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Building a Healthier

Better Educated and

College of Education and Human Services

More Just Society

CONTENTS The College of Education and Human Services at Montclair State University Building a Better Educated Society Building a Healthier Society Building a More Just Society Building Excellence Across Education and Human Services Departments, Centers, and Institutes

With a more than100-year tradition of excellence and educational leadership, the College of Education and Human Services offers several advantages for those pursuing a graduate or undergraduate education: • Outstanding and innovative academic programs in the education and human services fields with nationally recognized faculty and accreditation; • Program faculty and staff dedicated to meeting the unique needs of our student population; • Flexible study for both full-time students and working professionals, including weekend, accelerated, and web-enhanced course options; • Facilities that are on the cutting edge of learning and technology, including University Hall, the College’s home, and the largest and most sophisticated building in the University’s history.

The College of Education and Human Services at Montclair State University The College of Education and Human Services strives to be a progressive, innovative, national leader in the preparation of educators and human services professionals who possess the knowledge, skills, and habits of mind to work toward a better educated, healthier, and more just society. Our academic programs, faculty and student scholarship, service activities, and outreach efforts are characterized by a commitment to rigorous standards, ongoing improvement and innovation, democratic practice, social justice, and stewardship of ethical best practices. Our pedagogical practices recognize and celebrate human diversity while focusing on active, engaged, deep, and meaningful learning for students. We strive to use technology wisely to maximize and enhance learning, engagement, and outreach. Our commitment to provide and support opportunities for underserved populations to realize their full potential and participate in our democratic society in meaningful ways will be manifest in all of our activities and programs. Our overarching goal is to build a better educated, healthier, and more just society. This publication details a sample of our programs, initiatives, and individuals making that goal a reality.

Building a better educated, healthier, and more just society. 3

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Designed by Jason Francis Photography by Mike Peters and Jason Francis

Better Educated The first of our three-part commitment is to build a better educated society. The College of Education and Human Services has a long and illustrious history of preparing outstanding educators. We know the central role public education plays in the ongoing development of our democratic society and there has never been a greater imperative to pursue the simultaneous renewal of schools and the education of educators. At Montclair State University, we are committed not only to offering rigorous academic programs to our undergraduate and graduate students, but also to impactful partnership programs in schools and communities and to research that will yield new knowledge about how children learn and how effective teachers achieve excellent outcomes in their classrooms. Our faculty and staff are engaged in a process of continuous improvement, seeking innovative, research-proven strategies and programs that will prepare teachers and other educators to be successful with all students. The groundbreaking Newark-Montclair Urban Teacher Residency Program is not only producing extraordinary new teachers for the Newark Public Schools; it is also a proving ground for new practices in the clinical preparation of teachers that will inform all of our teacher education programs. Its unrelenting focus on producing high levels of student engagement and learning is a model for all of teacher preparation. Professor Ana MarĂ­a Villegas is leading a project to examine the teaching effectiveness of our program graduates with the Danielson Framework for Teaching. Through this project, faculty members and doctoral students will assess the teaching effectiveness of program graduates by observing them over their initial two years as teachers, allowing us to better understand and drive improvement of our teacher education program. A group of faculty members developed a framework called Systematic Pedagogy to codify a set of essential teaching strategies that all teachers should learn and master to enable all students to learn well. This year, faculty members in early childhood and elementary education are introducing elements of Systematic Pedagogy in the professional sequence of courses for teacher preparation. Overall, the College of Education and Human Services is committed to preparing and supporting educators who have the knowledge and skills to transform the schools and educational organizations in which they work so that all children and adolescents can have successful, productive lives in our democratic society. We take pride in our nationally-recognized and innovative preparation and partnership programs and the fine scholarship of our faculty members. 4

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Awards & Recognition n M  ontclair State University and the Newark Public

School District were selected by The Council of the Great City Colleges of Education to receive the 2010 Dr. Shirley S. Schwartz Urban Education Impact Award. This award recognizes the Newark Public Schools-Montclair State University Partnership for Instructional Excellence and Quality Program.  The award honors an outstanding partnership between a university and an urban school district that has had a positive and significant impact on student learning.  n T  he College of Education and Human Services

at Montclair State University was selected as the recipient of the 2010 Wisniewski Award for Teacher Education from the Society of Professors of Education (SPE).  The Wisniewski Award is named for Richard Wisniewski, past president and treasurer of the Society of Professors of Education, past president of AACTE and former Dean of the College of Education at the University of Tennessee.  The purpose of the award is to recognize an institution that has made “singularly significant contributions to the theory and practice of teacher education.” Montclair State University was recognized as “an institution that has for decades promoted practices grounded in progressive education traditions and that has fostered constructive relationships between schools and society.” n M  ontclair State University’s graduate programs

in secondary teacher education and elementary teacher education were ranked in the top 20 in the 2010 and 2011 US News and World Report rankings of America’s Best Graduate Schools. The rankings include doctoral-granting schools of education throughout the United States. n M  ontclair State University’s College of Education

and Human Services has been selected as a host institution for the Woodrow Wilson-Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color (WW-RBF Fellowship).   Montclair State University was chosen as one of only 27 campuses around the country for this prestigious program of the Woodrow Wilson Foundation.  Beginning in the 2011-2012 academic year, 25 WW-RBF fellows will use their fellowships to enroll in master’s degree programs that lead to teacher licensure. Fellows will make a commitment to teach for three years in a high-need urban or rural school following completion of their degree program. 

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Better Educated Bringing Change to Newark Public Schools When Rosiane Lesperance begins her career as a biology teacher at East Side High School in Newark, she won’t be coming in as the new kid on the block. She already knows her way around the school, she’s worked side-by-side with her teaching colleagues, she knows the students and their families, and she has a sense of belonging within the Newark community. “As a first year teacher, I know it’s going to be hard and challenging,” Lesperance admits, “but because I’ve already been a part of the school for a full year as a resident teacher, I’m going to bring a level of confidence and knowledge to the classroom environment from day one.” It has never been more important to prepare outstanding teachers for our urban public schools, and the NewarkMontclair Urban Teacher Residency Program (NMUTR) is deeply committed to this goal. This innovative apprenticeshipbased program is designed to provide an educational program for graduate students deeply committed to urban teaching with an unrelenting focus on student engagement and achievement. The program aims to prepare new teachers

who will become extraordinary educators and teacher leaders in their schools for the long term. The attrition rate of new teachers is a significant problem in urban districts, with nearly 50 percent of teachers leaving within the first three years in certain schools. “Teacher consistency and commitment within a school are vital to closing the academic achievement gap,” said Jennifer J. Robinson, director of the Center of Pedagogy at Montclair State University. “By immersing graduate students in the life of the school and the surrounding community, and fully preparing them for the challenges and commitment required, first year teachers hit the ground running, making fewer mistakes, and having a greater impact in the classroom right from the start. The result is a positive and fulfilling experience for both student and teacher.” Using the traditional medical residency as a model, NMUTR partners graduate education students with highly qualified mentor teachers who are experienced in the residents’ areas of certification (elementary, mathematics, science, and special education) in an urban setting. The program provides


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full Montclair State tuition and fees plus a living stipend to all candidates. Mentors also receive professional development support from the University. The first Urban Teacher Residency programs were launched in 2003 in Chicago, Denver, and Boston. Since that time, these three cities have seen an 85 percent or better retention rate of teachers. The success of these programs resulted in the federal government adopting the program on a larger scale with grants to 28 university/urban partner programs in 2009. The College of Education and Human Services was awarded a five-year $6,348,000 grant, the largest in University history, from the U.S. Department of Education. Partners include the College of Science and Mathematics, Newark Public Schools, and the Newark Teachers’ Union. Residents simultaneously engage in rigorous coursework integrated with the clinical apprenticeship, through which they receive a master’s degree and teacher certification. Upon successful completion of the master’s programs, candidates are given preferential advancement in the hiring process by the Newark Public Schools and receive induction support through

the NMUTR program for a minimum of two years after they complete the residency program. This induction support is also being made available to all new teachers in the Newark Public Schools, regardless of participation in the residency program. The first cohort of students graduated in August 2011 and all 12 were offered teaching positions in the Newark school district. As Lesperance tells it, the NMUTR program has completely transformed her, giving her a clear perspective on how she wants to impact the world. “I look at the world differently now,” she says. “It is my duty as a teacher to provide as many children as possible with the opportunity to live life to the fullest and I believe knowledge and a sense of community can help them achieve that goal. Without being educated you can’t be elevated.”

Gregg Festa, director of the College’s ADP Center for Teacher Preparation and Learning Technologies, was among those named to Tech & Learning magazine’s list of the 10 Most Influential People in EdTech for 2011, having been selected by Tech & Learning readers and advisors. This special recognition showcases the power of technology to transform learning. Those named to this influential list include individuals associated with the U.S. Department of Education, corporate leaders at Google and Apple, educational entrepreneurs, and academics.   Festa was recognized for his accomplishments in renewing educators and student teachers through the innovative use of technology.  The ADP Center for Teacher Preparation and Learning Technologies, the program he founded and directs at Montclair State, is a hub of innovation in pedagogy, curriculum, instructional planning, educational technology, and professional development for students, faculty, practicing teachers, and other education professionals. He was also recognized for his work in designing “classrooms for the future” that are adaptable enough to accommodate new and evolving pedagogies, in coordinating the Verizon-funded Digital Backpacks program for K–12 educators, and in founding the Silk City Media Workshop, an inner-city afterschool program built on digital media that earned him the title “2007 Technologist of the Year” from the New Jersey Association for Educational Technology. College of Education and Human Services n


Better Educated

Building a New Doctoral Program in Teacher Education and Teacher Development The EdD program in Teacher Education and Teacher Development is the first of its kind in the region and one of only a few in the nation. The program builds on Montclair State University’s nationally-recognized expertise in teacher education and on the most current research regarding how teachers learn and develop professionally throughout their careers. Over the past fifteen years, substantial research has provided teacher educators with a better understanding of how teachers develop and of the various learning needs that emerge at different points in teaching careers. Informed by this research, graduates of the Teacher Education and Teacher Development program will be well-equipped to prepare, support, and mentor teachers. The first cohort of students selected for the program was comprised of teachers from varying disciplinary backgrounds, teacher educators, school administrators, department supervisors, and a school psychologist. The program was designed to include students who could offer unique perspectives. It has been this aspect of the program that current student Kathryn Strom says, “has heightened and deepened my thinking and has brought my meta-cognitive awareness to a level that it has never been before.” Although these students have different areas of expertise and hold various professional roles, they were all drawn to this program in hopes of developing the skills and expertise necessary to support teacher growth and development.

for the program; it is a theme that permeates the academic program of study. Students examine culturally responsive teaching, a critical area of learning for all teachers who work with today’s diverse student population. The importance of ongoing support and mentoring for teachers is also addressed as part of the academic program. “With the shift from an industrial to an information-based economy, schools are now required to do much more than in the past. Today’s teachers are expected to get all students, not just some, to meet higher academic standards than ever before. To attain this goal, teachers need professional support throughout their careers. The preparation they receive in preservice programs — while essential — is not enough,” says Professor Villegas. Recognizing the critical need to support ongoing teacher learning, school districts are beginning to create positions to oversee induction programs for novice teachers and design and implement innovative professional development for experienced teachers. Graduates of the EdD in Teacher Education and Teacher Development program will be equipped to fill these types of positions in schools and districts, along with a broad spectrum of teacher educator roles in colleges and universities, state agencies, professional development organizations, and foundations.

Mindful consideration went into the structure of the program, which is designed to recruit a small cohort of students yearly. In its first year, there were over 60 applicants to the program, and only 14 students were selected. For the second year, more than 100 individuals submitted applications, and 14 were admitted. The dynamics of the group enable the faculty and students to cultivate a strong sense of community. Professor Ana María Villegas, the program’s director, has been very pleased with how the initial cohort has coalesced. “It’s a strong, supportive group and while we were hoping for that to happen, it has more than met my expectations,” she says. The size of the group also allows the faculty to model the mentoring relationships that they hope their students will form with the teachers they prepare and support. Professor Villegas says, “It’s important that the faculty models the practices that we want our students to use in the future.” Diversity in backgrounds and perspectives is not only considered when selecting students 8

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Scholarship that Contributes to a Better Educated Society Faculty Profiles DEPARTMENT OF EDUCATIONAL FOUNDATIONS Professor Tyson Lewis is an accomplished philosopher and theorist of education. Although his research interests are broad, one consistent theme is a concern for the aesthetics of education.  Aesthetics in education most often refers to art classes and/or art appreciation.  Professor Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic events.  As an example, he argues that the rhythms of learning are akin to the rhythms of a poem and that teaching is itself like a theatrical performance.   His book The Aesthetics of Education: Curiosity, Theatre, and Politics in the work of Jacques Ranciere and Paulo Freire (in press: Continuum) is an examination and celebration of the inherent aesthetics of education.  For Lewis, it is only through an appreciation and rehabilitation of the aesthetic experimentalism of teaching and learning that education can embody its democratic potentials, and in turn, students can reconnect learning with curiosity and imagination.


Professor Jamaal Matthews’ scholarly interests include the development of self-regulatory learning skills during childhood, and the relationship between academic identity development, academic motivation, and selfregulated learning in adolescence. Born and raised in New York City, his educational interests are grounded in his experiences as a middle school math teacher in the Bronx. Professor Matthews is a recipient of the National Center for Research on Early Childhood Education (NCRECE) Fellowship. This fellowship has enabled Professor Matthews to expand his research and examine the classroom features (teacher warmth/support, teacher ideologies, social structures, and pedagogical orientations) that promote the development of cognitive regulatory functioning (working memory, directed attention, meta-cognition) in young learners, particularly those within low-resourced contexts. In his research, Professor Matthews assesses the parental and cultural/community practices that elicit proficient regulatory functioning in young children from marginalized backgrounds and the degree of congruence between classroom and home/cultural practices. The goal of this research is to understand how students transfer regulatory capabilities learned within the home and other non-academic environments to the classroom and the catalysts that allow for effective transfer of cognitive and regulatory strategies.


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Better Educated Professor Urban (center), together with graduate and undergraduate research assistants in the Developmental Systems Science and Evaluation Research Laboratory.

DEPARTMENT OF FAMILY AND CHILD STUDIES Professor Jennifer Urban focuses her research on understanding contextual influences on complex developmental change over time at individual, family, organizational, and societal levels. In collaboration with colleagues at Cornell University, she is currently the co-Principal Investigator on a National Science Foundation-funded project that aims to develop and test a novel approach to program evaluation and planning that integrates theoretical and methodological thinking and tools from systems science. This systems evaluation approach considers the complex factors that are inherent in the larger system in which a program is embedded.  The team is working to address the needs for increasing evaluation capacity among program staff in informal STEM (science, technology, engineering, mathematics) education systems to integrate evaluation with program planning and development. The team is also seeking to assist practitioners in linking their short-term outcomes with the research evidence-base that allows them to make logical and empirical connections to broader long-term goals. Their work resulted in the development of the Systems Evaluation Protocol (SEP), a guide to systems evaluation planning. The goal of this work is to test the efficacy of the SEP in building the evaluation capacity of practitioners in multiple STEM education systems. This research is one of the projects currently being conducted in the Developmental Systems Science and Evaluation Research Laboratory at Montclair State University, which Professor Urban directs. She works directly with NSF-funded centers that are required to do educational outreach, helping them to know if the outreach is effective.   Examples include 4-H organizations, county-based educational programs, and agricultural/engineering initiatives.  The Laboratory goal is to help them build capacity to develop their own evaluation plans and implement them.


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DEPARTMENT OF CURRICULUM AND TEACHING Professor Mayida Zaal focuses her research on the education of immigrant youth, preparation of teachers working in diverse settings, youth participatory action research, and issues of social justice and equity in education. She partnered with colleagues from Rutgers University and Saint Peter’s College, and seven teachers from Newark and Montclair to develop a Youth Participatory Action Research (YPAR) curriculum that engages secondary school students in civic action. The curriculum is currently being piloted in 19 New Jersey classrooms, serving more than 350 students in the Montclair and Newark public school districts. Youth Participatory Action Research (YPAR) empowers young people to research social issues that are directly affecting them, or affecting people in their local and global communities, and prompts them to take action based on the data they have gathered. Participatory Action Research is rooted in principles of social justice and the notion that individuals are knowledge holders and can inform and influence sustainable change within their communities. Professor Zaal and her research team (which includes graduate students from Montclair State University and Rutgers University) are overseeing the implementation of the curriculum and plan to identify how students are impacted through involvement in Youth Participatory Action Research. In particular, they are interested in understanding the extent to which participating in an active learning process empowers youth to see themselves as agents of change within their schools and communities.

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Better Educated

Building Outstanding Future Educators Susan Olsen and Lisa Serafino Susan Olsen and Lisa Serafino were recently recognized as two of fifteen 2011 New Jersey Distinguished Student Teachers of the Year. This award is given by the New Jersey Department of Education annually. Each of the 25 New Jersey colleges and universities may nominate three candidates, and a panel of eight educators from throughout the state chose the 15 finalists. They were honored at a ceremony sponsored by the New Jersey Association of Colleges for Teacher Education (NJACTE). Ms. Olsen and Ms. Serafino were selected to represent Montclair State University’s Teacher Education Program due to their demonstrable focus on student achievement and teacher leadership throughout their courses and most notably during the student teaching semester. Ms. Olsen student taught in a fifth grade classroom in Newark and her accomplishments include dramatically increasing students’ spelling proficiency through extensive outreach to parents and guardians. She plans to teach in Newark this fall. Ms. Serafino student taught in a middle school math classroom in Hillsdale and impressed faculty and students with her ability to make math engaging and accessible for all students. According to her cooperating teacher, the whole class was “riveted to her, their attentions were grabbed seconds after entering the door, and their minds were relentlessly engaged every minute she was with them…They were required to think, formulate ideas, test and probe their thoughts, or to rehash their thinking entirely.” Both recipients are graduates of Montclair State University’s College of Education and Human Services.  Susan Olsen graduated Summa Cum Laude in May 2011 with a Bachelor of Arts in Family and Child Studies and certification in Elementary Education (K-5). Lisa Serafino graduated in January 2011 with a Master of Arts in Teaching degree in Mathematics.

The Teacher Education Program at Montclair State University The mission of teacher education at Montclair State University, derived from the moral imperatives of education, is to prepare teachers who: n Provide access to knowledge for all children and youth n Forge a caring and effective connection between themselves and their students n F oster in the young the skills, dispositions, and knowledge necessary for effective participation in a social and political democracy n Exercise responsible stewardship of our schools



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Healthier The second of our three-part commitment is to build a healthier society. Good health is more than just physical well being. Good health means having the opportunity to pursue your best life, physically, mentally, and emotionally. We all must make a commitment to ensuring that everyone has access to good health. Therefore, as our society moves forward, having professionals who are well prepared to assist our population to achieve their best health is paramount. Our undergraduate and graduate programs in the human services combine academic rigor and clinical and similar experiences with outstanding practitioners in the student’s respective field of study. Students conduct internships with respected organizations in the physical and mental health fields, which often lead to employment or success in future graduate studies. Faculty and staff members throughout the College are committed to building a healthier society through partnerships and outreach. Professor Catherine Roland has initiated the Professional Development Series: Harassment, Intimidation, and Bullying in Educational Settings, which is an anti-bullying program that aims to meet the ongoing educational and policy needs of public schools, colleges, and universities. Professors Leslie Kooyman and Edina Renfro-Michel have partnered with the University’s division of Student Development and Campus Life to launch the Mediation Resource Center, an organization that allows advanced graduate students in Counseling to work with Residence Hall Staff to provide educational programs and interventions regarding student conflict. Professor Yeon Bai collaborates with area hospitals to conduct research as well as provide guidelines for the design of effective breastfeeding promotion programs. Professor Shahla Wunderlich has worked with several Congregate Meal and Home Delivered Meal programs in the region to ensure that they include specialized health and nutrition education interventions to the most vulnerable segment of the older population. We take pride in the outstanding work our faculty and staff are doing through academic preparation programs, community services, and educational research.


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Building Expertise and Resources for Children and Families The Center for Autism and Early Childhood Mental Health The Center for Autism and Early Childhood Mental Health (CAECMH) serves as a center for professional development, education, and research around the issues of autism, infant and childhood development, and mental health. The Center is anchored in a developmental approach to meet the needs of infants, children, adolescents, and their families, and is supported by theoretical education, research-based methods, and clinical application. Central to the creation of the CAECMH is the role of social-emotional/mental health development at the core of developmental and educational progress, and the fields of Infant and Early Childhood mental health and mental health consultation provide a host of strategies to incorporate mental health and “relationship-based” approaches to development and education. To be most effective, childhood mental health issues must be integrated throughout education and human services. This multidisciplinary Center includes academic programs, promotion, prevention, and intervention services in partnership with faculty members from across the University. The Center’s programs and services include: n Consultation n Continuing education n Post-baccalaureate and post-graduate certificate programs n Research and grants n Transdisciplinary clinical services There is an exploding body of literature in the neurosciences leading the field increasingly toward a comprehensive, multidisciplinary approach to the assessment and treatment of persons with autism. Collectively, the field is moving away from a strict focus on “target” behaviors (the principle focus in Applied Behavioral Analysis [ABA]) toward a more comprehensive bio-psycho-social perspective. The CAECMH is rooted in three core principles: 1) the integration of infant and early childhood mental health within all educational services; 2) the centrality of “relationship-based” approaches to developmental and educational support; and 3) the critical importance of “reflective practices” in all developmental and educational trainings and services. This emphasis on “reflective” practices is supported by the interpersonal nature of all developmental and education/ teaching activities. The shift toward a comprehensive, multidisciplinary approach to the assessment and treatment of persons with autism requires that professional development programs develop current and comprehensive training and consultation services to meet these needs. While ABA practitioners and training programs continue to develop, there are very few resources available for those practitioners and families seeking to acquire insights and skills in more comprehensive, integrated, inclusive approaches to helping persons with autism and their families. The CAECMH meets this need. GERARD COSTA, DIRECTOR

Nowhere is this need greater than in the public school districts, where state funding restrictions are leading to the decreased likelihood that children who require special services will be placed in out-of-district placements. Accordingly, there is a growing need for continuing education and professional development with educators, administrators, and allied educational and therapeutic staff to develop high quality educational programs to help children and families affected by autism and other developmental disabilities.

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Preparing Allied Health Professionals The Athletic Training Program The Department of Exercise Sciences and Physical Education (ESPE) is home to the first Athletic Training Bachelor of Science degree program in New Jersey. The Athletic Training Education Program (ATEP) at Montclair State University prepares students for careers as certified athletic trainers. Athletic trainers are allied health professionals, recognized by the American Medical Association, who are highly educated and skilled in the prevention and care of injuries that result from physical activity. The certified athletic trainer works with the physically active to prevent, rehabilitate, and manage athletic injuries and general medical conditions in secondary schools, universities, clinics, professional teams, military, sports medicine clinics and hospitals, performing arts, physician offices, occupational workplaces, and industry. The program is accredited by the Commission for the Accreditation of Athletic Training Education Programs (CAATE), which is sponsored by The American Academy of Family Physicians, the American Academy of Pediatrics, the American Orthopaedic Society for Sports Medicine, and the National Athletic Trainers’ Association (NATA).


Athletic Training students are leaders on campus, and many are active in the Athletic Training Club, which engages in service, professional development, and fundraising activities. Members of the Peer Assisted Learning Society (PALS) work in the Athletic Training Lab and assist fellow students. Students have also been recognized for their leadership statewide as chairs of the State Athletic Training Student Committee, as recipients of state organization scholarships, and as members of the Eastern Athletic Training Association Quiz Bowl teams. Athletic Training program students have internships with professional athletic teams including the NY Jets, NY Giants and Detroit Lions. Overall, student internships take place at 20 affiliated sites, including high schools, colleges, physicians’ offices, rehabilitation clinics, theater and performing arts organizations, and professional sports teams. Students work with faculty on research programs and on their own to learn about evidence-based practice through projects and activities. Graduates of the Athletic Training program work in a variety of settings, including positions with high school, collegiate and professional sports teams, and in medical facilities. Several graduates have furthered their medical education in doctoral and physician assistant programs. Athletic Training program faculty members have been recognized for their contributions to the profession. Professor David Middlemas was presented with the Distinguished Service Award in 2011 from the Athletic Training Society of New Jersey and the Dan Libera Award in 2009 from the National Athletic Trainers’ Association Board of Certification. Professor Marsha Grant-Ford received the Bill Chisolm Award and the Ethnic Diversity Award from the National Athletic Training Association.

“We take pride in the fact that the Athletic Training community at Montclair State University is a big family, and that our network is incredibly tight for students, alumni, and faculty members. As faculty members, it is our hope that graduates gain an appreciation for what it means to be a professional, and that they value ethical, high-quality professional practice and lifelong learning.” — Professor David Middlemas, Program Coordinator


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Scholarship that Contributes to a Healthier Society Faculty Profiles DEPARTMENT OF HEALTH AND NUTRITION SCIENCES Professor Charles Feldman studies institutional nutrition in schools, hospitals, and elder care institutions and has conducted research on the safety, quality of nutrients, and overall healthiness of food being served in these organizations. His work focuses on underserved populations in particular, including young children and seniors. Through his research, Professor Feldman has targeted food and nutritional quality of organic and conventional, institutionally processed, and store-bought vegetables that are prepared and served in these settings. He is also working with graduate and undergraduate students on assaying the contamination levels of soil and vegetables in New York and New Jersey community gardens.

“My research aims to help those who don’t have a voice, and I hope to inform others regarding what is happening behind closed kitchen doors and to stop people from taking advantage of these populations.” — Professor Feldman


DEPARTMENT OF EXERCISE SCIENCE AND PHYSICAL EDUCATION Prior to joining Montclair State University, Professor Fred Gardin worked as a certified athletic trainer with clinical experiences in secondary schools, youth sports, sport camps, and professional sports. Professor Gardin’s research interests include socialization, clinical education, and expertise development in athletic training. Specifically, he conducts research on the development of skilled performance in sports medicine and sports performance. His goal is to discover effective ways to continue to socialize students in athletic training education programs into clinicians who are critical thinkers and decision-makers. Part of that socialization includes expertise and skill acquisition. Professor Gardin believes that the aim of studying experts in a domain is to be able to recreate their expertise by teaching the novice the techniques that allowed the expert to excel in his or her domain. He is also collaborating with Professor David Middlemas to study interactive gaming with the Wii and its use in rehabilitation and evaluation of sports injuries.


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DEPARTMENT OF COUNSELING AND EDUCATIONAL LEADERSHIP Professor Leslie Kooyman studies sexual risk-taking among gay men and the psychosocial factors that influence HIV transmission. He works to assist licensed professional counselors in understanding how to integrate Human Immunodeficiency Virus (HIV) prevention into the counseling process with gay men and men who have sex with men (MSM). His research includes the identification of psychosocial factors that influence sexual risk-taking behaviors, such as self-efficacy, influence of peer norms, social support, recreational drugs, age, stigma, personal responsibility, and moral development. He has also examined social conditions as significant factors in how people make health behavior decisions, including level of education, literacy level, neighborhood conditions, school conditions, socioeconomic status, racism, discrimination, and access to health care. Most current HIV intervention strategies primarily involve group settings, and Professor Kooyman hopes to identify and develop an effective process of behavior change for the counselor in the individual setting. He is also working to develop an approach that incorporates culture and the ability of the counselor to implement a given intervention.


“Traditionally, HIV prevention and safer sex education programs have been developed as ‘one size fits all.’ It is my hope that by understanding what influences the behavior of different individuals, we can create more effective prevention and education programs that will best facilitate healthy behaviors.”


DEPARTMENT OF HEALTH AND NUTRITION SCIENCES Professor Stephanie Silvera has done extensive research in the area of chronic disease epidemiology. She examines lifestyle behavioral choices and their effect on different cancers and the disparities in cancer outcomes. Her multidisciplinary background includes training in nutrition and dietary assessment as well as cancer and behavioral epidemiology. Through her research, Professor Silvera focuses on the impact of health behaviors such as diet, physical activity, and health care seeking, on health outcomes. While there is a large body of evidence supporting the impact that diet, physical activity, and other health behaviors can have on cancer incidence and mortality rates, there remain disparities with regard to outcomes between racial/ethnic groups.  She examines the interaction between dietary, lifestyle, and other health-related behaviors and how those interactions affect chronic disease risk, as well as how they differ among racial/ethnic groups. Specifically, she has utilized novel statistical approaches to examine and identify interactions between diet and other lifestyle and medical behaviors and their impact on cancer risk and is now seeking to examine how these interactions play out between and among racial/ethnic groups.  In addition, she has studied disparities in outcomes regarding endometrial, breast, and prostate cancer.  Several factors have been found to positively affect the outcomes of individuals with these cancers, including whether they had health insurance, how confident they felt in utilizing their health insurance, and how comfortable they felt asking their doctor questions.   Given that these vary along racial/ethnic lines, she is developing ways to create environments that encourage individuals to ask questions and be their own health advocates, and to ensure that people of color are more comfortable interacting with the medical community.

“My goal is to understand how we can make the healthier behavioral choices the easier behavioral choices.” 18

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BUILDING A BETTER HEALTH CARE SYSTEM – TOSAN BOYO (‘11 MPH) Tosan Boyo spent most of his undergraduate career preparing to become a physician. While working at Greystone Psychiatric Hospital, he was asked to cover for his supervisor in an administrative capacity. During that experience, Tosan realized that he enjoyed providing patient care on a larger scale. With guidance and support from Professor Amanda Birnbaum, Professor Lisa Lieberman and other faculty members from the Health and Nutrition Sciences department, Tosan began his pursuit of a Master’s degree in Public Health (MPH) at Montclair State University. He hoped to gain a broader perspective of healthcare that not only focused on patient care but incorporated the business aspect as well. The MPH program gave Tosan the understanding of how a hospital can influence and address the needs of the community. Nearing the end of his Master’s program, Tosan applied for the prestigious Administrative Fellowship with the University of California San Diego Medical Center. Out of 130 applications, 10 finalists were invited to tour the facility and interview with the leadership team at the hospital. Tosan and competitors from Harvard, Georgetown, and other universities went through a rigorous selection process that consisted of five consecutive interviews and two written papers. To his surprise, Tosan received a phone call within 24 hours of leaving California, in which he was offered the Ambulatory Care Fellowship, one of the two fellowships awarded. Tosan is now training in the hospital administration field and strives to eventually become a senior level executive so that he can improve the relationship between hospitals and the communities they serve. He also dreams of one day building a hospital in Nigeria.


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The final element of our three-part commitment is to build a more just society.

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The mission of the College includes a commitment not only to add to the bodies of knowledge and practice in the disciplines represented in the College but also to address the consequential issues faced by local, national, and global communities. Throughout our academic programs and through the work of our faculty and staff, the College of Education and Human Services demonstrates a deep commitment to social justice. We aim to prepare educational and human services professionals who are committed to the moral and ethical dimensions and standards of their professions, including the pursuit of social justice, and who promote learning and growth for all, with respect for social, cultural, economic, and individual differences. We also seek to prepare future professionals and provide educational outreach and community services that support individuals and groups to be active and critical participants in an emerging political and social democracy. Much of the work done by faculty and staff in the College is guided by the principle that everyone deserves equitable economic, political, and social rights and opportunities; by the value for human rights; and by the recognition of the dignity of every human being. We recognize the existence of social inequities, especially in difficult economic times, and we seek to prepare professionals who will collaborate with others to design and continually improve social institutions as tools for personal and social development. Projects that reflect our commitment to social justice include improving the nutritional value of food in schools, nursing homes, and other institutional settings; preventing HIV and substance abuse among adolescents of color; improving the rigor of educational programs and the learning outcomes of P-12 students; and understanding and reducing health disparities related to income and ethnicity.

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Building Opportunities The Adapted Physical Education Swim Program Professor Melissa Alexander of the department of Exercise Science and Physical Education coordinates a swim program as part of the Adapted Physical Education class, which provides Montclair State University students with the opportunity to teach swimming skills to individuals with disabilities ranging in age from 7 to 70 years old. Participants taking the class come from five public schools and one group home for adults, and have physical, emotional, and psychological disabilities. The program provides a positive experience for Montclair State University teacher education students and those who take the class. The individuals who take the class have the opportunity to build their skills in swimming, as well as their socialization skills and self-confidence. The teacher education students who teach the class are able to reflect on their strengths and areas for improvement. The program allows teacher education students to experience teaching from a different perspective and to step into someone’s shoes in a safe and supportive environment. Most of the teacher education students have no prior experience with people with disabilities, and this program allows them to gain that experience and a tremendous amount of self-growth during the 14-month program. They often report that they are able to overcome a fear they didn’t know they had, and that they learned how to work with individuals who simply needed a different teaching strategy. The Adapted Physical Education Swim Program is an example of teaching social skills through physical activity, which is a key component of Professor Alexander’s research. She focuses on the development of life skills in people with disabilities through their participation in physical activity. Her emphasis is on the development of social skills that are needed for everyday interactions with people in school, work, and community environments. She developed the Social Skills and Sports Program (S3), funded by a CDC grant through Special Olympics International, which combines a variety of pedagogical techniques to teach participants social skills.

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Building Awareness Regarding Social Justice Issues The Social Justice Film Series

The College of Education and Human Services Social Justice Film Series was created in 2008 by Professor Fernando Naiditch of the department of Curriculum and Teaching. The annual series spotlights a film that explores an issue of social justice through a free screening, typically followed by a discussion with the director or producer of the film.

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The inaugural film was “Death of Two Sons,” which tells the story of Amadou Diallo, the West African immigrant shot 41 times by four New York City police officers in 1999, and of Jesse Thyne, an American Peace Corps Volunteer who lived with Amadou’s family in his home village in Guinea. Jesse himself died in Guinea less than a year after the Diallo shooting. This film explores the political, personal, and spiritual implications of their lives and deaths. The screening was followed by a panel discussion that included the film director and producer and the mother of Amadou Diallo. In 2009, the College hosted a screening of “Al Otro Lado,” followed by a discussion with the film’s director, Natalia Almada, who received the Director Award for a U.S. Documentary at the 2009 Sundance Film Festival. The film told the story of “an aspiring corrido composer from the drug capital of Mexico who faces two choices to better his life: to traffic drugs or to cross the border illegally into the United States. From Sinaloa, Mexico to the streets of South Central and East L.A., Al Otro Lado explores the world of drug smuggling, illegal immigration and the corrido music that chronicles it all.” In 2010, “Iron Ladies of Liberia” was chosen for the third annual Social Justice Film Series, and included a discussion with multiple award-winning filmmaker Jonathan Stack. The film chronicles Liberia’s election of its first female president Ellen Johnson Sirleaf, after 14 years of a brutal civil war. With her predominately female cabinet, President Johnson Sirleaf, nicknamed “the iron lady,” struggles during her first year in office to rebuild a war-ravaged country, fight rampant corruption and prevent a descent back into war.  She’s a Harvard-educated grandmother of eight, has served time in jail for her political beliefs, is a former employee of the World Bank and the first elected female president in an African country.


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Scholarship that Contributes to a More Just Society Faculty Profiles DEPARTMENT OF EDUCATIONAL FOUNDATIONS Professor Zoë Burkholder is a historian of education whose scholarship examines issues of race and social justice in 20th-century America. Her book, Color in the Classroom: How American Schools Taught Race, 19001954, was recently published by Oxford University Press, and was called “the finest study of intercultural education to date” by Jeffrey Mirel. The book investigates schools as race-making institutions in the United States and the role of teachers and social scientists as antiracist educators in the years leading up to the historic U.S. Supreme Court decision, Brown v. Board of Education of Topeka, Kansas in 1954. Professor Burkholder’s scholarship has won numerous recognitions and awards, including a fellowship at the Charles Warren Center for Studies in American History at Harvard University in 2008-2009 and a dissertation fellowship from the Spencer Foundation in 2006-2007. At Montclair State University, Professor Burkholder helps future teachers gain a richer understanding of the historical development of the teaching profession and of the purposes of public education in a democracy. Her students examine the history of critical issues such as school desegregation, teachers’ unions, bilingual education, and school choice in order to better understand contemporary debates over educational policy and practice.


DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY AND LITERACY EDUCATION Professor Priya Lalvani is a disabilities studies scholar who examines the social construction of disability and its implications in education. Her research seeks to challenge unquestioned assumptions in special education and to disrupt institutionalized discourses and practices that perpetuate the segregated education of students with disabilities. Professor Lalvani’s current research is focused on teachers’ conceptualizations of inclusive education. Her work supports the need for a conceptual shift in teacher education: moving away from traditional special education dogma towards an understanding of inclusive practices as linked with equitable education and social justice. She is working to develop curriculum in collaboration with teachers that goes beyond “disability awareness day” and that helps teachers learn to infuse disability throughout their curricula, to recognize ableism in schools, to teach children to question injustices in society, and to create truly inclusive classroom communities. Professor Lalvani has an ongoing interest in families of children with disabilities and their interpretations of their lived experiences. Her research in this area sheds light on these families’ resistance to notions of otherness. She also examines teachers’ beliefs about outcomes, functioning, and quality of life among these families and explores the extent to which teachers’ perceptions are informed by dominant narratives that center on assumptions of grief, psychological distress, denial, or helplessness among these families.  For teachers to forge meaningful partnerships with families of students with disabilities, Professor Lalvani believes it is necessary that they examine the ways in which they position themselves in relation to this group of individuals, and the ways in which this positioning can impact their efforts at collaborating with them.  She hopes to contribute to the ongoing discussion on professional-family partnerships to optimize learning among students with disabilities. Professor Lalvani is a recipient of the Achievement of Excellence Award from the National Institute for People with Disabilities.


“I am interested in advancing a line of research inquiry that is firmly grounded in disability studies perspectives, and is aimed at disrupting the marginalization of individuals with disabilities in schools and in society.”

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DEPARTMENT OF CURRICULUM AND TEACHING Professor Fernando Naiditch studies second language acquisition, in particular, the ways in which non-native speakers of a language acquire and develop socio-cultural skills in order to communicate their meanings appropriately and adequately. Through understanding their perceptions of different social situations, Professor Naiditch considers the factors that contribute to their assessment and performance in those situations.


He has developed a statistical procedure to measure degrees of acculturation based on a scale (Cultural Relativity Scale, or CRS). This approach, which assesses a learner’s “interculture,” their emerging cultural system within the second language, has been a powerful tool in explaining sociocultural factors related to language use and perception.    Professor Naiditch’s work has direct pedagogical implications and informs classroom practices, particularly for multicultural classrooms. He combines his research on interculture with techniques drawn from culturally responsive teaching to address the needs of linguistically and culturally diverse learners and classrooms.


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Professor Olena Nesteruk studies immigrant families and cultural diversity. Her main research focus is on the experiences of immigrant families over the life course and across generations in the United States. Specifically, she studies first- and secondgeneration immigrants and their experiences with acculturation, including negotiation between immigrants’ original and host cultures, changes in parenting practices and traditions, experiences with the U.S. educational system, grandparent-grandchild relationships, ethnic identity development, and heritage language maintenance and loss over time. Professor Nesteruk’s recent research project is focused on young adults from immigrant families, in particular the development of their ethnic identity and their mate selection experiences. Her future plans include a study of aging immigrants and immigrant families in later life. Professor Nesteruk is committed to investigating various aspects of family life among culturally diverse families in order to gain a better understanding of the ever-changing demographic landscape of the United States.

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Building Stronger Communities Students Participate in Team Nicaragua Megan Kirschner and Christopher Hellwig, two graduate students in the Master of Public Health program in the Department of Health and Nutrition Sciences, implemented an STI/STD, HIV/ AIDS prevention program for members of a local community in Managua, Nicaragua. The two students initially traveled to Nicaragua as part of the annual learning delegation offered through Montclair State University’s Center for Non-Violence and Peace Initiatives. The annual learning delegation to Nicaragua provides students a unique learning experience in a developing country.  After witnessing first-hand the consequences of living in poverty, the two public health students decided to conduct their community project in Managua, Nicaragua, the city that inspired them.   Megan and Chris planned and implemented an STI/STD, HIV/AIDS prevention program in La Chureca, Central America’s largest garbage dump.  Approximately 700 families live within the dump.   The two developed the Peer Education Training Program with the help of Yamileth Perez, a community leader, activist, and health educator who lives in La Chureca, and Jhon Velasco, former Director of the Center for Non Violence and Peace Initiatives. Megan and Chris conducted the training program with 30 members of the La Chureca community.  The community welcomed them warmly and even decorated their home for them.   While in the community, Megan and Chris provided information about STI/STD and HIV/AIDS prevention and treatment, and demonstrated a variety of teaching methods the peer educators could use when sharing this information with their community. 

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New Initiatives in the College

Center for Research and Evaluation on Education and Human Services (CREEHS) The Center for Research and Evaluation on Education and Human Services (CREEHS) conducts high quality multidisciplinary and multi-method research and evaluation studies to produce useable knowledge in education and human services, and to contribute to public policy that addresses the most pressing issues in education and human services. CREEHS collaborates with and provides services to educational agencies and institutions, community organizations, and health-related government and human services agencies. CREEHS is housed within the College of Education and Human Services providing a venue for researchers, faculty, and graduate students to collaborate in carrying out thoughtful and responsive evaluation and research studies. CREEHS seeks to provide useful answers to questions about organizational and programmatic processes, contexts, and outcomes by performing or assisting with multiple types of assessment, evaluation, and research using various research methodologies. CREEHS staff members also provide training and technical assistance to help organizations and programs build their capacity to interpret and use evaluation results and other types of data to improve their services and outcomes. Two of our current projects are described below. CREEHS is currently conducting a program evaluation of the Newark-Montclair Urban Teacher Residency Program, an apprenticeship-based teacher preparation program funded by a Teacher Quality Partnership (TQP) grant from the U.S. Department of Education to Montclair State University and Newark Public Schools. The evaluation aims to document achievement of project benchmarks and to inform continued program improvement in serving residents, graduates, and mentors. Evaluation activities include surveys, focus groups, and interviews of residents, graduates, faculty, and school staff; review of existing documents and data; and regular site visits to a sample of case study schools. CREEHS research staff communicates and collaborates regularly with program staff and faculty to ensure timely feedback that can inform responsive program planning and implementation. Partners for Health, a community foundation, has contracted CREEHS to conduct a process and baseline evaluation of Eat. Play. Live...Better, a new partnership initiative that combines new and existing efforts to encourage and enable Montclair, New Jersey residents to live healthier lifestyles. The evaluation study aims to document the process of building the Eat. Play. Live...Better initiative and to measure baseline community awareness, behaviors, and values. As part of this evaluation study, CREEHS will develop and administer surveys, interviews, and focus groups. CREEHS will also design a plan for ongoing comprehensive evaluation of the initiative’s implementation and impacts on community stakeholders.


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Building Excellence Across Education and Human Services The College of Education and Human Services Dean’s Lecture Series was launched in early 2011. Its mission is to bring outstanding speakers to the campus to generate awareness and inspire dialogue around a wide variety of issues related to education and human services.

DEAN’S LECTURE SERIES The inaugural lecture took place in May 2011 by Dr. Drew Gitomer on “Measuring teaching quality in algebra classrooms: Implications for policy and practice,” a Measures of Effective Teaching (MET) study funded by the Bill & Melinda Gates Foundation. Dr. Gitomer is a former ETS Distinguished Researcher and Senior Director of Understanding Teaching Quality Center. He was Senior Vice-President of Research and Development at ETS from 1999 through 2004.  His research interests include policy and evaluation issues related to teacher education, licensure, induction, and professional development.  His studies have focused on enhancing the validity base for teacher licensure assessments (Praxis™) and advanced certification of teacher assessments (National Board for Professional Teaching Standards).  He is currently the principal investigator for research efforts sponsored by the Bill and Melinda Gates Foundation and the WT Grant and Spencer Foundations targeted at developing and understanding potential measures for understanding teaching quality. In September 2011, the College hosted Dr. Warren Farrell, nationally-renowned expert on boys’ development, who presented “Boys to Men: Transforming the Boy Crisis into WARREN FARRELL a Boy Opportunity.” Dr. Farrell graduated from Montclair State University in 1965. He has since been chosen by the Financial Times as one of the world’s top 100 thought leaders, and by the Center for World Spirituality (in 2011) as one of the world’s spiritual leaders. His books are published in over 50 countries, and in 15 languages. They include two award-winning international best-sellers, Why Men Are The Way They Are plus The Myth of Male Power.  Dr. Farrell is currently the Chair of the Commission to Create a White House Council on Boys to Men, and is co-authoring Boys to Men with John Gray (Men are from Mars, Women are from Venus). Dr. Farrell’s books contribute to 12 disciplines. A book on couples communication, Women Can’t Hear What Men Don’t Say, was a selection of the Book-of-the Month Club. His Father and Child Reunion has inspired many dads to be more involved with their children. And Why Men Earn More: The Startling Truth Behind the Pay Gap – and What Women Can Do About It was chosen by U.S. News and World Report in 2006 as one of the top four books on careers. Dr. Farrell has taught at the university level in five disciplines, and appeared on more than 1,000 TV and radio shows, from Oprah to Larry King Live. He has been featured repeatedly in Forbes, The New York Times, and The Wall Street Journal.

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Professor Amanda Baden delivered the keynote address, Forcing the issue: Racial and cultural issues in adoption, at the International Conference on Adoption Research in Leiden, The Netherlands at Leiden University. She also presented on Why Social Workers Should Know About Adoption at Shue Yan University and City University of Hong Kong.


Professor Katrina Bulkley is a visiting lecturer at the Universidad Torcuato de Tella in Buenos Aires, Argentina, for the 2011-2012 academic year. While there, she is learning about efforts to reform public education in the country, and the ways in which such efforts intersect with those in the United States.


Professors Charles Feldman and Meena Mahadevan presented two papers at the International Culinary Arts and Sciences (ICCAS) 2011 conference in Bournemouth, England.


Professor Jaime Grinberg has actively collaborated with colleagues at Kibbutzim College in Tel-Aviv and has presented at the College of Humanities and Educational Sciences, Universidad de la Republica, in Uruguay.


Professor Erik Jacobson is conducting an ongoing ethnographic study of adult basic education in Japan (literacy for native born and Japanese as a Second Language for immigrants). Most of this work takes place in Nara prefecture, with some visits taking place in Osaka, Yokohama, and Tokyo.


Professors Susana Juniu and Michele Fisher are collaborating with faculty members from Kibbutzim College in Tel Aviv, Israel. Together, they are working on a Second Life project to design a virtual Exercise Physiology lab as an educational and research platform to address public health issues of obesity.


Professor David Lee Keiser has collaborated with colleagues at Burapha University in Chonburi, Thailand on research in the area of comtemplative pedagogy and serves on the Editorial Board of the HRD Journal.


Professor Michele Knobel delivered conference keynote presentations on digital literacies and new media at several international conferences in Mexico and Argentina.


Professor Leslie Kooyman presented his research on psychosocial factors (peer norms, stigma, selfefficacy, social support, age, and recreational drug use) affecting sexual behavior of gay men at the World Congress on Sexual Health in Glasgow, Scotland.


Professor Soyoung Lee presented her research on cultural competence in human services at Sungkyunkwan University in Seoul, Korea.


Professor Victoria Puig is a board member of the LemonAid Fund, a non-profit organization that provides support to educational and community organizations mostly in Sierra Leone. She spent a month in Sierra Leone visiting schools and meeting with educators and community leaders.


Professor John Specchio completed a Fulbright Specialist Award project at the University of Verona, Italy. The project included lecturing to PhD students in biotechnology of foods, developing a technology transfer program between the university and surrounding wine and cheese industries, and working with students regarding probiotic research.


Professor Bill Sullivan presented research on Olympic taekwondo at the International Symposium for Taekwondo Studies held in Gyeongju, South Korea and was elected to the position of director (one of six internationally) of the newly formed International Association for Taekwondo Studies.


Professor Monica Taylor co-presented a paper titled Beyond classroom walls: Using self-study to understand our roles as educational researchers in schools at the 8th International Conference on SelfStudy of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England.


Professor Nancy Tumposky teaches methodology courses in the Montclair State University Global Education Center’s Teaching in English: Enhancing International Faculty Expertise program, which provides courses to international university professors who use English as their medium of instruction and need additional help to adapt their materials and teaching styles to English. Professor Tumposky has taught in China and in Graz, Austria. 


Professor Mark Weinstein is working with colleagues at Kibbutzim College and Al Quasemi College to develop a program to advance critical thinking and interaction between Arab and Jewish teachers and teacher education students.


Professor Shahla Wunderlich presented her research on Soil Composition of Community Gardens at the International Conference on Food and Environment in New Forest, England and at the International Congress of Nutrition in Bangkok, Thailand.


Professor Mayida Zaal presented on Youth Participatory Action Research in Schools and Communities to faculty and teachers at the Centre for Urban Schooling, Ontario Institute for Studies in Education, Toronto, Canada.

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International Initiatives

The College of Education and Human Services is dedicated to preparing future educators and human service professionals to be active participants in an increasingly global society. Our faculty members are committed to conducting research and engaging in partnerships to address the consequential issues faced by global communities. Following are just a few examples of such work by our faculty:

Current Grants Faculty members in the College of Education and Human Services are engaged in timely and innovative scholarship to research important questions in education and human services fields. They also work with partners in local, regional and global communities to examine and improve current practices in their fields. Faculty and staff hold numerous grants from federal, state and local agencies as well as private funders to support this work, and examples of these grants are listed below.

DATA USE AND LEADERSHIP PREPARATION: MULTIPLE PATHWAYS TO THE DATA-DRIVEN PRINCIPALSHIP Principal Investigators: Drs. Katrina Bulkley and Suzanne McCotter Spencer Foundation ($40,000) This project is an in-depth qualitative study of the development of prospective leaders’ thinking around the role and use of data in supporting student learning and school improvement as they travel through several of these preparation programs based in New York City. This study promises to develop theoretical insights as well as concrete strategies related to working with prospective school leaders around data and data use. Their project will explore how prospective leaders develop an espoused theory of action around data and student learning and the ways in which different preparation programs support prospective leaders as they develop a theory of action.



Building Foundations for Self-Determination in Young Children with Disabilities: Family-Professional Partnerships Principal Investigator: Dr. Elizabeth Erwin Institute of Education Sciences; sub award from University of Kansas ($223,154) The goal of this project is to design and develop an early self-determination intervention for use in a variety of settings: the classroom, home, and community, with the goals of providing support to children to nourish early foundations of self-regulation, engagement, and decision-making.

Digital Scholars program at Mount Hebron School, Montclair, New Jersey Principal Investigator: Ms. Cheryl Hopper E. Franklin Robbins Charitable Trust ($24,000) The Digital Scholars, an Action Research Team model, will support the integration of technology for differentiating instruction across the curriculum by providing a team of five teachers with a year-long intensive action research/self-study professional development experience that involves researching and transforming teaching practice.

Literacy System Analysis Project Principal Investigator: Dr. Erik Jacobson New Jersey State Employment and Training Commission ($20,000) The purpose of this project is to conduct an analysis of the gap between the need for adult literacy services in New Jersey and the capacity of the literacy system to meet this need.

Epidemiology and the Energy Balance Equation Principal Investigator: Dr. Mark Kaelin National Institutes of Health ($1,304,049) This project focuses on developing middle school students’ understanding of the science of epidemiology by exploring patterns of physical activity, diet, and their health consequences.

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Special Education Program and Services Evaluation Principal Investigator: Dr. Eden Kyse Paterson Public Schools ($130,000) This project, under the auspices of CEHS’ Center for Research and Evaluation in Education and Human Services (CREEHS), includes a full observation of the Paterson Public Schools Special Education programs in order to inform the future of Special Education practices within the district.

Adolescent Family Life Program Evaluation Principal Investigator: Dr. Lisa Lieberman United States Office of Population Affairs; sub award from Inwood House’s Adolescent Family Life program ($670,344) Inwood House provides services to particularly vulnerable young women, pregnant teens in the NYC Foster Care system. This project will evaluate the efficacy of Inwood House’s continuum of care for pregnant teens when enhanced by specific additional services offered to pregnant teens and a significant other.

The Paterson/Montclair State University Minority Substance Abuse/HIV Prevention Initiative Principal Investigator: Dr. Robert Reid US Department of Health and Human Services/SAMHSA ($1,676,665) This project seeks to develop and coordinate comprehensive community-based substance abuse and HIV prevention services targeting underserved and at-risk African American and Hispanic/Latino youth from the ages of 12-17 in the city of Paterson, New Jersey.

Measuring the Dialogic Quality of Classroom Talk Principal Investigator: Dr. Alina Reznitskaya Spencer Foundation ($39,725) The goal of this project is to design and validate a new measurement instrument called the “Dialogic Instruction Tool” that will help elementary school teachers to assess the dialogic quality of their instruction with students in language arts classes.

PNC Grow Up Great Financial Education Initiative Principal Investigator: Dr. Jennifer Robinson PNC Bank ($260,500) This project will disseminate to 500 Northern New Jersey schools and early childhood centers, “For Me, for You, for Later: First Steps to Spending, Sharing and Saving,” the most recent PNC Grow Up Great project developed by Sesame Workshop for children ages 2 through 5.

A Phase II Trial of the Systems Evaluation Protocol for Assessing and Improving STEM Education Evaluation Principal Investigator: Dr. Jennifer Urban National Science Foundation; Sub award from Cornell University ($386,920) The purpose of this project is to develop and test a new systems-driven approach to evaluation that can be used to enhance evaluation capacity and quality for STEM education programs.

Reading Specialist Endorsement Program Principal Investigator: Dr. Linda Wise Paterson Public Schools ($373,573) This project prepares a cadre of 20 Paterson teachers to become reading specialists through participation in a 33-credit Master’s in Reading program. This two year project includes a combination of supervised hands-on field experience and graduate level coursework taught onsite in Paterson, New Jersey.

Reading Specialist, Bilingual & Special Education Masters and Certificate Programs with the Paterson Public Schools Principal Investigators: Drs. Linda Wise and Margaret Freedson Paterson Public Schools ($723,000) Montclair State University and Paterson Public Schools have a multi-year contractual agreement to prepare over 60 early childhood (P-5) Paterson Public School teachers as Reading Specialists, Bilingual and Bicultural, and Special Education experts.

Montclair State University Nutrition and Wellness Project Principal Investigator: Dr. Shahla Wunderlich Hudson County Office of Aging ($1,148,297) This project provides nutrition education, counseling, food safety education and wellness programs to older adults in Hudson County, New Jersey.

Youth Participatory Action Research (YPAR) in the Classroom for Critically Engaged Citizenship Principal Investigator: Dr. Mayida Zaal Schumman Fund ($25,000) This project aims to enable students in developing the skills, knowledge, and orientation necessary to be active, contributing members of their schools and communities. The project employs cutting-edge media and an interactive website to disseminate and facilitate the adoption of a state-of-the-art curriculum to public schools students in New Jersey based on a YPAR approach to civic learning.


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College of Education and Human Services Departments Counseling and Educational Leadership Curriculum and Teaching Early Childhood, Elementary and Literacy Education Educational Foundations Exercise Science and Physical Education Family and Child Studies Health and Nutrition Sciences

Centers and Institutes Ben Samuels Children’s Center Center for Autism and Early Childhood Mental Health Institute for the Advancement of Philosophy for Children Center for Research and Evaluation in Education and Human Services Literacy Enrichment Center Center of Pedagogy

For more information about our programs, visit

College of Education and Human Serivces 1 Normal Avenue, Montclair, NJ 07043

Montclair State University College of Education and Human Services Brochure  

Montclair State University College of Education and Human Services (CEHS) fall 2011 brochure.

Montclair State University College of Education and Human Services Brochure  

Montclair State University College of Education and Human Services (CEHS) fall 2011 brochure.