Yore, who joined 2002. Columbia, were coming to campus Oct. 12 for the homecoming breakfast, parade, and annual Women’s Physical Education homecoming breakfast. the university’s faculty of Kenneth Dragseth (M.A., ’72; Although no formal college reunion was planned, Kaminsky did not want to education in 1970, is an Ph.D., ’80 ) was named 2003 miss an opportunity to meet these alumnae. So on a beautiful fall afternoon, the internationally recognized Minnesota Superintendent four women whose lifelong connection to one another began at the University expert in science education of the Year by the Minnesota met Kaminsky at Burton Hall to relive some of their campus memories. and a pioneer in establishing Association of School The women—Bellows, Lila Cashion (B.S., ’52), Nancy Duguid (B.S., ’52), the study of the role of Administrators. Dragseth has and Peggy Walters (B.S., ’53)—had lived together in Winchell Cottages, a language in learning science served as superintendent of student cooperative on University Avenue, and were students in the College of as a field of scholarly inquiry. Edina Public Schools since Education pursuing teaching degrees. The women reminisced about memo- He is an external evaluator 1992. Dragseth was praised rable professors such as Sunny Hansen and Guy Bond, 50-cent tickets to of a five-year U.S. National by education and community Minneapolis Symphony concerts at Northrop Auditorium, and audio-visual Science Foundation project representatives for his classes where they learned to make lantern slides. A highlight of the visit was to transform the way children outstanding leadership and touring Burton Hall and the newly renovated Walter Library where they had innovation in creating effec- spent many hours studying. Calling all HRD tive educational programs After graduation all the women began teaching careers. Bellows taught and adult education and practices. Edina was the alums! elementary school and was a counselor; Cashion was an elementary and spe- first district in the nation to cial education teacher; and Duguid was a physical education teacher. Shortly If you are a graduate of our implement later start times after graduation, Walters taught for two years at University High School on cam- human resource or adult for high school students. pus, joining Florence Miller, Lorraine Sundal, and Bill Gardner, among others, education program we want As the Minnesota honoree, who also began their U High stints that year. Dragseth is a candidate for to know where you are! The four Winchell Cottagers have kept in touch for 50 years through National Superintendent of Please send your name, Christmas cards, occasional visits, and, more recently, via e-mail. All are active the Year, to be awarded in address, business address, retirees enjoying tutoring, lifelong learning, travel, and other fun activities. February. and e-mail to hrdae@umn. Among the things they have in common are their affection for the University edu or James Holden (M.A.,’72, and their appreciation for the education they received. As Cashion wrote, “It call Betty Jo Johnson at English education) retired was a wonderful weekend and it was great to see the campus and the build- 612-625-1310. in May 2001 after 40 years ings made beautiful again. I still can’t believe it has been 50 years…but it has. as an educator. He was a When I look at our ’52 and ’02 photos, it becomes quite believable!”

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teacher at Minnetonka East Technology and Spanish Burkhart has also written a the National Association of Junior High School, Central Immersion School in the children’s book, The Hidden Elementary School Principals High School, and Northfield Robbinsdale School District Prince, published in 2002 by and the U.S. Department of High School, where he also and pursuing a doctoral Concordia Publishing House. Education. Kumagai previously coached boys’ tennis for 18 degree. served as principal of Parkway Gloria Kumagai (Ph.D., ’87), years. After a successful high Elementary School, St. Paul, principal of St. Paul’s Museum school teaching career, he and was coordinator of multi- 1980s Magnet School, a National spent four years teaching at cultural education for St. Paul Jeffrey Burkhart (Ph.D., ’88, Blue Ribbon school, was Gustavus Adolphus College Public Schools. curriculum and instruction), designated Minnesota’s 2002 and seven years at St. Olaf was recently appointed asso- National Distinguished College. He is coeditor of a ciate dean for the College Principal. Kumagai was nomi- 1990s book for high school and col- of Vocation and Ministry at nated by her fellow principals Adele Munsterman (M.Ed., ’99) lege English teachers, Inquiry Concordia University, through a statewide search was selected Fridley Teacher and the Literary Text. His son, St. Paul, where he is also a and was one of 50 elementary of Year. She will compete for Christopher Holden (M.Ed., ’01), professor of educational and middle school educators Minnesota State Teacher of is principal at the combined communications/media. selected for this honor by the Year honors. Munsterman has taught Spanish at Fridley High School for over 25 years, is the president-elect of the Minnesota Teachers of Foreign Languages Association, and is a member of the CEHD Alumni Society board of directors. She is active in numerous education associations and was selected to organize a future teachers group for the Fridley School District, a program to encourage high school students to pursue teaching as a profession.

Marion Palm (M.A., ’93, edu- cation administration) is Goldy hangs out with three Alumni College scholars—(left to right) Mara Corey (M.Ed., ’69), Carol Hjulberg (B.S., ’65), the founder of Poets Under and Susan Loye (B.S., ’70; M.Ed., ’81). Glass, established in 1987 in New York City. She also First Alumni College gets straight A’s is involved in the Music Thirty-five “students” came back to campus Nov. 2, 2002, for the college’s first-ever Alumni College day. The stu- Healing Ministry at St. Jacobi dents attended mini-lectures by faculty members, heard Dean Steven Yussen talk about the college at a luncheon Evangelical Lutheran Church at the McNamara Alumni Center, and enjoyed a tour of the renovated Walter Library. in Brooklyn which presents “Energizing,” “thought provoking,” “nostalgic,” and “friendly” were just a few of the accolades that participants programs by professional used to describe the day’s events. At the end of the afternoon, everyone enthusiastically proclaimed that the Alumni classical musicians. Palm Society should offer this again next year because it was so much fun and it was wonderful being back on campus administered the operating again. So, watch for the announcement about the 2003 Alumni College which will take place in the fall. You won’t systems at St. Jacobi Church want to miss it! during the 9/11 disaster

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so clergy could respond at Spring Ground Zero and area Recognition hospitals. Recently she was and Awards Save the date! selected as the first artist Celebration in the Brooklyn Cultural Friday, April 11, 2003 Outreach program, and will 4:30-6:30 p.m. give a reading at the Park Coffman Memorial Union Great grads — Workforce Centers. More informa- tion about the Employment Expo Slope Barnes & Noble to kick The CEHD Alumni Society great jobs can be found on www. off a monthly reading series. Board cordially invites you to its U sponsors alumni.umn.edu/expo or Spring Recognition and Awards Employment Expo 612-625-9195. 2000s Celebration. Wednesday, April 23, 2003 1-7 p.m. Jeff Paulson (Ed.D., ’02) is The awards presentation will be McNamara Alumni Center 2003 principal of Grantsburg High from 4:30 to 5:30 p.m., with hors 200 Oak Street S.E. Phi Delta Kappa School, Grantsburg, Wis. d’oeuvres following. Distinguished His dissertation, “Leadership Meet face-to-face with employers Lecture Compentency for U.S. Honorees will include student at the U of M Alumni Employment Accredited International scholarship recipients and Expo. Friday, May 2, 2003 Schools,” focused on gaining winners of the: 5-6 p.m., hors d’oeuvres Alumni, recent graduates, and 6-7 p.m., lecture information about leader- ◗ Gordon M.A. Mork seniors can view displays and 7-8 p.m., dessert reception ship and management skills Outstanding Educator Award gather information from top Twin Coffman Memorial Union from non-North American ◗ William E. Gardner Cities businesses during an infor- Tickets: $18 principals. Working with a PreK–12 Outstanding mative day designed to Carol Tomlinson, associate profes- Grantsburg student, he Educator Award “help great grads (and seniors) sor of education studies at the e-mailed an electronic ques- ◗ Larry Wilson Award find great jobs.” University of Virginia, and tionnaire to schools around ◗ Robert H. Beck Faculty Attendees are encouraged to former president of the Virginia the world, which received Teaching Award bring their resumes and business Association for the Education an 85-percent response rate. ◗ Distinguished International cards for prospective employers of the Gifted, will speak about Paulson’s academic adviser Alumni Award and door prizes. An array of career “Differentiation of Instruction was Neil Nickerson. The program will include a spe- development resources to help in for Academically Diverse cial presentation of the University Troy Stein (M.Ed., ’00) taught career planning and job searches Classrooms.” mathematics for four years of Minnesota Outstanding also will be available. The expo Invitations will be mailed at at Southview Middle School Achievement Award to Clifton is free. the end of March. Advance and recently accepted a French, first superintendent registration is requested. baseball coaching position of the Hennepin County Park “The expo aims to bring together at the University of Illinois, Reserve District, for whom French qualified candidates seeking Information will also be posted on Chicago. In addition he Regional Park is named. He good jobs with key employers www.education.umn.edu/alum received both his undergraduate seeking good applicants,” says serves as the Web master Cosponsored by Phi Delta Kappa, (’48) and master’s (’49) degrees Libby Hupf-Tate, UMAA outreach in the university’s Office of U of M Chapter, CEHD Alumni in recreational leadership program director. Admissions and Records. Society, CEHD dean’s office. from the college. The expo is sponsored by the

Let us know what For further information, University of Minnesota Alumni

you’re up to! please contact Betty Jo Johnson, Association, College of Continuing Write or e-mail 612-625-1310, or Education, Career Development

Raleigh Kaminsky, [email protected]. Network, and Minnesota alumni relations director

105 Burton Hall 178 Pillsbury Drive S.E. Minneapolis, MN 55455 [email protected] WinTeR 2003 29 from the development director… Alumni profile: Rosalind Horowitz

valued study, learning, and books. I was classrooms, nor was there an appreciation raised with the belief that America offered for what the immigrants brought with them tremendous opportunities and I should go in wisdom and experience. The world has after them. I asked my mom, ‘Do you think changed dramatically since the 1920s.” I’ll ever be a professor?’ My mom said, ‘Of Horowitz is the editor of a book now course! In America the world is open to in press, Talking Text: Knowing the World Linking lan- you.’ I’d like to note my mother’s name, Through Instructional Discourse. She also guage and learning Fannie Hartman Horowitz, because she was produced the book, Comprehending Oral On the surface it might seem that the very dear to me as an inspiration.” and Written Language, with Samuels, daughter of Russian Jewish immigrants Horowitz credits the college and the which has been used in doctoral classes from St. Paul would have little in University in helping her to realize her internationally. common with Hispanic college students academic dreams—through scholarships, Horowitz accepted a position at in the heart of Texas, but Rosalind jobs, and above all, the faculty. UTSA upon completion of her Ph.D. and Horowitz (B.S., ’68, English; M.A., ’73, “The University is an extraordinary has been a leader at that school ever since. English; Ph.D., ’82, reading education) school,” Horowitz says. “It is its faculty. It’s a “She has helped to position UTSA as a can easily correct that assumption. big place but I always received one-on-one top-tier research school and as a premier For this nationally recognized attention and mentoring. I was fortunate Hispanic Serving Institution (HIS) professor of literacy at the University of to have been astutely guided by Gene through dissemination of her research, Texas, San Antonio (UTSA), and 2002 Piché (professor emeritus), my adviser for international projects, and lectures on text winner of the college’s Gordon M.A. three degrees. Jay Samuels (professor of processing which are famous,” Romo says. Mork Outstanding Educator Award, the educational psychology) was also a mentor Samuels says Horowitz “has truly commonalities between her experiences to me. ” devoted her life to the low-income and those of the first- and second- Horowitz’ research and teaching is schools and literacy education of Hispanic generation Hispanic students in her classes in literacy, examining the relationships students.” are clear. between inside- and outside-school Romo agrees. “Her service to teacher “It’s an interesting turn of fate,” says oral and written language. “It is the education and in the local school districts Ricardo Romo, UTSA president, “that most important thing we can do to help and communities of south Texas has been Dr. Horowitz assumed a position in San children—teach them to read—and talk exceptional,” he says. Antonio to work with students who, like about what they have read,” she says. “This In 1985 Horowitz was one of five her, are first-generation, bilingual college allows them to develop their minds and people internationally to win a Spencer students.” survive the difficulties that life brings. It Fellowship awarded by the National For Horowitz, perhaps, it isn’t really leads them to give back to the world.” Academy of Education. Her research also fate. “Because of my background, I have Her study of talk and texts is especially has been recognized with awards from the a strong commitment to building urban useful in classrooms with learners of National Council of Teachers of English, schools that will creatively serve first- different cultural backgrounds and goals the International Reading Association, generation Americans.” for cultural-social membership. “We and the New York Academy of Sciences, Campaign Minnesota update Horowitz says her parents, although have reached a time where there is a Linguistics Division. In 1998 she was College of Education and Human Development poor and lacking in formal education— new confidence about the potential of selected by the University of Iowa as a as of December 31, 2002: her mother had the equivalent of a fourth- classroom talk as a means of improving visiting scholar to Russia and the Ukraine Campaign goal: $19,000,000 grade education, her father, seventh learning and memory,” she says. “In my where she investigated the linguistic and H e lg so n Raised to date: $ 17,471,827 grade—“had great wisdom and a great mother’s world, on the west side of St. Paul, cultural world of her parents. Left to go: $ 1, 528,173 t o : Gre g commitment to education. My parents there was little opportunity for talking in —Peggy J. Rader p h o

LinK 30 from the development director…

Are you prepared to die? New gifts to the college One of my husband’s favorite movies is The Princess Bride. In it, one of Grace Andrews (B.S., ’36) has made a gift of $10,000 the characters repeats again and again, “Prepare to die!” to support the Grace I. Andrews Endowment for Award- In the movie, no one does, in fact, die, but it does raise a question Winning Children’s Literature. Alpha Gustafson (B.S., ’45) has made a gift commitment for real life. How many of us are prepared for the eventuality of our of $50,000 through her estate to establish the Alpha death? In a 2000 survey by the National Committee on Planned Marie Gustafson Endowed Scholarship Fund. Giving, only 42 percent of households in this country had a will Elizabeth Koenig (B.S., ’50; M.A., ’60) has made a gift of in place. Of those 42 percent, only about eight percent included a $5,000 to create the Elizabeth V. Koenig Scholarship Fund. charitable bequest in their estate planning. Robert (M.A., ’65; Ph.D., ’73) and Pauline Koenig have While you, like many, may be feeling the effects of the economy made a gift of $5,000 to support the College of Education and Human Development Alumni Society Scholarship Fund. on your cash flow, retirement assets, or stock portfolio, you can still Thora Rose (B.S., ’48; M.A., ’57) has made a testamen- make a significant difference in the future of this great University by tary bequest of $300,000 to support student scholarships. including the college in your will. It is simple, revocable, and by doing Martha Thurlow (M.A., ’71; Ph.D., ’93) has made a so, you will leave an important legacy. pledge of $5,000 designated for the Fund for Excellence in Now, more than ever, private support is critical to the Education to support student scholarships. University’s—and the college’s—ability to provide that important The Warren F. Weck Jr. Charitable Trust has made a gift of $5,000 to support the Mary McEvoy Fund in edge of excellence. The state deficit will continue to affect our ability Educational Psychology. to keep tuition costs down and our level of teaching and research high. Private support is even more important in these challenging times. The college has received proceeds from the If you would like a free brochure on planning your will, or following estates: additional information on bequests and other planned gifts, please ◗ $29,578 from the estate of Katherine Miles Durst Estate contact development director Lynn Slifer at 612-625-5511. (B.A., ’25) to be added to the Katherine Miles Durst Fund for the Institute of Child Development. The following is standard language you can provide to your lawyer if you wish ◗ $51,070 from the Marguerite Henry Family Trust to be to make a bequest to the college: added to the Sidney and Marguerite Henry Endowment. “I give, devise and bequeath to the University of Minnesota Foundation, Minneapolis, Minnesota The Women’s Philanthropic Leadership Circle has 55455, (percentage of residue, sum or description of received gifts and pledges totaling $61,000. The College of Education and Human Development thanks the following property), the principal and income of which shall be individuals for their membership in the Circle: distributed by the Board of Trustees to the College of Education and Human Development for the purpose of (fill in purpose).” Elizabeth Bennett Janet Heidinger C. Cryss Brunner Andrea Hjelm Margaret Sughrue Carlson Deborah Hopp Marcia Carthaus Beverly Post Johnson Campaign Minnesota update Wendy Dayton Melissa Krull College of Education and Human Development Deborah Dillon-O’Brien Nancy Lindahl as of December 31, 2002: Mona Dougherty Betty Ruth Raygor Mary Endorf Eleni Roulis Campaign goal: $19,000,000 Barbara Gabbert Robert Schmitt Raised to date: $ 17,471,827 Lee Galda Barbara Tuckner Left to go: $ 1, 528,173 Susan Hagstrum Mary Ursu Ruth Hansen

WinTeR 2003 31 Nonprofit Organization U.S. Postage PAID Minneapolis, MN Permit No. 155 104 Burton Hall • 178 Pillsbury Drive S.E. Minneapolis, MN 55455

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2003 Summer Term May Session Summer Session May 27–June 13 June 15–August 22