Page 1

college of education





Look elsewhere for apathy and boredom. Again and again, the college helps ignite in students a passion for shaping the lives of others.


Marquette University  College of Education Office of the Dean 561 N. 15th St. Walter Schroeder Health and Education Complex, Room 124 Milwaukee, WI 53233 414.288.7376 Dean of the College William A. Henk, Ed.D. Editorial Team: Cailin Hostad, Becky Dubin Jenkins, Stephen Filmanowicz, Jennifer Russell Art Director: Karen Parr Contributing photographers: Dan Johnson, Jonathan Kirn, Jesse Lee, John Sibilski





Dr. Kevin Tate helps historic Educational Opportunity Program secure important grant; two new scholarships support students; and faculty, staff and students engage Milwaukee’s near west side.

Joanne Quick tried to retire, but the world of education kept pulling her back. In a career full of historic milestones, she shows no sign of slowing down.


Join the College of Education community online and through social media. Blog: Sign up for our weekly email digest at Education Magazine is published annually for alumni, friends and supporters of the College of Education at Marquette University. We welcome feedback from our readers. Please contact Calley Hostad at to share your ideas for people and topics you’d like to see covered in future issues.

CATCHING THEIR SPARK Students with spirit find their calling here. Meet four students and alumni whose passion for education was ignited in the college.

12 TRUSTED GUIDE Colleges and universities nationwide turn to Dr. Jody Jessup-Anger for guidance on dealing with sexual assault on and off their campuses.


RESEARCH & INNOVATION Promising results from a radical experiment with high school de-tracking; Dr. Lisa Edwards’ support for parents; and a novel interdisciplinary approach to autism.

20 NEW SCHOOL IN TOWN Marquette proudly welcomes students from Cristo Rey Jesuit High School to jobs on campus after the school’s opening was nurtured by the college.


REFLECTIONS ON 12 YEARS Midway through my 12th year as dean, I found myself oddly reflecting on the significance of the number 12 in our world. Clocks, calendars, dozens and inches, as well as the Apostles, the Zodiac, the days of Christmas and juries came to mind. A deeper dive on the Internet then revealed that the number 12 symbolizes God’s power and authority and, in some circles, is considered to be perfect in nature and a reflection of cosmic harmony, unity and order. That discovery made me think how wonderful it would be if, in this coming year and into the future, the College of Education enjoyed the full grace of God’s favor and, as a result, attained an ideal level of achievement and fulfillment. Those aspirations, admittedly replete with wishful thinking, would seem to be self-serving. But actually they’re not. Instead, they are squarely rooted in our call to social justice — to literally Be The Difference in the world. Our Jesuit heritage, specifically the magis, demands we always seek to do more. As I’ve since thought back over the past 11-plus years, I realized just how blessed our college has been in what it has been able to achieve. Our faculty, students, staff, administrators, alumni and friends can rightly feel gratified in what we’ve accomplished in that time.

Looking back over 11-plus years, I realized just how blessed our college has been in what it has been able to


In the pages that follow, readers will find a compelling sample of those endeavors. My hope is that you will take pride in learning about these efforts. At the same time, much remains to be done. Too much of our region struggles with the delivery of high-quality K–12 education and mental health services. In effect, that means our college must be somehow even more present to our schools and human service agencies. Frankly, it’s a moral imperative. The upside is that we’re positioned to make a transformative impact. You have my assurances that we will try our very best. And, with your support — the sharing of your time, talent and blessings — our work will be greater in scale, scope and speed. Let’s make year number 13 a lucky one for all those we serve.

Sincerely, Dr. Bill Henk Dean of the College of Education

Marquette University  1


ESCALATOR Dr. Kevin Tate has become a key faculty booster of a historic program for first-generation college students — like him. Sometimes the news is so good that you have to read it twice. Or more than that.

prestigious academic program remains important to the university.

That was Dr. Kevin Tate’s reaction when Marquette learned that a $2.5 million federal grant to fund Marquette’s Educational Opportunity Program was renewed for another five years.

“We’re trying to help EOP students not only get a degree, but, starting freshman year, we’re also teaching them how to network, how to develop soft skills,” Tate says. “But these students come in with built-in resilience and strengths as well.”

Providing key support to EOP administrators, the assistant professor of counselor education and counseling psychology was the lead writer for the plan of operation and evaluation portions of the grant proposal for the venerable program that helps first-generation students from low-income backgrounds succeed at Marquette. “You read it, and then you read the letter again … ” Tate recalls with a wide grin. “Then you say, ‘Let me close the email and then open it back up and read the award letter again.’ ” The program has been continuously funded since 1970, but future support is never guaranteed. This time, the team waited six months until the good news came in August from U.S. Sen. Tammy Baldwin’s office. Receiving a perfect 106 score “was the fun part,” Tate says. Marquette had one of the first EOPs in the nation, making it an early model for the federal TRIO program, and the

2  College of Education 2016

If it sounds like EOP resonates deeply with Tate, it’s because he became a first-generation college student after dropping out of high school his senior year. Moving in with a friend, he quickly realized he “wasn’t going anywhere” and enrolled in three community colleges before transferring to the University of Florida. Sometimes just one person makes a huge difference for a student. For Tate, that was Dr. Edil Torres Rivera, a professor of counselor education at Florida who helped him think for himself and tolerate different opinions. “I got hooked after that,” Tate says. That hook was in deep. Tate received his bachelor’s degree in psychology, his master’s degree in mental health counseling and his doctoral degree in counselor education, all from Florida. After joining Marquette’s faculty in 2011, he seized opportunities to incorporate EOP into his research and curricular

efforts. Tate is a full-time, tenure-track assistant professor in the College of Education but also works with EOP as a grant writer and evaluator and supervises graduate students while conducting academic research. During the summer, he devotes even more time to EOP, working with students in the summer bridge program. His master’s-level students also provide career counseling sessions for high school students in EOP’s Upward Bound program. Claire Dinkelman, lead writer for the grant and assistant to EOP director Dr. Joseph Green, praises Tate as a “great writing partner who really understands” students. Speaking about working with Dinkleman, Tate says, “I received a serious lesson in grant writing from her.” And, impressed with and guided by Green’s leadership, Tate is excited to have his support as the group Dr. Joseph Green improves the program in ways accelerated by the new grant. — JOE DIGIOVANNI

View a video celebrating EOP’s 45th anniversary at

Leading with generosity Two families known for educational leadership establish funds supporting future educators. As the child of working-class parents whose educations ended with or before high school, Dr. Bill Henk quickly learned the value of scholarships. As a strong student and standout basketball talent, he attended Edinboro University of Pennsylvania on athletic and academic scholarships and then benefited from significant graduate scholarships to earn his advanced degrees. Twelve years as dean of the college have deepened his sense of the injustice that results when an aspiring educator struggles to afford college. So when the dean and his wife Lisa (left image above) determined they could increase their philanthropic efforts, they knew what to do: establish an endowed scholarship to assist future students in the college. The Henk Family Scholarship joins another new Marquette scholarship for future educators, this one named in honor of Dr. JoAnn Kallenberger Sternke, Sp ’81 (above right), and established by her mother Dolores Kallenberger. As superintendent of the Pewaukee School District since 2001, Sternke helped the district earn a Malcolm Baldridge National Quality Award in 2013, the same year she was named superintendent of the year by the Wisconsin Association of School District Administrators. Grateful for the Kallenberger gift, Henk says a sense of appreciation — for what he achieved through scholarships and for his parents’ sacrifices on behalf of their children — also drove his family’s gift. And then there was the additional consideration of walking his talk. “I ask many great friends of the college for support, so I felt the need to look inward on that count,” he says. With regular contributions from the Henks and others who are inspired to contribute (an anonymous donor recently gave $5,000 to the fund), the family’s scholarship will grow. When it reaches $50,000, it will begin supporting a future student, something the dean eagerly anticipates. “The day that Lisa and I meet the first student we support will be glorious,” he says. “Just glorious.” To support a scholarship fund or establish one, contact advancement officer Paul Markovina at

NEAR WEST SIDE STORY Partners from the college bolster a historic effort to transform Milwaukee’s near west side. Among the many partnerships defining Dr. Michael R. Lovell’s leadership as president of Marquette is one that aims to leave Milwaukee’s near west side a dramatically changed place. What started as a talk between President Lovell and then-Harley CEO Keith Wandell about reducing crime has grown into a full-fledged collaboration known as the Near West Side Partners, led by anchor institutions Marquette, Harley–Davidson, the Potawatomi Development Corp., Aurora Health Care and MillerCoors. The effort spans everything from commercial corridor revitalization and employee-assisted housing to supporting 11 nearby K–12 schools as community assets. That leaves a real opening for the College of Education to play a significant role as partner itself. Students, faculty and staff are seizing that opportunity, learning and working in schools and mental health care centers in this target area, as seen in the following snapshot from the fall 2015 semester: 1 | F  ifty-two children from three target-area schools participate in the Hartman Literacy and Learning Center’s program. 2 | T  hirteen percent of undergraduate field placements and 8 percent of student teacher placements occur in neighborhood.

3 | A  partnership of the college and Penfield Children’s Center, another key neighborhood resource, the Behavior Clinic continues to serve children from the area and beyond. 4 | Counselor education and counseling psychology master’s students complete practica and internships at the Behavior Clinic and Benedict Center. 5 | C  ollege alumni teach and work as administrators in near west side schools. 6 | D  r. Jill Birren’s Advanced Science Methods course has been held at the Milwaukee Academy of Science, just west of campus on West Kilbourn Avenue, since spring 2012; she also worked with the academy on curriculum changes in partnership with the Water Council. 7 | D  r. Leigh van den Kieboom’s Math Methods course is partly embedded at Woodlands East in the Concordia neighborhood of the near west side. 8 | D  r. Victoria Fitzgerald serves on the board of directors of the Milwaukee Academy of Science. At all levels, the college sees its partnership with the Near West Side Partners as a vital expression of its commitment to social justice and effecting change in Milwaukee. — CALLEY HOSTAD

Marquette University  3

NE WS NEW TALENTS, NEW OPPORTUNITIES Meet the college’s dynamic new faculty and staff members.

The College of Education welcomed three new faculty members and two new staff members during the past two academic years. Learn more about their diverse backgrounds and commitment to teaching, research and social justice. DR. SARA BURMEISTER’S 34 years in K–12 education include 14 years as superintendent of the Oak Creek–Franklin Joint School District. In her new role as visiting assistant professor in educational policy and leadership, she draws on that rich experience along with lessons from her previous involvement with the college, from which she earned her doctoral degree in 1997. “I believe wholeheartedly in the statement by M.R. Robinson, founder of Scholastic, that ‘few things are more important to society than helping teachers teach and students learn,’” she shares. “I hope to be able to share what I’ve learned about ways to help teachers teach and students learn while continuing to learn more about the research on improving student learning.”

Drawn by the college’s focus on social justice, DR. MELISSA GIBSON, assistant professor in educational policy and leadership, brings teaching experience from contexts as varied as the south side of Chicago and Guadalajara, Mexico. She says, “I am most excited about partnering with Milwaukee’s educators and activists to help bring educational justice to life in Milwaukee’s schools.” Gibson is eager to conduct research examining ties between the community and classroom life while making her classroom “an inclusive but challenging space.”

Joining the college in fall 2014, assistant professor DR. JENNIFER COOK is the newest faculty member in counselor education and counseling psychology. Reflecting her background in counselor preparation and multiculturalism, her research focuses on social class and socioeconomic status. It led her to collaborate with Marquette colleagues even before she arrived. In her teaching, Cook says she challenges students so they are prepared to be “assets to their communities in terms of leadership and social justice advocacy.” In her first-year counseling courses, she is thrilled to report that she has witnessed “learning and growth at an exponential rate as students grapple with new skills, increase their self-awareness and determine how to integrate what they’re learning.”

An educator in Milwaukee Public Schools for 18 1/2 years, KIRSTEN LATHROP is director of field placements and licensure, bringing with her a commitment to social justice and urban education. COURTNEY MCNEAL joined the college in August 2015 as program coordinator in the Hartman Literacy and Learning Center, bringing experience from a variety of community and leadership positions. — MEGAN KNOWLES

4  College of Education 2016


ALUMNI AWARDS Do you know a college alumnus or alumna who, through personal or professional achievements, embodies the mission of Marquette? Nominate him or her at Save the date: The college’s Alumni National Awards event is April 28, 2016.

A Lifeline for Catholic K-12 Schools — STRENGTHENED As a partnership between southeastern Wisconsin’s Catholic universities and colleges, the Greater Milwaukee Catholic Education Consortium has been quietly improving teaching and learning in local Catholic schools. Housed in the College of Education since its inception in 2008, the GMCEC aims to mobilize university-level expertise and resources to support the Archdiocese of Milwaukee’s K–12 schools. In recent years, the consortium has rallied around professional development for teachers as a particularly sound way of pursuing that mission. In the words of GMCEC director Dr. Jennifer Maney, ongoing evaluation and reflection provide “consistent opportunities to see what’s working and then to make adjustments as needed.” Looking ahead, the GMCEC is poised for expanded impact based on the belief that education can be most effective in collaboration with community organizations. In Milwaukee, these include PAVE and Milwaukee Succeeds. Through these relationships, Maney sees opportunity for the GMCEC to really shine in its own niche, highlighting a unique perspective of “what we bring that others don’t and how we can all work in tandem.” In addition, a partnership with the Archdiocese of Milwaukee on the Seton Catholic Schools initiative is bringing together 26 area Catholic schools with the highest needs to focus on improved performance. Emphasizing high-quality leadership, data-driven teaching decisions and increased collaboration during the next four years, the GMCEC and archdiocese have a new charge for leadership in education. — CALLEY HOSTAD

CELEBRATION OF TEACHING In partnership with the Education Deans of Greater Milwaukee and Greater Milwaukee Committee, the fourth annual Celebration of Teachers and Teaching will take place Oct. 13, 2016. This event shines a spotlight on the important work of southeastern Wisconsin’s teachers. Watch for details or join in the conversation on Facebook and Twitter: and

MISSION RECOGNITION 2016 The College of Education’s Mission Recognition event is April 19, 2016. This event honors individuals and organizations who have made significant contributions toward advancing the college’s mission of social justice.

Marquette University  5



SPARK If you’re looking for students and recent graduates who are not only well-prepared for their careers but also deeply passionate about them, the College of Education may be the perfect place to start your search.

FeaturePhotos photosbyby Jonathan Jonathan KirnKirn

6  College of Education 2016

Undergraduates who enroll in Marquette University’s College of Education are remarkable students. They are not making the same choice as most of their friends. They are choosing to do something extraordinary with their lives:

to become educators.

The career they pursue is a calling — an ongoing opportunity to help others overcome obstacles and dream new dreams, even in the midst of trying circumstances. They are part of a program — and a college community — defined by its rigor, its compassion and its commitment to social justice. A college with a soul, as dean Dr. Bill Henk describes it. None of this is to say that there are not also plenty of sensible reasons to enroll in the college. Consider the following: Students immediately begin building valuable classroom experience. Through collaboration with Marquette’s Service Learning Program, students are immersed in local schools starting their first semester. Once admitted to the teacher preparation program as sophomores, students complete 40 hours more than the state-required 100 hours of school-based field work. Students in Marquette’s teacher education program are in demand. The fact is, our graduates get the jobs. Every Class of 2015 student seeking a job in the classroom got one well before the year began. Of course, it doesn’t hurt that there is teacher shortage nationally, including in metropolitan areas of Wisconsin and Illinois. An education degree from Marquette helps open doors. Particularly in the Milwaukee area, principals and administrators reach out to the college seeking our well-qualified candidates for their open positions. Our reputation precedes us. The College of Education is here to help students find a path that suits them. Whether students want to study abroad, tack on another major or become involved on campus in myriad ways, faculty and staff are here to make sure students get what they need to graduate. As important as these reasons are, the value of study in the College of Education can’t be understood in purely objective terms. Students find themselves here — academically, personally and spiritually — through a sense of mission that comes to define them. And, for each student, this discovery process involves a journey that is uniquely theirs, as the following stories reveal.

Marquette University  7

The college

never let go of my hand

LAUREN GILBERT | SENIOR When her mother grew seriously ill with Crohn’s disease, Lauren Gilbert became her chief caregiver and her family’s domestic lifeline. She had to drop one of three advanced-placement courses she was taking as a senior at Evanston (Ill.) Township High School, but she still clung to hopes of attending college the next fall. During those days, her mother pushed for one university over the others: Marquette. On January 18, a day after her mom lost her battle with the disease, Lauren received a letter from Marquette announcing her admission to the College of Education. “It was like a divine signal,”she says. “It was a clear message that Marquette was the place to go.” Gilbert knew that if college was for her, she’d find a way to make it work, despite what any naysayers had to say. When she learned of a campus scholarship competition, a few teachers at Evanston covered her train fare. She arrived in Milwaukee wondering, “Which way is Marquette?” Trusting her instincts, she arrived on campus at 8 a.m., saying to herself: “God led me to Marquette today.” She noticed just a few fellow African-Americans students vying for scholarships that morning and learned many competitors were class presidents or other school leaders. “Maybe I won’t get this scholar-

8  College of Education 2016

ship,” she thought. Yet her interview impressed the college’s licensure director. “She found my drive to go to school, despite everything that had happened to me, very commendable, so they ended up giving me one of the five scholarships out of the 100 or more people who came. … For me, that was pure God.” The subsequent almost four years — she plans to graduate in May with a degree in secondary education — were a period of great discoveries. Starting with a tender interest in elementary education, she soon shifted her focus to high school, aiming to impact students during a make-or-break time in their lives. Fieldwork starting as a freshman helped her explore her options. Gilbert didn’t shrink from hard lessons during her time here. As a pre-service teacher in Milwaukee high schools and two jobs preparing teens for college, she sometimes differed with fellow teachers about the best approach to take with students of color. Some veterans were too quick to write off reluctant students, Gilbert thought. She was too forgiving, she sometimes heard. With the help of an African-American cooperating teacher at one high school, she grew confident in her own approach, requiring accountability while lavishing students with care. She calls it “love bombing.” Restless for more from Marquette and its students — more diversity, more empathy — Gilbert lights up when discussing the warmth she has felt from college faculty and staff. It started at the scholarship competition, when Dr. Sharon Chubbuck spotted her alone at lunch and sat with her. Later, she appreciated how faculty members such as Rev. Jeffrey LaBelle, S.J., admiringly

I felt so

repeated points she’d made in class. “I really feel like they care about me being a student of color pursuing education,” she says.


The strongest support came when she felt most tested. As a junior, Gilbert became an Alliance of Black School Educators chapter president. On top of academic work, she had meetings to schedule, emails to send, events to promote, yet she had never owned her own computer. She began most days, and ended most nights, trudging to and from the library to use a university computer. Just before Christmas, she was asked to report to the college offices. “Did I do something?” she wondered. Waiting for her was an envelope and a note from anonymous faculty members. “It said, “A couple of us heard you had a need. Here’s some money for a laptop.’ I just started bawling,” she recalls. “I definitely feel like the College of Education never let go of my hand. They were always that family for me.” There was one more twist in Gilbert’s Marquette journey, a decision stemming from her work helping first-generation teens prepare for college. She has seen how they can struggle adjusting to the college environment if they don’t find the right support systems. Believing her greatest impact may be felt as a tutor, adviser or ministry coordinator to these students, she’s planning to enroll in the fall in a graduate program in college student personnel. The location of that program would make her mother happy. “I’m going to stay at Marquette for my master’s,” she reports, laughing. “I’m staying here because I like it that much.” — STEPHEN FILMANOWICZ

CAITLIN HAUERWAS | ED ’15 At Christmastime every year, Caitlin Hauerwas’ parents would pose an age-old question: “What do you want to be when you grow up?” She never wavered. “Since kindergarten, every single year I said that I wanted to be a teacher. I’ve always had a passion.” From sixth grade through high school, she even held weekend preschool sessions in her basement for local kids ages 3 to 6, planning her own lessons and amassing an impressive collection of teaching magazines. When it came time to pursue a teaching career at Marquette, Hauerwas hit the ground running, immersing herself in the many teaching experiences the college had to offer. During senior year, Hauerwas secured a paid internship, where she gained experience well beyond typical student teaching and taught every lesson each day for weeks on end, rather than one lesson weekly. Now that she’s a full-time first-grade teacher in Menasha, Wis., Hauerwas is not the only one confident in her teaching preparation. Colleagues responsible for teacher training sessions in the district have said: “You’ve done this in college; we’ve seen it in your practice. We don’t really think that you need to go to this training because you have such a strong foundation.” Hauerwas’ enthusiasm for the role she plays in children’s lives now shines through, along with her belief that the College of Education helped her make the most of her ambitions. “I felt so prepared and so excited and so ready to start my life as a teacher,” she says, reflecting on her feelings at Commencement. “I was just so thankful that I chose Marquette and a teaching career.” — MEGAN KNOWLES

Marquette University  9


just GO MAGGIE JORDAN | ED ’15 Maggie Jordan experienced a fair number of tests on her journey from being the one sitting in the desks to the one standing in front of the room. She knew what she wanted out of college, even as a freshman. “I was one of those few freshmen who stayed on the course of education through my whole four years,” she says. Those years convinced her that teaching is the most challenging career around, but they also gave her the wherewithal to face those challenges and find more satisfaction than she could have imagined. Dr. Sharon Chubbuck, associate professor of education, and Mary Carlson, clinical instructor, were her lifelines. “If I didn’t have them as teachers, I don’t know if I would be where I am now,” she says. “They helped me through an unbelievable amount of tears.” And the pair was far from the only ones providing support. Assigned to create a lesson plan during her freshman year, Jordan stumbled. “I didn’t even list any objectives,” she remembers. “I thought my world was over.” As Jordan walked out of the building sobbing, a custodian noticed and asked, “Is everything ok?” “No,” Jordan admitted. “What are you trying to be?” he asked. When Jordan shared her goal to be a teacher, he said, “Something tells me you’ll be all right.” She never forgot the story. Her junior-year study abroad experience in Cape Town, where she taught an eighth-grade class, and student teaching in Milwaukee hooked her

10  College of Education 2016

on urban education. Starting her senior year, her time at Messmer — a Milwaukee Catholic high school where most students enroll through the income-qualified state voucher program — convinced her that it was the particular urban school where she was being called. “I fell in love with Messmer,” Jordan recalls. “I’d even joke that I’d take a job not even related to teaching just to have my foot in the door.” By the time a coveted full-time offer did arrive, Marquette faculty members and cooperating teachers J.J. Armstrong and Katie Schumacher at Messmer had helped equip Jordan with tools she needed to go it alone. As fate would have it, during the last week of her senior year, Jordan ran into the same custodian, whom she had not seen since freshman year. She thanked him for the encouragement that helped keep her on course. Still, jitters set in a week before Jordan’s debut as a full-time teacher. A final last-minute talk with Carlson and Chubbuck eased her “off the ledge,” she says. “Without them, who knows? I might have thrown in the towel.” Now thriving with a classroom of her own, she knows she has come a long way in the past few years. “In college, you’re responsible for yourself and your grades, but, then, once you’re the actual teacher, you’re responsible for 26 kids looking at you and you think, ‘Shoot, am I doing OK?’ ” Her strategy for channeling confidence in the front of the classroom? “You just go. You just can’t look back. You just go,” she says. — LAUREN BROWN

Find the places that are making

it happen

BILL WAYCHUNAS | ARTS ’09 Based on his aptitude for science and math, Bill Waychunas considered going into engineering, until a high school course in architecture and engineering bored him and made him fear a life confined to a cubicle. Sorting things out around the same time he was getting serious about applying to college, he enrolled in an Invitation to Teach course. While working in a sixth-grade classroom, a light bulb went on. “I can vividly remember racing home after school and erasing the box on my Marquette application that said engineering and checking the boxes for history and secondary education.”

semester his freshman year field placement as a tutor at the Milwaukee Rescue Mission. An immersion trip to New York with the Center for Urban Education was equally influential. “I had the chance to see with my own eyes that it was possible to provide a high-quality education in even the most challenging of settings. After this, I was hooked and knew that my fate lay in the schools of underserved urban communities.“

Since then, that small spark has exploded into a passion for urban education that led Waychunas to help the Noble Network of Chicago establish in 2012 a new charter high school, Baker College Prep.

Nevertheless, as he was teaching in a Las Vegas high school a few years after graduation, he felt a sense of “built-up frustration,” a sense his school wasn’t doing enough to promote success in its students. When he and his wife, Natalie Shane, Arts ’09, decided to move back to the Midwest, he Googled “best charter school in Chicago.” That led him to the Noble Network and the opportunity to help its leaders bring its high-performing model to Chicago’s impoverished far south side.

This isn’t to say, though, that he didn’t second-guess his decision. Arriving at Marquette, Waychunas still wavered. “I was giving teaching a try to see if it was something that I truly loved,” he recalls, which made him grateful that the college’s program gave him meaningful classroom time earlier than others he had considered. Teaching turned out to be a fine fit and urban education an even better one. Moved by the startling obstacles faced by students in high-poverty schools, he extended by an additional

Waychunas finds lessons from his experience to share with students moving into their field placements and first teaching jobs. “Find the places that are making it happen. Nothing is more powerful than that,” he notes. “The bottom line is that teachers change lives. I’ve been lucky to have some outstanding teachers who ignited in me a passion for learning that still burns brightly to this day. Maybe someday, some students will say the same things about me.” — CALLEY HOSTAD Marquette University  11

F A C U LT Y S P O T L I G H T Photo by Jesse Lee

Trusted guide

by Kate Sheka

On the most sensitive of issues — campus sexual violence — universities nationally turn to Dr. Jody Jessup-Anger. As she speaks of the power of her master’s students’ practica in areas such as residence life and career services to “make a difference in the Marquette community and the broader Milwaukee community,” it’s clear that Dr. Jody Jessup-Anger is a true believer in the transformative experience of real-life learning opportunities. Just as her students today influence key moments in undergraduates’ lives, it was a practicum experience of her own at Colorado State University’s Women and Gender Advocacy Center almost 15 years ago that prompted her connection to sexual violence prevention on university campuses. Since then, the assistant professor and coordinator of the student affairs in higher education program has gained national recognition in the field. “Helping students navigate the system in the aftermath of sexual violence really taught me the importance of taking a systemic approach. Victims need educated folks in all facets of the institution to effectively recover from sexual violence,” says Jessup-Anger of her time at the center.

12  College of Education 2016

A true believer in real-life learning opportunities, Jessup-Anger says her own master’s practicum almost 15 years ago prompted her connection to this issue. This “community approach” certainly aided Jessup-Anger when she was asked in 2014 to co-chair the Presidential Task Force on Sexual Violence in Higher Education, a committee for which the American College Personnel Association received more than 150 applicants. The group was composed of 15 experts who had spent time in the field as Title IX coordinators, researchers, victim advocates and more. With so much knowledge in one room, Jessup-Anger jokes that her role as co-chair alongside Dr. Keith Edwards, a prominent speaker and educator, was mostly to “herd the cats.” Suffice it to say, she did much more than that as the task force coalesced with the goal of educating campus communities, developing institutional leadership and recommending how ACPA move forward to advance sexual violence prevention on campuses nationwide. The group’s work culminated in a 25-page monograph, Beyond Compliance: Addressing Sexual Violence in Higher Education, which, in fall 2015, was distributed to all ACPA members and member universities. Jessup-Anger and her fellow task force members hope this will lay the foundation for a renewed sexual violence education, prevention and response protocol at universities — a process that has historically been fraught with obstacles. Because of the fluidity of sexual violence legislation, “there’s a tendency for campuses to get scared and feel like they’re not in compliance because they don’t understand the laws,” she says. Under-resourcing is another major issue. “Everything from prevention to response to adjudication is oftentimes being done by one person on a college campus. When you have a campus of tens of thousands, that one person is probably not sufficient,” she says. Nevertheless, throughout the research process, Jessup-Anger found herself impressed by the universities already doing incredible work around sexual violence prevention and response. “Moving forward, I believe it will be important that we tell the story of those campuses that have really

comprehensive prevention and response programs, as well as institutional champions that are willing to address sexual violence,” she says. To continue building these example-setting institutions, however, Jessup-Anger thinks graduate preparation programs in student affairs will need to expand their role. “I think that many places will provide graduate students with resources if they’re interested in the topic, but, as I reflected on my own graduate program, I began to think about how to integrate this more holistically into the curriculum. And because of that I am certainly more mindful of sharing my perspective or bringing in articles, using case studies to really have students think about addressing sexual violence.” Though this type of education is a start, Jessup-Anger notes that, in addition to sexual violence, students face many other barriers to a safe and productive on-campus experience. One that looms large for her is community and the struggle many students face when searching for it. “Finding community in this era where ‘community is everywhere’ — it’s online, it’s at home, it’s everywhere and it’s nowhere … that can be challenging,” she says. ”The goal is to ensure that everyone can find community on campus and not only a place where they feel safe but a place where they can explore who they are and what they want to contribute to the world.” With Jessup-Anger’s work on the task force and with her students, it’s safe to say that students everywhere are moving a step closer to seeing this goal become a reality.

6 Strategies for Institutional Leadership to Address Sexual Violence on University Campuses

1 | Champion sexual violence prevention 2 | Allocate sufficient resources 3 | C  reate campus-wide response and prevention teams 4 | Implement diverse response and prevention efforts 5 | Audit prevention and response initiatives 6 | P  rovide complementary and consistent messaging — from Beyond Compliance: Addressing Sexual Violence in Higher Education, ACPA–College Student Educators International, 2015

Watch Jessup-Anger participate in an episode of Higher Ed Live on how universities are addressing sexual violence: Marquette University  13


Unretiring type

A onetime advisee and longtime friend of Marquette’s longestserving president, Joanne Quick keeps coming out of retirement to break new ground in education and counseling. By Howie Magner

14  College of Education 2016

She was a young Marquette grad student, the rarest of females seeking a master’s degree in school administration, because it was a different world in 1960. But this particular young woman was absolutely going to do it, and she was told to meet with a priest, a young Jesuit who’d just arrived on Marquette’s campus. He was to be her academic adviser, part of his own vast education in how the campus worked, while she would be his lone advisee throughout her Marquette schooling. “I think,” she recalls today, “they wanted to give him someone who wouldn’t be easy.”

And that’s how Joanne Quick, Grad ’62, became lifelong friends with Rev. John P. Raynor, S.J. He, of course, became Marquette’s longest-serving president, while she became one of the School of Education’s most accomplished alumni. Three times, she’s been asked to unretire, and one of these post-retirement projects helped turn a North Dakota school district’s counseling program into the country’s best, a model emulated nationwide. In her current role, she has spent her 70s bringing distinction to the counseling program at the West Allis– West Milwaukee Schools and forging a strategic partnership with her alma mater.

Thanks to an exemplary partnership Joanne Quick, Grad ’62, helped forge with her alma mater, 11 school counseling master’s graduates are now counselors in the West Allis–West Milwaukee School District. Left to right: Celina Pauly, Grad ’12; Kaeley Luhr, Arts ’13, Grad ’15; Danielle Limberg, Grad ’15; Heather Close, Grad ’13; Amy Gahl-Sweeney, Grad ’14; Kristyn Brownell, Grad ’15; Ellen Montenero, Grad ’14; Sabrina Bartels, Grad ’13; Maura Hennessy, Grad ’15; Diana Dahm, Grad ’07; Meghan McDonough, Arts ’11, Grad ’13.

The school district in that town of 50,000 asked Quick to revamp its counseling program, and she couldn’t say no. She and John uprooted their Wisconsin life and bought a house in the state where Joanne grew up. She paired the wisdom of her career with the commitment of district leaders, and in 2000 the U.S. Department of Education named Grand Forks Public Schools the winner of its Exemplary Career Guidance and Counseling Program Award. Visitors from across the country came to see what made it so special, then took the lessons of its community-based approach back home.

Photo by John Sibilski

That her career blossomed so fully in the wake of Father Raynor’s mentorship is surely no coincidence. “He was a man of wisdom,” Quick recalls. “He talked about the need to build partnerships with people if you are going to make a difference in the lives of kids.” She was well-primed for such a philosophy. She came to Milwaukee straight out of Lakota, N.D., a tight-knit town of 750 where everyone looked out for each other. The all-in-this-together attitude pervaded Alverno College, too, where the School Sisters of St. Francis shepherded her through undergraduate work and paved her path to Marquette. And broad-based care has been the guiding principle of Quick’s own professional career. As she helped children through her various administrative roles with Milwaukee-area public and private schools, Quick was aware how educational lessons travel in both directions.

In the late 1960s, she was an administrator and counselor at Pius XI High School, still single and solely devoted to her career. She flipped through the school yearbook one night, and a note from a student caught her eye. “You have been all things to many people for a long time,” a senior wrote. “Have you ever considered being all things to one person for a lifetime?” “That,” Quick says, “ended my yearbook reading for a few moments.” Fewer than two years later, with a heart opened to new possibilities, 32-year-old Joanne Geritz married 43-year-old John Quick. They’d have two sons and a lifetime of love. “We learn things from students,” she says. Some 33 years after that first meeting with Father Raynor, Quick thought her education career was complete. In July 1993, she retired as principal of Whitnall High School in Greenfield, Wis. In August, she was working again, out of a motel room in Grand Forks, N.D.

After nine years in Grand Forks, she retired again, only to be asked to teach the Grand Forks model to schools in Wisconsin. So she traveled the state as a sort of Joanne Appleseed, training counselors in what became the Wisconsin Comprehensive School Counseling Model. All told, Quick trained counselors in 80 percent of Wisconsin districts in the model, whose tenets are based on those developed in Grand Forks. When she finally retired from this work in 2007, she thought it was for good, until the West Allis–West Milwaukee School District wanted her to be its comprehensive school counseling specialist. So, since 2008, she has done there what she has done so many places: leverage the power of others to make a difference in the lives of young people. But not just those in West Allis–West Milwaukee. Going back to her roots, Quick forged a partnership with Marquette and Dr. Alan Burkard, coordinator of Marquette’s school counseling program, bringing college students in for internships and practica in her district. Fourteen have ultimately joined the district as full-time counselors, including 11 who are still with the district. “She’s a true educator,” Burkard says of Quick, “and in all things she does, she’s constantly putting students first.” Marquette students benefit from learning in a real-world environment, and the district benefits from some of the finest-trained students in the world. “The partnership we have with Marquette,” Quick says, “is the best one I’ve ever been a part of.” Marquette University  15


OFF TRACKS and on course

Two professors find promise in a radical experiment to eliminate high school tracks and make more students eligible to do honors-level work. THIS STORY starts with a new school superintendent of a diverse school district. Walking the hallways of its one high school, he was struck by an idyllic scene, a veritable rainbow coalition of white, black, Hispanic and Asian faces. But as he visited classrooms, the rainbow vanished — poof — and he observed nearly all-white honors classes and all-minority lower-track classes. In one such class of nearly all African American boys, a student told him, “This is the dummy class.”

This case strikes at “the most pressing challenge” in education — racial equity — says Ellwood.

The dismayed superintendent eventually made a radical proposal: that the school begin to dismantle tracking. Despite resistance from community members, the idea was approved. And more than four years later, through the efforts of administrators, teachers, board members, students and others, this experiment in de-tracking is continuing. “The significance of this is stunning,” says professor Dr. Sharon Chubbuck, a pillar of the teacher education faculty and doctoral program coordinator in educational and policy leadership. Stunning because the endeavor runs smack into accepted norms across the nation. Tracking, says Chubbuck’s colleague, Dr. Cynthia Ellwood, clinical associate professor of education, “is deeply embedded in American education.” And a division by race is just as embedded. “It’s common to have all-white honors classes,” says Chubbuck. As a result, she says, “we miss the development of an awful lot of talent.”

Dr. Sharon Chubbuck

That’s why the two professors jumped at the chance to study this experiment. As part of the research protocol, the high school will not be named. Once divided into four different tracks (based on one score from a standardized test taken in eighth grade), the school now places more than 90 percent of freshmen in rigorous English, history and biology classes where honors credit is earned through individual performance. “It’s extremely hard to do something like this,” says Ellwood. “Most of the attempts have failed.”

Dr. Cynthia Ellwood

16  College of Education 2016

It’s harder, technically, because teachers must adjust teaching to a wider range of student skill levels, “something that’s very difficult,” notes Ellwood, who brings to the project her three decades of experience in the Milwaukee Public Schools, ranging from teacher and school principal to regional executive overseeing 35 schools.


stressed moms

At Marquette and in the community, Dr. Lisa Edwards works overtime to help new parents overcome doubts and worries. Removing tracking is certainly harder politically. At times in recent years, some were elected to the school board to oppose de-tracking. The hardest work may involve confronting racial norms and expectations of parents, teachers and students. The school has had structured, hard-hitting “courageous conversations about race” that have left some participants in tears. By now, the first cohort of freshmen under the new system has graduated, and the results show the school’s ACT test scores and Advanced Placement test results rose. The classes grew more demanding, researchers found. But some still oppose this controversial effort, questioning the implementation process or the reform’s ultimate impact. The two researchers are only midway into their study but are certain they’re studying an undertaking that could have reverberations nationally. The full story involving many important actors has yet to unfold, but it strikes at what Ellwood calls “the most pressing and demanding challenge in American education today: achieving racial equity.” Adds Chubbuck, “It’s pretty radical … This is a transformative experiment in changing people’s hearts and minds.” — BRUCE MURPHY

There is hope. These words from Dr. Lisa Edwards sum up a passion to help struggling mothers — and all parents — that extends beyond the regular constraints of her workdays. With two young daughters at home, Edwards knows full well the stress that comes with raising children. It’s this empathy that underscores a commitment in her professional work, as well as her personal volunteer efforts, to make parenting more hopeful. Complementing her role as an associate professor of counseling, and a growing research interest in perinatal mental health, she volunteers with the Postpartum Support International Spanish Warmline. Edwards — who heard her parents speaking Spanish at home and travels to her mother’s native Colombia as frequently as possible — spends an evening each week taking calls from Spanish-speaking mothers all around the country and devotes additional time to connecting them with resources in their communities.


Edwards’ blog


“mommy-inspired and science-informed” strategies for cultivating strength in mothers.

Additionally, last June, she began providing pro bono counseling at the Walker’s Point Community Clinic on Milwaukee’s south side. With just two clients per week, she focuses on Latina mothers who are pregnant or postpartum. Because all clients are without insurance and documentation, they face many cultural, legal and financial complications.

In an effort to offer even more support to a wider range of families, Edwards launched, which features “mommy-inspired and science-informed” strategies for cultivating strength in mothers. Part of the site is dedicated to the Hope Notes for Moms project, a collection of hope-filled, encouraging thoughts and stories from fellow mothers. Driven by an understanding of and compassion for the tough job of parenting, she feels called to do all that she can. “It’s overwhelming to think of the stress and loneliness that some mothers feel, but I find it motivating,” she says. — CALLEY HOSTAD

Marquette University  17


PLAN HELPS THE COLLEGE GREET ITS FUTURE How are Marquette and the College of Education positioned to anticipate changes in the higher education landscape and the environment graduates will face as teachers, administrators and counselors?

Both are navigating these currents with strategic plans. THIS PROCESS provides an opportunity to identify current challenges and opportunities, affirm what’s most important to the institution and college, and define goals and strategies to move the plan into action. The college plan builds on a multiyear and ongoing university-wide effort. In May 2013, Marquette published its strategic planning document, Beyond Boundaries, which synthesized input from campus stakeholders. During spring and fall 2014, the college asked faculty and staff to reflect on the university’s document. It also held conversations about key planning questions, including how to create a more inclusive climate and culture; what new programs could be developed; and how to expand and leverage community partnerships. In mid-2015, a cross-functional team composed of Drs. Alan Burkard, Ellen Eckman, Lisa Edwards, Cynthia Ellwood, Victoria Fitzgerald, Robert Fox, Bill Henk, Andy Thon, S.J., and Leigh van den Kieboom then shaped a final draft of the college’s strategic plan with guidance from an external consultant. This final work aligns the college plan with university goals and Marquette’s Guiding Values. This alignment, notes Henk, allows for “creating bold ambitious plans … including holistic student development, academic excellence, a spirit of research and innovation, an inclusive diverse community, servant leadership, and Catholic social teaching.” Expect the plan to be a living document that helps the college navigate an ever-changing world and meet any storms that lie ahead. — DR. VICTORIA FITZGERALD Learn more about Marquette’s Beyond Boundaries plan at

BRIGHT IDEAS GET A GREEN LIGHT A new university innovation fund empowers two college projects.


A SEED FUND for new ideas proposed by faculty, staff and students, Marquette’s strategic innovation fund awarded a total of $5 million in its first year to 38 initiatives, including these two from the College of Education.

and researching best practice in program design. If the program goes forward, students will earn a teaching certificate and master’s degree in about 1 1/2 years.

Believing with many others that Milwaukee needs a more racially diverse teaching force, a group led by Dr. Cynthia Ellwood, clinical associate professor, and Dr. Sharon Chubbuck, associate professor, is pursuing the creation of a fieldwork-grounded master’s/teacher certification program perfect for recent college graduates working in service corps and looking to ready themselves quickly for fulltime teaching.

Under the proposed plan, students who come from City Year or other AmeriCorps programs from around the country could use their AmeriCorps stipends to attend the program.

With support from the new fund, organizers are spending the year researching the viability of the idea. So far, it looks good. In partnership with Marquette’s Educational Opportunity Program and City Year Milwaukee, organizers are analyzing market need

18  College of Education 2016



Thanks to another successful proposal, the Hartman Literacy and Learning Center purchased new iPads that will help its instructional team implement new technology-mediated instruction. “Our project re-envisions the center’s reading intervention program for urban children who struggle with literacy acquisition. Our goals are to develop children’s traditional literacies of reading and writing while fostering their acquisition of new literacies,” says Dr. Kathleen Clark, associate professor and center director.



The Hartman Center will begin formal use of the iPads this summer in coordination with the Dwyane Wade Live to Dream Summer Reading Program. This spring semester, literacy education students will begin piloting the iPad-based addition to the reading intervention curriculum. The use of tablets will reinforce the Hartman Center’s mission of teaching and learning in two ways, providing another tool to support children attending its tutoring programs while helping their tutors, pre-service teachers in the College of Education, build additional teaching skills for a digitally advanced world. — JOE DIGIOVANNI Visit




AUTISM FOR PROFESSIONALS UNIVERSITIES have too many academic silos, says Mary Carlson, clinical instructor in the college. “We know what’s happening in our own school but have no idea what’s going on in the others. Real life isn’t like that. We have to learn to collaborate with people from different professions, especially in special education where teams work with each student,” she says. Three years ago, Carlson, along with faculty colleagues from psychology and speech pathology, decided to bust a few of those silos — in service of better professional collaboration on a topic that could clearly benefit from it. She, Dr. Amy Van Hecke, assistant professor of psychology, and Wendy Krueger, clinical assistant professor in speech pathology, designed an interdisciplinary course called Autism for the Professions, whose creation was supported by a 2013 Way Klingler Teaching Enhancement Award. “We thought that because children with autism spectrum disorder are treated by teams consisting of special education, psychology, and speech and

language professionals, why not teach a class to students from those three schools together?” Carlson asks. The course is taught by all three faculty members, each covering her specific subject matter. “We all go to all the classes. I learn as much from Amy and Wendy as any student,” Carlson says. “Teaching in front of another teacher would be daunting except that we have so much trust in each other and passion for what we are doing. I simply love working with them.” Nora Heiderscheidt, a graduate student in the Department of Speech Pathology and Audiology, took the course last spring. She says that watching the teachers work together was an excellent example of a successful interprofessional interaction. “Not only did I receive a comprehensive education about ASD, but I learned the importance of interprofessional collaboration and how imperative this skill is to a successful work environment.” The class structure is simple. Eight teams of three students, one from

each of the schools, works with a preschool through teenage student with ASD, and together they write a final report. “To plan effectively for the child, we have to speak the same language and understand what everyone does. In their professional lives, our students will be a step ahead of others, but, more important, they will better serve the child. And that’s what it’s all about,” says Carlson. Next spring, the group will teach the class for a third time. In the future, the team would like to turn its attention to Marquette students. “We would love to start On Your Marq, a program designed to help Marquette students with ASD. We are also building an Autism Consortium to link the many disparate efforts that are occurring on campus,” Carlson says. “We have lots of ideas, but one thing is sure: I would love to teach this class every spring and continue to work with Wendy and Amy as long as possible.” — GUY FIORITA

Read about the Way Klingler Teaching Enhancement Award that helped make this course possible: Marquette University  19


20  College of Education 2016

Photos by Jonathan Kirn


CRISTO REY STUDENTS (Bottom right photo) Left to right: Talia Samaro Joan Macias Policarpo Sanchez Alondra Cervantes Ariel Valdivia Prisma Serna Justin Rades

AMONG THE MARQUETTE STUDENTS crossing campus in jeans and sweatshirts, there has been an interesting sight these past six months: 14 high school freshmen in business attire, fanning out to jobs in the College of Education, the Law School, the President’s Office and other locations. Their button-downed presence is something to celebrate, the culmination of a multiyear process headquartered in the College of Education leading to the opening of Cristo Rey Jesuit High School Milwaukee. Interest had been building for years in Cristo Rey — the renowned network of college preparatory high schools with an innovative work-study curriculum and a record of success with urban children of modest means — when the Bradley Foundation agreed to fund a feasibility study conducted by Marquette to determine if the school was a good fit for Milwaukee.

New School in Town

The news reached Andrew Stith, Comm ’01, then development director of Cristo Rey Kansas City High School. Dr. Bill Henk, dean of the College of Education, hired Stith to direct the study, and the pair went to work, reaching out to see if parents would send their children to the school and garnering employer support for the Corporate Work Study program. (Wages paid by employers cover tuition for each student.) “We told the Cristo Rey story everywhere we could in the community,” recalls Henk. With Cristo Rey graduates regularly achieving 100 percent college acceptance, one thing never in doubt was the need for the school in Milwaukee, where many students from low-income settings struggle to even graduate from high school. Twenty months later, the study concluded with a resounding “yes.”

Keys to the success were top current and former Marquette leaders — Dr. Michael R. Lovell, Rev. Douglas Leonhardt, S.J., Dr. Jeffrey Snell, Chuck Lamb and Rana Altenburg — and deans and vice presidents who signed on to employ Cristo Rey students. Corporations including ManpowerGroup, BMO Harris Bank, Johnson Controls and Columbia St. Mary’s also pledged jobs for students. The school, which coaches students on basics such as shaking hands and tying ties before placing them in workplaces, opened last fall with Stith as president. Among its inaugural freshman class of 128 students was 14-year-old Ricardo Hernandez, whose parents heard about the school during church. Accepted at three schools, Hernandez chose Cristo Rey for its work-study program. “I’ve got my own office here,” says a smiling Hernandez of his space in Schroeder Complex, where he often digitizes documents for the College of Education. Work is easy, he says, compared with school, with its rigorous summer bridge program and mandatory passing score of 85 percent for tests. “I know what my goal for the future is, and that’s to get into a good college and then get a good job,” he says. Although he might not realize it yet, the Jesuit school is also preparing him personally and spiritually. “We educate the mind and the heart. We want to graduate students who will go out and be men and women of service to others,” says Stith. — EDGAR MENDEZ

Marquette University  21

Marquette University, P.O. Box 1881, Milwaukee, Wisconsin 53201-1881 USA


A teacher’s reward is the legacy he or she leaves behind — the lasting influence on the lives touched. Our students choose the Marquette College of Education for a program that focuses just as much on the heart as the mind, for our rigorous curriculum and meaningful field experience. And many of our students are preparing to teach in schools that have the greatest needs and fewest resources. Because the mission to teach isn’t one of fame or fortune, our students depend on scholarships to provide financial relief so they can focus on their studies. Please give to help our students pursue their goals and Be The Difference for generations to come.

Marquette Education 2016  
Marquette Education 2016