Annual Impact Report 2021-22

2021-22 Annual Impact Report

A Message from the Dean Welcome to the 2021-22 Annual Impact Report for the Connie L. Lurie College of Education at San José State University.

Over the past year, our Lurie College community has continued to grow our programs and strengthen our impact regionally and nationally. We’ve launched new programs in higher education — an MA in Higher Education Leadership and a Higher Education Teaching Certificate — and are leading the way in Early Childhood Education teacher preparation, support, and advocacy. We’ve grown our enrollments in our credential programs, particularly in teacher education, where we’ve seen a 40% increase in credential candidates over the past two years, with all of that growth coming from an increase in enrollments among students who identify as first generation, Latinx, and Asian American. And we’ve increased our community partnerships with the launch of new teacher residency programs and the grand opening of our Healthy Development Community Clinic located at a partner high school in San José’s East Side Union High School District.

Across our Lurie College community, we’ve leaned into our commitment to preparing transformative educators, counselors, therapists, school and community leaders. Our strategic plan has inspired multiple faculty, student, and staff led initiatives that have reshaped curricula, built interdisciplinary research collaboratives, strengthened student support, and created opportunities for co-curricular engagement. Although the pandemic has taken a toll on everyone, the work that our community has done over the past year to come together and strengthen our commitment to equity and justice, center our students, and increase our reach has been truly remarkable.

At a time when national and international news headlines are increasingly foreboding, I take heart in the work that is happening in our college. Our faculty and college leaders are deeply committed to teaching and scholarship that is grounded in critical, justice-focused, community-engaged, and culturally sustaining frameworks. Our students and alumni are smart, resilient, and boldly dedicated to pursuing studies and careers where they can have a direct, positive impact on the lives of children, families, and communities in classrooms and clinics, and by reshaping institutions to prioritize inclusion and equity and to center justice. I hope that you, too, will be inspired and uplifted as you learn more about our work in the pages that follow.

Thank you for being part of our Lurie College community!

With gratitude —

TABLE OF CONTENTS

Heather Lattimer, EdD Dean, Connie L. Lurie College of Education, SJSU

01

LURIE COLLEGE AT-A-GLANCE

08

LIVING OUR MISSION

14

COMMUNITY ENGAGEMENT VIRTUALLY AND IRL

02

REFLECTIONS FROM LURIE COLLEGE LEADERS

10

MEET OUR NEW FACULTY

16

ALUMNI CONNECTIONS

04

EXPANDED ACADEMIC PROGRAMS

11

FACULTY RECOGNITIONS

17

IN MEMORIAM

12

SCHOLARSHIP HIGHLIGHTS

13

PUBLIC VOICES FELLOWSHIP

06 07

SHAPING OUR STUDENTS’ SUCCESS HEALTHY DEVELOPMENT COMMUNITY CLINIC

Lurie College At-A-Glance 2700 Students Our Mission

11.06% from 2021

Academic Degrees

The SJSU Connie L. Lurie College's academic departments prepare transformative educators, counselors, therapists, school and community leaders through teaching, research, and service that is grounded in an emancipatory stance.

Our departments include: Child & Adolescent Development Communicative Disorders & Sciences Counselor Education Ed.D. Leadership Program Educational Leadership Special Education Teacher Education

Bachelor of Arts | 56.6% Bachelor of Arts and Minor | 1.4% Credentials | 19.9% Doctorate | 2.3% Master of Arts | 19.8%

Student Demographics American Indian/Alaska Native | 0.5% Asian | 27.5% Black/African American | 4.0% Decline to State | 2.4% Hispanic/Latino | 39.0% Native Hawaiian/Other Pacific Islander | 0.6% Two or More Ethnicities/Races | 6.6% White | 19.5%

Lurie College Rankings

ranked #10 Nationally best Educational Leadership Doctoral Degree Programs

#4 Best colleges in California for Teaching Degrees

ranked #34 Nationally best Colleges with Early Childhood Education Master’s Degrees

universities #2 Among in the CSU system universities #4 Among in the Bay area

universities #14 Among in California

Scholarship Support Scholarship funds create pathways for our students to pursue and achieve their dreams of obtaining higher education degrees.

Thanks to the generosity of donors we are able to fund scholarships for students across our undergraduate, credential, and graduate programs.

21-22 Scholarship Summary Scholarships awarded: 139 Total funds awarded: $336,550 Provide a gift and support the academic dreams of Lurie College students. https://sjsu.edu/education/give.php

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Reflections from Lurie Child & Adolescent Development "It's been an amazing year! We’ve welcomed new students to campus, and some have returned after a long time away. Our preschool classrooms are back up and running and our students are serving our community in roles more critical now than ever. I’m forever grateful for the opportunity to work among the students, faculty and staff of Lurie College."

Emily Slusser, Ph.D. Associate Professor & Chair, Department of Child & Adolescent Development

Communicative Disorders and Sciences "Our department’s epiphany in AY 2021-22 was about the power of our professions in transforming and healing communicative abilities, while appreciating the critical demand for our clinical and therapeutic services in the community. CDS is inspired to enhance our program, expand its reach through telepractice and invest robustly in excellent facilities, services, staff, and recruiting outstanding faculty and students."

Nidhi Mahendra, Ph.D. Professor & Chair, Department of Communicative Disorders and Sciences

Counselor Education "The COVID-19 pandemic impacted the way we teach, learn and practice counseling, but it also exacerbated mental health issues for individuals across the lifespan. Therefore, faculty put significant effort into strengthening candidates’ preparation through the enhancement of curricular, assessment, and advising practices that led to transformative and social justice-oriented counselor trainees who are skilled at and committed to implementing culturally-responsive and strength-based counseling practices."

Dolores DeHaro Mena Ph.D. Professor & previous Chair, Department of Counselor Education

Ed.D. Leadership Program "This perspective from the 2022 document, ‘A Framework for Scaling for Equity,’ is worth noting: ‘Now, we believe that — to achieve scale — innovations, in education or elsewhere, must do more than simply spread to more users; they must also affect deep change in practice, be sustained over time, cultivate a shared sense of ownership among local community members, and involve fundamental systems change.’"

2

Ferdie Rivera, Ph.D. Professor & Interim Director, Ed.D. Leadership Program

College Leaders Educational Leadership "In the shadow and unsteadiness of a global pandemic and racial reckoning, doing justice-driven work proved to be both daunting and a refuge. The pandemic exposed deep inequities and shone a light on the urgent need to advance emancipatory and equity-oriented education. We have not yet arrived where we need to be, but working in a college and department committed to equity, diversity and social justice is a reminder that we are on the right path."

María C. Ledesma, Ph.D. Professor & Chair, Department of Educational Leadership

Special Education "The transformative revision of our vision and mission led us to an impassioned centering of the voices of the disabled as we undertook coursework, fieldwork, and programmatic changes aimed at both disrupting long-standing practices impeding the inclusion of students with disabilities and preparing candidates as change agents in their communities."

Lisa A. Simpson, Ed.D. Associate Professor & Chair, Department of Special Education

Teacher Education "The evolving work of centering our programs on emancipatory education has been humbling, inspiring, and transformational. It has impacted everything from the makeup of our cohorts of teacher candidates to our curriculum, teaching and assessment practices, program development, faculty recruitment and collaboration with school districts and other partners."

David Whitenack, Ph.D. Professor & Chair, Department of Teacher Education

"The pandemic and the current racial justice movements focused the efforts of all of our programs on meeting the most critical and essential needs of our students and communities. The dedication of our faculty to addressing these needs in material ways has been inspiring and transformative. The chairs and directors of each of our programs carried an incredible burden during this time as they supported staff and faculty to navigate the immense challenges we all faced on multiple levels and to center the powerful impacts they make through direct service in teaching, service, and community-based research.”

Marcos Pizarro, Ph.D. Associate Dean, Lurie College of Education

3

Expanded Academic Early Childhood Education As California has strengthened the state’s investment in Early Childhood Education (ECE), Lurie College is leading the way in the preparation and support for teachers for our youngest learners.

Lurie College has assembled a consortium of East Side San José school districts committed to teacher residency programs for future transitional kindergarten educators. Led by Professor Maria Fusaro and Superintendent Elida MacArthur from Mt. Pleasant Elementary School District, this intensive teacher preparation pathway will prepare highly qualified educators to respond to the significant demand for TK teachers.

Our college has also been leading the way as we prepare to launch the new PK-3 ECE Specialist Credential. Faculty from Child and Adolescent Development, Special Education and Teacher Education spent many hours this summer sharing their specialized areas of expertise and working collaboratively to develop an integrated curriculum for this new credential. We anticipate being among the first in the state to offer the credential, beginning in the 2023-24 academic year.

With the support of two generous donors – Connie L. Lurie and Becky Morgan – we have been able to offer more than 50 scholarships during the past two years to future ECE teachers. These half- and full-tuition scholarships have been transformational for recipients. As one student wrote, “Thanks to this scholarship, I can focus on my studies without constantly worrying about how I am going to afford tuition, rent and food for my own children. I will graduate confident that I have the knowledge needed to be the best teacher I can be for the children in my future classroom.”

"California has leaned into funding public schools as a provider of universal prekindergarten education for the state’s four-year-olds. In this policy context, we need to ‘push up’ the best practices and skills that early educators have honed through their years of working with young children in the community and apply them to the early elementary setting.”

Maria Fusaro, Ed.D. Associate Professor, Department of Child & Adolescent Development Director, Early Childhood Institute

"The early childhood landscape is changing fast in California — it’s easy to become overwhelmed by the many changes that are taking place! There are many reasons to hope that these changes will benefit our children and their families. When I work with both in-service and pre-service teachers, I am consistently impressed by these professionals' thoughtfulness and dedication to the children they serve."

Andrea Golloher, Ph.D. Associate Professor, Department of Special Education Associate Director, Early Childhood Institute

"This has been an exciting opportunity to connect with colleagues across Lurie’s College of Education to craft a new curriculum specially tailored to support our early childhood and early elementary school educators. I look forward to the opportunity to engage students in these new educational pathways.”

Emily Slusser, Ph.D. Associate Professor & Chair, Department of Child & Adolescent Development Head of Communications, Early Childhood Institute

4

Programs

Higher Education Master's Program

Our newest degree program, the Higher Education Leadership MA (HELM) welcomed its inaugural cohort in summer 2022. Creating the program was a labor of love for Professor Maria Ledesma, who came to SJSU from the University of Utah specifically to begin a higher education degree program in response to demand from SJSU leaders and community college leaders in the greater Silicon Valley region.

HELM directly aligns with the Lurie College and SJSU missions. It prepares transformative future higher education leaders through emancipatory and experiential learning. The program engages students in cuttingedge research that contributes to equity-minded and justice-driven approaches. Students have the opportunity to learn from expert faculty, including top-quality researchers and exceptional higher education leaders, community college chancellors, and university vice presidents.

Early response to the program has been very enthusiastic. One student commented, "Overall, the program has been fantastic and the level of instruction has surpassed all expectations. It has been an outstanding opportunity to learn directly from senior leadership in higher education. Thank you for all the behind-the-scenes magic to make this happen."

HELM's goal is to disrupt how power in the form of racism, classism, sexism and related oppressions intersect to produce, reproduce and sustain disparate higher educational opportunities in higher education.

"I have always been committed to working on issues that advance and expand access and opportunity for those historically shut-out of higher education. This is true even more so now, when there is so much tension and regression surrounding issues of equity, inclusion and social justice. I am heartened by the excitement surrounding the new HELM Program — especially from our current and prospective students — who are ready to take on the challenge of embracing an equity-minded and justice oriented mindset to leadership."

María C. Ledesma, Ph.D. Professor & Chair, Department of Educational Leadership

Youth Civic Engagement Lurie College courses are always evolving as faculty bring the latest research, new understandings and current events into the classroom. Nowhere is this more evident than in Professor Ellen Middaugh’s CHAD 156 course: Social Media and Youth Civic Engagement.

Dr. Middaugh is a nationally-recognized expert in the field of youth civic engagement and has done extensive research into the role of social media in shaping and being shaped by youth participation. Most recently, Dr. Middaugh, along with SJSU student researchers and participating teachers from local school districts, engaged K-12 students in action research projects to investigate local place-based concerns that directly affect students’ lives.

SJSU students in CHAD 156 have the opportunity to engage directly with Dr. Middaugh’s cutting-edge research. They analyze data pulled directly from social media, learn about young activists and create their own social media stories to share their new knowledge. Valerie Valle, ‘GRAD YEAR GRAD MAJOR, commented, “SJSU students are strong leaders and critical thinkers. CHAD 156 provides them the opportunity to enhance these qualities. This class invites students to professionally discover and act on social issues through the positive qualities on social media platforms.”

"All of the work I do is inspired by the question of how we as educators can support youth to be advocates for themselves and their communities. In the digital age, this means learning from youth practices with the internet and social media and designing educational approaches that honor their experience and help them use digital tools with greater civic intentionality.”

Ellen Middaugh, Ph.D. Associate Professor, Department of Child & Adolescent Development

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Shaping our Students’ Success Student Success Center 2021-22

1321

students attended workshops

1527

advising appointments for Lurie College students

39

students received $19,500 in emergency Hardship Grant funding

"I am incredibly proud of the resilience and success of our students. Last year we reopened the SSC for the first time since the pandemic, staying constantly busy! Seeing students utilize the SSC again for study space, workshops, and advising has truly been a joy to see! I love being at the center interacting with the students; it keeps my job fun and exciting!"

Francesca Teixeira Interim Student Success Center Center Lead Student Retention & Graduation Specialist

"The Lurie College Student Success Center is an amazing place to visit. Students can see the amazing advisors, study in the center and also attend events. I have been visiting the Success Center since fall 2021. I love going to the center. because not only am I welcomed with a friendly response, I love being able to go in the center and work on homework or just hang out. When starting my first year at SJSU last year, I didn't know what to expect. I went to the SSC to meet with my advisor and was able to help make my journey from transferring more comfortable."

Brianna Plowman, Child and Adolescent Development

"The Lurie College of Education has been so supportive in my educational journey for my master’s degree. When my family experienced hardship and needed financial support, I was able to apply for and receive a Hardship Grant from the college. I reached out to one of their amazing advisors, Francesca, who was very helpful in addressing my concerns and ensuring that I knew of other supportive campus services. That made it possible to focus on my courses, degree requirements and remain enrolled."

Julia Vasquez, MA Counselor Education

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Healthy Development Community Clinic On June 3, 2022, SJSU faculty and students, elected dignitaries and community partners gathered to officially cut the ribbon and open the doors to our new Healthy Development Community Clinic (HDCC).

The HDCC is a community-engaged, interprofessional clinic that offers free and low-cost health screenings, developmental evaluations and mental health services for children and families from East and South San José. Nestled within Oak Grove High School’s campus, the clinic has 12 individual and family therapy rooms, two large conference rooms and collaborative spaces for workshops and classes. Other services include individual, group and family counseling; parent and family education; support groups; skills workshops; literacy development; and more.

Services are available in three languages: English, Spanish and Vietnamese.

The clinic also offers much-needed interprofessional training experience for Lurie College students who are studying to become education and health professionals. Graduate students from SJSU’s communicative disorders and sciences, child and adolescent development and clinical psychology programs, including the master’s in family therapy licensure preparation program, staff the clinic with the supervision and support of their faculty mentors.

The launch of the HDCC was made possible thanks to a generous Substance Use and Mental Health Administration grant (SAMHSA) that was sponsored by Congressperson Zoe Lofgren. She observed, “I find it inspiring that SJSU’s College of Education is taking advantage of their expertise on campus – the professors and students focused on child development, speech pathology, therapy, and more – to help underserved children, adolescents, parents, and families in San José."

"HDCC is designed to confront systemic barriers to wellness. We work in partnership with the community to provide culturally-sustaining and trauma-informed practices, mutually sharing our knowledge and learning from one another.”

Cara Maffini, Ph.D. Associate Professor, Department of Child & Adolescent Development

“Interprofessional education for student clinicians expands their skillset as they work in interdisciplinary teams, and immerses them in communityengaged service delivery to diverse populations.”

Nidhi Mahendra, Ph.D. Professor & Chair, Department of Communicative Disorders and Sciences

7

Living our During the past three years, we’ve supported faculty-, student- and staff-led projects that respond to one or more of our Lurie College Strategic Plan’s four priority areas – interdisciplinary, community-engaged, culturally sustaining and holistic. Seed grant funding has helped to launch some transformative initiatives, including the ones described here.

Enhancing Ethnics Studies The Enhancing Ethnic Studies Education and Teacher Diversity Pipelines project was created to address preparing teachers for new Ethnic Studies requirements in the California State University system and K-12 public schools. The project also aims to recruit and retain more teachers of color, an outcome that research has shown will demonstrably benefit all students and will have a direct positive impact on the educational outcomes of students of color.

In ’21-’22, the Ethnic Studies Educator Pathway (ESEP) collaborated with local high schools and San José City College (SJCC) to build pathways with multiple onramps into careers in teaching. SJSU faculty conducted outreach to alumni, mentor teachers and local teachers, prominently showcasing the Ethnic Studies Residency program that Lurie College has developed in partnership with the East Side Union High School District.

Future development of this project includes a widespread outreach plan including collecting educator testimonies, holding information sessions, and developing a website.

Bilingual Communication Project The Bilingual Communication Project brings together faculty and students from Child and Adolescent Development and Communicative Disorders and Sciences to address a gap in services and the research literature for bilingual children with language fluency concerns.

Led by Professors Janet Bang and Pei-Tzu Tsai, a research team of undergraduate and graduate students in Lurie College developed a two-tier observation research protocol that uses a strengthsbased approach to identify the ways in which educators, caregivers and speech-language therapists can most effectively support fluency and language development for bilingual children.

During the 2022-23 academic year, the results from the research are being used to create workshops for educators and caregivers and to launch a clinic that will offer family consultation services and language fluency screenings for bilingual children.

"I’ve learned that building new systems to support bilingual families is tough work, but is much more enjoyable and strengthened when we engage in multidisciplinary collaborations."

Janet Bang, Ph.D. Assistant Professor Child & Adolescent Development

"A pathway that gets students as early as high school thinking about why society is how it is — while considering education as a viable career that can serve their communities and leverages the excellent work our partners in the community college system are doing — is a powerful way to address the needs of the profession."

Luis E. Poza, Ph.D. Associate Professor Teacher Education

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"What inspires me is how much talent we have in our diverse communities, and yet how our professional field has overly relied on scientific research that excludes participants with culturally-linguistically diverse backgrounds."

Pei-Tzu Tsai, Ph.D. Associate Professor Communicative Disorders & Sciences

Mission Queer Educator and Counselor Network (QECN) Queer Educator and Counselor Network (QECN) brings together faculty and students in Lurie College who are committed to strengthening gender and sexuality inclusivity in our classrooms and across our campus community.

During 2021-22, seed grant funding supported the recruitment of the first class of En-queer-tros student mentees. Mentees received mentorship and leadership training from Professors Kyoung-Mi Choi and Robert Marx. Mentees developed and delivered workshops about gender and sexuality inclusion for SJSU students, faculty, and staff in the college and across campus.

At this year’s Pride Week Celebration, California Assembly Member Ash Kalra recognized Drs. Choi and Marx with the 2022 Leader in Community Advocacy award for their vision and leadership in creating the Queer Educator and Counselor Network.

"It has been a truly beautiful experience to watch the joy and community that our Lurie College En-queer-tros students found together, and it’s been very personally rewarding to see the positive changes they’ve been able to bring about on our campus and community by sharing their stories and their experiences."

Robert Marx, Ph.D. Assistant Professor, Child & Adolescent Development

Intersectional Disability Studies The Intersectional Disabilities project brings together disability justice and racial justice research frameworks to support children, families and communities with intersecting identities. Led by Professors Sudha Krishnan and Saili Kulkarni, the initiative collaborates with disabled activists, family advocates and SJSU students and faculty to build community and understanding.

During 2021-22, the project initiated a webinar series of disability activists of color that drew significant local and national attention. Featured speaker 12-year-old Helena Lourdes Donato-Sapp received rave reviews when she declared herself to be a Black Girl Scholar who is committed to using her art and voice for social, economic, and environmental justice.

A future goal of the project is to create a minor in Intersectional Disability Studies for SJSU students.

"I was inspired by the communityengaged and culturally sustaining processes that brought together multiple stakeholders across our syllabus generation and speaker series. I am grateful to have co-led this project!"

Saili Kulkarni, Ph.D. Associate Professor, Special Education

“I am very proud of our students who are already leaders and change agents in our schools and communities. I am looking forward to how QECN's work continues to empower educators and counselors locally and globally."

"I hope that this project can be a model for future work that seeks to bring together diverse inputs into syllabus or curriculum development and spurs more thinking on how to make our college syllabi more inclusive and accessible."

Kyoung Mi Choi, Ph.D. Associate Professor, Counselor Education

Sudha Krishnan, Ed.D. Assistant Professor, Special Education

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Meet our New Faculty Eduardo Europa, Ph.D. , CCC-SLP Assistant Professor, Communicative Disorders and Sciences.

Sandra Zuniga Ruiz, Ph.D. Assistant Professor, Department of Teacher Education

Areas of Research: Primary Progressive Aphasia; Neuroimaging; Multicultural assessment and treatment.

Areas of Research: Mathematics Teacher Education, Social Justice, Learning Sciences

Fun fact: 5 years older than his sister, and 10 years older than his brother.

Marcella Cardoza McCollum, Ed.D. Assistant Professor, Communicative Disorders and Sciences.

Fun fact: Was a psychology major with the goal of becoming a lawyer before beginning her journey in mathematics.

Zachary McNiece, Ph.D. , CTP Assistant Professor, Counselor Education

Areas of Research: Educational access for bilingual and underrepresented students in K-16 settings.

Areas of Research: Intergenerational trauma, anti-racist and arts-based counseling interventions and research methods Fun fact: Born and raised New Englander

Fun fact: Loves karaoke

Kathryn Ribay, Ph.D. Assistant Professor, Teacher Education Areas of Research: Science education; Social justice teaching; teacher development Fun fact: Was a life-long east-coaster until graduate school, but is happy to be settled in California now!

"I am excited to join a community emphasizing holistic and culturally-sustaining practices to further decolonizing, anti-racist approaches in counseling and research methods."

Zachary McNiece, Assistant Professor, Counselor Education

Tenure and Promotion to Associate Professor

Danielle Mead-Nytko, Ph.D. Associate Professor, Child & Adolescent Development

10

Luis Poza, Ph.D. Associate Professor, Teacher Education

Kim Tsai, Ph.D. Associate Professor, Child & Adolescent Development

Promotion to Full Professor

María C. Ledesma, Ph.D. Professor & Chair, Educational Leadership

Faculty Recognitions ASHA Fellow Award Nidhi Mahendra, Professor and Chair of Communicative Disorders and Sciences, was named a 2022 Fellow of the American Speech Language Hearing Association (ASHA). Fellowship of ASHA is among the "highest forms of recognition awarded by ASHA to recognize individual accomplishments and to publicly declare outstanding professional achievement."

Dr. Mahendra identifies as a first-generation scholar and has been a CSU faculty member since 2005, previously serving as Associate Professor and Chair of Speech-Language-Hearing Sciences at California State University East Bay prior to joining San José State in 2016.

Previously recognized by the University of California, San Francisco as an Emerging Leaders in Aging Scholar in 2017, an SJSU University Scholar in 2018, and a Van Riper Scholar by Western Michigan University in 2019, Dr. Mahendra is nationally and internationally known for her scholarship, teaching excellence and impactful leadership in neurogenic communication disorders, health equity disparities, and diversity and equity issues in the field of speech-language pathology.

Dr. Mahendra will receive the ASHA Fellow Award at the Association’s Annual Convention in November. She is thrilled about the recognition and deeply grateful to her “village” of colleagues, students, mentors, and patients for being a part of this singular moment in her career.

"Dr. Mahendra is not only an outstanding scholar; she is also a campus leader and innovator who translates her research into everyday practice. What I particularly enjoy about working with Dr. Mahendra is that she imagines the world of higher education without boundary or constraint. This doesn't mean she is impractical. It does mean, however, that she is one of the most creative thinkers I have come across in my time at SJSU." Vincent Del Casino, Ph.D. Provost and Senior Vice President of Academic Affairs, SJSU

NSF CAREER Award Justice Centered Science Studio This year, Tammie Visintainer, Assistant Professor of Teacher Education and Science Education, received the prestigious NSF CAREER award, which recognizes “early career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization.” Dr. Visintainer is one of just 17 SJSU faculty members ever to have received this prestigious award. Recipients are seen as future leaders in their scientific research fields.

The CAREER grant will fund the creation of the Justice Centered Science Studio (JCSS). JCSS will engage a cross-generational group of K-12 teachers – from pre-service teacher candidates to early career educators to veteran teachers – to build inquiry-based, justice-centered science curricula for K-12 classrooms. Working in collaboration with classroom educators, Dr. Visintainer aims to develop the knowledge, practices and critical pedagogies needed to engage K-12 students to actively address the essential justice-centered science issues of our time, including climate change, air quality and food justice.

“This grant creates an incredible opportunity to support young people as climate justice action researchers who use science as a tool to explore issues of local importance, share their community stories with the public, and advocate for change in real and sustainable ways.”

Tammie Visintainer, Ph.D. Assistant Professor, Teacher Education & Science Education

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Scholarship Highlights Lurie College faculty continue to demonstrate significant impact as researchers and scholars, publishing and presenting more than 200 scholarly works during the 2021-22 academic year. The following represents a sample of their work.

KATYA KARATHANOS-AGUILAR with LARA ERVIN-KASSAB (2022) published "Co-teaching as an opportunity for mentor teacher professional growth" in International Journal of Mentoring and Coaching in Education.

JANET BANG with G. Kachergis, A. Weisleder, & V. Marchman (2022). "An automated classifier for child-directed speech from LENA recordings" 46th Proceedings of the Boston University Conference on Language Development, MA: Cascadilla Press.

ALLISON BRICEÑO with Rodriguez-Mojica, C. (2022). "Conscious Classrooms: Using Diverse Texts for Inclusion, Equity and Justice".

Benchmark Education.

REBECA BURCIAGA with A. Tavares, Coraje y Amor: "Bilingual Bicoastal Leadership from Preschool to the Professoriate" In M. A. Martinez, & S. Méndez – Morse (Eds.), Latinas Leading Schools (2021) KYOUNG MI CHOI with I. Oh, (2021). "A phenomenological approach to understanding sexual minority college students in South Korea" Journal of Multicultural Counseling and Development.

49(4), 225-238.

ARNIE DANZIG with G. E. Martin, R. Flanary and M. T. Orr, (2022).

"School leader internship: Developing, monitoring, and evaluating your leadership experience" (5th edition). Routledge.

BRENT DUCKOR with CARRIE HOLMBERG (in press). "Feedback for continuous improvement in the classroom: New perspectives, practices, and possibilities", Thousand Oaks, CA: Corwin.

MARK FELTON with D. M. Levin, S. De La Paz & C. Butler (2022).

"Scientific argumentation and responsive teaching: Dialogic teaching in three 8th grade science classrooms" Science Education.

MARIA FUSARO, DANIELLE MEAD-NYTKO, ANDREA GOLLOHER, & EMILY SLUSSER, (2021). "Evaluation of San José Public Library virtual storytime program." Report for San José Public Library.

ANDREA GOLLOHER with ELLEN MIDDAUGH, (2021). "Diversity Dialogues: Online discussions impact on teacher candidates' adoption of characteristics of inclusive teachers" Asia-Pacific Journal of Teacher Education, (49)4.

DINA IZENSTARK with ELLEN MIDDAUGH, (2022). "Patterns of family-based nature activities across the early life course and their association with adulthood outdoor participation and preference" Journal of Leisure Research, 53(1), 4-26.

LARA ERVIN-KASSAB with KATYA AGUILAR (2022). "Co-teaching as an opportunity for mentor teacher professional growth" in International Journal of Mentoring and Coaching in Education.

SUDHA KRISHNAN, Presenter, “Lessons on equity and inclusion in online education during covid-19. What can we learn?”, TASH, Virtual Conference, (December 2021) SAILI KULKARNI with S. Bland. & J. M. Gaeta, (2022). "From support to action: A critical affinity group of special education teachers of color", Teacher Education and Special Education (Special Issue for Critical Issues for the Preparation and Workforce Development of Racialized Special Educators).

JASON LAKER with K. Mrnjaus, (2021). "A modest ambitious proposal: Envisioning an education system that works for everyone" In Gutvajin, N., Stanišić, J. & Radović, V. (Eds.), Problems and Perspectives of Contemporary Education. Belgrade, Serbia: Institute for Educational Research.

HEATHER LATTIMER with MARCOS PIZARRO (2021). “Building a Framework for Transformation in Higher Education Leadership Lessons in Emancipatory Education.” In C. Renau & M. A. Villareal, Handbook of Research on Leading Higher Education Transformation with Social Justice, Equity, and Inclusion (pp. 71-88). Hershey, PA: IGI Global.

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MATTHEW LOVE with K. B Ewoldt, (2021). "Implementing Asynchronous Instructional Materials for Students With Learning Disabilities" Intervention in School and Clinic, 57(2), 132-137.

CARA S. MAFFINI with K. C. Dillard, (2022). "Safe & sound?

Perceptions of campus safety for Black college students" Race Ethnicity and Education, 25(1), 2-17.

NIDHI MAHENDRA with S. Kashinath(2021). "Mentoring underrepresented students in speech-language pathology: Effects of didactic training, leadership development, and research engagement" American Journal of Speech Language Pathology.

ROBERT MARX, CARA MAFFINI with Peña, F. J. (2022, June 16).

"Understanding Nonbinary College Students’ Experiences on College Campuses: An Exploratory Study of Mental Health, Campus Involvement, Victimization, and Safety". Journal of Diversity in Higher Education. Advance online publication.

EDUARDO MUÑOZ-MUÑOZ, (2021). "Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixiticaciones y Potentialities in Bilingual Teacher Preparation Programs" Assocation of Mexican American Educators Journal, 15(3), 47-48

MARCOS PIZARRO with M., E. Macias-Chavez, M. Montes (2022).

"Engaging Chicanx/Latinx Ways of Knowing and Being: Transforming University Mentorship." Aztlan: A Journal of Chicano Studies, 47, 2, 161-174.

LUIS E. POZA (2021). "Adding flesh to the bones: Dignity frames for English Learner education", Harvard Educational Review. 91(4).

482-510 WENDY QUACH with M. McKelvey, K. Weissling, S. Lund, and A. Dietz (2021). "Assessment of adults with amyotrophic lateral sclerosis who need augmentative and alternative communication: Clinical decisions of AAC specialists" Communication Disorders Quarterly.

COLETTE RABIN, (2021). Care Ethics in Remote Instruction. Self Study Journal, 17(1), 1-19.

LISA SIMPSON and ANDREA GOLLOHER with R. K. Shuck, (2022).

"How is parental educational involvement related to school satisfaction for parents of young autistic children?" School Community Journal, 32(1).

EMILY SLUSSER with F. Sella, D. Odic, & A. Krajcsi, (2021). "The emergence of children's natural number concepts: current theoretical challenges", Child Development Perspectives, 15, 265-273.

MAUREEN SMITH with V. A. Carr & B. Wei (2022). "Faculty perspectives on developing interdisciplinary computing programs: Benefits, necessary supports, and recommendations." at the 2022 American Society for Engineering Education Annual Conference & Exposition Proceedings NADIA SORKHABI with Y. Hasebe & C. Harbke (2021) "Peer Bullies and Victims' Perceptions of Moral Transgression versus MorallyAimed Dishonesty", Critical Questions in Education, 12(1), 40-55.

KIM TSAI with D. Jung (2022, March). "Changes in family dynamics during COVID-19 pandemic and the impact on adolescents' psychological well-being and sleep", Submission under review for the Society for Research on Adolescence (SRA) Biennial Meeting, New Orleans, LA. PEI-TZU TSAI with G. Shefcik (2021). "Voice-related Experiences of Nonbinary Individuals (VENI): Development and content validity" Journal of Voice.

AUBREY URESTI (2022). For kwg. In K. W. Guyotte & J. R. Wolgemuth (Eds.), "Philosophical mentoring in qualitative research: Collaborating and inquiring together" (pp. 82–83). Routledge.

TAMMIE VISINTAINER, (2022). "Engaging the racist science of human intelligence: Towards a more just science education future", Journal of Research in Science Teaching, 59(8), 1489-1492.

The Public Voices Fellowship San José State University has partnered with The OpEd Project, a national initiative that aims to “increase the range of voices and quality of ideas we hear in the world” with a particular emphasis on increasing the public impact of women and underrepresented thought leaders. The competitive Public Voices Fellowship supports faculty as they translate their scholarship into public action and helps to ensure that their ideas shape the important conversations of our age. Eight faculty from Lurie College have participated in the first two cohorts of SJSU Public Voices Fellows. Their work has been featured in numerous media outlets, including the San Jose Mercury News, the New York Times, Ms. Magazine, Visible Magazine, Newsweek, the Hechinger Report, Inside Higher Education, Education Week, Psychology Today, Ed Source, and multiple local news stations.

"My engagement with SJSU's Public Voices Fellowship — The OpEd Project — was liberating. I became more aware of the amount of effort to put aside my identities (such as Asian, immigrant, queer, woman, bilingual, native Korean speaker, etc.) to make my voice indistinguishable from the dominant voice (which often means White, cisgender, male, middle-class, educated, and void of emotion) in order to be heard and to successfully publish in academia."

“I realized that I internalized the message that my expertise and credibility come from external factors (scientific evidence, citations of significant work of others, my title, and my achievement) but not from what I've experienced, felt, and thought as a whole person. The discussion about knowledge in the program affirmed that my lived experiences are my source of truth and power as much as my professional training and scientific data.”

Kyoung Mi Choi, Ph.D. Associate Professor, Counselor Education

"The Public Voice Fellows Program provided an important outlet for the dissemination of some of the more critical aspects of my research in special education and teacher education, and also allowed me the opportunity to comment on issues outside of my research that included microaggressions of name mispronunciation and political and personal impacts of being South Asian in the current U.S. context."

Saili S. Kulkarni, Ph.D. Associate Professor, Special Education "The Public Voices Fellowship allowed me to make ever more direct connections between my research interests and my responsibility as an engaged scholar to communicate with the public. Being silent is not an option. The coaching and training led to deep explorations of my argument construction and pitching, a refined awareness of the OpEd as a genre, and paved the way for new venues to elevate the relevance of the Lurie College in education as the caring professional community where I belong."

Eduardo Muñoz-Muñoz, Ph.D. Assistant Professor, Teacher Education

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Community Engagement

INFORMATIVE

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INSPIRING

ENTERTAINING

Virtually and IRL

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Alumni Connections At Lurie College, we understand that building meaningful relationships with students and our alumni is vital for Lurie College's strategic growth and advancement of our academic programs.

The previous director of the Student Success Center, Janene Perez,’01 BA, ’06 MA Child and Adolescent Development, has stepped into the new role of director of Lurie College alumni engagement which aims to develop and support a strategic plan to reestablish connections and maintain strong relationships with our alumni community.

Perez’s role and focus is to cultivate Lurie College pride and engagement with our alumni community, schools, clinics, and other educational settings.

She has started the academic year strong with a back-to-school campaign, providing alumni with Lurie College swag to decorate their classrooms and share with students. Perez has engaged with over 100 alumni and visited over 30 different classrooms and community organizations.

If you are interested in learning more about our alumni community or would like to get involved, please visit our website for more information: https://www.sjsu.edu/education/alumni.php

"I'm excited to bring the four pillars of our strategic plan to life through alumni engagement. In this work, we have an opportunity to establish strong communitycentered relationships, amplify the culturally sustaining practices of our alumni, facilitate interdisciplinary networks and experiences, and continue to provide care, appreciation and a space of belonging for our alumni community."

Janene Perez, ’01 BA, ’06 MA Child and Adolescent Development Director of Alumni Engagement

Where are our Alumni now?

Shanon Ma, ’21 CHAD, is a master teacher at San Juan Bautista Child Development Center "My passion for teaching began when I volunteered in after-school care in my senior year of high school. My education includes a bachelor’s degree in Child Development from SJSU and a master’s degree in curriculum and instruction from SJSU. My student life at SJSU has been amazing and a delightful memory."

Andrea Ortiz Perez, ’16 CHAD, ’21 MA Chicana and Chicano Studies, is a grants and contracts associate at the Alliance for Safety and Justice.

"Since graduating from SJSU, I’ve worked closely with children, families, and communities in the Bay Area. I am currently a grants and contracts associate for an organization that focuses on replacing over-incarceration with more effective public safety solutions rooted in crime prevention, community health, rehabilitation and necessary support for crime victims. I am a proud San José State University alumna, earning my BA in Child & Adolescent Development and MA in Chicana & Chicano Studies. I am passionate about educational equity and inclusion, social justice, and activism."

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In Memoriam: Peggy Maree Anastasia This year Lurie College lost a friend, benefactor, and champion.

Peggy Anastasia, ’70 Sociology and Psychology,, grew up helping her parents in Anastasia’s Fish Market and Mike’s Seafood. Inspired to be a teacher by her parents, she mentored many students and future leaders. After receiving her BA in Sociology and Psychology from San José State University, she was involved with teaching and administrative work in Cupertino and San José Unified districts for years. She was able to reconnect with Lurie College after retiring in 2005.

Anastasia was a dedicated member to the Alumni Board and even served as its president. With her parents' great influence on her career path, she endowed a scholarship in their memory, the Phil and Eleanore Scholarship, which is awarded to students who are the first in their family to attend college. She also donated funds to start the Student Success Center, which is now an immense support and resource for Lurie College students.

Her generosity allowed future teachers to work toward their dreams. She provided students with a safe haven to study and engage with advisors and their peers. Her commitment to inclusivity and belonging is embodied in the Lurie College Student Success Center. She will have a lasting legacy in our college.

"She was a dedicated and thoughtful champion for future teachers. Peggy’s generosity really allowed us to dream up the space that became the Student Success Center; a home base for all Lurie College students and a place that belonged to them. Prior to 2018, students would often retreat to their cars or corners of Sweeney Hall between classes. The center truly changed student life in the college and created community and connection. In my conversations with Peggy, she really valued inclusivity and belonging for our students. I am so fortunate that she was able to see this embodied in the center. Peggy will be greatly missed and she has left a lasting legacy on the College of Education."

Janene Perez Director of Alumni Engagement Founding Director of the Student Success Center (2017-2022) "All of us who interacted with Peggy in some function valued her commitment to education manifested in multiple ways. Peggy provided funding to support projects benefiting scholarship in the Lurie College, as well student support. She came to many of my sessions to speak to students about the challenges students with disabilities and their parents faced in schools."

Elba Maldonado-Colon Lurie College Alumni Board President (2020-2021) Lurie College Professor Emeritus Peggy Maree Anastasia April 3, 1948 - May 14, 2022

Leave your Legacy Support the long-term success of Lurie College by including a gift in your estate plans.Your request will have a lasting impact on the educational well-being of our college community and on the larger P-20 educational ecosystem of the greater San José region. Contact us for more information: https://legacy.sjsu.edu/

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Connie L. Lurie College of Education One Washington Square San José, CA 951920071

Join our Lurie College community! Visit sjsu.edu/education to learn more about our programs, sign up for our newsletter, and discover a range of opportunities where you can get involved.

Design By Katelyn Ennis Photo Credit Front Cover: Robert Bain