envisionImagining possibilities | Creating the future | University of College of Education | Winter 2007

Building on a Foundation of Excellence

winter 2007  envision Winter 2007

Editor/Writer Cheryl Dudley

Creative Director Julene Ewert

Photographs As Credited 8 Table of Contents 1 Dean’s Message

Cover Story College of Education 10 Building on a Foundation of Excellence P.O. Box 443080 Partnering with Local Schools Moscow, ID 83844-3080 [email protected] Features To sign up for the monthly college of education e-newsletter, 2 Sandpoint: Home Grown School Leaders e-mail: [email protected] 6 Not Your Everyday Adviser or visit www.coe.ed.uidaho.edu and click on newsletter. 8 Teachers Teaching Teachers

The is an equal opportunity/ 14 HPERD Creates a New Model affirmative action employer and educational institution. ©2007, University of Idaho. Envision magazine is published by the College of Education for alumni and friends. Published once a year, the magazine 18 College news is free to alumni and friends of the University. Send address changes to: PO Box 443080, Moscow, ID 83844-3080. Send information, Class Notes and correspondence regarding alumni activities to: Cheryl Dudley, College of Education, University of Idaho, PO Box 443080, Moscow, ID 19 College of Education Units and Centers 83844-3080. 208-885-0119, E-mail: [email protected], http://coe.ed.uidaho.edu/ 20 Class Notes, In Memory, Donations Letter Policy We welcome letters to the editor. Correspondence should include the writer’s full name, address and daytime On the Cover: phone number. We reserve the right to edit letters for purposes of clarity or space. Hunter Thomas attends Riverside Elementary in Boise. Photo by Jason Abbott.  envision From the Dean

elcome to the inaugural issue of the University of Idaho College of Education’s Envision magazine. The College of Education has a long Wand rich history, and the accomplishments of its alumni provide strong evidence that the college has been extremely successful in preparing its students for their professional and personal lives. As we look to a very exciting future, we also reflect upon this proud and powerful past that provides us with a firm foundation.

Since my arrival last July, I have continued to be impressed with the hard work being done by our students, our faculty and our staff. Although the college has suffered budget and staff cuts over the past few years, it is clear we are back on track. We are in the process of right-sizing—not by cutting programs, but by growing into the future as a learning community. This past year, the college hired eight new tenure- track faculty members. This year, we are searching to fill 10 tenure-track faculty lines, two department chairs and an associate dean. Next year, we anticipate hiring three or more additional faculty. These hires are injecting renewed energy into the college that allows us to spread the workload among a more talented faculty and staff. Our ability to produce this magazine is the result of hiring a newswriter/editor and is evidence of our investment in the future of the college.

When I interviewed for this job, I often asked how students, faculty and staff felt about the college and the University. The most consistent answer was embodied in the word, “hopeful.” It was with the understanding that we would be a hopeful learning community that I left my job as dean at the University of Montana to become dean at the University of Idaho. As I mentioned in my interview, we should work to become the best land-grant College of Education in the western United States. We are starting down that road with high-quality faculty and staff, high-quality students and high-quality alumni and friends. I look forward to you joining us on that journey as we build upon our powerful foundation and envision the critical role the college will play in serving our many students and our diverse society.

Best regards

Paul Rowland, Dean

winter 2007  Sandpoint Home Grown School Leaders

The Place Through an he town of Sandpoint is nestled along the shores of innovative cohort TLake Pend Oreille in northern Idaho’s panhandle, program, the close to the Selkirk Mountains and 60 miles south of the Canadian border. The pristine lake—43 miles long and University of Idaho 1,158 feet deep in places—and the close-by Schweitzer delivers education to Ski Mountain, ranks Sandpoint as a premier tourist the outfield. destination. With a population of a little more than 8,000, and a median age of 35.5, the town initially seems to offer an average small town lifestyle. Photo by Janet Sheehan

 envision But Sandpoint is far from ordinary. The high Outlook as continuing credits,” said one Sandpoint influx of tourists coupled with the town’s remote teacher. “A lot of universities offer classes that don’t location creates some interesting problems when it require you to think. It turns your brain to mush after a comes to attracting educated employees to the area. while.” This is particularly problematic in the school district. While teachers wanted quality education, they With a high school of more than 1,200 students, didn’t have the time to travel the distance between buildings in need of renovation, and half of the school Sandpoint and Coeur d’Alene or Moscow to get it. administrators nearing the age of retirement, the Lake Pend Oreille School District knew it needed to explore innovative ways to solve their problems. The program About this same time, Educating from within seemed to be a plausible Assistant Principal Penny Tenuto was working answer. Why not educate their own teachers, who towards her doctoral degree through the University were already settled in the area, were familiar with the of Idaho Boise Center. She was studying professional unique culture of the town, and had already established development schools as part of her doctoral themselves as part of the community? Teachers could dissertation. overcome their isolation by becoming part of a group, “I recall my University of Idaho professors telling interacting with one another at a higher level, and me that in order to bring about change, you want to working together towards a common goal of filling provide professional development to build capacity,” leadership positions within the county. Penny said. Although some teachers had gone the route of She wanted to come up with a unique way to getting a master’s degree by driving to Coeur d’Alene provide that opportunity at her school. She and the former principal of the school approached Superintendent Mark Berryhill with the idea of providing their own school-centered professional development at Sandpoint High School. Sandpoint “Mark was really interested in bringing college courses to Sandpoint. He started approaching different colleges and telling them what our needs were,” Penny said. The need was apparent: as an isolated town, nearly 50 miles from the nearest college campus, teachers found it difficult to get quality professional development courses that would lead to a graduate degree. What would be involved in delivering those courses to Sandpoint? Teachers attend University of Idaho classes one to two nights per week in the Sandpoint With proposals from colleges in high school library. hand, Mark called a teacher’s meeting for those interested in a cohort program. at least two nights a week—most agreed that it’s a “We chose the University of Idaho because it agreed time commitment they cannot make. After a long day to deliver the education to us face-to-face. That was of teaching and caring for families, the majority of valuable,” said one member of the first newly formed teachers are already stretched too thin to work towards Sandpoint cohort. a graduate degree. On the other hand, the online classes “And because we wanted to be Vandals,” chimed that are offered to help them achieve their continuing the group. education credits are frustrating for some, and do not With their proposal accepted, the University of always count towards a graduate degree. Idaho began to plan their program. Two new professors “I’ve taken Tai Chi and how to use Microsoft

winter 2007  Professor Penny Tenuto teaches the Sandpoint cohort each Wednesday.

were hired in Coeur d’Alene to head up the program: classes. Next semester Don Wattam will be teaching a Professors Kathy Canfield-Davis and Don Wattam. class. Penny will teach a class in the spring semester as Don was hired from Montana last July as assistant well. Professor in Educational Leadership with his primary “I’m never going to get it cheaper or easier,” said responsibility to work with Kathy, a local experienced one cohort member. professor, on assembling the cohort. The team worked Teachers decide when and where classes will be together to design a graduate degree program that taught. “This is your program. You can pick how to would meet the needs of the Lake Pend Oreille School design the schedule,” Kathy Canfield-Davis told the District. group. The Sandpoint cohort offers two tracks: a master For the first semester, the group decided on of education degree in educational leadership that leads classes two evenings per week, but other options will to principal certification, and a master of education be explored for future coursework. Whatever the degree in curriculum and instruction that prepares the schedule, the time commitment is still a huge sacrifice candidate for school and district leadership, but does for teachers, but one that they passionately adhere to not include principal certification. If a candidate already because of the valuable outcome for themselves, their holds a master’s degree, either program can be tailored school districts and their students. as an educational specialist degree. Each candidate’s study plan may be revised by their advising professor to The people accommodate specific needs. The response in Bonner County was astounding. The program entails two courses per semester. The Nearly 40 teachers with diverse demographics from Lake Pend Oreille School District pays for up to seven Sandpoint and the surrounding area signed up for credits per candidate per fiscal year—a huge financial the cohort. Most came for the educational leadership incentive for cohort members. Classes are taught by degree while some signed on for the curriculum and University of Idaho faculty and affiliate faculty from instruction degree, or for administrator certification. local school districts. This semester Professors Penny And, although the group is diverse, they all conceded Tenuto and Kathy Canfield-Davis are teaching the that convenience was the major factor in their decision

 envision to join. “I’m busy almost every single day after school, but I’ve been wanting to do this for 12 years,” said one cohort member. “I was going to start a master’s program 10 years ago, but I didn’t want to drive two nights a week,” said another. Beth Wills, a retired California teacher who has now moved to Sandpoint, is part of the cohort. She joined because she wanted to continue to stimulate her mind, and because her grandchildren are in the school. Her experience is highly valuable to the group. As a matter of fact, it’s the collaboration and face- to-face discussion that energizes this now close-knit group. As opposed to taking online courses, which is Don Wattam was recently hired as assistant professor in one route for earning a master’s degree, these teachers educational leadership in Coeur d’Alene. want and need the sharing of ideas and bonding that happens in a group that is focused on a common goal. each other. Five years down the road, I may remember Perhaps this need is accentuated by the remote location so-and-so said this or that, and utilize their idea.” of Sandpoint and the inaccessibility to research libraries There is no doubt that interaction improves the and interaction with higher academia, as Penny points educational process and everyone develops a richer out. understanding because of it. It also provides an “I felt isolated up here, doing my doctoral research. opportunity to relax and talk at a higher level with one There was no research library so I used the University another. of Idaho distance library to access electronic journals— When asked what teachers plan to do with their but I still felt isolated. There was only one other person new credentials, most agreed that what they’ve already in the area at the time getting a Ph.D.; however, I did learned and taken back into the classroom has been feel a tremendous amount of support from my UI beneficial. New opportunities and more options for the professors at the Boise Center.” future also are important. The Lake Pend Oreille “It’s a ticket to use, if I School District may not have want it,” the group assented. completely realized the value “There’s always somebody who But part of the motivating factor for the school district of the collaboration when has a skill or a talent that you may be they planned the program, was that when it comes but it seems to be a driving able to tap into. We learn from each time to hire new school force that keeps the group other. Five years down the road, I may administrators, it won’t have committed. to search the U.S. for them. “I leave feeling energized. remember so-and-so said this or that, “It will be wonderful for If I were studying online, it and utilize their idea.” our district to have such a pool of candidates to choose would be draining. You don’t — Ann Dickinson, Elementary learn the same,” said Valerie from,” said Penny. “But these Thompson of Boulder Creek teachers can use their new Academy. “It was vital for me knowledge in many ways. to collaborate with other people.” Online courses serve Even if they never use their administrative certificate, their purpose if you don’t mind working alone, but it’s they become better teachers.” wonderful to have other teachers to work with,” she The College of Education delivers graduate said. education to professionals throughout Idaho using a Many of the teachers in the cohort already knew variety of distance and face-to-face delivery models. In each other. But meeting teachers outside of the Sandpoint, the opportunity to be part of a supportive Sandpoint area has proven beneficial as well. cohort allows teachers to be energized, collaborative “There’s always somebody who has a skill or a learners while earning credentials that will serve them, talent that you may be able to tap into,” said Ann their school district and the children of Idaho. e Dickinson of Washington Elementary. “We learn from

winter 2007  Tom Fairchild meets with Kelsey Frei, a graduate student in counseling psychology. Not Your EverydayAdviser

rofessor Thomas Fairchild believes his no. 1 continually cultivate. purpose at the University of Idaho is to support “The expectation is that quality advisers are Pand empower students. Because of that belief, constantly trying to improve their skills,” Tom says. coupled with a passion for quality advising, he has There are always university, regional, and national level developed a systematic approach to advising that training symposiums available to enhance advising skills, includes a commitment to his students as well as but in 2000, he decided to take his convictions about feedback that allows him to assess how he is doing. advising a step further by developing what he titled In addition to the reward he reaps by giving positive his “Students First! Policy,” an advising and mentoring time and energy to his students and watching them statement that he hands out to each of his advisees at succeed, Tom, professor and coordinator of the School the beginning of the semester. The statement includes Psychology Program, also received the prestigious a vision statement, goals, strategies for accomplishing University of Idaho Outstanding Academic Advising the goals, and a survey that gives students the chance to Award in 2006. grade him on his advising at the end of the semester. While anyone can nominate a professor for the The five goals on his newest advising and mentoring award, Tom’s nominator was one of his students. policy, now called “Responsive Advising” are: “This meant a great deal to me,” he said, which • be accessible and available; is not surprising given the high level of commitment • be timely in responding to all requests; he provides his students. “Quality relationships • be approachable and respectful; with students are instrumental in assuring that our • develop quality relationships; and University attracts the best, educates the best and • provide quality assistance. graduates the best,” he said. A second page of the policy states the strategies Advising is a skill that faculty members should

 envision used to accomplish the five goals. The policy is advising and mentoring policy and years of student posted on his office door—a statement in itself of his survey results. commitment to putting students first and to adhering to Cathi Bradley, the student who nominated Tom for what the policy states. the award, is now the school psychologist for Vallivue Professor Fairchild’s focus on meaningful advising Middle School in Caldwell, and also is a contracting was not born out of abundant time. This semester, he school psychologist in the Bruneau-Grand View School has 90 advisees in Moscow, Boise and Coeur d’Alene. To District. She says, “I nominated Tom for the award keep in touch with all of them, he sends out a monthly because he went out of his way to help me throughout newsletter, which takes care of business matters such as my education, more than I could have ever expected. job and scholarship opportunities. There was never a time that I didn’t get a response back “By taking care of business matters via a newsletter, from him within the day. He was a key player in my my time spent with advisees can be used to talk about education. He taught me how to set up my program, more meaningful things, like helping them think about when to take specific classes, and how to best prepare

Tom Fairchild’s extraordinary methods of mentoring and advising have placed him in a league of his own.

strategies to accomplish their future goals,” he said. myself for my practicum experiences. Throughout the Furthermore, Tom has developed a document that lists school year he sent us notices on scholarships, deadlines all the available scholarships—something all students and what was expected of us. Because of this, I received need to know. This simplifies the search process for a scholarship my second year of the program. I always students and reduces anxiety about financial matters. left appointments with Tom with specific goals and As a result of these efforts, many of his advisees receive ideas. I always knew how he felt about my quality of financial support. work, which allowed me to act with confidence in the Not only does Tom make himself accessible to field.” students, he is committed to treating each one with Not only is Professor Fairchild actively involved in respect and courtesy. He listens attentively with his students’ lives, his mentoring doesn’t end once they genuine concern, ignores phone calls during meetings, graduate. Cathi has contacted him several times this responds to voice and e-mail messages within 24 hours, year with questions. Adviser and welcomes informal office visits. Students value “He still responds quickly,” she says, adding that he these attributes in an adviser. cares as much about her success now as when she was Quality advising can be instrumental in attracting his student. students to the University. Tom says he’s had many memorable moments “There is currently a third year student in the at the University of Idaho, but some stand out above program that applied here because her father was others. one of my advisees,” Tom said. “She moved from the “One of the most memorable advising moments Midwest to attend Idaho because her dad wanted her was when Janelle Bettis Wise, a former graduate to have me as an adviser. He felt strongly enough about student, sent me a $1,000 check in the mail, expressing the quality of support he had received while here her appreciation for the quality of advising she had that he was willing to pay out-of-state tuition for his received during her three years of graduate study,” he daughter to attend.” shares. “She said that I could spend the money any Professor Fairchild has been at the University of way that I wished, so I deposited it into a counseling Idaho for 34 years. The advising award he received scholarship fund and created four $250 Janelle Bettis in 2006 is an accolade he is most proud of, since it Wise scholarships.” represents the accomplishment of his most meaningful Tom is planning to present his advising and ambition. Nomination, however, is only the first step mentoring policy this spring at the National Academic in qualifying for the award. Each nominee provides the Advising Association Regional Conference in Boise, award committee documentation of their success as an and will continue to try to improve his advising and adviser, based on such things as knowledge of university mentoring skills. policies and procedures and the university as a whole, “I strive to be a responsible, responsive adviser who knowledge about scholarships, accessibility to students enriches students’ University experience,” Tom says. and how the nominee helps students think about future No one could argue that he’s been anything other goals. It was helpful for Tom to include his self-designed than a success.e

winter 2007  Teachers Teaching Teachers

at Sturko is studying teacher-learning groups standard professional development workshop is the for her doctoral dissertation in the Department collaboration that takes place between teachers in the Pof Adult, Career and Technology Education. As integration course. By building the framework in which part of this research, she is helping implement a five- teachers learn from each other, the chance of on-going year Idaho State Division of Professional-Technical teamwork, experimentation and learning increases, Education grant she calls the integration grant. The ultimately improving teaching quality. program developed by the grant focuses specifically on Many teachers don’t integrate information from a teaching academic standards where they intersect with professional development workshop into their practice professional-technical curriculum. because the workshop may not address their specific The University of Idaho worked with the State learning goals. Adult learners have special needs, Division of Professional-Technical Education and Idaho particularly the need to know how they can put new State University to establish an Integration Academy knowledge immediately to use. They often approach in the fall of 2005 and carry out the goals of the grant learning through a problem-solving perspective based project. The initial purpose of the academy was to on challenges they face in work or life and are usually recruit a cohort of master teachers as special affiliate self-directed in their learning efforts, which is very faculty who would provide professional development different from the way children learn. for teachers. Once this cohort of master teachers was The integration course, where teachers teach trained, they began to deliver professional development other teachers, is designed to create a professional courses throughout the state to help professional learning community that provides opportunities technical teachers reinforce core academic skills into for collaboration and on-the-job learning within a their curriculum. The goal of the Integration Academy climate that supports professional growth. Professional is to train one-half of Idaho’s professional-technical learning communities provide powerful methods educators on how to integrate their curriculum by for improvement via opportunities for on-going 2010. experimentation, continual learning and shared “There are many characteristics that I really value reflection among teachers. and appreciate about the Integration Academy,” says “This class opened my eyes to some of the Jim Gregson, chair of ACTE. “It exemplifies what alternate possibilities of partnering with professional I believe professors should be doing, and provides technical teachers,” said one academic teacher who took opportunities for higher education and public education the integration course last spring. “We fortunately had to partner on important educational reforms in Idaho about half academic and half professional technical public schools.” teachers in the class. We could ask questions and get The integration course that Pat oversees is taught ideas from one another about teaching strategies for at Lewiston High School, and is made up of six different situations.” teacher-students from both academic and professional- Research has shown that teachers will make technical fields. The course is designed and taught by permanent changes in pedagogy after seeing that it master teachers, making it viable and applicable to makes a difference in student learning. Meaningful teachers. Lewiston High School marketing education student assessment takes time, but teaches are teacher Lasinnda Mathewson is teaching the course this encouraged with what they see happening as a result of semester. the integration course. “I was pleased to be part of the development of the “Through the class, I questioned my current curriculum for the Integration Academy, and to be an teaching techniques and how they could be improved instructor,” said Lasinnda. “The teachers at Lewiston or modified to help students prepare for their future,” High School have gained through awareness and explained another teacher. techniques, but ultimately our students benefit from As part of her doctoral research, Pat is researching the integration of reading, language and math into other the on-going effects of teacher learning groups by content areas. Idaho has proven itself a leader in PTE forming a teacher study group that will continue education.” throughout the year, beyond the one-semester One of the most important differences between integration course. She hopes to make some the integration course taught in Lewiston and a comparisons between teacher learning and collaboration

 envision Professional learning communities increase teaching quality and improve student achievement.

Pat Sturko is conducting her dissertation research on teacher study groups, designed to help teachers integrate basic skills into their PTE classroom. in the short-term integration group and her longer-term group doesn’t necessarily make a learning community study group. because special relationships take time to develop. A The study group meets about every two weeks and teacher study group provides the context for a learning discusses issues related to the classroom. Right now, community to evolve. they’re discussing how to improve basic math skills Better preparing students for their future is the and student motivation. The study group provides a bottom line when it comes to teaching. As the ACTE safe place for teachers to talk and take risks. They share department and Pat Sturko explore and implement teaching strategies, reflect on ideas and support one ways to improve professional development for teachers, another. they know that building partnerships and collaboration “The research on professional development for within communities of teachers will ensure on-going teachers suggests that professional development should teacher improvement and higher student be ongoing within the school context,” Pat says. A achievement. e

winter 2007  10 envision The College of Education Partners with Local Schools

f you give a group of four first-graders 20 jellybeans the number of jellybeans in the group and the number and ask them to divide the candy evenly among of children in the group. Because there were four Ithemselves, how many jellybeans will each person students, they just assumed that each child would get get? Surprisingly, many first graders will automatically four jellybeans, no matter how many jellybeans there parcel out four jellybeans to each person, leaving four were. left over. By drawing pictures of the division This is a phenomenon that Anne process using their own ideas, the first Adams, who is in the process of gathering Anne Adams and graders eventually realized there were data for a Department of Education Jerine Pegg are four jellybeans left over after distributing Mathematics Science Partnership grant, taking new ideas four to each person in the group. They realized after taking her teaching ideas to quickly solved the problem by drawing local classrooms in Moscow. By working about teaching in one more jellybean for each group with elementary school students using and learning into member. visual math concepts and verbalizing The process of figuring out individual mathematical processes, elementary local classrooms. methods for solving the problem gave teachers that Anne works with have seen these students a deeper understanding major improvement in students’ math of mathematical concepts. Children scores. who learn this way outperform others on many The Mathematics Science Partnership grants types of math tasks, and perform at promote partnerships between colleges of education, least as well on traditional tests university math or science departments and school of computation. Talking districts, to improve math and science education in and drawing helps them classrooms. The three-year grant Anne is executing understand the process began two and a half years ago, and the data-gathering and reinforces it in process is nearly complete. their minds. “We’re trying to move children beyond the “When children idea that math is just a procedure,” Anne says. “Most started explaining children don’t fully learn math beyond memorizing the their procedures methods.” Anne encourages teachers to discuss with and why they did their students what they understand about math and things the way how they process math concepts. “We started talking they did—by the to teachers about children learning and figuring things teachers asking out on their own instead of always being shown a different types procedure. At first, the teachers were skeptical, but of questions—the when they noticed their students’ enthusiasm for the students began thinking math they were learning, they became excited. When about math differently. The they saw the improved ISAT scores in the spring, they teachers started allowing the became really excited,” Anne said. children to find their own ways of The students have been working on different ways solving problems,” Anne said. to visually represent their thinking processes, which has If students can divide with pictures, and with been particularly interesting in groups of first graders numbers, and with objects, and talk about the meaning who are learning division. Teachers separated their of division as taking a group of objects and divvying classes into groups of four, and gave each group 20 them up into equal sized groups—they will have a jellybeans to divide up evenly among the group. Most of pretty rich understanding of the meaning of division. the groups did not understand the difference between On the other hand, if someone says “Here is the

Photo by Jason Abbott winter 2007 11 Photo by Jason Abbott

routine, now memorize it,” some students can do that. They can follow instructions, and get better at it the more they practice. But they won’t really have a full “Middle school children learn understanding of what they’re doing. the same way. As a matter “Traditional math appeals to one type of learner: of fact, everyone needs to be those who know how to take instructions, and have a good memory. We should have appealed able to visualize processes to to other types of learners all along, but now acquire a full understanding of that we know, we’re working hard to change tradition. Yet, parents will still wonder where it. We might think it’s just for the 50 practice questions are,” Anne says. children—but it isn’t.” Research shows we learn best when we —Anne Adams interact with the material. Whether that means dividing up jellybeans or drawing a graph, it’s all about personally interacting with the process, verbalizing the process, and integrating what we already understand

12 envision with the process. When this happens with math, our recently adopted a understanding moves from memorized procedure new kit-based science curriculum. The curriculum to a much deeper and broader understanding of uses materials developed by FOSS at Lawrence Hall mathematical concepts. And that spells success. of Science, a public science museum and research When this MSP grant is complete, Anne plans center at the University of California, Berkeley. FOSS to collaborate with Jonathan Brendefur in Boise for developed the science program at LHS with support another three-year MSP grant continuing along the from the National Science Foundation. The curriculum same lines of research. Since MSP grants are intended is published by Delta Education. The hands-on program for schools that are at-risk, she plans to expand her is exciting and interactive, and helps students see and research to other schools outside the Moscow area, experience firsthand results of scientific experiments. including some middle schools. Jerine would like to help teachers implement the “Middle school children learn the same way,” Anne curriculum by offering workshops that will teach new said. “As a matter of fact, everyone needs to be able to strategies and provide a number of different support visualize processes to acquire a full understanding of it. systems, including classroom visits and a project Web We might think it’s just for children—but it isn’t.” site, for using the curriculum. All teachers who use the kits are eligible to apply for the program, but there Idaho Hands-On Elementary is only room for 20 participants. Applicants will be selected on a first-come basis. Science Project “Our goal is to support teachers in executing the Jerine Pegg has been busy completing another program,” says Jerine. “We also want to improve student science-based MSP grant application since coming achievement in science. We want to know how students to the University of Idaho a few months ago. The are making sense of the curriculum, so one thing we do application is nearly complete, and she is moving ahead is encourage the use of science notebooks, which also with plans to implement the project in the Moscow helps students build their vocabulary and literacy skills, elementary schools by assisting elementary science and helps them process what they’re learning,” she says. teachers with science instruction. Jerine calls the There’s no doubt that learning science hands- program “Idaho Hands-On Elementary Science Project.” on deepens understanding and enriches the learning “We’re really excited to work with Jerine,” said process. The excitement of using Moscow’s new Moscow School District Curriculum Director Cynthia curriculum is just beginning, and the University of Bechniski. “She is precise in what she says, she grasps Idaho College of Education, guided by Professor Jerine what educators need to have, she listens well, and she’s Pegg, will be there to help it happen. e articulate. We need someone who really understands what teachers deal with.”

Our goal is to support teachers in executing the program.

winter 2007 13 The Department of Health, Physical Education, Recreation and Dance Creates a New Model for Dealing With Health Issues HPERD is on the verge of many exciting changes, pointing them toward finding answers to the nation’s obesity problem.

t can be difficult to establish a common paradigm of our programs, such as muscle and bone structures, as within a set group of individuals, but that’s exactly well as the socio-cultural base that we serve. Basically, Iwhat the Health, Physical our department is positioned to look at the Education, Recreation and person as a whole with the goal of helping Dance Department has “The bottom line is combat the growing national obesity issue.” been working on this past that we want to make a The U.S. has the highest prevalency of year. Under the direction of obesity among developed nations. Some of Department Chair Kathy difference. I’m passionate the most recent studies show that more than Browder, HPERD faculty have about the direction our 17 percent of children and 32 percent of been taking a hard look at department is heading.” adults are overweight. Obesity is a complex who they are as a department problem centered on lifestyle, environment and how they can work —Kathy Browder, Chair and genes. Most overweight children grow together towards a common up to be overweight adults, and many purpose centered on their overweight adults are at risk for a number of theme of promoting active, healthy lifestyles. serious diseases. “Obviously, what Americans have been Kathy is excited about the direction the doing for the past 30 years hasn’t worked,” says Kathy. department is headed and the faculty members’ “We want to stop the epidemic.” renewed dedication for communication and teamwork. With this global mission as momentum, the To move from an individualistic approach to a more HPERD department is beginning to equip itself with global, holistic approach takes a shift in thought—and the necessary tools to accomplish this ponderous task, that has to be the first step in any major change within and has established three major action items for the an institution. While this concept is abstract, it is coming months: absolutely essential in order to effect positive change. • Curriculum revision; “A lot is happening in these initial stages,” Kathy • Lab renovation; and says. “Although we’ve spent many hours talking, we’ve • Hiring two new faculty members. also established some positive, concrete steps to take in The new core curriculum has been designed and is the next year.” in the approval process. It will serve to merge students Looking at how the department works together from all programs, including athletic training, dance, through a different lens: one that is broader, more far- physical education teaching, recreation, school and reaching with national goals that begin right here in community health education, and sport science, to Idaho’s back yard, has supplied the impetus and synergy collaborate and interact within the contexts of their to move ahead with the concrete goals Kathy hopes to common goals of increasing movement and improving accomplish. “We believe we have a real advantage in the nation’s health. that all our programs are about movement and being Faculty member Chris Eisenbarth helped examine active,” she says. “But we also value the physical aspect and refine curricular offerings in the health and sport

14 envision Above: Matt Silvers tests HPERD’s new Balance Master machine; top right: Foot sensors test the balance abilities of individuals. bottom: Bob Matson trains HPERD faculty to use the Balance Master. science programs. “I believe the curricular changes and scholarship within the department and is vital to made, coupled with the newly refined department the newly established goals. mission focusing on physically-active lifestyles, will Third on the list of HPERD goals is to hire two assist us in attracting qualified students, faculty, external additional faculty who can help facilitate and support funding, and help to advance the University mission,” the new core curriculum. he said. “Many changes have been made within the The second item on the list of important changes is department,” said Professor Eisenbarth. “Including a to renovate the human performance studies laboratory. new mission and new goals—but possibly the greatest This will include expanding the lab and purchasing benefit of the considerable planning time spent is the new equipment. While this phase of change is still in increased collegiality and collaboration among faculty.” the process, the funds are available and the hopes are to With this cohesive foundation as solid groundwork to have the renovations completed next year in time for build from, the HPERD is bound to answer some of the the University’s Homecoming. difficult questions facing our nation’s health. The new equipment includes a metabolic cart, a “The bottom line is that we want to make a vibration platform, a system to measure posture and difference,” says Kathy. “I’m passionate about the balance, an EMG system, and a motion analysis system. direction our department is heading.” e The laboratory will be used by all programs within the department, but also may be used by other departments as well. The planned renovations will improve research

winter 2007 15 college news

From left: Rex Cosgrove, State Farm Insurance, Idaho State Representative Shirley Ringo, Lisa Steckel, David Knapp, Louise Marone, Alex Church, Deanne Shillington, Idaho Senator Gary Schroeder, NBPTS Director Sue Hovey and Dean Paul Rowland.

NBPTS Certification Two ACTE Graduates Awards Appointed Deans

Seven local teachers were Sue Hovey teaches the courses, Charlie Gagel of the University awarded National Board for assisting teachers in assembling of Idaho Boise had the opportunity Professional Teaching Standards the lengthy portfolio required to be the major professor for two certification at a ceremony on for certification. outstanding students: Lois Hine and Nov. 4. The University of Idaho Recipients of the NBPTS Todd Schwarz. Lois was recruited is one of only a few universities certification are Lisa Belknap to Apollo College, a private around the country that has a of Lena Whitmore Elementary institution that offers nursing facilitation program for teachers to School, Moscow; Alex Church and health professions, to start an earn national certification. NBPTS of McGhee Elementary School, LPN program. She was recently certification is the nation’s highest Lewiston; Gary Gemberling appointed dean of the college. symbol of teaching excellence. of Lewiston Senior High Todd participated in a Along with financial incentives of School, Lewiston; David Professional-Technical Education certification, NBPTS certification Knapp of Pierce Elementary (nationally known as Career and adds credibility to the teaching School, Pierce; Louise Marone Technical Education) Leadership profession and positively impacts of Genesee Public Schools, Institute that is a partnership student learning. Genesee; Deanne Shillington between the Idaho State Division “Part of the mission of the of Canfield Elementary of Professional-Technical Education University of Idaho’s College of School, Coeur d’Alene; and and the University of Idaho. This Education is to support teachers Lisa Steckel of West Park and partnership facilitates national and in professional development,” said Russell Elementary Schools, state leadership experiences that Jerry Tuchscherer, NBPTS program Moscow. compliment the doctoral program director at Idaho. Retired teacher with an emphasis in Adult, Career and Technology Education. Todd was recently appointed dean of Instruction at the College of Southern Idaho.

16 envision New PTTE Student YACYoung Authors’ Conference Organization

The Northwest Inland Writing Project held its 13th annual Young Made up of very talented Authors’ Conference at Moscow Junior High School November 4. students, the new Technology The conference motto was “Give Your Words Wings,” and more than Education Organization is 170 students and 40 teachers participated. The keynote guest for the comprised of Technology Education conference was fantasy writer Susan Fletcher, who wrote the trilogy students who look for ways to “Dragon’s Milk,” “Flight of the Dragon Kyn,” and “Sign of the Dove”— apply learning, serve the university books that many students read in upper and middle elementary school. and community, and promote Secondary writing teacher Susan Hodgin of Moscow High School, who sustainability. Currently, the has been involved in the Young Authors’ Conference since 1989, chaired students are examining possible the conference, and was pleased with the student attendance. In the past micro-enterprise initiatives to three years, more secondary students have attended the conference. raise funds. The group, led by The Northwest Inland Writing Project was created to improve Brian Rutherford, has joined the teacher and student writing, the teaching of writing, as well as to International Technology Education empower teachers to become professional leaders. The Young Authors’ Association and hopes to travel to Conference was sponsored this year by the Idaho Humanities Council Texas next year for competition. and the Northwest Inland Writing Project. This is the second year that two schools—South Fremont High School in St. Anthony, and Moscow Northern Rocky Junior High School in Moscow—have joined energy and resources to invite the same young adult novelist to their Northwest Inland Writing Mountains Educational Project’s annual young authors’ conferences. Research Association “The dedication of the teachers, who gave up personal time, was inspirational,” said teacher Bonnie Warne of South Fremont High Presenters School. But the affirming power of the conference was the most rewarding. Students gained confidence in their writing skills and a Six University of Idaho variety of new writing techniques. faculty and graduate students presented papers at the NRMERA on October 11-14 in Sun Valley, including Pat Sturko, Anne Adams, Abraham Wallin, Gulner Esenalieva, Wendy Seley and Karen Guilfoyle. NRMERA is an educational organization designed to encourage quality educational research and to promote the application of the results of such research in schools. It provides a responsive forum that promotes a trusting atmosphere in which on g graduate students and public school personnel have the opportunity to Armstr conduct and disseminate research. The organization facilitates an

o by B e t h o by effective communication network t among the regional member states. Pho Victoria Marker, left, of Craigmont and Lauren Harvey of Moscow exchange notes during the Young Author’s Conference.

winter 2007 17 college news Department News Units of the College of Education

Counseling and School Curriculum and Psychology, Special Instruction—C&I Education, and The Department of Educational Curriculum and Instruction houses two undergraduate degree Jerry L. Evans Leadership—CASPEL programs: Elementary (K-8 grades) and Secondary (grades 7-12) Created as a College of Honorary Degree Education. It also offers several Education department in spring certificate programs, including 2005, CASPEL effectively Jerry L. Evans, former the Blended Certificate program merges three academic programs: State Superintendent for (Birth to grade 3) and Elementary Counseling and School Psychology, Public Instruction, received the and Secondary Certification-only Special Education, and Educational University of Idaho Honorary programs. C&I also has a strong Leadership; and represents an Doctorate during the spring 2006 commitment to graduate education, integration of specialty programs Commencement ceremony. with a Masters in Education essential to leadership and clinical After receiving a program as well as a Masters of practice in K-12 and higher undergraduate degree from Science program. In addition, education. CASPEL bridges the University of Idaho, Jerry the college offers a Ph.D. in research and practice for educators, began his career as an educator. education with a primary emphasis citizens and policy makers with He served as principal and in Curriculum and Instruction. relevant academic course work, superintendent prior to being All graduate programs provide field experiences, professional elected to the position of Idaho opportunities for specialized development and consultation. State Superintendent for Public emphasis in science, literacy, CASPEL prepares degree- Instruction in 1978, and was re- mathematics and social studies seeking and certification-oriented elected four times. education, as well as educational candidates in an environment In retirement, Jerry continues technology. Many graduate courses built on compassion, competency to provide counsel to educators are offered online. and transformational leadership. and legislators who value his The department is responsive Its programs are standards based, expertise and judgment. He is to educator needs regarding needs-focused, and, where recognized as one of the most ongoing professional development necessary, fully accredited. knowledgeable educators in the opportunities, and works closely Through ongoing internal and nation with respect to school with school district personnel to external assessments, each program finance. develop and deliver courses that maintains its professional and In recognition for a lifetime meet the immediate and long-term public policy relevancy. of contributions to public needs of Idaho’s teachers. education and to the state of Russell Joki, Interim Chair John Davis, Interim Chair Idaho, the University of Idaho Phone: (208) 364-4099 Phone: (208) 885-6586 proudly conferred upon Jerry L. E-mail: [email protected] E-mail: [email protected] Evans, the degree of Doctor of

Administrative Science.

18 envision Adult, Career Health, Physical Center on Disabilities and Technology Education, Recreation and Human Education—ACTE & Dance—HPERD Development—CDHD

The Adult, Career and The Division of Health, The Center on Disabilities Technology Education (ACTE) Physical Education, Recreation and Human Development programs prepare leaders, managers, and Dance is “the place” to study, within the College of Education teachers and technologists to appreciate, understand and is Idaho’s University Center of work effectively with today’s experience movement. As one of Excellence in Developmental adults, organizations and youth. the oldest programs on campus, Disabilities Education, Research Theoretically and empirically the Division of HPERD is housed and Service (UCEDD) unit. Its informed, these programs in a beautiful location at the mission is to advance policy and emphasize practical application edge of the Old Arboretum. The practice for and with people with critical for success in public and HPERD complex is composed of disabilities including their families private employment settings. ACTE the Physical Education Building, and communities by supporting is comprised of two programs: the Swim Center and Memorial members as they engage in Adult and Organizational Learning Gymnasium, and also offers courses research, education and service. and Professional-Technical and at the Student Recreation Center. The ultimate goal is to further Technology Education (PTTE). HPERD offers six independence, productivity and a The teaching degrees with a undergraduate degrees, two satisfying quality of life for people major in Professional-Technical master’s degrees, and a Ph.D. with disabilities. and Technology Education in education. There are six Through partnerships with include a B.S. in Education, a undergraduate scholarships several local, regional and statewide Master’s of Education and a available, and teaching entities, CDHD is working on Master’s of Science. ACTE also assistantships in the graduate level a number of objectives, such offers an undergraduate degree programs. as increasing access to quality in Technology with a major in Kathy Browder, Chair health care for children with Industrial Technology for students Phone: (208) 885-7921 developmental disabilities; who wish to capitalize on their E-mail: [email protected] increasing availability of integrated technical and professional skills in and accessible childcare; providing industry or business. recreational opportunities to adults with disabilities in inclusive Jim Gregson, Chair settings; and creating a system of Phone: (208) 885-6492 school and community expertise to E-mail: [email protected] better serve children on the Autism spectrum. Julie Fodor, Director (208) 885-7290 E-mail: [email protected]

winter 2007 19 college news Center for Ethics* TRIO programs that serve the Idaho Educational surrounding community through a variety of venues that support and The Center for ETHICS* Opportunity Center— encourage continuing education (Ethical Theory and Honor In TRIO for the underprivileged. TRIO also Competition and Sport) at the trains project directors and staff of University of Idaho offers study, Federal TRIO programs provide TRIO programs. Since 1999, Idaho intervention, outreach, consultation outreach and support to help low has trained 350 TRIO directors and and leadership in developing and income, first-generation college and staff per year. advancing the theory, knowledge disabled students progress through The relationships that are and understanding of character the academic pipeline from middle developed through the TRIO education including moral school to post baccalaureate programs enrich students’ lives, and and ethical reasoning, moral school. TRIO began with Upward provide them with the support they development, ethical leadership and Bound, which emerged out of need as they journey towards their ethical application. the Economic Opportunity college degrees. Summer programs Act of 1964 in response to the Sharon Stoll, Director offer freshmen and sophomore high administration’s War on Poverty. Phone: (208) 885-2429 school students the opportunity In 1965, Talent Search, the second E-mail: [email protected] to spend time on campus and outreach program was created and experience college life. A 2006 in 1968, Student Support Services summer retreat hosted a study was authorized by the Higher skills seminar centered on Stephen Education Amendment. The term Covey’s Seven Habits of success. TRIO was coined to describe these three programs. The University Scott Clyde, Director of Idaho is home to five federal Phone: (208) 885-4504 E-mail: [email protected]

Class Notes

If you would like to be included C. W. “Bill” Eimers ’48, ’49, new home in San Clemente after in future Alumni Class Notes, please Grangeville. Bill noted that Leon retiring from 23 years in the send the information to: College Green was his mentor and good aerospace industry. of Education, P. O. Box 443080, friend. He is a member of the Jim ’67 and Linda ’68 Mix, University of Idaho, Moscow, ID IHSAA and North Idaho Hall of Reedsport, Ore. Life-long educators, 83844-3080, or e-mail cdudley@ Fame. they now are retired, but keep up uidaho.edu. Dick Fike ’59, Clarkston, with three children who also are Wash., Dick was an educator and educators. They attended the UI Don A. Barlow ’62, Spokane, former coach who retired in 1988 Alumni event in Phoenix to watch Wash., is chair of the College of from St. John High School where fellow Vandal Bill Stoneman’s ’66 Education Advisory Council and he was principal for 23 years. Anaheim Angels pre-season game. president of the Spokane School Irene Gaskins ’57 is the Larry ’69 and Henrietta ’67 Board. founder and director of the Moore, Lewiston. Larry owns Lowell Berentsen ’01, ’03, Benchmark School for Struggling Nick’s Welding and his son, Carterville, Ill. After 23 years as an Readers in Media, Penn. She Stephen ’93, is the third generation aircraft mechanic in Alaska, Lowell specializes in teaching the dyslexic in the welding business. returned to school at the Idaho. and is the author of “Dyslexic: Scott D. Peterson ’87, Coeur After graduation, he accepted a Theory and Practice of Remedial d’Alene, was named Top Performer position with Southern Illinois Instruction.” 2005 by Prentice Hall. University, where he teaches in Marcia Kay Hogge ’58, San Wally ’68 and Dawn ’68 the fixed-wing and helicopter Clemente, Calif., is enjoying her Pfeiffer, Portland, Ore. Wally maintenance programs. enjoys teaching at Portland State

20 envision TRIO Day In Memory National TRIO DAY, which has been proclaimed a National Day Stewart G. Ailor ’54, ’55 Harry A. Campbell Excellence in of Service, is meant to focus the was the Outstanding Business Teaching Scholarship endowment. nation’s attention on the needs of Education Master’s student A lifelong teacher, Harry passed disadvantaged young people and in 1955. He passed away in away in September 2004. adults aspiring to improve their February 2006. Carl L. Harris ’62, ’64, ’66, lives, to the necessary investment Everett Vernon Samuelson, holds three degrees in education if they are to become contributing Distinguished Professor of from the University of Idaho citizens of the country, and to the Educational Administration and recently gave $10,000 to the talent which will be wasted if that and Dean Emeritus from 1963- University’s Everett V. Samuelson investment is not made. 1989 passed away on June 25, Educational Leadership Graduate TRIO Day 2007 is scheduled 2006. Fellowship. for February 24. The five TRIO Linda K. Jacobsen Renn Projects in the College of ‘63 and William L. Renn have Education will participate by Support for the established a $25,000 Eva performing a variety of community College of Cammann Jacobsen Women’s Golf service tasks as a way to give back Education Scholarship Endowment with the to their community, and say thank University of Idaho Foundation, you for its support. which will provide scholarships for Tom and Jody Bell ’74, the University of Idaho women’s ’79, created an endowment golf team. The endowed scholarship to provide an annual award to was founded in honor of Jacobsen’s Idaho’s Outstanding Teacher mother, Eva Cammann Jacobsen, of the Year. The Thomas O. who was fond of golf. Bell Prize for Excellence in The Hervon L. and Pearl Teaching was awarded to John R. Snider Teacher Education “Mick” Sharkey, Idaho’s 2006 Scholarship Endowment. Pearl Teacher of the Year. Hevron and daughter, Linda, University and they both enjoy Sharon Bonds ’56 established the Hervon L. and spending time at their Coeur established the Alpha Delta Pearl R. Snider Teacher Education d’Alene cabin. Kappa – Alpha Chapter Scholarship Endowment with a Bill ’63 and Mary ’67 Pressey, Teacher Education annual $100,000 gift to the University in Beaverton, Ore., are retired and scholarship. The awards will honor of their late husband and enjoying life. Bill had a long career go to full-time undergraduate father. as a successful senior account students from northern Idaho State Farm Insurance Company executive and sales manager. His who are in their senior year gave $9,400 to the College of mother, Dorothy Pressey ’35, also studying to become a teacher. Education to support the National lives in Beaverton. Roy Bowman ’63 created Board for Professional Teaching James M. Rathbun ’59, Las a new scholarship endowment Standards. Vegas, Nev. is now retired after for the College of Education Ann Taylor ’63 established working in the Las Vegas school with his recent gift of the Loren Eldon Taylor Memorial district for 33 years and in Idaho $100,000. “This endowment Scholarship Endowment to honor for three years, where he taught recognizes my devotion to the her late husband. Eldon believed in environmental science. University of Idaho and the the importance of education and Raylene Wemhoff ’68, Kamiah, impact that higher education had a long career in education, to was chosen as an Outstanding has had on my life,” said Roy. make schools the best they could Child Care Provider and also Harry A. Campbell’s ’52, be. received an Idaho Starts Grant ’54 estate funds established the to enhance her Learning Center environment.

winter 2007 21 We Want to Hear From You! Name:______Class Year:______E-mail:______Address:______City:______State:______Zip:______Telephone:______Tell Us What’s New ______

Please send to: University of Idaho, College of Education, P.O. Box 443080, Moscow, ID 83844-3080 or you can send an e-mail to: [email protected]

Non-profit Org US Postage PAID Permit 679 Boise ID PO Box 443080 Moscow, ID 83844-3080

22 envision