CREATING OPPORTUNITIES THROUGH EDUCATION Jill Wakefield, EdD
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letter from the dean “We all have dreams. But in order to make dreams come into reality, it takes an awful lot of determination, dedication, self discipline and effort.” – Jesse Owens, American track and field athlete and four-time gold medalist in 1936
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uring this summer of the Olympics in Rio de Janeiro we celebrated the gold (and silver and bronze) medals won by athletes all over the world. A television commercial by one of the Olympic sponsors tells us that the human body contains trace amounts of gold, but only some have the strength to dig it out. That penny’s worth of gold is a reminder of the strength and potential we each carry inside of us.
“Never underestimate the power of dreams and the influence of the human spirit,” American track star Wilma Rudolph said after winning three gold medals in the 1960 Summer Olympics in Rome. “We are all the same in this notion: The potential for greatness lives within each of us.” A survivor of polio who wore braces on her legs until she was nine, Rudolph overcame her childhood illnesses to become a powerful sprinter before working as an elementary school teacher and athletic coach. My thoughts naturally turn to the roster of “gold medal” champions here in the College of Education. Like the athletes who competed in Brazil, the champions in Loyola Hall use traits found in the best athletes to meet their educational and professional goals. When I think of the accomplishments of faculty, students, staff, alumni and donors, I see the attributes of an athlete: focus, determination, resilience, persistence and initiative to succeed. Members of our college community reach deep within themselves to achieve excellence in an environment that is both challenging and ever-changing. In this 2016 issue of the College of Education’s Banner, we focus on opportunities for education and illuminate the influence, relevancy and effectiveness of those opportunities. We highlight the successes of our students and the contributions of our alumni as they go forth and serve our local, state, regional, national and international communities. We acknowledge, extend gratitude to, and celebrate the impact that our donors have on students and faculty, extending the power of an education to others and supporting our daily work through their generosity. We recognize our faculty for the enhancements and innovations they bring to their teaching and our programs and for their contributions through service, scholarship and research. It is both inspiring and exhilarating to take time to reflect and recognize our gold medal moments before moving on to meet a new year worth of opportunities as we celebrate Seattle University’s 125th anniversary. Among the quotes from this year’s incredible group of athletes in Brazil, perhaps my favorite belongs to the most decorated American gymnast, Simone Biles, a three-time world all-around champion and winner of four Olympic gold medals in Rio: “Surround yourself with the dreamers, the doers, the believers and thinkers; but most of all surround yourself with those who see greatness within you even when you don’t see it yourself.” May we all learn to dig deep and find the gold within!
Editor Karen Smaalders Dean Deanna Iceman Sands Contributors Peggy Fine, Casey Hicks On the Cover Jill Wakefield, ’92, EdD
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Photos Cover photo by Chris Joseph Kalinko. Graduation Celebration photos by Shawn Herring. Other photos as credited. Banner magazine is published annually by Seattle University College of Education 901 12th Avenue, P.O. Box 222000 Seattle, WA 98122-1090 www.seattleu.edu/education education@seattleu.edu Deadline for submission is May 1, 2017
SUMMER SEATTLE2016 UNIVERSITY | BANNER| COLLEGE OF EDUCATION
Seattle University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, marital status, sexual orientation, gender identity, political ideology or status as a Vietnam-era or special disabled veteran in the administration of any of its education policies, admission policies, scholarship and loan programs, athletics, and other school-administered policies and programs, or in its employment-related policies and practices. All university policies, practices and procedures are administered in a manner consistent with Seattle University’s Catholic and Jesuit identity and character. Inquiries relating to these policies may be referred to the University’s Director of Professional and Organizational Development and Equal Opportunity Officer at (206) 398-4627.
In This Issue
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Contract Boosts CCTS Efforts for Students with Disabilities
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Creating Opportunities Through Education: Jill Wakefield
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From the Head & the Heart: Steven Webb
College News.............. 3
Faculty and Staff News........ 8
Student News.............. 7
Alumni Notes.......................... 14
The Power of Giving............. 16
Share Your Favorite COE Moment! To celebrate the 125th Anniversary of Seattle University, we are gathering stories, photos and memories from College of Education alumni, faculty and staff to share on our website. Please email your favorite moment or story to education@seattleu.edu.
COLLEGE NEWS
what’s new New BA Degree Prepares Elementary Teachers An undergraduate pathway to a teaching credential is now available through a partnership between the College of Education and the College of Arts and Sciences’ Interdisciplinary Liberal Studies (IDLS) program at Seattle University. The new elementary education specialization enables students to apply for certification to teach kindergarten through eighth grade in the state of Washington and earn an endorsement in English language learning (ELL) within the highly ranked undergraduate program in Interdisciplinary Liberal Studies. The fouryear undergraduate program includes more than 700 hours of classroom field work through the College of
Education beginning in a student’s freshman year. The new specialization builds on the existing College of Arts and Sciences’ interdisciplinary program and adds education coursework and classroom experience, an ELL endorsement, and proficiencies in math and science through the College of Education. The IDLS program is already popular among students who plan to work within education because of its project-centered coursework, leadership seminars and youth development. The IDLS program is rated #4 in the nation and #1 in the West by bestcolleges.com.
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COLLEGE NEWS Counseling Programs Add Chemical Dependency Certification
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eginning in 2016, the master’s degrees in Clinical Mental Health Counseling and School Counseling incorporate coursework leading to state certification in chemical dependency counseling. The additional coursework is part of an expanded curriculum for both of the college’s counseling programs to conform to the newly revised accreditation standards by the Council for Accreditation of Counseling and Related Education Programs (CACREP). The new curriculum increases hours for both programs to 90 quarter credits, but cohorts will still complete the program in three years. The ability to obtain a professional certification from the state of Washington to work with drug and alcohol addictions expands the areas of expertise and practice for College of Education counseling graduates and conforms to State of Washington legislation that requires greater cooperation between the Mental Health and Substance Abuse Services Divisions. The new certification also gives graduates more career options in both counseling tracks. School Counseling program graduates may choose to pursue mental health licensure and addictions counselor certification as well as certification within the K-12 educational system. Formerly called Community Counseling, the Clinical Mental Health Counseling program changed its name to reflect the latest CACREP standards, which combine mental health counseling with community counseling in response to changes in the health care environment specifically related to standards of care, counselor professional identity and portability of licensure across the 50 states. The focus on preparing graduates to be social justice change agents continues to be the foundation of Seattle University’s counseling programs.
Online Offerings for Teachers
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he College of Education continues to expand its online programs, adding an online master’s degree for certified teachers, new online endorsements, and more online and hybrid classes. The college launched Seattle University’s first online degree program, a master’s degree in Adult Education and Training, in early 2015. The college’s newest degree program, English for Non-Native English Speakers, features a unique collaborative and interactive online model that allows K-12 teachers to complete an English Languages Learners (ELL) endorsement for graduate credit that can be applied toward a master’s degree with just one additional year of
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online coursework. The college’s existing special education degree program also offers an online endorsement plus oneyear hybrid model combining in-class and online instruction. Both graduate degrees give teachers the flexibility they need to continue to work while they earn their advanced degree. Endorsement academies in ELL, special education and math are offered through a partnership with Puget Sound Educational Service District as well as specific districts, including Kent, Highline and Tacoma.
EdUCATIONAL Administration Program Redesigned
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restructured hybrid master’s degree in Educational Administration will allow K-12 educators to receive a master’s degree with certification for principals or program administrators in just 17 months. The redesigned cohort-based program starts in the spring and ends with summer coursework the following year. The 46-credit degree includes an internship with field experience and online and face-to-face seminars during the school year. Students in the Educational Administration program will complete an action research project using a real school issue or problem that is collaboratively addressed by the student and mentor(s). Their extensive and distributed internship or field experience will be individually developed for each student. The revised program creates more field-based experiences built on intentional partnerships in schools where field placements occur. Districts or schools will commit to a partnership with Seattle University that allows principal candidates to observe and work within at least three different settings. “The emphasis on field-based learning is really important for the development of administrators,” said COE Associate Dean Bob Hughes. “This partnership between the university and the sponsoring school or district is critical to the development of an administrator,” he said. “It represents a synthesis between the academic and the practical.” “The program offers customization for students who are looking for different kinds of schools,” explains Hughes. Students will choose a focus area targeted to the type of schools where they work or want to work, including general public schools, Catholic schools, independent schools, alternative schools and charter schools. The program will help meet the anticipated need for elementary and secondary school principals as well as program administrators. The newly redesigned Educational Administration master’s degree program launches in spring quarter of 2017. Students may apply now through February 20, 2017 to be part of the next year’s cohort.
COLLEGE NEWS
Graduates Honored
at COE Graduation Celebration
“I believe genuine connection is the heart of growth. It comes from conversation, creates community and blooms within the classroom.” – Michael Harper, ’16 MIT “I will expect academic growth for all children, provide a safe and organized environment where learning can prosper and focus on preparing students to think critically, be creative, work cooperatively and strive for high standards.” – Lee Westbrook, ’16 MIT
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“ toast your power, your insight, your leadership skills, and I toast your future,” Associate Professor Cinda Johnson told graduates of the College of Education’s 11 degree programs as she raised a glass of champagne at the first COE Graduation Celebration on June 10. “Our community, our nation and our world need humanity more than ever,” she told the collected group of students, faculty, staff, and family members. “Yours is the power that ignites humanity and it is your light that sustains it. The following students received special awards: Katherine Immen, ’16 EdD, received the 2016 Spirit of the College Award. The award recipient chosen demonstrates a high quality of academic work, and exemplifies the College of Education mission of ethical and reflective practitioners who deliver quality service in diverse communities. The College of Education Scholarship Committee described Immen as an exceptional student with a perfect 4.0
Lee Westbrook (third from left), winner of the MIT fall cohort’s Saint Ignatius Award, celebrates with family members at the Graduation Celebration.
GPA in all of her leadership coursework. She mentored other doctoral students and created a means for them to engage with and support a local non-profit organization doing work in Africa while concurrently having her first child, engaging in a new community, and beginning a new job. “Katie is a solid, contributing, caring individual whose work with a Seattle Archdiocese school has provided leadership for curriculum, teacher development, student learning and organizational improvement,” Assistant Professor Kristi Lee said in announcing the award at the Graduation Celebration. “She is tenacious and lives our COE values through active service work, professional engagement and exhibiting life-long learning characteristics.” Michael Harper, Spring 2015 cohort, and Lee Westbrook, Fall 2015 cohort, received the Master in Teaching program’s 2016 Saint Ignatius Awards at the Graduation Celebration. The MIT program award recipients are selected by program faculty every year based on a student’s academic achievement, excellence in the student teaching internship, commitment to teaching as a profession and leadership. “Throughout the MIT program, Michael has been a deeply thoughtful and conscientious student who approached every assignment as an opportunity to further his insight into ways in which to improve student learning and life success,” MIT Professor Charisse Cowan Pitre said. “In addition, he has demonstrated a deep dedication to teaching and advocating for and with marginalized students and families. Michael is an outstanding educator, and there is no doubt he will become a future leader in the schools and local communities in which he serves.” Lee Westbrook came to the COE as an experienced first grade teacher with a degree from Gonzaga University who wanted to obtain a master’s degree, Associate Professor Mark Roddy said. “It has been a gift to have her in classes because of the experience she brings and her willingness to share that experience with classmates who are in a different place in their journey into teaching,” he said. “Lee’s ability to listen, reflect, and in many cases, teach her colleagues in these situations was impressive and clearly in line with the spirit and the substance of our mission.” Professor Jeffrey Anderson congratulates Michael Harper, winner of the MIT spring cohort’s Saint Ignatius Award. SUMMER 2016 | BANNER
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Contract BOOSTS CCTS EFFORTS Four decades after Congress passed landmark legislation to ensure services to children with disabilities, many are still struggling after they leave public K-12 schools. A December 2015 survey by the Washington Office of the Superintendent for Public Instruction (OSPI), using data collected and analyzed by Seattle University’s Center for Change in Transition Services, showed that of 5,400 youth with disabilities who left high school in 2012– 2013, one year later only 24 percent were enrolled in college and 28 percent reported that they were employed.
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o improve the transition outcomes for students with disabilities, the Center for Change in Transition Services (CCTS) at Seattle University recently launched a statewide collaborative effort to determine what will work best in rural and urban districts throughout Washington State. The effort is funded by the Washington Division of Vocational Rehabilitation (DVR), which in February 2016 awarded CCTS a $3.3 million, two-year contract to increase support for Washington state students with disabilities transitioning to life after high school.
CCTS is providing coaching and training in transition services and has established 16 pilot projects encompassing 35 school districts to determine what works best to prepare students with disabilities for life after high school. Best practices will then be disseminated to all of the state’s 295 school districts. CCTS is a Washington State Needs Project funded annually with federal resources from the Office of the Superintendent of Public Instruction. The goal of CCTS is to improve post-school outcomes for students with disabilities in the state. CCTS provides secondary transition training and technical support to Educational Service Districts, Local Educational Agencies and public schools that serve high school-age students who have an Individual Education Program. Because of this ongoing support and vision, CCTS is known both locally and nationally for its robust data collection, analysis of post-school outcomes and statewide training. CCTS has specialized expertise in the transition of students with disabilities to employment, training and post-secondary education. “We want to be responsible to those in the field by connecting with local stakeholders, ESDs and districts,” CCTS principal investigator Cinda Johnson said. In addition to new staff at SU, CCTS will hire transition specialists to lead the local pilot projects (see box). CCTS will support pilot projects and work on establishing local community transition networks of educators, service providers and employers who will work together to increase opportunities for students after high school, Johnson said.
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“This new contract is a significant affirmation and extension of our quality work with OSPI and of the importance of improving outcomes for Washington’s most vulnerable students,” said Deanna Iceman Sands, dean of the College of Education. The Division of Vocational Rehabilitation chose to partner with CCTS as a result of the Workforce Innovation and Opportunity Act (WIOA) signed into law by President Obama last year. “CCTS will help DVR and schools build a solid infrastructure to ensure that students with disabilities do not experience gaps in services after they leave secondary school and for better coordination of education and employment plans,” said DVR Director Andres Aguirre. This partnership with DVR serves to increase support for state-level disability transition services is important, says Johnson. “Schools often focus on graduation and getting students through public school. Failing to prepare students with disabilities for work or for further education or training has a huge impact on society and on the economy down the road,” she said. “This has been a life’s work for me and it’s so exciting that we may be able to make a greater impact through this new partnership.”
PILOT PROJECTS Single School Districts Franklin Pierce School District Mead School District Mercer Island School District North Thurston Public Schools Oak Harbor School District South Kitsap School District Sultan School District Vancouver Public Schools Washington State School for the Blind District Collaboratives Bi-County Rural Schools: Creston, Davenport, Harrington, Lind/Ritzville, Odessa, Reardan-Edwall and Wilbur School Districts Chimacum, Port Townsend, and Quilcene School Districts College Place and Walla Walla Public Schools Colville, Kettle Falls, Mary Walker, Northport, and Republic School Districts Chehalis and Rochester School Districts Ellensburg and Kittitas School Districts Upper Valley Cohort: Cascade, Cashmere, Eastmont and Wenatchee School Districts
Student News like genetically-modified foods. “One of our goals in Middle College High School is to co-create a space where students are empowered” and have the capacity “to shape their own futures and communities,” says Charisse Cowan Pitre, Professor of Teacher Education and College of Education and Middle College Partnership Director. “Maddie immediately embraced this opportunity when she arrived at MCHS. She has become an integral part of our learning community.” Learning is not limited to the classroom. At Middle College, students have the chance to participate in service trips, such as serving meals to the homeless. Fridays sometimes bring outdoor experiences. Shachat fondly remembers a field trip kayaking on Lake Washington, when she and her partner “listened so hard to the instructions on how not to fall in, and immediately toppled in.” With a smile, she adds “we’re still friends.”
MCHS Prepares Grad for College of Her Choice
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ive years ago, high school senior Maddie Shachat never would have believed she was college bound. Today her stack of college acceptance letters represents a major accomplishment not just for her, but for her high school. Shachat is the first graduate of Middle College High School (MCHS) to receive an offer of admissions from Seattle University, which houses one of three Seattle area MCHS campuses. This means Schacat has the option to attend college at the very place that prepared her for what once seemed an unattainable dream. Shachat’s journey through high school has involved a patchwork of schools and states. She spent her first two years in a large public high schools in California. When that wasn’t for her, she attended a boarding school in Salt Lake City. “I had trouble fitting in at typical high school,” she says. She was focused on the idea of becoming a musician, not on preparing for college. Then she decided to try something different. Shachat enrolled in Middle College High School (MCHS), an alternative school housed within the College of Education’s Loyola building at Seattle University. Students, who range in age from 16 to 20, face a variety of barriers to academic achievement in traditional school settings. At Middle College, students work closely with teachers to meet their high school graduation requirements. “MCHS is very different from any high school I’ve been to,” Shachat explains. The student body is a “really creative type,” she says, more eclectic than you might find at a traditional school. The curriculum at MCHS offers an alternative approach to learning. Shachat praises the coordinated studies between English and science, where students engage with topics
While at Middle College, several factors put college in Shachat’s sights. Simply being on a university campus made the college experience seem less alien. “It’s normal people that do it,” she realized. Running Start, a program that allows high school students to enroll in college courses, also helped her gauge the college workload, and exposed her to seminarstyle courses that are a departure from the typical high school format. Shachat says Dr. C, as she refers to Cowan Pitre, helped immensely with college applications. “There is so much one-one-one help. Staff really care about us,” Schachat explains. Shachat’s hard work paid off. She was accepted to each of the six colleges to which she applied, including Seattle University, and received thousands of dollars in scholarships. From many options, she chose to attend The Evergreen State College in Olympia. “We are all so delighted for her,” says Cowan Pitre. “She is absolutely one of the brightest and most selfdetermined high school students I have ever worked with.” Shachat says she may study music composition or psychology. For now, Shachat is excited to have more class choices, to meet new people and to “find new things to be.” In total, seven students graduated from MCHS at Seattle University this spring. While Maddie is the only graduate from the SU site to enroll in a four-year institution this fall, other graduates have plans to work toward their associate’s degree at Seattle Central and South Seattle College. Most of the school’s remaining 24 students are currently juniors and will graduate June 2017. The class of 2016 is the fourth cohort to graduate from the Seattle University MCHS site. Additional MCHS campuses are located at the Northgate Simon Youth Academy and the Ida B. Wells School for Social Justice at the University of Washington. (More student news on pages 18-19)
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NEW STAFF AND FACULTY Beth Armitage Senior Administrative Assistant to AEDT, EDAD, SDAD, TSOL Beth Armitage comes to Seattle University with extensive experience in education administration, having previously worked at George Mason University in Fairfax, VA as well as Salmon Bay K-8 School in Ballard. She was drawn to Seattle University for its reputation for excellence, its mission, and its commitment to educating the whole person. Gina Esposito Program Coordinator for Data & Evaluation, Center for Change in Transition Services Gina Esposito is a Seattle native who graduated from Seattle University in 2013 with a bachelor’s in business administration. Subsequently she worked at the architecture firm CallisonRTKL as a human resources coordinator. Seeking mission-driven work outside of the for-profit world, Esposito was naturally drawn to CCTS. She is currently enrolled in SU’s Master of Public Administration and plans to graduate in spring of 2018. Jessica Fenner Senior Administrative Assistant to MIT, SPED, SPSY, ENES Jessica joined the College of Education as a temporary employee in May 2015 and was hired on as a full-time staff member in September supporting four academic programs. Fenner studied art, communications, art history and international studies at the University of WisconsinStevens Point. She spent time teaching youth art workshops and working for a company that made branded stoneware pottery before moving to Seattle in 2015. Tyson Marsh, PhD Associate Professor, Educational Administration Tyson E.J. Marsh received his PhD in urban schooling and an MA in higher education and organizational change at the University of California, Los Angeles, and a bachelor’s degree in political science and American ethnic studies from the University of Washington. His work is informed by the interdisciplinary contexts of education in relation to democracy, equity and social justice. His research converges at the intersection of place, space, voice and opportunity for working-class students of color. Before joining the college, Marsh served as an assistant professor of educational leadership at the University of New Mexico and Iowa State University. Rebecca McColl Grant Manager, Center for Change in Transition Services Rebecca McColl joins CCTS with 20 years of grant
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writing and fundraising experience. As a sponsored research officer within Seattle University’s Office of Research Services and Sponsored projects, she helped secure the Center’s $3 million grant. She is thrilled to be at CCTS working for a mission that speaks to her heart. Rebecca studied English at UW as an undergraduate and recently earned a master’s degree in psychology from Antioch University. Stacey Robbins, EdD Assistant Professor, Adult Education and Training Stacey Robbins received her doctorate in education and master’s degrees in adult learning and leadership from Columbia University’s Teachers College, a master’s degree in secondary English education from Fordham Graduate School of Education, and a bachelor’s degree in English language and literature from University of Michigan. Her research focuses on leadership identity development and effective collaboration for learning and performance at work, which she shares with her students by focusing on personal leadership development and collaboration across difference in the classroom. Adam Segal Program Coordinator, Center for Change in Transition Services Originally from Denver, Adam Segal graduated from Washington University in St. Louis, with a degree in English literature and a minor in psychology. Hoping to pursue his interest in education in a high-need area, Adam joined Teach for America and spent two years as an 8th/9th and 12th grade math teacher in Detroit. He hopes to creatively apply his teaching experiences as a program coordinator in CCTS. Jay Shepherd Program Coordinator, Center for Change in Transition Services A transplant from Orlando, Fla., Jay Shepherd moved to the West Coast more than 10 years ago. She earned a degree in elementary education with a minor in studio art from Humboldt State University in Arcata, Calif., and a master’s in arts management with a certificate in non-profit management from the University of Oregon. She first discovered her interest in education while teaching theater to children at the Orlando Shakespeare Theater. Jennifer Stanton Assistant Director, Center for Change in Transition Services Jennifer Stanton first joined CCTS in October 2015 as a doctoral research assistant, and became the assistant director in March. A Seattle native, Stanton brings extensive teaching and curriculum experience to the position, having previously worked as an English literature instructor at Bellevue Community College and teaching English around the globe, including the United Arab Emirates, Thailand, and Brazil.
news Faculty and Staff News TAKE NOTE Associate Professor Mary Graham (School Counseling) received a Partner in Education Award from the Franklin Pierce School Board of Directors last week for her volunteer work with students at Gates High School, an alternative school. Graham volunteers one to two days per week as an “intern” for Elizabeth Meyer, an SU School Counseling alumna who shared the award. Assistant Professor Kristi Lee (Counseling) received a promotion to a tenured associate professor. Adjunct faculty member in Clinical Mental Health Counseling, Danie Eagleton, ’90, LMHC, is a newly elected Board of Trustees member for Crisis Clinic of King County. Professor John Gardiner received a Faculty Fellowship from the Seattle University Center for Environmental Justice and Sustainability (CEJS) for 2015-16. Gardiner conducted a comprehensive study of The Elders, Nelson Mandela’s powerful global initiative of 2007, which created the world’s first transcendent leadership circle, focusing on organizational implications of The Elders for global renewal and sustainability. Associate Professor Manivong Ratts (Counseling) chaired a committee commissioned by the Association for Multicultural Counseling and Development (AMCD) to update the multicultural counseling competencies for the counseling profession. Their work led to the development of the Multicultural and Social Justice Counseling Competencies (MSJCC), which were endorsed by the AMCD Executive Council and by the American Counseling Association (ACA), which is the leading national professional organization for counselors.
Making an impact
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n the hands of College of Education staff, faculty, and students, a grant from the Mental Wellness Foundation has effectively tripled Bailey Gatzert Elementary School’s capacity to provide counseling services to its students. The grant funded a one-quarter practicum and three-quarter internship for two graduating students, Shamai Larsen, MAEd ’16 (COUN) and Elizabeth Swarny, MAEd ’16 (COUN) and helped pay for a full-time school counselor and supervisor. The addition of a counselor and two interns resulted in a 90% reduction in office referrals, increased services for homeless students, and enabled rapid crisis response services available to 328 students.
Transitions Congratulations to the following staff and faculty for their years of service at Seattle University: Honored Staff Retiree: Vida Drew 25 Years: Jeffrey Anderson, John Gardiner, Jacqueline Leibsohn 10 Years: Charisse Cowan-Pitre, Manivong Ratts, Bridget Walker 5 Years: Annique Atwater Eunice MacGill is now the executive coordinator in the dean’s office. MacGill served over 10 years as a senior administrative assistant in the college, supporting the Adult Education (AEDT), Educational Administration (EDAD), Student Administration (SDA), and Teaching English as a Second Language (TESOL). For the past six years, Tana Hasart has served as professor and consultant in the College of Education’s Educational Leadership (EDLR) doctoral program, bringing expertise from a career spent working in Washington state’s community college system. She officially retired from the classroom in June, though she continues to support EDLR students in their dissertations.
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CREATING OPPORTUNITIES THROUGH EDUCATION By Karen Smaalders
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hen Jill Wakefield, ’92, EdD began working 40 years ago as a receptionist at South Seattle Community College, she did not envision herself as future Chancellor of Seattle Colleges. Yet many leaders who worked with the bright young woman saw her potential, promoting Wakefield to jobs of greater and greater responsibility while encouraging her to continue her education. She did just that, obtaining a master’s degree in public policy at the University of Washington and working as a full-time teacher before getting her doctorate in Educational Leadership from Seattle University in 1992. The lived experience of working through the ranks clearly connects Wakefield to the students she spent her career supporting as a tireless advocate for greater accessibility to education, first as president of South Seattle Community College and then as the first woman and longest serving chancellor of the three-college system. This year, Seattle University awarded Wakefield the Alumni Award for Professional Achievement, lauding her as a visionary who paved the way for women to attain leadership positions in higher education. Her career in the community college system led to many accolades and awards, among them Seattle Magazine’s Most Influential People of 2012 and the Puget Sound Business Journal’s Woman of Influence and her recent year serving as president of the National Advisory Commission of Presidents for Community Colleges. As Wakefield prepared to leave her job as chancellor at the end of June, she talked about the next uncharted journey. While her new life after retirement remains largely unstructured, she knows she will put on her hiking boots in September and follow the Camino de Santiago, a pilgrimage route through Spain.
Jill Wakefield, EdD, receives the Alumni Award for Professional Achievement from SU President Stephen J. Sundborg, S.J.
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“I plan to walk and think every day,” she says with a smile. Her current thoughts are those of a humble leader who measures her impact by the
lives of those she served. “Did I make enough of a difference?” she asks. “I’m so afraid I didn’t say ‘thank you’ enough. That I didn’t listen enough. That I didn’t tell people how wonderful they are.” The quote by author Maya Angelou comes to Wakefield’s mind: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” It is Wakefield’s nature to spend time thinking about the hard work of 40 years, the accomplishments and the relationships even before she leaves her job. “When you have the honor of a position in which you can do things, you really need to take advantage of that opportunity,” she said. For Wakefield that means she kept her focus on the diverse community of students and the college district’s goals of partnerships, innovation and student success. “Together we serve almost 50,000 students every year and we don’t give up on them,” she said.
effective training and fund development, as well as grants and initiatives supporting student success and retention. She mentions some of the programs she helped launch, from wine making and marketing to nursing to the newly renovated Georgetown apprenticeship program. “I am so proud of the faculty and staff working every day to change the future of students — to know that education impacts heir lives,” she says. “Together we do a really good job.” Known for engaging those around her and allowing all voices to be heard so as to achieve a common vision, Wakefield personifies the Seattle University mission “to educate the whole person, to professional formation and to empower leaders for a just and human world,” observes COE Associate Dean Bob Hughes, who worked with Wakefield at South Seattle College. “Her work has touched and improved the lives of thousands of students.”
“When you have the honor of a position in which you can do things, you really need to take advantage of that opportunity.”
“As a leader I think Jill’s first principle is dedication to students,” said Educational Leadership alumna Julie Hungar, ’82, EdD. “Jill has really made that connection with the public schools and the universities to smooth the pipeline and increase the number of students who go on from community college to the university.” “My proudest day is still commencement,” confirms Wakefield, who talked about a career spent working in higher education. “Everything I do leads to more students walking across the stage.”
She reflects on the high points of a career in which she worked hard to develop partnerships both with K–12 education and Seattle University to ensure smooth transitions and career advancement for all students. Under her leadership, Seattle Colleges developed an award-winning applied baccalaureate program in which students can complete a four-year degree. She also initiated I-BEST, a nationally recognized model for mixing basic and technical education in credit-bearing classes. Her publications, research and presentations focus on connecting local business and industry with the community college system in innovative partnerships resulting in more
Wakefield says she is proud that she spent time at Seattle University as a doctoral student, an adjunct faculty member in the College of Education, and now as a member of the Seattle University Board of Trustees. “These are three of my high points in my life and career,” she notes. Her connection with Seattle University makes sense, although it was unexpected, she says. Both colleges are aligned with the community and the role of social justice. “There are a lot of similarities about who we care about and who we serve. Our values are similar.” She credits her Educational Leadership degree and program founder Professor Emeritus John Morford for her career achievements. “The doctorate was an incredible leadership program,” she says. “Learn and apply, assess yourself, know your strengths and where you need to grow…It was a game changer for me.” Through her doctoral program, Wakefield says she better understood her own values and her belief in the potential of people: “Through education you can create opportunity.” As the Banner went to press, Wakefield was appointed as the new interim president of Bellevue College, which is currently undergoing a nationwide search for a new president.
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FROM THE HEAD & THE HEART By Casey Hicks
Courtesy of Vancouver Public Schools
Steven Webb, EdD
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n a typical day, you might find Steven Webb, ’98 EdD in a kindergarten classroom, cooking lunch in a school cafeteria, or shadowing a school bus driver for his video series, “On the Job with Steve.” He may be recording a podcast, striking up a new friendship with the over 700 local businesses that partner with the school district, or sending tweets from an account peppered with hashtags like #FutureReady, #LeadWithLove, and #Grit. It’s clear that Webb is not your average superintendent.
Partner contributions of more than $3 million generated by the FCRCs during the 2013-14 school year was an economic stimulus to the district, yet Webb involves the community in more intrinsic ways. The Boys and Girls Club of Southwest Washington offers out-of-school enrichment programs, for example, and the Vancouver Housing Authority provided housing vouchers to parents committed to being involved in their children’s education. “This is about asset building,” says Webb. “This isn’t about a hand-out, it’s about a hand-up.”
Education experts agree that Webb is very good at what he does. Recently named the 2016 Washington State Superintendent of the Year by the School Superintendents Association (AASA), Webb was one of four finalists for this year’s national superintendent of the year. Education Week named Webb a “Leader to Learn From” and he joined President Obama for the White House Great Educators Event in May. In a letter of recommendation, Governor Jay Inslee writes that “Dr. Webb’s influence within Vancouver Public Schools has been overwhelmingly positive.” The accolades go on.
The effects of Webb’s “whole system approach” stand out. The number of students receiving basic needs assistance more than doubled between the 2010-11 and 2013-14 academic school years. On-time graduation rates increased from 64 to 80 percent over the last five years, with the largest improvements among African-American and Hispanic students. The gap between English Language Learners (ELL) and non-ELL students is narrowing, improving kindergarten literacy rates by up to 20 percent.
Yet in 2008, when Webb became superintendent of Vancouver Public Schools in Southwest Washington, he inherited a district with some daunting challenges. Over 50 percent of the district’s students qualify for federally subsidized meals, a common indicator of poverty. In some schools in the downtown area, this rate surpasses 90 percent. In the past decade the population of students learning English as a second language doubled, a diverse group representing 80 native languages. Nearly 1,000 students are homeless, a rate that has increased by 500% in a decade. Homelessness is related to the district’s high mobility rate, which Webb describes in terms of a third grade classroom with 25 students: “If I have a student mobility rate of 40% or higher, ten of those chairs will swap out during the course of the year.” What’s more, Webb became superintendent on the heels of the Great Recession, when the district faced $20 million in budget shortfalls. Between 2008 and 2010, Webb launched an Opportunity Zone that targeted the 16 schools that serve the district’s highest-poverty neighborhoods, an approach modeled after the Harlem Children’s Zone that has seen success in New York City. At each school, Webb established a FamilyCommunity Resource Center (FCRC) that engages with the community to provide wraparound services such as afterschool programs, parent academies and health services. Webb explains the rationale behind this effort, saying “This is pretty simple stuff. If a child is hungry, it impacts their ability to learn. If a child does not know where they are sleeping tonight, it impacts their ability to learn.”
Webb says he is proud of the progress the district has made in transforming student trajectories: “We’re closing achievement gaps and we’re getting more kids across the finish line, prepared for college, careers, and life … I’m absolutely confident that our young people are future ready.” At the end of the day, Webb credits Seattle University’s College of Education for the training he received: “I reflect back on my experience at Seattle University and the Ed Doc program and, so much of that work is trying to get clear about who you are as a leader.” Webb says it was in the halls of Loyola that he identified his four core values, which continue to persist throughout his work. Those values he describes as “integrity, joy, justice, justice, justice … and family.” Webb explains, “the core mission and value set of Seattle University grounded my leadership within a framework that focused on community — that focused on transformation and empowering building agency in people, in communities, to create a more just and humane world.” This is the second year in a row that a Seattle University alum has earned Washington’s Superintendent of the Year award. Dennis (Kip) Herren, EdD ’92, of Auburn school district was honored in 2015. To graduating students of the College of Education and young alumni, Webb offers two “nuggets” of advice. The first: establish non-negotiable core values that will drive your leadership. Secondly, “in order to work for a more just and humane world, you’ve got to manage from the head and lead from the heart.”
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Alumni Spotlight
Physics teacher wins
Milken EDUCATOR Award
Bellevue physics teacher Ryan Lafferty, ‘10 MIT, was awarded the $25,000 Milken Educator Award in January 2016. A teacher at the International School in Bellevue, Lafferty has pioneered a projectbased approach to physics that combines math, history, and arts. Lafferty’s students can be found building Ryan Lafferty slingshots, analyzing a mock car crash and reconstructing Roman arches. Peter Hamilton, one of Lafferty’s AP physics students, said “He embodies the perfect teacher… He’s that uncle you really like, who is cool and teaches you things,” according to the Seattle Times. Lafferty is working with the Bellevue School District, University of Washington, and the George Lucas Educational Foundation to implement nationally the problem-based curriculum to AP Physics that he is piloting in his classroom. Described as “the Oscars of teaching” by Teacher magazine, the Milken Family Foundation awards recognized 40 elementary and secondary teachers this year. Lafferty was the only winner from Washington. Lafferty received his bachelor of science in physics from the University of Washington in 2008 before receiving his Master in Teaching from Seattle University in 2010. Lafferty plans to put his winnings towards a down payment on a house.
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SEATTLE UNIVERSITY | COLLEGE OF EDUCATION
Jessica Calabrese-Granger
New Principal Transforms School In 2011, the federal government identified Lakeridge Elementary in Renton as a persistently low-performing school. It ranked in the lowest 5 percent of Washington State public schools and had one of the district’s highest mobility rates, which measures student turnover. Nearly 90 percent of students qualify for free and reduced price lunches, a poverty indicator, and over a third of the students are English language learners. Faced by challenges, the school’s future seemed stark. One condition of the $3 million federal School Improvement Grant that Lakeridge received was to replace school leadership. Despite being a new principal, it was Jessica Calabrese-Granger, ’08 MEd (EDAD), who stepped up. Right away, Calabrese-Granger implemented a strategy to improve conceptualized learning among students. In professional development labs, teachers met to test and refine math and literacy curriculum before bringing lessons to the classroom. Results materialized within two years. Lakeridge now exceeds the state and district averages in both reading and math, and has become a successful model for other chronically under-performing schools. In a video on the KCTS9 website, Calabrese-Granger explains that “every kid who comes in here will leave with all the doors open.” Earlier this year, Calabrese-Granger was appointed Chief of School Improvement, where she will provide support and guidance to schools and principals in the Renton School District.
ALUMNI notes Sue Ann Bube, ’14 EdD, has accepted a position as assistant principal at Renton Academy in Renton School District. Sue Ann leaves her role as program director of the Center for Change in Transition Services, a grant-funded office within Seattle University’s College of Education dedicated to improving post-school outcomes for students with disabilities in the state. Caitlin Blomquist, ’13 MEd (SDA), and Anna Renzetti, ’14 MEd (SDA), were both awarded outstanding staff awards for their achievements as staff members at the University of Washington’s Evans school of Public Policy and Governance. Assistant Director Renzetti was acknowledged for her diversity efforts in advocating for international students, while Academic Program Manager Blomquist was recognized for her tireless work supporting struggling students. Kristina Creager, ’09 MEd (SDA), recently earned her PhD in Global Leadership in Higher Education from Indiana Tech. Her dissertation was titled “Emotional intelligence & academic success: A study of academically underprepared students in the second semester.” Creager is also in the midst of writing her first book that will publish in 2018, titled A Good Job: Student Employment On Campus. John Dougherty, ’66 BAEd, Athletic Development Officer for Seattle University received the 2016 University Service Award for his lifelong dedication to Seattle University. For the past eight years, John has dedicated himself to securing the financial resources necessary to grow Seattle U Athletics. He was party to the decision to return to Division I and has instituted a multiyear gift program and athletic events that have raised more than $1 million in each of the past four years.
John Feltis, ’07 MEd (TESOL), recently completed his EdD from Northcentral University, San Diego. He specialized in English as a Second Language, and his dissertation was titled “The Experiences of Acquiring English as a Third Language Amongst Ethnic Minority Students in China: A Narrative Inquiry.” Feltis is currently teaching abroad in China with his wife, Ping. Stephanie Galeotti, ’13 EdD, recently published her dissertation titled “Empowering Pre-Adolescent Girls: Girls on the Run Experiential Learning Program Exploratory Study” in the Journal of Experiential Education. She is director of education at International House in Charlotte, NC. Brittany D. Henderson, ’05 MEd (SDA), was recently promoted to Associate Dean of Student Life at Cornish College of the Arts. She is currently completing her PhD through Capella University, specializing in Leadership for Higher Education and Enrollment Management. Hilary King, ’11 MIT, received the 2016 Excellence in Teaching award at the Albany Academies, a private, college preparatory academy where this fall she will begin her fifth year teaching history. Justyna King, ’05 MIT, ’10 EdD, will be the new principal at Eastside Catholic High School for the 2016-17 school year. She is also in the initial stages of partnering with the College of Education and Associate Dean Bob Hughes to develop a certification program for Catholic Educators. She is expecting her fourth child in October.
Sajonna Lewis, ’10 MEd (TESOL), will be transitioning this summer from Highline College, where she has worked for six years, to Bellevue College, where she has accepted a tenure-track ESL instructor position. The Edmonds School Board voted unanimously to elect Kris McDuffy, ‘94 EdD, as the district’s new superintendent. McDuffy left her role as superintendent of Arlington Public Schools to become head of the largest school district in Snohomish county. McDuffy is the district’s second female superintendent. Gary Melton, ’13 EdD, finished seven years at Mont’Kiara International School (M’KIS) in Kuala Lumpur, Malaysia, where he has served as principal and director. While he says serving at one of the top international schools in southeast Asia has been enriching and rewarding, this summer he and his wife will return to the Seattle area to be closer to their children and grandchildren. Thaddeus Teo, ’15 MEd (SDA), is now a Donor Relations Officer at United Way of King County. Sarah Thomson, ‘12 MA (SDA), was appointed Executive Director of Career Services at Seattle University.
Share your news: Education@seattleu.edu Stay connected: www.seattleu.edu/alumni/updateinfo Follow us:
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THE POWER OF GIVING
Bequests Create Life-Changing Scholarships This year the College of Education received two major gifts from generous alumnae who included the college in their wills, Joanne Schumacher ’55 BAEd, and Elizabeth Puckett, ’60 BAEd . Both women were former teachers. Known as a woman who was very engaged in her community, Joanne Schumacher made a legacy commitment to the college through an estate gift for teacher education scholarships. Some of her closest friends, many of whom are also College of Education alumna, visited the college in March for a luncheon in memory of her life and her gift to the college. A former teacher and librarian for many years, Elizabeth Puckett was a longtime Seattle resident who later retired in Moses Lake. Her estate gift to the College of Education will support student scholarships across all degree programs. The daughter of Edgar and Clara Grace, she was born in Nortonville, Kan., in 1925 and was married to Lee Puckett. She enjoyed quilting and spending time with her family.
To Give
• Online at seattleu.edu/giving • Call Peggy Fine, 206.296.1896 • E-mail: finep@seattleu.edu 16
SEATTLE UNIVERSITY | COLLEGE OF EDUCATION
Recent Gifts Pulliam Scholarship The daughter-in-law of a 1969 MEd alumna established a new College of Education endowed scholarship in memory of her late husband. Nina Pulliam was a student of COE alumna Christine Pulliam and eventually met and married her son, Rick. The owner of a real estate development firm and dedicated volunteer at a local hospital, Nina Pulliam was inspired to help future teachers. The scholarship will provide support for students with the greatest need at the dean’s discretion. Faculty and Student Research Gift Seattle University Trustee, General Peter Chiarelli, recently designated a $25,000 campaign gift to veteran mental wellness research at the College of Education. After reviewing and discussing research, methods, advancements, challenges, and potential opportunities for this veteran research with Assistant Professors Arie Greenleaf and Kevin Roessger, Chiarelli earmarked this generous gift to allow the faculty to expand the number of research participants and refine their research methods. Chiarelli’s gift represents a vote of confidence in the Growing Veterans research and will add credibility to the research project when approaching other organizations and foundations for future funding. The Growing Veterans research was featured in the 2015 issue of the Banner. Seattle University Capital Campaign In preparation for the launch of the upcoming campaign, the College of Education has raised $1.9 million toward a campaign goal of $6 million. The overall goal for The Campaign for Seattle University— a Greater City and University is $300 million including $100 million for scholarships, $100 million for mission and programs of distinction and $100 million for the Center for Science and Innovation.
Faculty and Staff news
Research Informs Partnerships This summer marks the end of a year of consultation, program development and scholarship at Seattle University for BoeingWilliam M. Allen Endowed Chair & Distinguished Professor Honorine Nocon. Many programs at the College of Education benefited from the visiting professor’s expertise and experience as a recently retired associate dean of academic programs and research and an associate professor of culturally and linguistically diverse education for University of Colorado Denver’s (CUDenver) School of Education and Human Development. Nocon’s background in sociocultural theories of learning and development including second language acquisition, intercultural development and learning, and the design of learning environments made her a valuable resource to COE faculty and administrators. Together they engaged in developing the college’s newest degree program (Educating Non-Native English Speakers), revising the Educational Leadership doctoral program, and creating an ELL certification program in for school leaders. While at the College of Education during the 2015-16 academic year, Nocon weighed in on many ongoing projects and activities, helping colleagues in such areas as evaluating data, service learning, social justice curriculum, and grant proposals. Nocon’s collaborative work with the College of Education and Seattle University will continue even though she returned to her San Diego home in June. One area of continued collaboration is a meta-analysis of case studies that looks at key factors in sustaining communityuniversity partnerships. This has great relevance for the college and the Center for Community Engagement at Seattle University, which is involved in many service-learning projects, community-based research and community internships. Nocon and a team from Seattle University, CUDenver and University of California, San Diego looked at projects that fit a defined learning and development model characterized by ongoing community-university partnerships with informal education programming and research opportunities. A review of 67 projects based on the Fifth Dimension (5D) model and implemented in the U.S. between 1987 and 2014 indicated that
only 15 were still operating. “Most 5Ds close, and most of those that close do so within 3 years,” said Nocon. “This caused our group at UCSD, SU, and CUDenver to ask: What are the key factors that contribute to sustaining a 5D partnership for more than 3 years?” The team sorted through a large amount of data, including field notes from interns, correspondence from researchers, journal articles, dissertations, annual reports and grant reports, and used a qualitative/quantitative methodology (Fuzzy Set Qualitative Comparative Analysis) to analyze the data from partnerships lasting two quarters to more than 29 years. “The results of the preliminary analysis were surprising,” Nocon reports. “The resource commitment from the community partner was the strongest predictor of long term sustainability. In the early years of partnership, that community commitment combined with with alignment or fit between the project goals and university goals to jointly explain how partnerships survived beyond the critical three-year point. Nocon says implications are that “designs need to be developed with the community and nurtured, but they must also align with the mission and goals of the university.” Preliminary findings suggest that at the start of community engagement work, it is important to choose partners carefully to make sure there is willingness to commit. Building in time and a systematic approach to working with the partner on the partnership itself as well as willingness to adjust the project design over time with the community partner are also important considerations. Once the partnership is running, ongoing communication as well as time and resources dedicated to on-the-ground community relations are critical, says Nocon. “You can’t assume that once you built it, it’s done. You need to keep engaging.”
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STUDENT NEWS Congratulations to 31 College of Education graduate students who were 2016 inductees into Alpha Sigma Nu, the honor society of Jesuit institutions of higher education. These students were selected for their excellence in scholarship, loyalty and service: Adult Education and Training: Renin Oliver and Nikola Davidson Community Counseling: Nicole Wilson, Randolph Scott and Laura Sheridan School Counseling: Myra Flor Arpin, Hanine Castro and Brigette Curry Educational Administration: Sonia Gray (principal certification) Educational Leadership: Jeffrey Gephart, Samuel Procopio (with principal certification), Barbara Slack and Tiffany Sparks-Keeney Student Development Administration: Elisabeth Goss, Irene Ziemba and Kari Berkas Special Education: Viola Runkel-Naziri School Psychology: Greta Madison, Diana Walsh, Haley Miller, Cassandra Scott and Christina Shott
FACULTY PUBLICATIONS Greenleaf, A., Williams J. M., & Roessger, K. M. (2015). The health outcomes of connecting with nature: Evidence to guide counselor education. The Sable Journal of Health & Human Development, 1(1), 63-78. McGuire. M.E. (2016). The Transcontinental Railroad: The Chinese experience from gold mountain to golden spike. Culver City, CA: Social Studies School Service. Ratts, M.J., Singh, A.A., S., Butler, S.K., Nassar-McMillan, McCullough, J.R. (February 2016). Multicultural and social justice counseling competencies: Practical applications in counseling. Counseling Today. Ratts, M.J., Singh, A.A., Nassar-McMillan, S., Butler, S.K., McCullough, J.R. (June 2015). Multicultural and social justice counseling competencies. Retrieved from http:// www.counseling.org/docs/default-source/competencies/ multicultural-and-social-justice-counseling-competencies. pdf?sfvrsn=20. Endorsed by the Association for Multicultural Counseling and Development on June 29, 2015 and the American Counseling Association on July 20, 2015.
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SEATTLE UNIVERSITY | COLLEGE OF EDUCATION
Master in Teaching: Zenaida Olivas (MIT/Special Education), Brooke Barron, Chase Waterman, Virginia Engel, Shana Hainzinger, Michael Harper and Miriam Fernald Teaching English to Speakers of Other Languages: Sarah Rayner and Mariko Uchida
Counseling students Rachel Anne Althouse, Camille Beck, Jonas Deltuva Buck, Colleen Courtney, Sophie Mariel De Haan, Jenna A. DiCasparro, Keylee Fernandez, Jaime L. Fischer, Carly Fritz, Amanda Hansen, Gail Elizabeth Hoffmann, Justin Hoo, Lauren A. Hopp, Ritsu Itoi, Laura James, Mina Kirilov, Megan Renee Laedtke, Ilana Malone, Swathy Marri, Lisa McKillop, Mary Nicholls, Leah Richards, Natalie Virginia Roche, Devon Rouch, Laura J. Sheridan, Niashay Slayton, Sarah Smalley, Patti Sulewski, Kylie Thomas, Gabriel A. Weiss, Keira J-A Weldon, and Katya Hanna Wojcik were inducted into Chi Sigma Iota, Seattle University’s Delta Psi Chi Chapter promoting excellence in the profession of counseling. The 32 COE students join an international honor society that values academics and professional excellence in counseling.
Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development, 44(1), 28-48. Roessger, K.M. (2016). Skills-based learning for reproducible, demonstrable expertise: Looking elsewhere for guidance. Journal of Vocational Education and Training, 68(1), 118-132.
In Memoriam Sandra Lee Barker, former professor of Educational Administration at the College of Education. (April 7, 2016) Victor “Paul” Johnson, M.D., husband of COE’s former dean and professor emerita Margaret “Peg” Haggerty. (March 9, 2016) Father Casimir “Cas” Zielinski, former associate professor at the College of Education’s Department of Counseling and School Psychology from 1979-1993. (March 4, 2016)
MAGIS
DEN A STU
EL T DEV
OPME
URN NT JO
N 10TH EDITIO IVERSITY SEATTLE UN WA , TLE AT SE 2016
AL
The 10th edition of MAGIS: A Student Development Journal, the peer-reviewed academic journal for the SDA program, is now online.
The journal showcases scholarly and reflective writing by SDA students, alumni, faculty and student affairs professionals. You may download the full journal as a PDF, or view the journal at https://magisjournal.wordpress.com Congratulations to the following Educational Leadership graduates who successfully defended their dissertations during the 2015-16 academic year and were awarded a Doctorate in Education: Jeffrey Gephart, ’16 EdDThe Ideal Self in Clergy: A Qualitative Study of the Practice of Coaching Kathleen Immen, ’16 EdD Making Data-Driven Decisions: Teacher Perceptions About Using Student Assessment Data To Inform Instruction William Keating, ’16 EdD Teacher Satisfaction Regarding the Use of Positive Behavior Intervention Support (PBIS) in Schools Srinivas Khedam, ’16 EdD Self-perceptions of Moral Leadership Among Catholic School Principals in the Archdiocese of Seattle
Teacher Placement Rates The 2015 Master in Teaching (MIT) degree teacher placement rates are the highest in 13 years. 100% of our 2015 MIT grads are employed in the field of education 99% of all 2015 graduates are either teaching full-time or working as substitute teachers (one is working as a director for an educational technology firm) 95% of 2015 MIT graduates are employed full-time as contracted teachers Did you know? Alumni of the College of Education may use our Educator Career Services to help find job openings in the areas of teaching, school psychology and school counseling.
% of MIT grads employed F/T as contracted teachers
2015
95%
2014
88%
2013
78%
2012
81%
2011
75%
2010
68%
2009
57%
2008
76%
2007
83%
2006
87%
2005
85%
2004
78%
2003
93%
Nik Bowen ‘16 MA (SDA) won first place in the NWACUHO Annual Case Study Competition, a competition for new professionals. Bowen and his team of four other students from the Northwest region crafted the winning response to an incident in which biased comments on the YikYak social media platform targeted international students. Each year, new professionals attending the conference are given the opportunity to participate in a case study competition that places participants into inter-institutional groups to analyze a residence life or housing scenario. Senior residence life and housing officers judge the group presentations. Jennifer Kubista, ’16 EdD Social Emotional Learning to Develop Positive Culture and Climate Anthony Magaña, ’16 EdD Enhancing the Art and Science of Teaching with Technology: A Model for Improving Instructional Quality for All Students Carolyn Poterek, ’16 EdD Effects of Constructive Controversy in Theological Education Nancy Olsten, ’16 EdD High-Value Leadership: Principals of High-Performing, High-Poverty Schools Barbara Slack, ’16 EdD How the Marital and Parenthood Status of Women in Graduate School Affects Their Satisfaction with University Support Services
Clinical mental health counseling student Trenecsia Wilson was awarded an $8,000 counseling fellowship from the NBCC Foundation, an affiliate of the National Board for Certified Counselors (NBCC). Wilson was accepted to the Minority Fellowship Program-Youth (MFP-Y), through which she will receive special training around serving minority youth populations, ages, 16-25. Wilson, a survivor of domestic violence and sexual abuse as well as a single mother, hopes to empower other survivors who also identify as gender and racial minorities affected by poverty. Wilson and 30 other counseling graduate students nationwide were awarded fellowships.
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Looking back at 2015-16
239 students graduated in the 2016 academic year from the College of Education! 99% of all 2015 Master in Teaching (MIT graduates) are employed as teachers
Teaching English to Speakers of Other Languages (TESOL) celebrates 20 years 25 years ago, COE teachers graduated for the first time with a master’s degree
To date, $1.9 million have been raised toward COE’s campaign goal of $6 million 56% of students admitted to the Student Development Administration Program (SDA) in 2016 identify as students of color 2 out of 11 College of Education programs are now fully online!
SU’s first gender neutral bathroom opens in Loyola Hall in August 2016.
Mark Your Calendars! COLLEGE OF EDUCATION Perspective Student OPEN HOUSE • October 6, 2016 WELCOME TO THE NEW ACADEMIC YEAR RECEPTION • October 6, 2016 Seattle University 125th Anniversary Gala • November 5, 2016 SECOND ANNUAL COE GRADUATION CELEBRATION • June 8, 2017 Contact us at education@seattleu.edu for more information
www.seattleu.edu/education 206- 296-5760 20
SEATTLE UNIVERSITY | COLLEGE OF EDUCATION