March 2013 Volume 1, Issue 3

Issue Theme: Research Integrations

From Our Dean

RESEARCH INTEGRATION The theme of this newsletter is timely as we come to the end of our teaching term and

our elementary teacher education students begin to engage in their Guided Reflective

Inquiry Projects. In our teaching we are continually challenged to bridge between

theory/practice and between action/civic formation to nurture the development of a

mind for professional practice among our teacher candidates — a practice that is in-

formed theoretically and oriented practically. This calls into question our pedagogical

responsibilities in the formation of our students’ professional identity and develop-

ment of responsible judgment.

Over the course of this year many of us have been involved in reflections on our teach-

ing, and explorations in innovative approaches to engage our students in inquiry.

Drawing upon our collective practical wisdom we have collaborated to design and

schedule courses, integrate curriculum, team teach, and bring our students to practical

school-based settings where they experience theory-in-action. Many have developed

meaningful relationships with mentor teachers, faculty and students in schools. These

rich opportunities integrate our research into our teaching and service to students and

the professional community.

In this edition of our newsletter we see examples of meaningful ways in which we

engage in research that has an influence in our professional and local community and

the lives of students. We see evidence of this when we hear our colleagues providing

expert opinion in the media, leading professional development for educators in the

local and global community, and disseminating their research in a range of venues

such as scholarly publications, blogs and conference presentations.

There is a discernable shift in our faculty culture where we see our colleagues engaged

in collaborative planning and research, willing to share their research and papers-in-

progress for feedback, and a generosity of spirit to support one another in their teach-

ing and research. Book Club is becoming a site of intellectual engagement as well as a

social event that strengthens our community.

DEAN’S CORNER Best wishes to colleagues as you bring closure to your classes and supervision of stu-

dents, and begin preparation for Spring conferences. If you are presenting at CSSE

and/or AERA please inform Deb Carter of your conference date and time so we can

support one another and so we can organize a social event for those interested. For

those of you presenting papers and want feedback before your conference please let

Lindsay or Pauline know so we can organize a “Working Papers” or “Sharing Our

Practice” event for this purpose. We all benefit from the success of our colleagues and

students.

ISSUE THEME: RESEARCH INTEGRATIONS

“...faculty and students (graduate and undergraduate) [pursuing] a wide range of research - basic and applied, local and global, - and [capitalizing] on the strength of research as a teaching and learning tool. This learning and research nexus will inform everything from curriculum development to campus planning. We will pursue diverse research approaches - individual, collaborative, clustered and interdis-ciplinary .We also will research the core activity of our community - student learning - and value the scholarship…” ~UBC’s Okanagan Academic Plan (2006), p. 4.

INSIDE THIS ISSUE

Letter from Director of Research ... 2

Scholarly Activities ......................... 3

Understanding Kindness .............. 4

Count on Yourself ........................... 4

Education for Sustainable Develop-ment (ESD) .................................... 5

Spatial thinking, Geoliteracy and Educational Technology ................ 6

Faculty Spotlight ............................. 7

Integrating Research ..................... 7

Support Staff Spotlight ................... 8

Moving Forward ............................. 8

APRIL ISSUE: DIVERSITY IN EDUCATION

Looking forward to your contribu-

tions of Diversity in Education

(diverse learners, contexts and ap-

proaches) by April 13th, 2013

EDnews to U Research Integrations

Faculty of Education Okanagan campus

WORKING PAPER SERIES

The Research and Develop-

ment Committee has initiated a

Working Paper Series to serve as

an opportunity for faculty to share

developing or completed research

writing with colleagues. The series

is held once a month during the

lunch hour.

Dr. Carol Scarff comments on

her experience after presenting her

research work and paper on Febru-

ary 6th, 2013:

“The Working Paper Series was of

particular importance to my pro-

gress as a writer and researcher.

The key question is around the

message of sustainability for post

secondary students and the possi-

ble ways that the message of sus-

tainability is being taught and

learned in a non-critical didactic

manner. The paradox is the lack of

sustenance in the teaching and

learning of sustainable develop-

ment at most higher education

institutions.

While presenting my thoughts on

my current paper that looks closely

at claims around Education for

Sustainable Development in Higher

education institutes, faculty mem-

bers listened and raised important

questions as well as ways to pin-

point the paradox between

‘education for sustainability’ with-

out thought of the sustenance of the

message.

This experience greatly enhanced

my writing process and my ability

to meet my writing goals for this

paper, as well as two others, by the

end of March!”

As an audience member during Dr.

Scarff’s presentation, Dr. Sabre

Cherkowski commented:

“I really enjoyed learning about

Dr. Scarf’s ongoing research col-

laboration with her colleagues in

New Zealand. The lunch session

was a great way for us to provide

support and encouragement and

also to respond as “critical friends”

for helping her move forward in

her writing.”

FROM OUR DIRECTOR OF RESEARCH

Dear New Colleagues:

I care very deeply about teaching, learning, and what it means to educate pro-

spective and practicing teachers and leaders for K-16 classrooms and other

community settings. So it is invigorating to have met so many of my new col-

leagues and see your caring investment within the faculty and the many contri-

butions to these matters you are making in such significant ways. I am increas-

ingly cognizant that our Faculty of Education brings a community of scholars

together, from across disciplines, methodologies, ideological perspectives, and

interests, invested in questions concerning what it means to teach, to learn, and

the kinds of associated teaching/learning contexts alongside the needed leader-

ship. Collectively, our research brings these questions to life, documenting and

analyzing the opportunities and challenges within educational sites of all kinds

and envisioning education for the future. Individually, distinct research efforts

cultivate needed insights and expertise to build and sustain the scholarly com-

munity to contribute to the future. Most importantly, I see our collective and

individual efforts modeling research as a habit for all educators- helping to ap-

proach our practices and articulate understandings of teaching and learning

with increasing breadth and depth.

Enabling research as an integral habit within our faculty forms my integrative

task as the Director of Research. A starting place is to get to know the immedi-

ate community, and so I am meeting with individuals to learn about specific

lines of inquiry. Concomitantly, I am getting to know the community at large,

from across campus- to the city of Kelowna- to the Okanagan Valley- and be-

yond. Seeking the needed practices and resources to foster our individual and

collective research efforts is a matter for all of us to embrace, but my intent is to

foster the circumstances to do so. Additionally, I look forward to acknowledging

individual’s achievements. Such efforts not only reflect positively on individuals

but, also, reflect positively on all of us, storying our faculty in important ways

that advocate and educate others about our scholarly community and the signif-

icances to be gained for all forms of learning and for all learners. In other

words, valuing the search within research characterizes the integrative context I

hope our scholarly community continually emulates and aspires toward, as we

attend to the diverse gifts and perspectives that form the matters that matter to

our Faculty of Education and our extended community, providing all of us with

important opportunities for continued inquiry and further professional growth.

The Research and Development Committee has put into motion some

practices intended to generate opportunities for research connections and

growth. I look forward to working with this committee and the faculty as a

whole to build and strengthen these practices. The Internal Research Sup-

port Education Travel Grants are one example. Please refer to the criteria,

review process, and application materials online: http://www.ubc.ca/

okanagan/education/research.html

Respectfully,

Margaret

2 

SCHOLARLY ACTIVITIES

Faculty of Education News Archives: https://news.ok.ubc.ca/education/tag/faculty-of-education/

  3 

MEDIA

Berg, S. (2013). Interviewed by Alya Ramadan of CBC Daybreak regarding the

status of physical education in schools. Should be aired sometime in the first week

of March.

PRESENTATIONS

Broom, C. Justice Served? Schools, Teachers and Human Rights Cases in 1930s British Columbia. Proposal accepted at the Canadian Society for the Study of Education. Victoria, BC.

Cherkowski, S. Flourishing Leaders: Enriching Human Capacity Development in Schools Paper presentation for AERA, 2013. Dr. Cherkowski has been carrying out an electronic survey with a group of administrators to gain an understanding of how they experience flourishing in their work. This research will lead toward devel-oping a model of mindful leadership for flourishing in schools.

PUBLICATIONS

Articles

Kristjánsson, C., Densky, K., Rauser, K., and Blumenthal, L. (2013). What I wish I

had learned in my TESOL program: a critical issues dialogue between teacher edu-

cators and teacher trainees. Share: TESL Canada’s eMagazine for ESL Teachers,

Issue 3, 2013.

Multimedia

Earle-Carlin, S., Caplan, N., & Douglas, S. (2013). Oxford iTools Digital Class-

room Resources Q: Skills for Success 5. New York, NY: Oxford University Press.

DVD Digital Media.

* DVD published (I was a co-author). This DVD contains videos, audio, digital cop-

ies of the textbooks, and presentations. The entire textbooks are designed to work

with smart boards (and their equivalents). You can learn more if you click on Q:

iTools in this virtual book fair:

http://www.oupcanada.com/catalog/9780194756969.html

SERVICE TO THE PROFESSION

Invited speaker

Sabre Cherkowski ( 28 February 2013) Invited to serve as a “Critical Friend” for

the final session of the Quality Teacher and Learning series that has been going on

this year with Cathy Elliott from the Ministry of Education, and teachers and

administrators from 6 school districts in the lower Mainland and Vancouver Island

“It was great to see so many different pockets of inquiry

and innovation in teaching and learning. The day in Van-

couver with this group was a wonderful opportunity to

support these teachers as they reflected on their learning

this year and to provide for them some new ways of

thinking about their ongoing work.” ~ Dr. Cherkowski

CONFERENCE PRESENTATIONS

Karen Rauser is part of a

team of ESOL instructors who

have been working under the

supervision of Dr. Bill Acton to develop a haptic (touch and

movement) pronunciation

teaching system for language

learners.

They will be presenting twice

during the TESOL 2013 Interna-

tional Convention and Lan-

guage Expo in Dallas: one full

day training workshop and one 2

hour workshop.

http://www.tesol.org/

convention2013/education-

schedule/pcis/pcis---tuesday

Acton, W., Burri, M., Teaman,

B., Rauser, K., Van Dyke, A.,

Baker, A. (2013, March). Haptic

Integration of English Pronun-

ciation Instruction. TESOL

2013 International Convention

and Language Expo: Harmoniz-

ing Language, Heritage, and

Culture. Pre-Convention Insti-

tute offered at the Dallas Con-

vention Centre, Dallas, TX.

Acton, W., Burri, M., Teaman,

B., Rauser, K., and Moulden,

G. (2013, March). Anchoring

Academic World List Vocabu-

lary: One Touch at a Time.

TESOL 2013 International Con-

vention and Language Expo:

Harmonizing Language, Herit-

age, and Culture. Workshop

offered at the Dallas Convention

Centre, Dallas, TX.

“...more than half of Canadians suffer from low levels of Numeracy, and since Nu-meracy is highly linked to financial prosperity and civic engagement, it was evident that mathematical and financial opportunities should be provided in communities to help them prosper…” ~ Lorraine Baron, Count On Yourself

THE UNDERSTANDING KINDNESS STUDY

4 

FACULTY RESEARCH UPDATE:

JOHN TYLER BINFET

Dr. Binfet was

awarded an

Individual

Research

Grant for this

study. This

grant is part of

the internal

funding opportunities offered

through the Office of Research

Services (ORS) on UBC’s Okana-

gan campus,

Dr. Binfet has recently received permission to collect data in the Central Oka-nagan School District (SD#23) and is currently working on sampling classes in grades 4-8. Using mixed methods, this study assesses students’ perceptions of kindness, as well as both teacher and peer assessments of kindness.

His research examines to what extent students practice "intra-individual" kind-ness (self-compassion) versus "inter-individual" kindness (kindness to others).

SD23 teachers are keen to participate and Dr. Binfet will spend the spring in various classrooms administering measures to students.

UBC RESEARCHER SPOTLIGHT:

LORRAINE BARON

Count On

Yourself is an

8-week Quan-

titative Litera-

cy project that

aims to em-

power families

mathematical-

ly. While adults engaged in a free

financial literacy course facilitated

by MetroUp, school-aged children

participated in a Math Camp led by

UBC Faculty of Education Under-

graduate students.

Wednesday, March 6th, 2013 was the culmination of an engaging and productive community research program led by UBC Researcher Dr. Lorraine Baron.

The goal of the research was to take on the challenge to make a difference in a local commu-nity. A second goal was to represent the voices of our communities in research and practice. Since, according to the Human Resources and Skills Development Branch of the Canadian government (2003), more than half of Canadians suffer from low levels of Numeracy, and since Numeracy is highly linked to financial prosperity and civic engagement, it was evident that mathematical and financial opportunities should be provided in communities to help them prosper. The Momentum (2010) curriculum, developed in Calgary, AB, included a thorough explanation of assets, credit, budgeting, consumerism and banking. One of the adult participants appreciated how “they showed us where to find tools and resources… to better our finances. It’s free education… with practical tools to go forward and try to advance your future.”

The project was highlighted on CBC Radio during Celebrate Research 2013 week where Lorraine described the collaborative partnership approach of this program:

“Working with local not-for-profit groups was key to the success of the program. Leanne Hammond, philanthropic advisor and direc-tor of the Project Build Society first introduced me to Michael Wendland from MetroUp, a non-profit financial asset and literacy founda-tion. EnactUs helped finance and deliver the meals and supported the financial literacy course. When Cathie Mutter (principal, South Ruthland Elementary) provided our loca-tion and the faculty endorsed the project, it all came together in a fabulous collaboration.”

COUNT ON YOURSELF: AN EMPOWERING COMMUNITY NUMERACY PROGRAM

(left to right) Keisha McCluskie, Janelle Ardley, Brittany Meyer, and

Sarah Korzinski, students in the Elementary Teacher Education

Program (ETEP), led Math Camps during Dr. Baron’s research study.

5 

EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

Six months at the University of Waikato in Hamil-ton, New Zealand were spent on a research and writing project; I am as part of a research team of

three led by Dr. Chris Eames, Director of the Centre for Science and Technology Education Re-search at the University of Waikato. The Research title is, ‘Has it made me green?: Students’ percep-tions of the impact of their experiences in school-

mediated education for sustainability.’ Interview data has been collected from students, par-ents and teachers, analyzed and publications have begun. Six prominent themes emerge affect-ing students’ experiences in school that show a duration of impact of Education for Sustainabil-ity. Emergent themes reflect theoretical underpinnings in the work of many researchers from Scandinavian countries, England and Canada. An example is the discourse around Action Com-

petence led by Danish educators such as Finn Mogensen and Kirsten Schnack

The time at University of Waikato also included being part of a study with Dr. Beverley Bell, a prolific author on the constructivist approach to teaching science and mathematics, on theorizing teaching as a socio-cultural practice. This led to interviewing both beginner and experienced science teachers, both in New Zealand and Canada. Nine aspects of teaching emerge from these interviews which relation to the prominence of relational elements involved in teaching and learning.

Reading bibliographies during research and writing time in New Zealand produced new contacts throughout the world. The op-portunity arose to work with a team of researchers in Education for Sustainable Development (ESD) at the University of Leeds, with connections to Hogeschool-Universiteit Brussels and the Copernican Institute at the University of Utrecht. After exchang-ing papers for a number of months, we began several projects together. Four of us have spent time together at Leeds this past Fall, researching the complexity of ESD for higher education institutes and continue to work together at a distance.

Topics of our current papers, accepted for publication and presenta-tion at a June conference in Istanbul, Turkey are three-fold:

pedagogy and competences for ESD;

the paradox of ESD and

teaching for critical transformation; developing an organi-zational change for a corporate sustainability course.

Our team has also been awarded a TEMPUS grant to study pedagogical approaches to better teach and deliver at 20 universities in 11 different coun-tries. As a representative from UBC in Canada, this is a rare opportunity to be an integral part of an essentially European grant and research environ-ment

In summary, the integration includes working with others in different places, different levels of education, diverse perspectives and producing products that incorporate the similarities and differences.

FACULTY RESEARCH SPOTLIGHT:

CAROL SCARFF

While writing

this piece, it

became

interesting to

see how inte-

grative con-

nections are

forged.

My recent research history be-

gan early in my career where

themes around Science/

Technology/Society /

Environment (STSE) were

integrated into my science edu-

cation classes as an approach to

teaching and learning elemen-

tary and secondary sciences in

the school classroom.

The link to society and

environment with

science education in-

spired my study leave

research and writing

that followed.

Connecting...

Research Group at Leeds

Writing...

SPATIAL THINKING, GEOLITERACY AND EDUCATIONAL TECHNOLOGY

You know you are doing integrative research

when it feels like you are sitting on the fence

between two disciplines, and you fear those

questions on funding applications that allow

only you to only check one box to classify

your research area. I come to education from

geography, which itself integrates human and

physical studies, situated both in social sci-

ences and natural science. My interest in how

people think spatially has led me on a career

journey through industry, government and

education, and has led to faculty position at

Mount Royal University where I appropriately

teach both science and education courses. I’ve

been fortunate enough to receive both NSERC

and SSHRC as well as industry funding for my

graduate work, and perhaps that’s the most

tangible benefit to constructing bridges across

multiple disciplines – the increased access to,

and sharing of, resources. It also requires

being multilingual in the languages, modes,

and practices of different academic cultures.

I started in Ottawa as a geographer in industry

and government, using geographic technolo-

gies (satellite images, airborne radar, geographic information systems) for land use map-

ping and management, in Canada and overseas. This work integrated my background

knowledge as a geomorphologist (landforms analyst) and my interest in ways of mapping

the world. The technology was so new that training was always a component of the work,

and eventually I was focusing on education related projects, including the production of

an online public education tutorial, and writing

curriculum and creating in-service courses for

teachers for the Canadian Space Agency about

the technology. This work with teachers made

me curious about how spatial thinking was

fostered and nurtured in K-12 education, and

how geographic technologies such as Google

Earth might be mediating how children learn

about their world.

While I was managing the Masters of GIS pro-

gram at the University of Calgary, I fortunately

met Dr. Susan Crichton in the Faculty of

Education. We discussed the possibility of

conducting PhD research in Educational Tech-

nologies looking at spatial thinking and

geoliteracy. It was obviously a good

meeting, because I met the deadline for

applications to grad school three days

later. My research and dissertation writ-

ing has been taking a lot longer though.

I'm working hard to complete my pro-

gram at the end of 2013

STUDENT RESEARCH SPOTLIGHT: LYNN MOORMAN, PHD CANDIDATE

In Dr.

Crichton I

found the

perfect blend

of mentor and

coach, some-

one who could lead me into the

land of education, help me with

the language, the research land-

scape, and this whole new world of

interpretivist study where you

could actually use the word “I” in a

sentence. She has been there

through the typical struggles of

writing the proposal, and now the

dissertation, but also held my

hand as I was diagnosed with

cancer during the candidacies and

struggled to collect data during

treatments. She’s been compas-

sionate and motivating to me as a

single mom of three boys trying to

work full time, and trying to com-

plete the dissertation. Of course I

followed her to UBC’s Okanagan

campus when she moved.

I’ve felt very welcomed by the UBC

community and privileged to be a

member of the Faculty of Educa-

tion on the Okanagan campus. I’m

happy to be situated in the IGS

program, which reflects the inte-

gration of both geography and

education in my work, and am so

enjoying making connections with

students and faculty members. I

hope to meet more of you!

6 

Lynn teaches her landforms class in the natural classroom — on a glacier for this class.

Directly related to her spatial literacy research, Lynn is a Fellow of the Royal Canadian Geo-graphic Society (RCGS), and the Faculties of Education representative for the education arm of RCGS. She is currently working on a national geoliteracy campaign, renewing the standards for Canadian standards for geographic educa-tion, and developing initiatives to support geo-graphic teaching in elementary grades. That also means meeting fellow supporters, such as Dan Aykroyd (above), at the annual RCGS Fel-lows dinner in Ottawa.

Taking a break…

Christopher Martin is a former classroom teacher and school administrator

whose interest in the ethical and political assumptions underlying educational

policy and practice led to graduate studies in the philosophical and conceptual

foundations of education. Philosophical work in education is primarily interested in

the ‘reason why’ of education, not in terms of explaining why we have the policies and

practices that we have, but the extent to which and ways in which these policies and prac-

tices can be justified on ethical, political or epistemic grounds.

His scholarship addresses the constitutively ethical nature of the aims and purposes of

education and how those aims and purposes ought to inform education within modern

democratic communities. In the policy domain he is interested in the democratic condi-

tions necessary for citizens to arrive at a public understanding of the value of education in

multicultural societies such as Canada and in so doing draws extensively from the work of

Jurgen Habermas and R.S. Peters. He is also interested in the role of ethical concepts in

the professional formation of teachers and medical professionals, as well as the moral

education of children. His most recent work addresses the extent to which and ways in

which higher education intuitions can justify a distinct ethical mandate within advanced

market economies and how this mandate informs such wide-ranging policy dilemmas

such as the ethics of student admissions, tuition fees and the demand that research to be

“socially and economically beneficial”. He is committed to the view that education ex-

presses an intrinsic moral value that trumps fundamentally instrumental, economic or

political interests in educational processes.

FACULTY SPOTLIGHT

CHRISTOPHER MARTIN

Dr. Mar-

tin’s joined

our faculty

August 15,

2012. He

currently

chairs the

Research Development Committee

(RDC). This committee has orga-

nized a number of events during

the fall and winter terms including

the Stirring Minds Speakers series

and the Working Paper Series.

His latest book, Education in a

Post-Metaphysical World: Re-

thinking Policy and Practice

through Jurgen Habermas' Dis-

course Morality, was published in

November 2o12.

Stephen Berg is a member of two stud-

ies that integrate community members,

childhood health, and education:

As an Executive Team Member

This two-year community-based participa-

tory research (CBPR) study, Sustainable

Childhood Obesity Prevention through

Community Engagement (SCOPE), re-

ceived $369,771 in funding through the

Public Health Agency of Canada (PHAC)

and the Canadian Diabetes Strategy Initi-

ative. The SCOPE website states

“...this joint effort involves researchers

and community representatives in all

phases of the research process; engages

community members, employs local

knowledge in the understanding of health

problems and the design of interventions,

and invests community members in the

processes and products of research… to

improve community health and reduce

health disparities.”

More information: http://www.childhood

-obesity-prevention.org/

As a Principle Investigator

The Got Health? Student-led inquiry for

health promoting schools pilot project in

the BC’ interior region received a $10,000

research grant through Interior Health

and the Institute for Healthy Living and

Chronic Disease Prevention. The research

team includes two health promotion coor-

dinators from Central Okanagan School

District (SD#23) -Tricia Labrie (master’s graduate student in Faculty of

Education) and Janelle Zebedee— and

an instructor from the School of Health

and Exercise Sciences, Dr. Sally Willis

- Stewart.

As an outsider in collaboration with insid-

er action research (Herr & Anderson,

2005) study, this study is ta youth engage-

ment initiative promoting student health

through student-led health inquiry. Eight

schools developed student health teams

that assessed, devised and implemented

health promoting school opportunities.

This study incorporates the Comprehen-

sive School Health Framework developed

by the Pan-Canadian Joint Consortium for

School Health.

INTEGRATING RESEARCH, COMMUNITY, CHILDHOOD HEALTH, AND EDUCATION

FACULTY RESEARCH SPOTLIGHT:

STEPHEN BERG

Dr. Berg is interested in children’s health, has presented at numerous confer-ences: interna-tionally, national-ly, provincially

and locally. He has collaborated on a number of projects with professors from New Zealand and Australia in early learning and play.

Both of these projects, Got Health? and SCOPE , share the following common objectives:

to create healthier school set-tings

to improve student health awareness.

to increase school connected-ness through project involve-ment

7 

LINDSAY COX

Lindsay has

always en-

joyed work-

ing with

students. As

Assistant to

the Director

of Gradu-

ate Programs and Research,

she is excited to see how the

revised graduate program will

provide greater flexibility for

students. Lindsay looks forward

to watching the new programs

unfold — and is ready for any

challenges that will come with

change.

SUPPORT STAFF SPOTLIGHT BY KRISTIN SCHUPPENER

Lindsay Cox (nee: Peruniak) grew up in Athabasca, AB with a psychology professor for a

dad and a poet for a mom. Geoff, her father, is a full professor with a focus on career de-

velopment at Athabasca University. Merilyn, her mother, I’m sure would like all to know

that she had nothing to do with the tag line on Lindsay’s wedding invitations of “Getting

Maui’d”.

Lindsay, the youngest of four children, attended the University of Victoria where she

graduated with a BA in Psychology. This is also where she met Ian in her 2nd year of

study. After finishing her degree, Lindsay worked for the BC Government looking after

the mailing/receiving of provincial exams.

When she and Ian moved to the Okanagan in 2006, she began working for an appraisal

company. Over the next two years she would devote many hours (and some over-

nighters) to the crisis line. In January 2007 UBC was lucky to hire her to work in the

Student Recruitment and Advising office and in 2009 Lindsay moved to Faculty of Edu-

cation.

Future aspirations? Aside from enjoying being Mrs. Cox and working with our faculty

and staff in the graduate program and research committee, maybe becoming a mother is

on that list too...

Many thanks…

Suggestions, contributions and ideas continue to reach

the desks of either Kyla or Deb.

We truly appreciate the support and constructive feed back we

have received.

MOVING FORWARD

With so many great contributions to our internal newsletters, we have decided to create

an external newsletter to send to students, alumni, community supporters, and school

districts. Also, we will be developing a web presence for stories, scholarly activities, etc.

We plan to

continue a monthly internal newsletter for faculty and staff focusing on particular

themes

include many of these articles in an external newsletter for distribution to students,

alumni, school districts and community supporters focusing on Teaching & Learn-

ing, Research and Community & Alumni Engagement

develop a web presence (EDnews to U) as follow-ups to these articles and stories

For our April newsletter, we will focus on

Diversity in Education

Please send your contributions and suggestions to us before April 13th, 2013.

“Lindsay has always enjoyed working with students, that is what she loves most about her current role as Assistant to the Director of Graduate Programs and Research.” ~ Support Staff Spot-light, Kristin Schuppener

Courtesy: Kristin Schuppener

8