World Understanding

Behind the Scenes with ITE

Some of the attendees at the International Teacher Education (ITE) webinars in November had questions about the ITE scholarship program, and since the theme of this KAPPAN issue is World Understanding, we hope to answer those queries and enlighten others with our answers.

Q: How many scholars are chosen each year?

A: The maximum number of scholarships funded each year is seven. The usual time for students to earn their Masters’ degrees is two years; however, some scholars complete the program earlier, so the number chosen each year varies. Currently, we have five students who have earned their Masters in 2021, while two will be starting their second year in August.

Q: When are the recipients chosen, by whom and what criteria?

A: The deadline for them to apply is January 15. The three-person ITE Board selects the students after receiving applications from Headquarters. The adjudication process is in February, and selections are then given to our Scholarship and Grants Coordinator (SGC) in late February. Occasionally, there are independent applicants who sign up for consideration through our scholarship management program – Kaleidoscope. Otherwise, the applicants are Fulbright scholars who need supplemental funding.

Q: Why are most of the students Fulbright scholars?

A: While the $10,000 scholarship each from Alpha Delta Kappa is a sizable amount, it does not cover the many expenses for a year in college. We have partnered with the Fulbright/Institute of International Education (IIE) for many years and it has been an advantage to all concerned. The student has the additional funds needed and another contact for support.

Q: How successful has this scholarship program been?

A: Since its inception in 1961 and first students in 1963, the program has been very successful with over 250 students from more than 60 countries having benefited from this program. Many students stay in touch with their co-sponsors and ITE Board members as they return to their countries.

Q: Where do the funds come from?

A: The funds partially come from you, our members, and your dues. One dollar of everyone’s annual dues goes toward this program, plus another fee from each chapter. We feel proud to support such a worthy program. The remainder of the cost comes from our Alpha Delta Kappa Foundation.

Q: What happens to them when they leave the United States?

A: Most of the students return to their home country to use their new knowledge in educating others. Some continue their education and work toward a Ph.D. degree. The general rule is for each Fulbright student to return to their home country for two years. This benefits the student and the country.

Q: Are they able to travel home in an emergency?

A: The students rarely have an emergency that calls for them to return to their home countries. However, occasionally this does happen, and with the help of the university, Fulbright, and Alpha Delta Kappa, they have made that journey. The current graduates were not allowed to return home in 2020 due to the pandemic, so they have remained on their campuses and tried to take additional classes while there. Some were offered internships for summer of 2020, which had to be changed to a virtual situation.

Q: How does one get selected for the ITE Board?

A: There is a volunteer form on our website. Each biennium there is encouragement for those that want to serve on Committees or Boards to fill out that online form. There are sixteen different areas to select from and ITE Board (a six-year commitment) is one of them. The International Executive Board elects a new board member each biennium.

Q: What makes this scholarship different from others?

A: This scholarship comes with the emotional support of co-sponsors and all our members. Each student ideally will have two cosponsors near her university. They not only introduce the student to our organization, but they also bring a “family” experience to the student so far from home.

Q: What is the process for selecting co-sponsors?

A: The selection of co-sponsors depends upon where the university is located and if A∆K has a chapter nearby. Then, the state president is notified the student will be coming, and co-sponsors are needed. The state president will call the chapter nearest, and the chapter president then will ask for volunteers. If you would like to be considered, let your state president know and if the selected student and university is near your home, you could be asked to participate.

Q: What is the personal expense in being a co-sponsor?

A: It varies. Some co-sponsors help with setting up the student’s living quarters and shopping for food, etc. Lunches and events are usually paid for by the one inviting the student. The co-sponsor is expected to accompany the student to (in-person) events such as ITE Weekend and International Convention.

The scholars are young adults, so they do not need “mothering” as much as a friend and colleague. Many co-sponsors give generously to their scholar; however, a big part of the co-spon-

sors’ responsibilities should be observing to see what she needs and communicating those needs to her chapter, S/P/N, and region. If each can give a little, then there are enough funds to help buy winter clothes or a bedspread or a desk lamp. Some co-sponsors “share” the student by alerting each group within their region how they may show attention to the student. Some co-sponsors put together a general checklist with suggested items. For example, if a student is attending a university in the north, that checklist may be different than for those attending in warmer climates. At the end of the biennium, the usual comment from co-sponsors is they received so much more than they gave. It is a life-changing experience. The final cost: time and caring.

If you attended the International Teacher Education (ITE) Webinar held on November 14, 2020, we thank you. If you had to miss it but would like to view it – or parts of it – those items are still available on our International website (alphadeltakappa.org). Shirley Bruns, ITE Board Chairman

ITE IS WORLD UNDERSTANDING

There is no better way to understand our world than to volunteer as a sponsor or to serve on the International Teacher Education Board. ITE Board members made a six year commitment to the program, moving from committee member to chairman during their last two years. The KAPPAN asked former ITE chairmen to recall something that stood out during their time on the Board.

Yolanda Gonzales, AZ Pi (2009-2011), remembered Vicky from Paraguay, a blind student studying for her MA with a focus on visual impairment. Vicky wrote a touching song and performed it for the ITE Board to thank them for a wonderful ITE weekend.

Sandy House, WY Delta (2017-2019), remarked on how grateful the students were not only for the scholarship, but for the love and support they received from the sisters far and wide. The students said that the sisters were “family” away from home.

Sue Couper, VA Alpha Rho (2015-2017), told about the odd request she received from a group of ITE students. As the others stood behind her nodding in agreement, the chosen spokesperson said, “Please ask Alpha Delta Kappa members not to write to us in cursive. We can’t read it.” Sue stays in touch with a dozen former students on Facebook.

Shirley Bruns, AZ Mu (2015-2021), whose six years on the ITE Board end in July, says her proudest moment was how well everyone accepted the changes the pandemic made in the ITE weekend. Over 500 sisters signed up for the virtual 2020 ITE webinar. Normally, the in-person attendance for the weekend is around 100. The appreciation of the ITE Board goes to Kathy Beatty, VA Gamma for the technical work done to put the webinar together.

Margaret Tedder, ONT Psi (2007-2009), summed it up, “Meeting people from elsewhere is always a lesson in geography and a reminder that no matter where we are from, we share the same dreams. I recommend this job to anyone. You will not regret it and will have so much to gain as well as give.”

Chapter Pairings Raise Diversity Awareness

Even today, Madeline Bosma, CO Alpha Iota, whose family settled in Santa Fe, NM in 1655, is considered an “other.” She shared her experiences as a Native American and Hispanic female growing up in Hoehne, CO, with members of Mexico Epsilon as part of a program pairing diverse member chapters.

The exchange between Alpha Iota and Epsilon came out of a suggestion from the Diversity and Inclusion Committee. Madeline and Epsilon President Elizabeth (Liz) Elmer serve on the committee. A request from Alpha Iota …growing up members to the Mexico chapter for in America is speakers on the educational system in Mexico brought the chapters not easy for together. The chapters were introduced to the makeup of the intereveryone. national-Mexican-American composition of Epsilon and the high percentage of Hspanic members of Alpha Iota.

Liz, an American expatriate, wanted her chapter members to know that growing up in America is not easy for everyone, including those whose families have lived in the States “forever.”

Madeline has Pueblo Indian roots. She told her audience that as a Hispanic girl she could not learn to drive until she was an adult, ride a horse, or compete against or contradict men. She grew up being punished for “acting like an Indian” and at school for speaking Spanish.

The prime illustration she gave of discrimination was when she and another female Hispanic student were asked to give up their places as inductees into the National Honor Society to two white male classmates.

Madeline works to make a difference on a national level through her work with the Department of Education in Washington, DC.

Liz and Madeline invite chapters to consider pairing options available through virtual meetings. “As we profile our rich, varied membership and welcome new members, we can become even more ‘United in Diversity’ and reach further towards ‘Understanding Our World’,” Liz said. Article adapted from Southwest Regional newsletter. By Elizabeth Elmer, MX Epsilon President and National Secretary 2020-2022, National President, 2012-2014 and Madeline Bosma, CO Alpha Iota, World Understanding Chairman, 2020-2022

UNDERSTANDING OUR WORLD Top Five in Making a Better World Program

Five chapters will receive Certificates of Commendation for their programs that “advance cross-cultural learning and relationships and/or increase awareness and involvement in global issues.” The chapters are recognized by the Making a Better World Initiative, an annual program designed to promote and recognize members, chapters and S/P/Ns who make significant improvements in the world.

CT Mu started its World Understanding Speaker Series to connect sisters with other parts of the world and learn about education in those countries. Past programs include presentations on education in Haiti, Vietnam, Peru and Native American education. Mu also had an Imam present a program on Islam. The goal of the series was to celebrate differences in the world and to recognize the challenges that many cultures face in education and schooling. Most recently, the chapter held a program with a sister living and teaching in Abu Dhabi, UAE, and invited sisters from around the country to join them. CO Alpha Iota worked with MX Eta and KS Epsilon in a ‘Language Exchange Program.’ This exchange came out of a World Understanding program between CO Alpha Iota and MX Eta on education in Mexico. Mexico’s National President Marli Carmargo envisioned a Spanish-English language exchange program between Americans and Mexicans. An organizational meeting was held with twelve attending, and groups were formed to practice English and Spanish speaking skills. The participants learned about each other’s cultures.

Linda Stephens, OH Alpha Rho, was recognized for her personal project of Educating Children in South Sudan. Linda met one of the Lost Boys of Sudan in 2017 and came to embrace the people of the area. In 2018 she sent 1000 books along with school supplies to a remote rural school there. She is now working with a group in Singapore to provide technology to a displacement camp and is writing literacy lessons that can be downloaded on the equipment to be used in the camp to provide ‘school’ for the children. Her goal is to provide training for teachers via Zoom. She wants girls to have a chance to be educated. “Education is the key for these children to lift them out of poverty and give them a brighter future,” Linda says. TX Epsilon Pi partnered with Texans on Mission (TBM), a water ministry for clean water and hygiene for overseas communities that need it badly. Throughout the 2020-2022 biennium, the chapter partnered with TBM on two overseas projects: putting together Water Access and Sanitation Hygiene (WASH) bags with materials for education on sanitation and hygiene, and raising funds to help provide water filtration devices for villages. Epsilon Pi collected change over two years and recently purchased one of these systems for TBM to install for $375. This will support children around the world in need of safe water, better health, and increased education opportunities. Genie says, “We know our A∆K donations will save lives.”

MX National President Marli Camargo and her MX Eta chapter in Cuernavaca created “World Understanding through the Lens of Culture, Gastronomy, Art and Crafts.” They formed a ‘Kids Club’ in 2018 at Marli’s home, gathering families from different countries for a cultural afternoon where the attendees learned about other cultures, shared food from that culture and created crafts while learning about the country. They have learned about Japan, Brazil, Switzerland, Cuba, Canada, China, France and Israel. Initially involving friends, it has expanded, and many adults coming to the club have become members of A∆K MX Eta chapter. Marli traveled to China and presented a program on that culture. The program has been very successful for Marli and her chapter, extending world understanding to many of the children in Cuernavaca, MX.

The five top programs were adjudicated by the International World Understanding Committee. By Rachel Shankles, International World Understanding Committee Chairman

UNDERSTANDING OUR WORLD Slaying the Technology Dragon

Do you ever feel like the world of technology has passed you by? Perhaps you are even more confused about a programme after receiving technical help from your children? Do you feel like you just can’t follow their train of thought? Facility with technology is often a language issue rather than a thinking issue. You could move through various applications with ease if you could just learn that new language. A team of A∆K sisters in Ontario, Canada set out to prove that “with targeted instruction, learners could function with proficiency in the world of The Google Suite.”

Ontario President Elizabeth McQueen’s team set technology improvement as one of their “Smart Goals” for the biennium. The immediate need was to add value to A∆K membership during this time of lockdown. The pandemic gave the team the opportunity to virtually “recruit” two secondary school cooperative education students. In return for high school course credit, the students designed and delivered a virtual learning - tutorial program that has produced a new group of confident computer users.

After surveying the needs of the provincial membership, it was decided to offer tutorials on Google applications, empowering sisters to become more proficient at collaborating, sharing and easily storing documents. Ontario President Elect Marg Nieradka contacted the Peel District School Board Co-op Education teacher, Navjot Dhillon, who matched members with two wonderfully talented students, Alyssa and Himani. Together, they prepared and presented fourteen interactive online sessions on a full range of Google applications, including Gmail, Docs, Slides, Calendar, Keep, and Screenshots. Ontario executive members supported the initiative by beta testing the presentations.

The “Dynamic Duo” of Alyssa and Himani developed appealing and informative slide presentations at a beginner level, with later access to a more detailed reference version. At the beta testing stage, they made their first revisions to ensure learner success for the “never have I ever” users. Discovering that information overload threatened success, the duo designed a condensed presentation of key learnings for each application.

The member-learners commented, “From our first session, you put us all at ease! Your patience and understanding were always present when guiding us through a particular skill or answering our questions.” Video links were also created on a variety of topics, including Facebook and Instagram, with a curated list of further instructional webpage links supporting The Google Suite. The resources were designed for success, deconstructing each process with many supportive text features. As a result of virtual regional meetings and Ontario’s Facebook posts, news spread quickly that these sessions were being offered and Ontario welcomed participation from sisters in Manitoba, Michigan, Iowa, Nebraska, South Carolina and beyond. Not only has the Tackling Technology initiative increased computer skills, but virtual bridges of sisterhood among many A∆K members have also been constructed.

The members knew that they had successfully accomplished their goal when the Ontario Executive agreed to use Google Docs and Drive to draft, save, present and share our reports in preparation for online Executive Board meetings. Sisters are creating slideshows for chapter meetings, share editing on documents and showing their new-found skills to family members.

There was another unexpected outcome; the interns enjoyed teaching. As one said, “Not only did we discover our knack for teaching, but it also was evident that our students gained knowledge from our tutorials, which made us feel very proud. The classroom was always full of laughter, which eased the tensions among us and made it easier for all. Our confidence has skyrocketed since our first tutorial.”

For tutorial participants, the reward is evident in their technological literacy with Google Suite to email, write, organize and store A∆K work. Sisters can now focus on information literacy to support and grow the organization through their newfound power to use the application to communicate effectively.

Article by Elizabeth McQueen, Ontario President 2020-2021, Ontario Psi and Margaret Nieradka, Ontario President - Elect, Ontario Sigma

UNDERSTANDING OUR WORLD Sisters Participate in Latino Initiative

How might we collaborate to meet the challenges of new immigrant populations in North Carolina?” Millie Ravenel, then director of the Center for International Understanding (CIU) at the University of North Carolina, asked me in 1997. At that time, I was with the Iberoamerican University.

Her desire to find ways to improve relations between Hispanic newcomers and long-term residents of North Carolina was what joined the Iberoamericana University in a partnership with the CIU. The partnership is called the Latino Initiative.

North Carolina’s Hispanic population had increased by 95 percent between 1990 and 1997, resulting in tensions over jobs, housing, schools, and other services. The Latino Initiative was established to help elected officials and community leaders address this dramatic demographic change in ways that would strengthen relationships and improve services for all North Carolinians. The first group of North Carolina leaders flew to Mexico in 1998.

Since then more than 2,500 North Carolinians have participated in the program. Alpha Delta Kappa sisters along with teachers, public health workers, law enforcement officials, farm bureau administrators, and social workers, as well as legislators, mayors, county commissioners, business and church leaders have participated in the program.

The Latino Initiative begins with teams of community leaders meeting to identify specific needs in their counties and to learn about ways in which immigration has reshaped North Carolina, invigorating its workforce and economy.

A pivotal part of the Latino Initiative is a week-long trip to Mexico. Before my retirement, I coordinated the Mexico City program which included: • lectures at the Universidad Iberoamericana on immigration, the Mexican educational system, syncretism of Mexico’s many cultures, and contemporary economic, political, social issues, • meetings between the participants and their Mexican counterparts to discuss mutual issues, • visits to a community center in a low socio-economic area, including a health center, • guided tours to cultural sites by Lynda Martinez, MX Epsilon, • observations of a microfinance program in action, and • visits to Mexican public schools with classroom observation.

Elaine Poovey, NC Beta Upsilon, said, “I chose to participate in the Latino Initiative because our schools were receiving children from Mexico and Central America. I felt if I saw the schools they attended in Mexico, as well as learned about the culture and challenges they faced, it would better prepare me as an educator. And that is exactly what happened.”

Since its inception 23 years ago, the Latino Initiative has received regional and international awards and remains the only program of its kind in the United States. Strong economic, political and cultural bonds have been forged between Mexico and North Carolina which recognizes the contributions of the Hispanic population to the well-being of the state. The Latino Initiative continues to be an excellent model for international understanding.

By Nancy Westfall de Gurrola, Past Mexico National President, 2000-2002

Margarita Zavala, wife of then President Felipe Calderon, (left) with, Nancy Gurrola.

UNDERSTANDING OUR WORLD A Look Back: Past A∆K World Understanding Projects

The World Understanding Projects carrying the light of Alpha Delta Kappa impact generations of children around the world. This year, a new World Understanding timeline begins. Projects will be selected and completed in one biennium. The chosen project will be announced in July at the 2021 convention.

Here is a look at the previous projects and where they are now. 2009-2011 S.A.V.E. (Sisters Aiding Vietnamese Education)

A∆K changed lives when it built a primary school and additions to two other schools in remote areas of Vietnam. Once built, the government provided progressive educational programs, teachers and supplies. The local community takes pride in caring for the building and grounds. Linda Rissel, who plans to visit for the tenth time in October, says the schools are even better today than when she first visited. 2011-2013 H.O.P.E. (Hope and Opportunity in Peruvian Education)

Two groups of sisters went to Juanjui, Peru to dedicate the yetto-be-finished school. A∆K travelers raised an additional $15,000 because the sponsoring church lacked funding for furniture. A second story was added to the school and classes began in 2017. The school was closed because of COVID in 2020 but has plans to reopen in a virtual capacity. Teachers will make home visits to monitor student progress. 2013-2015 B.O.O.K.S. (Bookmobile Offering Opportunities and Knowledge to Succeed)

“Books on the Move” was a literacy initiative for the Cheyenne River Lakota/Sioux Indian tribe in South Dakota. This project funded a bookmobile, computers and books, as well as vehicle maintenance, insurance and gas for one year. The tribe had difficulty hiring a driver, so the bookmobile was unused for a long time before COVID. It has now been given to the schools to operate once they open again. 2017-2019 T.E.A.C.H. (Training, Educating and Affirming the Children of Haiti)

A∆K funded an eight-classroom addition to a secondary school at Imagine Missions in Haiti. Sisters who attended the dedication brought suitcases full of books and school supplies with them. The tuition-free school served over 400 students from the orphanage and local community until political unrest in Haiti forced sporadic closure these past two years. Since the pandemic, the school has become a non-residential campus, but the Mission helps provide much needed food. 2019-2021 TEACH TOO (Helping Teens in Haiti Transition to Open Opportunities).

This project was to provide eight transitional houses at Imagine Missions for older teens to finish their education and learn an occupation. When tin homes couldn’t be shipped to Haiti because the port was closed due to rioting, the project was changed to build them using local labor. Two houses were finished before political unrest closed schools, work stopped on the homes, and students moved to live with family. In response, the project was changed so the homes could be classrooms for a Professional School. Before the Professional School could be completed, there was more political unrest, plus COVID, so the project was changed a third time. The remainder of the funds are currently being used to pay teachers in the aftermath of the pandemic and inflation. Contact Rachel at shankles08@ gmail.com for more information. By Rachel Shankles, AR Alpha Epsilon, World Understanding Committee Chair 2019-2021

CHAPTERS CROSS THE BORDER

Beta Iota in Sault Sainte Marie, MI, and Ontario Xi in Sault Sainte Marie, Canada, share not only the names of their cities and the International Bridge over the St. Mary’s River, but sisterhood and friendship. Xi was founded in 1977 under the guidance of Past International President Margaret Orlich. The sisters of Beta Iota crossed the border to support the new chapter and began the friendship that is still going strong. The chapters usually meet in the fall at Beta Iota’s Founders’ Day and again in the spring on the Ontario side. They share meeting dates and keep each other informed about guest speakers. The highlight of their years of joint gatherings was when Xi hosted the 2018 Ontario Provincial Biennium in Sault Sainte Marie and MI State President Marie Hutchinson and Immediate Past MI State President Linda Oeschger along with several Beta Iota sisters attended.

J. Emily Noble, Ontario XI