SOE in the Community: Building a Vision Together
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Save the date:
Friday, September 15th, 2017
8:00 AM – 12:00 PM
St. Cajetan’s on MSU Denver Campus
This year’s agenda will include the following:
- Breakfast and networking
- Opening by Dean Elizabeth Hinde
- Welcome by MSU Denver's President, Janine Davidson, Ph.D.
- Community Engagement Sessions
- Facilitated Discussion
- Closing Comments by Dean Elizabeth Hinde
For more information, contact Margaret Thulson at firstname.lastname@example.org.
COMMUNITY ENGAGEMENT SESSIONS
This year’s Summit will feature small group Community Engagement Sessions. These sessions will be an opportunity for School of Education faculty and staff to outline the specific work they are doing in the field, and foster a conversation with community participants to share strategies and inform how we can improve our practice. Expand the following panels to learn more about each session.
Partnering with MSU Denver: An Overview of the Various Elementary Clinical Partner Relationships
This session will provide a brief introduction to a variety of current elementary MSU field partnerships. Emphasis will be placed on the following relationships: (a) field hosting, (b) course immersion, and (c) residency work. This will be followed by large and small group dialogue on reflection of current practices and potential opportunities in the future.
Dr. Schendel is the product of a Professional Development School program where he completed a full year of student teaching. He was an elementary classroom teacher for nine years while serving as a differentiated instruction coach, service learning liaison, literacy coach, and curriculum mapper for School District # 51 in Grand Junction, Colorado. Upon leaving the elementary classroom to pursue a doctorate in literacy research at the University of Northern Colorado, Roland shifted his efforts to preparing elementary teachers. Five years later, he became a professor of literacy at Illinois State University where he would become the Elementary Education Coordinator. His role as coordinator was defined by new, rekindled, and nurtured partnerships with elementary schools. Dr. Schendel's research and teaching interests involve partnerships between elementary teacher preparation programs and elementary classrooms. The impact of partnerships on elementary student learning, pre-service teacher preparation, teacher professional development, and university instructor experience are of particular interest.
Dr. Sell taught elementary school for 12 years in a variety of grade levels including first, fourth, and fifth grade. His research interests include teacher retention and both pre- and in-service teacher knowledge development with regards to literacy and social studies. Dr. Sell has worked to promote school-university partnerships. He co-edited a book on Professional Development Schools (PDS) published in 2013. In addition, he has worked to promote school-university partnerships that simultaneously supported pre-service teacher learning and in-service teacher professional development. Dr. Sell earned his Ph.D. in Education from George Mason University, his M.Ed. in Curriculum & Instruction from the University of Virginia, and his B.A. in American Studies from the University of Mary Washington.
Inclusive STEM Pedagogies
Studies show that only 10% of elementary students regularly engage in hands-on STEM learning. As a result of their lack of exposure to STEM learning, along with factors associated with poverty, many students are underprepared and unmotivated to pursue STEM studies and careers. The variation that exists in access to high quality education results in issues with equity – STEM equity. There is an “opportunity gap” for children, and not necessarily an “achievement gap.” My work in the School of Education applies a STEM equity lens to two National Science Foundation grants for preservice and inservice teacher development; research on STEM ecosystems effectively serving students of color; and a co-edited volume on STEM equity in submission. The goal of this work is to open up diverse pathways into STEM for traditionally underserved students, and to strengthen authentic problem-solving and collaboration for students in all disciplines.
Janelle M. Johnson is an Assistant Professor in STEM teaching and learning in Secondary Teacher Education at Metropolitan State University of Denver. She was a classroom teacher in elementary, middle, and high school math and science, primarily in Guatemala. Her primary areas of focus involve addressing disparities and improving learning outcomes for participants in both formal and informal STEM settings. She is the Principal Investigator for two National Science Foundation grants—Urban STEM, a Robert Noyce STEM Teacher Preparation grant, and A Community-Based Approach to Engaging Students and Teachers in Effective STEM Education, an Innovative Technology Experiences for Students and Teachers (ITEST) grant.
Engagement in the Arts = Engagement with the Community
A typical school may be seen as its own community with a philosophy to foster a culture that meets the learning needs of the variety of students it serves. The learning needs of these students include the subject areas that are seen in schools everywhere; however, with the emphasis on well-rounded education opportunities outlined in the Every Student Succeed Act, engagement with the arts has become one of the cornerstones of these learning needs. In this session, Carla E. Aguilar (Music Education) and Anne Thulson (Visual Art Education) will outline the processes they utilize to engage the arts with the school community. Models of approaches and practices that they have developed will be shared and discussed with participants.
Carla earned her Ph.D. in music education from the Indiana University Jacobs School of Music. She also earned a Master’s degree from the Jacobs School and a Bachelor’s degree from Ball State University in Muncie, Indiana, both in Music Education. Her current teaching duties include undergraduate courses in music education including Foundations of Music Education and The Inclusive Music Classroom. She also teaches a course on the integration of music into the elementary classroom. In addition, she observes student teachers in music and works with music students in their field experience placements. Carla is also the faculty advisor for the collegiate chapter of the National Association for Music Education at MSU Denver.
Prior to her appointment, Carla taught elementary music in the Indianapolis area, and taught undergraduate and graduate courses in music and music education at Indiana University, DePauw University, and Indiana State University. She has also completed Kodály certification from the Indiana University Kodály Institute and is currently completing Orff Certification through the University of St. Thomas.
Her research interests include policy related to music education, access to music education, student-centered learning, and arts integration. She has presented her research at the American Educational Researchers Association, the National Association for Music Education’s Biennial Conference, the International Society for Music Education, and the Society for Music Teacher Education. She continues to perform with the 38th Infantry Division Indiana Army National Guard Band from Indianapolis, Indiana as a flute and piccolo player.
Anne Thulson teaches art and art education at Metropolitan State University of Denver. She directs the School of the Poetic City, a contemporary, urban art camp for children in Denver. She taught elementary aged children art at The Odyssey School in Denver and the Anderson Ranch Arts Center in Snowmass, CO. She has an MFA in painting from Cranbrook Academy of Art and does socially engaged art in Denver. Her expertise and research is in art integration, local WPA murals, contemporary art education, 21st century skills, creativity assessment, visual art standards, social justice art practices, the democratic classroom, Reggio Emilia documentation, and Expeditionary Learning art curriculum.
Ideals and Challenges in Data in the MSU Denver School of Education
A big School of Education, like MSU Denver’s, requires a great deal of data and information in order to achieve its goal of becoming a preeminent urban school of education. The challenges in data gathering and reporting for continuous improvement require collaboration between the School of Education and school districts. In this session, the SOE Dean and Data/Assessment Specialist will discuss ideals and challenges data collection and gathering, along with the different types of reports that teacher preparation programs require. Data that is readily available to the public and other interested constituents will also be shown and discussed. Participants will be given opportunities to share their suggestions for the types of information they believe is important for teacher preparation programs, as well as ideas for collaborating with schools and districts for the purpose of data sharing.
Elizabeth Hinde is Professor and Founding Dean of the School of Education at Metropolitan State University of Denver. Prior to coming to MSU Denver, she was Director of the Division of Teacher Preparation at Arizona State University's Mary Lou Fulton Teachers College, one of the largest teacher preparation programs in the country. Along with her work in teacher education, she specializes in social studies education. She is the author of multiple publications concerning social studies education, curriculum issues, and teacher preparation. Dr. Hinde was a featured speaker at the Educational Research Center Conference in Dubai, UAE in April, 2013, and is a 2013 graduate of Harvard Institute of Higher Education's Management Development Program. Dr. Hinde has been recognized nationally for her work in curriculum development and integration and has conducted numerous presentations at the state, national, and international levels. She was a member of the National Geographic Assessment Committee of the 21st Century Roadmap for Geographic Education Project and was research director of the Arizona Geographic Alliance's Geo Literacy and GeoLiteracy for English Language Learners programs. She was also a member of the curriculum development team of the Sandra Day O'Connor Our Courts: 21st Century Civics project, now iCivics.org. In addition, in 2005 Dr. Hinde received the National Council for Geographic Education's (NCGE) Distinguished Teaching Award and is the 2010 recipient of the Geography Excellence in Media Award by the NCGE. She is on the Executive Committee of the Board of the Directors of the National Council for the Social Studies, is past-president of the Arizona Council for the Social Studies, a Teacher Consultant with the Arizona Geographic Alliance, sits on the editorial boards of a number of journals, and is active in numerous state and national professional organizations.
Ms. Andes currently serves as the School of Education’s Data and Assessment Specialist.
Early Childhood Suspensions: Why it Should Matter to All of Us
This workshop will provide an overview of the research findings related to early childhood suspensions and the negative impacts on young children. Participants will engage in discussions related to the causes and the remedies will discuss the role of implicit bias in the perception of challenging behaviors.
Dr. Rosemarie Allen began teaching at MSU Denver in 2004. Her research interests are related to addressing the disproportionate number of children of color expelled and suspended from early childhood programs through culturally responsive teaching. She was appointed as a Global Leader for Early Childhood in 2009 and represents the United States biannually at World Forums across the globe. Dr. Allen served as Director of the Colorado Department of Human Services, Division of Child Care, for five years. During her tenure, she worked with state and national leaders to create programs that became nationwide models. The Center for Social Emotional Competence (Pyramid Plus) was created, quality measures were added to early childhood rules and regulations, a statewide quality rating system for all licensed programs was initiated, early childhood guidelines aligned with Colorado Department of Education standards were developed, and the Professional Development blueprint was formed, building the foundation for Colorado to receive a 45 million dollar Race to the Top Early Childhood Challenge grant in 2011. Dr. Allen consults with early childhood leaders on culturally responsive practices, micro-aggressions and facing personal bias and privilege. She currently serves on the National Pyramid Model Consortium team, has served on the Board of the National Association for Regulatory Agencies, the Mayor’s Commission on Early Childhood, the Early Childhood Professional Development Task Force and many governor and mayoral commissions.