Envision Magazine 2016

From the DEAN’S DESK

Dear friends and alumni,

It is a time of transformation in the College of Education. Over the past several years, we have been in a period of transition, but now we celebrate a remarkable achievement. Not only is there a transformation in our physical space, but we also are transforming who we are, what we do and how we accomplish our goals.

For two years, our building was under construction. The building was constructed during a time when the use of asbestos in construction material was common. Over time, it became clear that our building was dated and beyond even simple repairs. The $19 million renovation project has provided the much-needed transformation to a safe and vibrant space. We rejoiced when we opened our doors to a cutting-edge facility that is equipped with the latest technology and designs that inspire collaboration and cooperative learning. Learn more and see photos in this issue.

The changes go beyond the transformation of our building. During this transition time, I am proud to say I became part of the Vandal family. I joined the college as dean in August after Cori Mantle-Bromley retired. I am excited that I have the honor of joining the college in this period of new beginnings and seeing our students enter the education and health fields under a new era. It is a unique opportunity to join the university as a new dean in a new building.

Idaho deserves the best teachers in our schools and the best health and wellness advocates across our state. Our college has a broad mission. The depths of expertise are remarkable. Our next step is to chart our pathway forward. Our attention is drawn to the reality of the new space in Moscow, but the college is more than that now is our time to turn our attention to these broader issues of how we will work together and collaborate to bring health and wellness, teacher preparation, leadership and our related discipline areas into sharp focus.

Our students deserve to learn to become leaders and teachers of young people in the best environment. We attract quality students and several stories highlighted in the issue show the outstanding work they do. Stories about students like Eli Campbell, who was inspired by a study abroad trip to give back to his community and enter AmeriCorps after he graduated in May in exercise science and health. Or recreation student Bobby Brown, a dedicated Marine and father, who was inspired in the field to get a recreation degree as a tool to help fellow soldiers. Or alumnus Daniel Trautvetter, whose grassroots project in class kicked off the efforts for UI to become a tobacco-free campus. He now works in cancer education and tobacco cessation. Our students are supported by our world-class instructors who lead high-quality classes, research and innovative work. We are pleased to share with you news of several multi-million dollar grants that support cutting-edge research. We are proud of these accomplishments, our Vandal pride is shining.

I hope that you will be as inspired by the stories of our students, faculty and alumni as you are by the exciting new spaces. We are proud to be the landgrant university in Idaho and will continue to honor that sacred trust.

Ali Carr-Chellman

Faculty and Staff

FACULTY & STAFF

ADVOCACY BOARD

University of Idaho administrators and members of the College of Education Advocacy Board gather in front of the newly renovated Education Building on June 4. Featured left to right are: Associate Dean Jim Gregson, Kathy Scofield, Provost and Executive Vice President John Wienceck, Marilyn Howard, Flip Kleffner, Dean (retired) Cori Mantle-Bromley, Debby Bailey, Cathy Olson, Advocacy Board Chair Chris Tarabochia, President Chuck Staben, Kelli Fredback, Patty Head and Bill Jordan. Not present: Kristin Armstrong Savola.

MARILYN HOWARD AND J.A. AND KATHRYN ALBERTSON FAMILY FOUNDATION HONORED

Advocacy Board member Marilyn Howard was honored by the College of Education with an Outstanding Educator Award. She taught many levels of school throughout Idaho and Washington before being appointed a principal in the Moscow School District in 1988. Howard went on to become a state superintendent of public instruction, and served from January 1999 to December 2006. She also served as adjunct faculty at University of Idaho and Idaho State University. She has served on the board for National Center for Learning and Citizenship and the Campaign for the Civic Mission for schools in addition to being a board member and education committee chairwoman for the Idaho Human Right Education Center. Howard received the President’s Medallion in 2009.

J.A. and Kathryn Albertson Family Foundation was honored by the College of Education with an Outstanding Achievement Award. Roger Quarles, executive director, accepted the award on behalf of the foundation. The foundation is a Boise-based, private family foundation that is committed to the vision of limitless learning for all Idahoans. Its goal is to expand and develop learning opportunities for students. This year, the foundation celebrates 50 years of giving. A longtime supporter of the University of Idaho, the foundation was a key supporter in the renovation of the education building as well as providing the grant dollars to create the Doceo Center for Innovation + Learning in 2013.

Sonja Kirsten

LaPaglia won the College of Education nonfaculty exempt 2016 award. She is the director of STEM Access Upward Bound. Her passion in research is to understand better why people engage in science thinking and learning. Her career has been on a path where science and education intertwine. She has a master’s in biology and is working toward a master’s in curriculum and instruction at UI. LaPaglia also has teacher certificates in biology and German. Her work has included doing social work with low-income students, research on genetic identification, working in a physiology research lab, as well as working as a biology teacher for Upward Bound. She lives in Moscow with her two daughters and her partner, David, and enjoys house projects, the outdoors and camping in her spare time.

Teresa Million was awarded the College of Education’s 2016 classified staff award. She joined the College of Education in 2009 as administrative coordinator for the Department of Curriculum and Instruction. Prior to that, she worked in other units at the University of Idaho and has more than 23 years of service to the university. During that time, Million has served on Staff Affairs twice and is currently serving as chair of the College of Education Staff Advisory Board. She also is an alumna, and earned her bachelor’s degree in office administration through the College of Education in 1998. Million continues to take courses and mentors incoming freshmen hoping to give them the same kind of experience she has had here at UI. A native of Moscow, Million loves everything about the Palouse and can’t think of a better place to live and work. “Teresa goes above and beyond to help out wherever she can, and is an encouragement to those with whom she interacts,” said Paul Gathercoal, professor in curriculum and instruction.

The College of Education faculty and staff welcomed the new academic year by celebrating the first all-college meeting in the newly renovated building.

EDUCATION BUILDING HAS BRIGHT FUTURE BOLD &

EDUCATION COMPLETES TRANSFORMATIVE RENOVATION

By Allison Stormo

After more than four decades teaching the educators of the future — and two years of renovation — the University of Idaho’s College of Education reopened its doors this fall as a vibrant, modern learning environment.

“The building inspires creativity, confidence and collaboration,” said Cori Mantle-Bromley, who served as dean from 2010 until her retirement in June.

The original building completed in 1969 was vacated in 2014 to be stripped to the bone for a $19 million makeover. The remodel gutted the building — removing asbestos, a crumbling exterior and leaking windows. The college has been transformed into a space that is brightly lit throughout, LEED certified for sustainability, with halls, team rooms and classrooms with comfortable, moveable furniture conducive to implementing key principles in active learning.

“When I first arrived with the college, I felt the building was tired. It felt dreary and there wasn’t much light. There weren’t any spaces that were inviting, welcoming or comfortable,” Mantle-Bromley said. “Now, the building shows respect for people who use it, and I hope it creates a respect for what teachers do.”

During the renovation, the College of Education was scattered, with offices across campus, making it

difficult for students to connect with advisors, and for faculty members to connect with each other. Reunifying the college in one space makes access easier and strengthens a sense of community.

“The collaborative spaces in the new building are fantastic,” said Alison Carr-Chellman who was hired as dean after Mantle-Bromley retired. “In these first few days of having the building at full operation, we have seen the spaces filled with students learning and collaborating together, spending time getting to know one another, and making lasting friendships. This is the kind of connection we were hoping for from the new building.”

New lounge areas and team rooms were intentionally created to increase community and collaboration among students, as well as with faculty members. From the design to colors to the furniture, the details were selected to be inviting, and she hopes that students will engage in the space and spend time in the building beyond their class hours.

“Students struggle to meet and collaborate, and often are fighting for space in the library,” said Madison Seymour a junior from Rathdrum who is studying elementary education. “The new building will make it easier to meet with advisors, access better technology and increase the ability to collaborate in new student spaces.”

Seymour, who is a student ambassador for the College of Education and represents the college at recruiting events, said she believes promoting the renovation has been influential to future students and their parents.

“Having a building where everything you need is in one space simplifies a scary process,” she said. “It helps that it is right in the hub of campus.”

continued on Page 10

Top left: Vice Provost John Wiencek, President Chuck Staben, Dean Ali Carr-Chellman and Associate Dean Jim Gregson cut the ribbon on the grand opening. Top: Former dean, Cori Mantle-Bromley, rings the bell that Gregson and Staben (above) unveiled during a College of Education event.

New Features in the College of Education

The Doceo Center for Innovation and Learning, a high-tech learning laboratory, will have expanded technology and increased seating capacity. In addition, the Technology Enhanced Active Learning center, known as the TEAL Room, and science room house technology similar to Doceo Center, increasing the access and availability of cutting-edge tools used in a teaching environment.

The Gritman Mother’s Room is a quiet, private space for nursing mothers and parents. It is equipped with a sink, refrigerator, comfortable seating and a resource center. It is conveniently located on the first floor next to a family restroom with a changing table.

A rooftop garden patio features a number of planters several feet long and benches designed to encourage access and use of the outdoors.

The building is LEED-certified by the U.S. Green Building Council to increase efficiency and sustainability to open its doors. It is the first LEEDcertified building in the UI system. Natural light penetrates all spaces. Tools are installed throughout the building to increase sustainability through energy efficiency, reduce water use and reduce waste, including low-flow toilets and water bottle refill stations.

Six team rooms offer private spaces for group discussions, study groups, collaboration and meetings for all faculty, staff and students.

State of Idaho provided $7 million is asbestos abatement and renovation funding, UI bonded $7.5 million toward the project and donors gave $4.5 million.

“The building inspires creativity, confidence and collaboration.”

— Cori Mantle-Bromley

The high-tech learning laboratory, the Doceo Center for Innovation and Learning, was relocated into the new education building. Since its inception in 2013, it has been located in the basement of the Bruce M. Pitman Center. The Doceo Center is now more visible, usable and centralized.

“It has been challenging to support faculty and students,” said Cassidy Hall, the Doceo Center’s interim director and technology integration specialist. “Now, there will be myriad opportunities for the center to be integrated not only with the college, but also the university.”

The relocated Doceo Center has increased seating capacity and is located next to the new Curriculum Center to allow equipment to be checked out alongside books. Students will have more hands-on time and greater access to the tools they will need to use in their own classrooms upon graduation. In addition, the building now has a Technology Enhanced Active Learning space known as the TEAL Room and a science room, which house additional technology.

“The students will be able to learn about the possibilities of integrating technology not just what is best practice, but using what is available,” Hall said.

Hall said the technology is highly collaborative and created so students can learn from each other.

BUILDING RENOVATION HONOR ROLL OF SUPPORT

(AS OF JUNE 4, 2016)

Our sincere gratitude to the state of Idaho, the University of Idaho, and the more than 650 alumni and friends who made generous donations to help change the face of education at the University of Idaho.

$1,000,000 +

Having the Doceo Center integrated into the building and equipped with brand new technology sets the groundwork for increased active learning.

“With the active learning model, students get involved in learning and not just sitting passively,” she said.

“The more students feel involved in classes, the more they will be devoted to learning.”

Brant Miller, assistant professor of science education, is excited about being engaged in the new building. He recalls being a new faculty member at UI in 2011 and being devoted to exploring technology integration into his classes, but facing a dated Smart Board in a classroom.

“I spent hours on the phone with tech trying to bring this tired old Smart Board back to life,” he said.

Miller said he is thrilled that the college now has a space that is up-to-date, collaborative and collegial.

“The new space provides the latest of what we know to be effective tools in teaching and learning. It allows us to explore the possibilities to inspire students broadly and creatively to influence change,” he said. “As a state, regional and national leader in education, we need to inspire. We will be a showcase for teaching and learning.”

J.A. and Kathryn Albertson Family Foundation

Thomas C. Wright

$999,999 - $50,000

Friends of Terry Armstrong

Lola Clyde Family

Laura Moore Cunningham Foundation

Scott and Gabriella Green

Kathryn and Lawrence Knight

Gary G. Michael

D. Wade Rumney

Shawn and Sarah Swanby

University of Idaho Athletic Training Program

University of Idaho Office of the President

$49,999 - $10,000

Peter J. Bailey and Debra Phillips

Bailey

Kathleen Bailey Irwin and Kay Irwin

Rowley

Roy A. Bowman, Jr.

Business Interiors of Idaho

Kathy Canfield-Davis and Dennis M. Davis

Patricia Marie Clyde

Clyde Five LLC

Polly Thompson Crowley and Tom Crowley

Frances Tovey Ellsworth and Roy J.

Ellsworth

Kelli and Mark J. Fredback

Four J Foundation – Anne Moree

Goss, Patricia Head, Jeanne King

Paul S. Giles

Gritman Medical Center

Laura M. and Patrick Harbert

Carl L. and Gloria R. Harris

Hewlett-Packard

William and Kathryn Jordan

Paul F. Kaus Family

Flip and Jo Ella Kleffner

Sandra Rutledge Lancaster

Debbie Maxwell Long and Steve

Long

J. Michael Mahoney

Florence S. Mahoney Foundation

Corinne Mantle-Bromley and Keith

Witter Bromley

Micron Technology Foundation

Cathy, Craig and Sarah Olson

Sharon K. Puschmann

Patricia and Keith Riffle

Lois E. Samuelson

Kathy and T.J. Scofield

Marjorie H. Sherman

Gary E. and Carolyn J. Strong

Margaret and Steve Williams

$9,999 - $1,000

Douglas D. Baker and Dana Stover

Janice L. Batt

William H. and Vicki V. Christensen

M. Bill and Judith A. Drake

Shelley Smith and David G. Eichmann

First Hawaiian Bank

Linda K. Fleetwood

Marilyn J. and Carter M. French

James A. Gregson and Pamela J. Bettis

Alma M. and David G. Hanson

Margaret Soulen Hinson

Marilyn Lenore Howard

Steven C. and Claudia R. Johnson

Molly S. King

Barbara J. Letchet

Bradley Jay and Teresa Soulen Little

Little Family Endowment

Jerry R. and Amy J. McMurtry

Dennis W. and Carol E. Ohrtman

Julius E. Peterson

William W. and Dawn S. Pfeiffer

Christina D. Randal

Linda Jacobsen Renn and William Renn

Richard L. and Patty Sorensen

Harry Clyde and Angela Sue Soulen

Rob M. and Sandra D. Spear

Jeanne M. Stevenson

Ray Gerald and Helen Marie

Stevenson

Richard H. and Lynne N. Stinchfield

T. Shaun Sullivan

Walter A. and Jennifer M. Tribley

Ed and Karen Whitehead

Parker G. and Myrna K. Woodall

Lee B. and M. Arlene Woodbury

NEW EDUCATION DEAN CARRCHELLMAN

By Allison R. Stormo

Alison Carr-Chellman has education running through her genes. Her mom was a teacher. Both her sisters are teachers. Her grandmother was a teacher. Her father, although a physician, also taught at Ohio State’s medical school.

“I went into education through the traditional route,” said Carr-Chellman, who replaced Cori MantleBromley, who retired in June. “I went into elementary education and taught for a couple of years. But I was frustrated by the reliance on structure and lack of innovation.”

Wanting to focus on innovation, change and technology, Carr-Chellman returned to graduate school at Syracuse University to get a master’s in instructional design, development and evaluation. Instead of returning to the classroom, she worked for a couple of years in instructional design for fighter pilots with the job title as engineer.

“My parents were mystified,” she said, but they recognized that it was a good fit and a positive direction.

After a few years, she followed with a doctorate in instructional systems technology from Indiana University at Bloomington. Her first appointment out of graduate school was at Western Michigan University.

“They were really more interested in my corporate training background because of the jet fighter pilot work I’d done, but the doctorate had focused on educational systems design, so it wasn’t a perfect fit.”

After just a year at Western Michigan, she was recruited into a rare position at Pennsylvania State University in educational systems design. Her original work was focused on stakeholder participation and she wrote a text on user design, which speaks to her interest in engaging those within systems to create their ideal solutions to problems. Her recent research focus has been on innovation in education and how to re-engage disengaged learners through technology, such as video gaming. She also gave a popular TED Talk discussing how to re-engage boys by bringing their culture into the classroom with video games that teach as well as entertain.

Carr-Chellman spent 22 years at Penn State, where she served for 14 of those years in a leadership position, most recently as the head of the Department of Learning and Performance Systems in the College of Education for six years.

“Like so many, I was initially a reluctant administrator, but I really enjoyed this kind of work. I get to help faculty do what they sincerely want to do by empowering them, supporting them and encouraging them. When their work comes to fruition, there is

something really powerful in that experience not only for the faculty member but also the students whose lives they touch.”

She brought that same enthusiasm for supporting her team from Pennsylvania to the College of Education when she moved here this summer with her husband, Davin Carr-Chellman, an assistant professor in the Department of Leadership and Counseling, and their children twin 14-year-old sons Jules and Asher, and 13-year-old daughter Aila.

“This is a great university in a great town and my family and I are thrilled to be Vandals,” she said. “I feel like people here take community seriously they want to make sure people in the community are helped, welcomed, connected, engaged.”

While her family is settling in and feeling welcomed by Moscow, and her children are quickly getting connected to the community, Carr-Chellman is looking forward to connecting with faculty members and learning more about their research and work. During this early stage, she is familiarizing herself with the college and, she emphasizes, she takes a trusting approach.

“I’m not a micromanager and like to get out of people’s way as much as possible. If you do that, my experience tells me that they blossom,” she said. “Faculty are extremely bright and trustworthy, and if you empower and support them, and give them the tools they need to succeed they will go above and beyond.”

Carr-Chellman recognizes and embraces the impact a leader of a college can make.

“As a classroom teacher you touch hundreds of lives. As a teacher of teachers you touch thousands of lives. As an administrator you may touch hundreds of thousands of lives.”

MULTIPLYING MATH TEACHER SUCCESS

UI Coeur d’Alene hosts math center to support K-12 instructors

By Jocelyn Stott

A dedicated group of teachers in northern Idaho are committed to helping kids grasp math. They are supported by the Idaho Region I Math Center at the University of Idaho Coeur d’Alene and led by Julie Amador, an assistant professor in the UI College of Education.

“The Regional Math Center has created a group of teacher-leaders of math education who are conducting action research in our classrooms that I know contributed to increasing students’ mathematical thinking,” says Kathy Prummer, a teacher at Sandpoint Middle School. “This group pushes me to a higher level of excellence.”

Prummer, a finalist for the 2015 Presidential Award for Excellence in Math and Science Teacher in Idaho, said the group’s work helped lead to higher student scores on last spring’s Idaho Standards Achievement Test, as compared to other seventh graders in Idaho with similar demographics.

At the Math Center, researchers like Amador explore ways education instructors can help K-12 teachers like Prummer to be more effective. Then they share what they’ve discovered with current and future educators.

Taking Research to Teachers

The Math Center hosts classes for educators throughout the year at local schools. Regional conferences bring nearly 150 teachers at one time to discuss mathematics teaching strategies and hear from visiting experts.

“We want to equip teachers to best support students. We want to know how students are reasoning about mathematics and support educators to attend and interpret students’ thinking,” Amador says. “We’re looking at the whole instructional picture from administrators down to the students.”

Research activities at the Math Center have included producing videos demonstrating how teachers instruct math and how students process that instruction, which subsequently translates into student understanding of mathematics. Educators study the reactions and reasoning processes of the students to share with other teachers.

Bringing Teachers Together

Amador and her colleagues — regional math specialist Abe Wallin and UI Coeur d’Alene program planning director Paul Amador — gathered a group of education students, student-teachers and practicing teachers together to discuss a recent book on math instruction. While the hosts at the Math Center expected the students to learn from the seasoned professionals, they found something extra they did not expect: The less experienced student-teachers had some new research and information they could share with practicing teachers, so the benefits of the group coming together were mutual.

Amador says the book club model will be continued at the Coeur d’Alene Center in future semesters using a similar model.

“Bringing together educators with varying backgrounds and experience strengthened teaching understanding, content knowledge and how to better understand students,” she said.

Expanding Math Education Knowledge

The results of the book group research were published as an academic article in Mentoring and Tutoring: Partnership in Learning, a publication by the Routledge Taylor and Francis Group.

In the article, Amador and her team explain how the benefit of creating dialogue between educators in various places on their educational path proved a valuable experience for their overall understanding of the challenges faced by students and their parents in tackling the implementation of Common Core State Standards for mathematics.

“In the process, participants valued the security fostered from the relationships, generated new relationships with others with varying experiences, engaged in reflective practice and considered exposure to other perspectives to be beneficial,” the article said. Amador’s research concludes that a book club as an informal professional development model can contribute to positive outcomes for participants as they foster partnerships and develop increased understandings.

Through this, Amador said, the ultimate beneficiaries are math students of all ages, who will increase their understanding and competency in math across the board.

Coeur d’Alene teachers meet with Idaho Region 1 Mathematics Center director Julie Amador, pictured center, and mathematics specialist Abe Wallin, far right, to discuss strategies for teaching math.

VANESSA ANTHONYSTEVENS Part of Shift Toward CULTURALLY RESPONSIVE TEACHING

By Savannah Tranchell

Vanessa Anthony-Stevens, an educational anthropologist in the University of Idaho’s College of Education, wants to see the way students are taught change. But she isn’t focused on buzzwords, trends or legislated standards. Her focus: Creating culturally responsive educational spaces that help students learn by respecting their backgrounds, and drawing upon those “funds of knowledge” to enrich new learning.

Working across cultures to improve education and equity is a lifelong passion for Anthony-Stevens, who has a master’s and doctorate in language, reading and culture from the University of Arizona.

“I grew up in the north side of Chicago and was always

attending multiracial, multilingual environments,” she said. “I always, from a very young age, felt very disturbed by the silenced conversation around inequity.”

Making a Difference

In college, Anthony-Stevens felt disillusioned and didn’t want to get a degree to “join the system and become rich.” She studied education and sociology, becoming involved in tutoring and summer programs, all based on a strong belief that all people are intelligent and valuable.

She earned her bachelor’s in sociology in 1999 from Marquette University in Milwaukee, Wisconsin, which gave her the language to explain the social patterns she was seeing. But she knew the degree wasn’t enough.

“By the time I got done with college, I said, ‘I know I need to make an impact and I have something to say, but I need more skills,’ ” she said.

Anthony-Stevens joined AmeriCorps, where she worked in group homes in Jacksonville, Florida, and Baltimore, Maryland, as a residential counselor.

“I lived with teen youths who were trying to get on a college-bound track. The teachers were never thinking about who this child is outside of that math problem,” she said. “Why are we not thinking that? If we want Tyrone and Joseph to do well, we need to understand who Tyrone and Joseph are.”

The experience helped Anthony-Stevens learn to be an advocate for the educational process from the outside. She met her husband, Philip Stevens, through AmeriCorps, and then the couple joined the Peace Corps and moved to Paraguay. There, Anthony-Stevens first began thinking about a culturally responsive curriculum that views learning outside of the classroom to be just as important as learning inside of the classroom.

“We lived in the community, but none of the school teachers did,” she said. “There was a joke about who can get out of the school faster — the teachers or the students.”

New Opportunities

After returning to the U.S., Anthony-Stevens moved with her husband, a member of the San Carlos Apache tribe, to his home reservation in Arizona. She began teaching, working on a master’s, then doctorate, and became involved with a charter school in Tucson dedicated to culturally responsive education.

Anthony-Stevens also led a grant project for the University of Arizona called Project SEED (Scholarships for Education and Economic Development), which worked to strengthen Mexican indigenous elementary school education for teachers and teacher-coaches. The grant gave Anthony-Stevens the support and environment to explore culturally responsive education and how to implement it with stakeholders working in contexts of intercultural/bilingual education.

When the Project SEED grant funding ended, AnthonyStevens began looking for a full-time academic position in her field. That’s when she found the job in UI’s College of Education.

“This job posting talked specifically about wanting someone to bring social and cultural stories to the College of Education. Knowledge of indigenous communities was a preferred qualification,” she said. The college was looking for someone to come build relationships with the local tribes, including the Nez Perce based in Lapwai.

It’s a job that speaks to the heart of Anthony-Stevens’ passions.

“I tell my students all the time, ‘This is important work, and I take this work very seriously.’ If we believe that we should have an equitable education system in this country, we are utterly failing right now. Our failure to understand that becomes an intentional perpetuation of failure. We need to take a better look at what’s going on,” she said.

“My work with teachers is around looking at the parts of schooling — the social, cultural, spatial, economic

Culturally Responsive

aspects of schooling. If we don’t like the outcomes, then we need to do something to look at how our daily interactions are shaping outcomes.”

Anthony-Stevens tries to help her students at UI understand that all classrooms are culturally responsive: But most are responsive to upper- middle-class white kids, which perpetuates a historic power imbalance.

“If I’m only including one sector of society, I’m excluding other sectors,” she said.

Culturally responsive teaching isn’t about raising one culture above another, but recognizing that all students come to school with a backdrop of their heritage, which is worthy of being honored and respected.

That’s why schools in a minority-majority district like Lapwai focus on bringing the Native American culture into the classroom.

“What the Lapwai schools are saying is, ‘We’re important as well. We need to have our values present in our schools, knowing that the dominant (white) presence is already there,’ ” she said.

Anthony-Stevens hopes exposure to non-white cultural experiences will help her students become better teachers.

“Part of being prepared to be a teacher is having exposure and experience in a variety of settings,” Anthony-Stevens said. “Students need to spend time with people who are English language-learners. They need to be in environments where resources are not evenly distributed. My dream is that those experiences will become normal.”

Vanessa Anthony-Stevens teaches during class with University of Idaho students.

Vanessa Anthony-Stevens talks with students at Lapwai Elementary School.

By Tara Roberts

When Sydney Freeman Jr. was in his third year at Oakwood University in Alabama, his leadership in campus activism caught the university president’s attention.

The president invited Freeman to get an inside look at higher education administration by shadowing him the next year. This experience introduced him to a new idea: Higher education wasn’t just a place to study. It was itself a vibrant, complex field of study.

Freeman went on to pursue master’s and doctoral degrees in higher education administration at Auburn University. In August 2015, he became an associate professor of adult, organizational learning and leadership in the University of Idaho College of Education.

He’s now the driving force behind a new area of research at UI: studying what makes universities, colleges and other institutions of higher education work, and work well.

Freeman was fascinated with the Oakwood president’s ability to make decisions that directly affected

SYDNEY FREEMAN JR.

BRINGS HIGHER EDUCATION RESEARCH TO UI

In the early days of the American university system, presidents gained most of their power and influence from their position, Freeman said. Today, they navigate an increasingly complex web of competition, financial issues, technology, politics and more. Scholars like Freeman argue this requires intentional study and preparation through leadership training programs or higher education administration degrees.

“You need people that are well-trained to address these issues — and not just at your particular institution,” he said.

Some of Freeman’s recent research explores the qualities that make university leaders successful, especially at historically black colleges and universities. He’s also examined the factors that can lead to a leader’s downfall a growing trend in American universities, which in the past 20 years have seen a sharp decline in the length of time presidents serve, Freeman said.

students, and it drove Freeman’s career path. He is dedicated to making young people’s lives better, especially those who share his heritage.

“For those in minority communities, many times education is seen as the vehicle for upward mobility,” said Freeman, who is black. “Being a conductor and moving the train toward upward mobility is an honor.”

Examining Leadership

Scholars of higher education can study a wide and flexible range of topics, such as student affairs, enrollment or faculty issues. The field seeks not to simply examine individual institutions, but to look at the broad landscape of higher education as a whole and identify effective strategies and systems.

Freeman’s main research focus is leadership in higher education.

“I have a passion regarding the best ways universities can prepare leaders for service in higher education,” he said.

The knowledge to navigate the intricacies of higher education is key in presidential success, Freeman said, so he also studies leadership programs and degree paths themselves.

“The question is, how effective are they? How do we assess their quality?” he said.

Leading in Research

To promote research exploring such questions, the College of Education has sponsored a new scholarly publication, the Journal for the Study of Postsecondary and Tertiary Education. Freeman is editor-in-chief of the peer-reviewed, open-access journal, which began publishing online in January 2016 and released its first print edition in September 2016.

The journal was born out of Freeman’s ongoing collaboration with other higher education scholars, including several with whom he wrote a book establishing guidelines for higher education administration doctoral degrees.

“There is a group of us who are interested in studying the history, the current status and the future of the field of higher education, which is different than studying higher education generally,” he said. “I like to study the people who study higher education.”

The journal is a forum for research into higher education studies and programs around the world more than 50 countries are home to universities with such programs. Freeman encourages UI scholars to read and submit to the journal, and some UI professors have already published papers in it. UI students also have the opportunity to work in editorial and support positions for the journal.

Freeman said the journal and the efforts of the College of Education are positioning UI to become an international leader in higher education research — and that’s good for more than the university.

“If you actually believe that we want an educated citizenry and you believe that education is one of the last democratic vehicles for upward mobility, then you’re invested in the idea that higher education is important – not only to a person as an individual, but to society at large,” Freeman said.

Students in the College of Education’s adult, organizational learning and leadership program hope to become leaders in their field.

By Allison Stormo

Staff Sgt. Robert “Bobby” Brown is a hardworking father of two young boys who has served his nation for the past decade.

“I’m a crazy proud father,” the Boise native said while showing off a picture of his blond haired son smiling brightly and dressed in a fuzzy hoodie for his first day of school. He is now using the same dedication and commitment he’s had serving in the military and to being a father to get his bachelor’s degree in recreation from the University of Idaho College of Education.

GIVING HIS ALL TO EDUCATION

“Outdoor recreation is my escape, and want to help others to find their escape as well,” he said.

Brown has put his words into action through hundreds of hours of community involvement. He has volunteered extensively with the Marines of the Palouse in not only offering camaraderie but assisting in food drives and fundraising events for traumatically injured soldiers. He also was a key co-organizer of the Northwest Navy Competition which brought nearly 300 NROTC members to the Moscow campus for a dozen events over several days.

“He is a charismatic individual who is good at applying his confidence at the right time and right place,” said Capt. Tony Roubal, Marine officer instructor. “He is an excellent student and a solid mentor. He has a strong sense of determination.”

Brown also worked with Idaho N Heroes Outdoors as well as the Warriors and Quiet Waters Foundation, which helps reintegrate traumatically combat-injured veterans and active service members into society through therapeutic recreational mediums such as assisted and guided fishing and hunting expeditions.

He volunteered on a trip in which six veterans and their spouses were given an all-expense paid fishing trip, including one veteran who had lost both his legs.

“It is one of the more emotional things I’ve ever experienced,” he explained.

His determination and excellent academic performance brought him national recognition when he was awarded a nationally competitive USS Little Rock Association Scholarship and was presented with the honor by Secretary of the Navy Ray Mabus at a ceremony in New York.

“Bobby brings a love of the recreation profession and how recreation especially being outdoors can help veterans and people in general deal with difficult life events and challenges,” said Julie S. Son, associate professor and program coordinator of the recreation degree program. “His can-do attitude, professionalism, knowledge and experience benefit the students, faculty, staff and community members with whom he interacts.”

AMBASSADORS

“I remember meeting him for the first time,” Greig said. “His attitude of respect, big voice and personality impressed me right away.”

While Brown says he intends to retire from the Marines, he wanted a game plan for when he returns to civilian life.

Brown is part of the Marine Corps Enlisted Commissioning Education Program (MECEP), which offers Marines the chance to attend a four-year college full time while still maintaining active duty status and pay. After he graduates this December he will be commissioned as a second lieutenant.

According to Cmdr. Alex Greig, executive officer for University of Idaho Navy ROTC, only about 1 percent of the enlisted force is part of the MECEP. Acceptance to the program is highly competitive and only about one in three applicants accepted.

While on a tour in Iraq, a mobile PX — or store — rolled up to Brown’s remote post. The semi-truck was full of candy, treats, magazines, games and other forms of entertainment. Brown chatted with the driver and learned putting the contents together to take to the soldiers in isolated locations was a job designation.

“I couldn’t believe this was something a person actually did for a job!” he said.

Brown said doing something to help others all the time appealed to him and he began working in the military’s Morale, Welfare and Recreation (MWR) program. His experience led him to enroll as a Vandal and put his lifelong love and involvement in the outdoors to work toward a recreation degree.

The College of Education Ambassadors are a select group of students representing all departments within the college who assist the college in recruitment and retention of highly qualified students. Ambassadors have opportunities to develop communication and leadership skills, strengthen their professionalism and establish working relations with university faculty, students, staff and alumni. Ambassadors attend trainings, develop leadership skills and participate in College of Education recruitment, retention and promotional activities. Ambassadors representing the college for the 2016-17 academic year are:

Top row (left to right): Amy Gossi (sophomore, secondary education), Breeanna Gibson (junior, elementary education), Gina Workman (junior, elementary education), Leah Diddens (sophomore, elementary education), Madison Seymour (junior, secondary education), Kennadie Johnson (junior, elementary education).

Bottom row (left to right): Matea Berria (junior, exercise science and health), Sydney Durk (sophomore, secondary education), Sierra Riley (senior, exercise science and health), McKenna Nowak (junior, elementary education), Carmen Perez (junior, exercise science and health).

Recreation student Staff Sgt. Robert “Bobby” Brown is awarded the USS Little Rock Association Scholarship by Secretary of the Navy Ray Mabus at a ceremony in New York.

CLASS TRIP TO NICARAGUA SPURS STUDENT TO

GIVE BACK TO THE WORLD

By Savannah Tranchell

Eli Campbell never really had any solid plans about what he wanted to be when he grew up.

Raised by a professional golfer and a nurse, the Boise native’s interests naturally leaned toward healthy living and exercise. But he wasn’t really sure how to turn that into a career.

But a summer 2015 class taught in Nicaragua by University of Idaho movement sciences professor Helen Brown changed everything.

“It was kind a little bit of a cultural shock,” said Campbell, who had not traveled to Central America before. “It opened my eyes to just how so many of the little things that we have can make such a difference to these people, who literally had nothing.”

Campbell graduated last May with his bachelor’s in exercise science and health from Department of Movement Sciences and joined AmeriCorps. After serving with AmeriCorps and gaining some experience in nonprofit service, Campbell plans to join the Peace Corps. Campbell came back from Nicaragua eager to begin contributing in the local community. Last spring, he completed an internship at the Community Action Center (CAC) in Pullman, assisting with the organization’s gardening program. Campbell worked with food bank garden manager Joe Astorino to write a handbook on building hydroponic systems to grow lettuce and other crops. Campbell also helped educate local youths by planning materials for and teaching a culinary club for children. The internship played into his degree, which emphasizes community health.

“The Nicaragua trip just kind of made me realize that there was a lot that I could do that I could make a difference in the world because of all the opportunity that I have here,” he said. “That I could make a difference with my education.”

That’s just the sort of reaction that Brown hopes to inspire in her students with the trip. Brown’s specialty is nutrition and public and community health. She has taught the class now called Global Health, Literacy and Community Development in Nicaragua — since 2013. In 2015, instructor Janine Darragh joined the class with several English as a New Language students. Students have to pay their own way, but some scholarship funds are available on a limited basis. In 2016, Brown and Darragh took 10 students. Each year, the class visits the same communities in Nicaragua, the second poorest country in the Western

Hemisphere. Brown has established relationships with development organizations, health posts, schools and community members, which allows the students to have a very immersive experience. Before the students arrive, women in the community identify a project they’d like help with, and the students assist. For instance, when Campbell went on the trip, the students helped the women build pens for raising pigs.

“We spend a lot of time learning from the community,” Brown said.

Brown tries to cater the trips to the interests of the students. There is often a mix of exercise science, physical education, nutrition, pre-health, education and other majors. The 14-day trips have included visiting local clinics, schools, development organizations and assisting in community projects. They also include four weeks of online course preparation, during which students do research on a health and development project on a topic relevant to Nicaragua. Students also plan and implement an in-country project. Previous projects have included teaching swimming lessons to the village children and teaching mothers how to create simple toys from sticks and string to help with infant stimulation and brain development.

Campbell took old soccer gear, cleats and balls with him on the trip and gave them to the children. He was amazed at how excited they were to have his old gear. He enjoyed playing soccer with the children and learning about empowering girls through sport at Soccer Without Borders in Granada.

“It kind of made me realize that I’d been taking for granted a lot of things,” Campbell said. “These balls have been sitting in my garage. When they saw them the kids’ eyes just lit up. They were running around in the dirt in bare feet and they didn’t care.”

Brown commended Campbell for his willingness to get involved with the children and his positive attitude on the trip.

“He really let himself immerse in the culture,” she said.

Last year, Eli Campbell worked on the hydroponic lettuce growing operation at the Community Action Center in Pullman, Washington.

“There’s a lot more to the world than just the little bubble that we live in. Helping people around you is part of being a citizen in the community. You should be involved with helping the total welfare of the community. I think everybody should be involved in some way.”

Students

“Those are the students who have the best time. He had a great attitude and worked very hard. He walked away feeling challenged and changed.”

Before Nicaragua, Campbell said he really had no idea how to get involved in his community. Now he’s eager to dedicate the next few years of his life to service.

“There is so much going on around the world, there’s so much for you to do,” he said. “You don’t have to

THE WORLD

Helen Brown, assistant clinical professor, teamed with Janine Darragh, assistant professor of literacy, to take 10 students on a 16-day studyabroad trip to Nicaragua this past summer. This was the fourth study-abroad trip to Nicaragua that Brown led and Darragh’s second trip. Brown plans to return to Nicaragua with students in summer 2017. Private support helps make this trip possible. To make a gift, contact Assistant Dean of Development Marta McClintock at martam@uidaho.edu or 208-885-7476.

travel across the world to help people when there’s people in your own community who could still use it.

“There’s a lot more to the world than just the little bubble that we live in. Helping people around you is part of being a citizen in the community. You should be involved with helping the total welfare of the community. I think everybody should be involved in some way.”

Flashback

“As the translator had the opportunity to be a vessel between two people that do not speak each other’s language. It was a blessing to be able to translate the words of wisdom of the Nicaraguan people to my peers. What a treasure it was to see my peers moved by the beautiful stories of these people.” — Carmen Perez, senior in exercise science and health

“I learned more than I would have ever imagined going into this trip. Nicaragua shared her troubles, triumphs, heartache and beauty with me, and for that I am grateful.” — A.J. Gravel (’16), exercise science and health

Recent exercise science and health graduate A.J. Gravel practices taking blood pressure while on a summer travel abroad trip to Nicaragua.

Assistant Clinical Professor Helen Brown, left, and exercise science and health student Carmen Perez, far right, visit with members of the community during a summer travel abroad trip to Nicaragua.

The College of Education was organized as an independent unit of the university in 1920. Construction started on the building in 1967 and was occupied in 1969. The architect Hummell, Hummell, Jones and Shawver of Boise provided this rendering of the project, which cost $17 million to build.

The Women’s Health Education Building (now the Physical Education Building) was completed in 1980 and is now home to the Department of Movement Sciences.

Dance students participate in class in 1932.

Counseling and School Psychology faculty member the late Ozzie Kjos works with a student.

A student teacher instructs a classroom in 1953.

College of Education students attend a workshop in 1949.

Education students in class during a science lecture.

VANDAL TOUCHES PEOPLE’S LIVES DAILY

By Allison R. Stormo

Class Notes

Kristin Armstrong Savola (’95, education, exercise physiology) won her third-straight Olympic gold medal in cycling time trail in August in Rio — one day before her 43rd birthday. She won her first gold in the 2008 Beijing Olympics and her second in the 2012 Olympic Games in London after taking a break from competition to have her son in 2009. Armstrong also is a member of the College of Education Advocacy Board, was honored with the Alumni Association’s Distinguished Idahoan Award in 2015 and was the commencement speaker in 2010. In August, Boise named a park in her honor called the “Kristin Armstrong Municipal Park.”

Michael Conklin (’95, secondary education) won the 2015 Presidential Award for Excellence in Mathematics and Science Teaching, the nation’s highest honor for U.S. science and math teachers in kindergarten through 12th grade. Conklin is a math teacher

from Spokane Valley’s University High School. Winners receive $10,000 from the National Science Foundation, a certificate signed by the president and a trip to Washington, D.C., to participate in professional development opportunities.

Bill Drake (’90, sport science) was named Gonzaga University’s first director of athletics for StudentAthlete Health and Wellness. He will have direct oversight of athletic training, strength and condition, nutrition services and student-athlete wellness.

Monica Hansen (’08 master’s, curriculum and instruction, ‘13 doctorate, education) was named dean of Social Sciences, World Language and Assessment at Columbia Basin College in Pasco, Washington.

Alan G. Walker (’84 bachelor’s trade and industrial technical education, (‘88, master’s, vocational/ adult education,) was appointed president of Sierra Nevada College at Lake Tahoe. He was appointed to the position after an eight-month long competitive search.

Being involved in a grass-roots effort to move the University of Idaho toward a tobacco-free campus, launched Daniel Trautvetter (’13) toward his career as a tobacco cessation counselor and cancer information specialist with the Fred Hutchinson Cancer Research Center in Seattle.

In 2012, Trautvetter and several other exercise science and health classmates developed a project for the movement sciences class “Healthy Active Lifestyles Planning and Implementation” that researched creating a tobacco-free campus. The team worked on the efforts for two semesters gathering information, meeting with faculty and talking with students before looking at how to change the policy manual and making a presentation to President Chuck Staben. Those efforts led to the creation of the Tobacco Free Task Force and the UI campus became a tobacco-free campus over the summer.

Those experiences ingrained into Trautvetter that he wanted to remain in tobacco cessation efforts. After graduating, he worked for a semester as interim director for Vandal Health before applying with the Fred Hutchinson Center.

“A huge part of the interview and them giving me this position was my involvement on campus and being a grass-roots advocate for change,” Trautvetter said. “The experience and knowledge I gained through that class and working on the tobacco-free policy has propelled me into a career in cancer research and tobacco cessation.”

On the job he works as part of a national program splitting his time between providing support for cancer information and tobacco cessation. He connects with individuals dealing with a cancer diagnosis to give them information on treatments, clinical trials, second opinions and anything else they may be looking for. He also works with veterans across the country connecting virtually via phone, email, chat and text services to give individuals the support they need in their efforts to quit tobacco use.

“Tobacco has such a hold on people, and if I can give tips or resources and them to quit, it improves their health,” Trautvetter said. “I do what I can to help. talk with people in their worst situation and get to make their day a little bit better.”

Before Trautvetter began the exercise science and health program, he wasn’t certain what direction he wanted a career in public health to take. He started meeting regularly with Clinical Assistant Professor Helen Brown, who taught the class along with Professor Grace Goc Karp. After being mentored and guided by Brown and mentored, he became more involved and connected to the campus and community and how to approach public health in those environments.

“As a health guru for years, Helen Brown was an amazing mentor,” Trautvetter said. “She changed my life.”

Trautvetter is committed to providing tools for a healthy active lifestyle and is now working toward earning a master’s in public health.

“Find something you are passionate about and stick with it. Find a career that fills those passions,” he said.

Kristin Armstrong celebrates on the podium with her gold medal after winning the women’s Individual Time Trial of the Rio 2016 Olympic Games Road Cycling events at Pontal in Rio de Janeiro, Brazil in August.

Photo by The Associated Press

belong to one of the 10 tribes that UI collaborates with under the memorandum of understanding. Students in the program will be expected to commit to return to a tribal community after graduation to teach for at least two years to implement a model of cultural and linguistic awareness that will build greater success of Native students in the classroom. Bisbee says integration of indigenous pedagogies are lacking in teacher education. IKEEP can begin to emphasize and tap into the academic potential and strengths K-12 tribal students possess. “This grant will recruit tribal students from the 10 MOU region and assist them in obtaining their teaching certification so that they may go back into Native communities and teach in a culturally responsive way with knowledge to impact education,” Bisbee said.

Curriculum and Instruction

A dozen Native American students will get the opportunity to finish their bachelor’s degree at the University of Idaho thanks to a $1.2 million grant from the Department of Education’s Office of Indian Education. The four-year award given to UI’s College of Education — funds 12 scholarships that provide academic support and supplemental scholarship toward a bachelor’s degree in a K-12 education program with teacher certification. Vanessa AnthonyStevens, an assistant professor in the Department of Curriculum and Instruction in the College of Education, and Yolanda Bisbee, UI’s chief diversity officer and executive director of tribal relations, serve as the coprincipal investigators of the project, which is called the Indigenous Knowledge for Effective Education Program (IKEEP). The goal of the IKEEP is to increase professional capacity of Native education in Idaho and help Native teachers serve Native communities, Anthony-Stevens said. The students selected for the program will receive up to $8,700 per academic year in scholarship and monthly stipend, which will supplement the costs of tuition, room and board, and books. The funds also will pay for a six-credit, three-week Indigenous Pedogogies Summer Institute focused on teaching in diverse settings. “Trends show that tribal students are not seeing their culture reflected in the classroom,” Anthony-Stevens said. “Not only will the students in this program be certified in teacher preparation, but they will have a specialization in culturally responsive schooling.” Applicants must have completed at least two years’ of coursework and

Aleksandra Hollingshead, assistant professor of special education, took three students on a three-week study abroad trip to her home country of Poland. The group spent the first two weeks traveling across the country visiting Warsaw, Malbork, Gdansk, Auschwitz and Krakow learning about Polish culture and history while viewing castles, museums and monuments. Especially remarkable were the experiences of visiting the concentration camps in Auschwitz and Birkenau as well as an old Ghetto territory in Krakow and Schindler’s factory museum. Hollingshead then took the students to spend a weekend in the mountains of Krynica. For the last portion of the trip. the students had an opportunity to work at a local high school in Hollingshead’s hometown of Bytom and experience teaching as a second language which was recognized in a local newspaper.

Associate professors Brant Miller and Margaret Vaughn were awarded the 2016 UI President’s MidCareer Faculty Award. This award acknowledges faculty members who have demonstrated a commitment to outstanding scholarship, teaching and engagement. Recipients of the award are limited to 10 annually and receive an additional $5,000 to the base salary effective the following academic year for two years.

Margaret Vaughn is conducting research about literature circles facilitated by UI preservice teachers at Russell Elementary in third, fourth and fifth grades. More than 50 elementary students were enrolled in this after-school project in spring semester 2016. Vaughn also has partnered with teachers at McDonald Elementary to allow UI preservice teachers to tutor students in kindergarten through fifth grades as part of the literacy clinic course.

The Making Math Reasoning Explicit grant has moved into a phase in which five of the teachers the grant has been working with have moved into leadership/math coaching roles in their districts. Those teachers will support their local teachers by providing professional development focused on engaging students in mathematics reasoning and developing the common core math standards They will co-plan, co-teach, debrief and provide workshops throughout the year.

University of Idaho mathematics and education researchers are working with teachers across the Northwest this fall to explore the success of a method for improving mathematics learning in eighth grade. The four-year project examines teaching and learning math with and through viable argumentation. The National Science Foundation awarded a nearly $3 million grant to the project, which is led by David Yopp, a mathematics professor with a joint appointment in the UI College of Science and UI College of Education. Rob Ely, an associate professor of math, and Anne Adams, an assistant professor of math, also are part of the project. The researchers will work with 60 teachers to implement a method that uses proof, reasoning and argumentation to help students improve their mathematical thinking and understanding. The project’s goal is to demonstrate that when students learn mathematics through high-level reasoning, their entire mathematical proficiency improves. A 2014-15 pilot project using this method already demonstrated the method’s success on a smaller scale. Yopp said the project’s approach helps students understand what math really is: developing ideas and addressing whether they are mathematically valid. Just as students learn the scientific method or how to write a persuasive essay, they can learn the rules for reasoning in math. “As students solve problems, they make claims about what they think is true, then they focus on the structure of the mathematics to either prove or refute their claims,” Yopp said. “This focuses students on how the mathematics work and gives them access to understanding the mathematics.”

UI assistant professor of math education, serves as the co-principal investigator along with Jeffrey Choppin of the University of Rochester. The four-year grant will support research of an online-based professional development model that includes coordinated online courses and online video coaching, in addition to online demonstration lessons. The goal is to increase the quality of professional development opportunities for teachers in rural areas in the United States.

“This project will advance our existing professional development efforts and will focus on teachers in rural contexts who may traditionally have less access to quality professional support. Through synchronous online professional development, this program will ensure teachers in remote areas of Idaho are receiving instructional support that will ultimately influence student learning in mathematics,” Amador said. Central to the project will be a research team in Idaho and New York who will study online professional development activities to better understand the limitations and benefits of conducting such activities in virtual, rather than face-to-face, settings. The team has considerable experience conducting research in middle school mathematics classrooms, including previous projects that studied the impact of the common core state standards for mathematics, face-to-face teacher professional development and the impact of digital curriculum resources. Findings from the project have the potential to inform the design of professional development in the digital age, and ultimately contribute to research on professional learning in online contexts that extend beyond K-12 education into other areas such as higher education, the health care profession and other domains where professional development is needed and would benefit from highquality online opportunities.

The University of Idaho College of Education, in partnership with the University of Rochester in New York, was awarded a $2.8 million grant from the National Science Foundation’s Discovery Research PreK-12 program to provide teachers in rural school districts access to innovative online professional learning experiences in mathematics. Julie Amador,

On Sept. 10, University of Idaho College of Education along with colleges of education from Lewis Clark State College, Boise State University, Brigham Young University and Idaho State University, Idaho State Board of Education, Idaho Council on Developmental Disabilities and the Center on Disability and Human Development funded and hosted all-day free trainings on the Universal Design for Learning framework for teachers in Idaho. The universities collaborated which allowed coordinated instruction delivered from multiple locations of the state in which students could choose from to attend. The event was open to teachers, teacher candidates, parents of K-12 students, paraprofessionals and administrators. Aleksandra Hollingshead, assistant professor of special education, was among the faculty members who led breakout sessions.

Department and Center News

Curriculum and Instruction cont.

The University of Idaho’s College of Education sponsored Northwest Inland Writing Project (NIWP) has been providing invitational summer institutes for many years with great success and enthusiastic participation. The structure of the summer institutes has evolved into face-to-face instruction during the summer and virtual sessions during the school year to support their individual needs. NIWP director, Mary Jaglois Orr, sought collaborative experiences with other institutes and organizations in Northern Idaho to allow local teachers access to their expertise and resources, including the Doceo Center for Innovation + Learning. This summer the NIWP entered into a partnership with Whitworth University to offer a summer institute to meet the needs of teachers in the eastern Washington area. New collaborations are being explored this year as well as continued funding in the form of grants offered through the National Writing Project. Jaglois Orr will be holding a roundtable discussion in November in Atlanta, that focus on Integrating technology into the Invitational Summer Institute; three takeaways.

Art and design professor Sally Machlis is among the recipients of the Idaho Commission on the Arts and Idaho Gov. Butch Otter’s 2016 Governor’s Awards for Excellence in the Arts. Machlis was awarded in the Support of Arts Education category. Every two years, the state recognizes artists, educators, administrators and arts supporters who go above and beyond to benefit the state’s cultural fabric. Sitting governors have presented this award to more than 230 of Idaho’s most creative citizens and organizations. Machlis served as chair of Art and Design from 2000-04 and began a new term again in 2010. Machlis received her bachelor’s degree in art education from the University of Washington and her Master of Fine Arts from the UI. Machlis has been awarded the UI Alumni Award for Faculty Excellence in Teaching three times. Machlis exhibits her artwork regionally and nationally in juried, invitational and solo exhibitions. Her work has been included in exhibitions from Washington, D.C., to Pennsylvania, Michigan, Arizona and Havana, Cuba. Most recently she has exhibited in Taiwan, Idaho and Chicago. She is a member of the Women’s Caucus for Art and the National Art Education Association and was appointed by the governor to serve as a commissioner on the Idaho Commission on the Arts.

Leadership and Counseling

Sydney Freeman Jr., an associate professor, is the lead editor of a monograph published by New Directions for Institutional Research. The monograph, “The Important Role of Institutional Data in the Development of Academic Programming in Higher Education,” is available online through the Wiley Online Library. The publication demonstrates ways for college and university leaders to use institutional data when making decisions about academic programs. Freeman authored a chapter about developing higher education leadership graduate programs and co-authored a piece called “Developing Distinctive Degrees.” Freeman, who came to UI in 2015, studies higher education as a field and is editor of the new, UI-supported Journal for the Study of Postsecondary and Tertiary Education.

Laura Holyoke, associate professor, completed a sabbatical leave in spring 2016. She focused on researching and examining concepts involving restoration of organizational health and focused on mindfulness and how mindful practices contribute to individual as well as organizational health.

Leadership and Counseling cont.

REHABILITATION COUNSELING AND HUMAN SERVICES AWARDED FULL ACCREDITATION

The Rehabilitation Counseling and Human Services (RCHS) program has been awarded full national accreditation for an additional five years by the Council on Rehabilitation Education, the accrediting body for master’s degree programs in Rehabilitation Counselor Education.

“This accomplishment attests to the commitment of program faculty, students, community stakeholders, and the collaborative efforts of Department of Leadership and Counseling and College of Education faculty and staff at our three locations: Boise, Coeur d’Alene and Moscow,” said Bryan Austin, assistant professor and the RCHS program coordinator.

This accreditation is a new milestone for the program. Last October, it received a five-year, $1 million dollar training grant from the U.S. Department of Education to award up to 42 scholarships to students over a fiveyear period.

The RCHS program recently improved its ranking to No. 53 nationally from No. 90, according to U.S. News and World Report Best Graduate School Rankings.

Rehabilitation counseling is a specialty area of practice within the counseling profession assisting people with disabilities (physical, mental, developmental, cognitive and emotional) achieve their personal, career and independent-living goals. The program takes two years (including summer sessions) full-time or four years part-time, and is offered at UI Coeur d’ Alene and UI Boise.

Students who graduate from the UI program are employed in state vocational rehabilitation, community mental health, worker’s compensation, independent living and disability support service programs in the state of Idaho and across the country.

“The employment outlook for rehabilitation counselors remains strong,” Austin said. “Furthermore, a recent study by the American Counseling Association found that rehabilitation counselors earn higher pay and better benefits among counseling specialties.”

dance and education. The dance was choreographed and performed at Friendship Square Foundation in downtown Moscow by UI students as well as community members to help the audience see and understand the water issues on the Palouse.

Chantal Vella was elected president of the American College of Sports Medicine Northwest Chapter, which includes Idaho, Washington, Oregon and Montana. She will serve the chapter in this role for three years.

Movement Sciences

Belle Baggs, clinical assistant professor of dance, was selected as one of 10 up and coming choreographers from across the U.S. to participate in Doug Varone’s DEVICES dance intensive. This notable program took place at Purchase College in upstate New York and provided the opportunity to study closely with Varone on the craft of dance composition. As a scholarship recipient, the final portion of this program allowed Baggs to premier a dance shown at the esteemed 92nd Street Y Harkness Center for Dance in New York City. Doug Varone is an award-winning choreographer whose New York City-based company Doug Varone and Dancers has been presented to critical acclaim for nearly three decades.

The dance program collaborated with H2IdahO and the College of Natural Resources to bring a the national event National Water Dance to Moscow for the first time. National Water Dance’s mission is to bring attention to water resource issues in the U.S. through

Vella received a research grant from the Clinical Translational Research Infrastructure Network, an NIH-funded center, to study changes in sedentary behavior and cardiovascular disease risk factors in college students as they progress from freshman to seniors. The college years are a time of transition for young adults during which they develop and establish independent health behaviors. This transition involves a significant life change for many students as this is often the first time living away from their parents. A growing body of evidence suggests the prevalence of obesity and cardiovascular disease risk factors increase over the four years of college, markedly raising the lifetime risk for cardiovascular disease in these young adults. Yet few studies have examined behavioral factors associated with this increased risk in a college population.

Julie S. Son, associate professor of recreation, will be a guest speaker at the 2016 Conference on Active Aging in an Aging Society by the Department of Sport Industry Studies, Yonsei University, South Korea. Her talk “Active Aging: Perspectives from a Leisure Gerontologist” will discuss active aging in relation to leisure’s health benefits, sports in later life and active living by design in Seoul, Korea. She will highlight how each of the topics promote health and wellness for older adults and what practitioners and agencies need to do to meet the growing demographic of older adults.

Helen Brown, assistant clinical professor, teamed with Janine Darragh, assistant professor of literarcy, to take 10 students on 16-day study-abroad trip to Nicaragua this summer. This was the fourth studyabroad trip to Nicaragua that Brown led and Darragh’s second trip.

The Center on Disabilities and Human Development (CDHD) is Idaho's University Center for Excellence in Developmental Disabilities (UCEDD). There are over 67 UCEDDs throughout the U.S. and its territories; each one associated with a university or college. Each UCEDD reflects the character of its host institution and home state. However, all UCEDDs strive, through education, outreach, research, and service to accomplish a shared vision that foresees a nation in which all Americans, including Americans with disabilities, participate fully in their communities.

VIDEO INCREASES AWARENESS OF AUTISM SPECTRUM IN COLLEGE STUDENTS

By Allison Stormo

Navigating the path to getting a degree may be a struggle for the average student, but the hurdles can become exponentially more difficult for those with a neurodevelopmental disorder that has no obvious physical traits.

“Some people know a lot about autism, a few know a little about autism, most people know very little about autism,” said Gwen Mitchell, clinical assistant professor with the College of Education and Director of Clinical Services at the Center on Disabilities and Human Development.

Mitchell, whose research focuses on autism spectrum disorder, stated that institutions of higher learning worldwide are experiencing the first large wave of students entering the classroom who are on the autism spectrum as the prevalence of autism spectrum disorder has been increasing since late 1980s. Working with students who are on the autism spectrum, it was increasingly apparent to Mitchell that there is a need to increase faculty and staff’s understanding of the challenges these students face. Collaborating researchers from neighboring states who participated the Leadership Education in Neurodevelopmental Disorders (LEND) training program, Mitchell’s team solicited survey data from faculty and staff at the University of Idaho, Boise State University, University of Montana, University of Utah, Utah State University, Minot State University and Utah Valley University.

From the 1,000 usable responses they received, the team extracted key points to create a storyboard written by Mitchell, and created and narrated by Shawn Wright (also from the CDHD). Written from the perspective of a hypothetical student who is on the autism spectrum, the storyboard highlights some of the myths about autism, strengths and weakness faculty and staff may not be aware of, while providing valuable information about how best to serve students, as well as highlighting the rights of people with a disability. “I want to increase understanding of the challenges people on the spectrum face on a daily basis,” she said.

Among key points she hopes faculty and staff can put into practices when working with students who are on the spectrum are:

• Allow increased time for the student to process information

• Understand that initiating a conversation or an assignment can be challenging

• Oral instructions often are missed, as they can be difficult to generalize and process. Written instructions are key in communication

• Consistency in classroom routines work best, abrupt change is difficult to assimilate

• Social and emotional reciprocity in relationships can be extremely challenging

To view video, go to: http://www.uidaho.edu/ed/ci/ featured-stories/spectrum-video

CDHD

Silver Valley Upward Bound held an “Empty Bowls” event. Students in the program partnered with Gizmo, a makerspace where art, design, technology and tools are connected with the community. Students made and glazed the bowls at Gizmo then held a banquet where donations were requested and the bowls were sold in a silent art auction. The funds were donated to the emergency food bank in Kellogg as well as provided hygiene bags to students in need.

Educational Talent Search served 714 students starting in sixth grade during the academic year. The program provided college tours, educational field trip opportunities, after-school study groups and took students to Seattle over spring break. It recently received a five-year, $342,720 annual grant from the U.S. Department of Education.

Nations Upward Bound featured a story-telling workshop with a book by Sherman Alexie. This coincided with a trip by the author to a public reading in Moscow over the summer. Students went on a spring break road trip with several college tours and culturally significant curriculum. The program focuses on outreach to students through its core pillars: healthy active living, strengthening the spirit, communications, resource management and skills for college success.

In 1968, the University of Idaho became one of the first institutions in the nation to operate an Upward Bound program. The Upward Bound program is one of six programs being operated at the University of Idaho through the College of Education that are referred to as TRIO Programs. In support of a commitment to providing educational opportunity for all Americans regardless of race, ethnic background or economic status, Congress established a series of programs (TRIO) to help low-income Americans enter college, graduate and move on to participate more fully in America’s economic social life. Funding originally emerged out of the Economic Opportunity Act of 1964 and has been expanded to serve 2,800 TRIO projects across the U.S. and nearly 800,000 low-income Americans. TRIO programs have been consistently funded at the UI since its inception.

Bridge Idaho served 165 students in the 2015-16 academic year, 47 student participated in 3 summer programs, it provided 22,000 outreach services, had four major field study opportunities and toured 18 colleges in Idaho, Washington, Oregon, Montana, Massachusetts and Tennessee.

STEM Access exposed student participants to STEM careers. Students are connected to someone in the community who has a job that is of personal interest and the student conduct and interview and create a video about that career. Students were taken on college visitation tours and participated in the FIRST Tech Challenge hands-on robotics challenge on the UI campus.

Educational Opportunity Center targets 1,000 people each year between the ages of 16 to 80 who have less than a four-year degree. The center has 37 partnerships to help provide free services to adults to give them the access to and the skills for a higher education. They provide services that includes determining career goals, identifying programs that match needs, advising, financial aid applications assistance, course selection or GED testing. The center recently received a five-year annual $236,900 grant from the U.S. Department of Education.

The Doceo Center for Innovation + Learning hosted the Open Science Textbook Institute in July. The institute was funded by the Idaho State Department of Education. Thirty-six science teachers from around the state worked together to create version two of five open science textbooks: biology, chemistry, earth science, life science and physical science. These texts can be accessed by all at http://doceocenter.org/ openscience.

The Doceo Center is continuing monthly workshops for teachers series throughout the 2016-17 school year. Teachers who participate in eight workshops can earn a professional development credit or 15 clock hours for $60. Registration and workshop details will be shared with all nearby districts in Moscow and Washington in early September.

The Doceo Center will continue to host bi-weekly meetings for the Active Learning Discussion Circle on Fridays throughout the academic year. These meetings are open to other institutions and can be accessed online.

Doceo Center Coding Camp

The Doceo Center for Innovation + Learning along with the College of Education and the College of Engineering hosted a weeklong coding camp for students in grades sixth through eighth grades in August. More than 32 students attended along with three high school students and two Moscow Middle School teachers who served as helpers.

“Exposing students to coding opportunities earlier is an important movement both nationally and in the state. The Doceo Center was pleased to team up with the Computer Sciences Department to expose middle school students to many technologies that help them to learn how to code and open their minds to what can be created through coding. We are also excited that this group was the first to experience the new Albertson Doceo Center Lab.”

The camp was designed to inspire and support interest in technology career, software development and related technological activities. Programming activities included designing and writing interactive scenes and games that emphasized the importance of math and science in technology. Technologies explored included Scratch, Polymorphic Games, Ozobot, Osmo, and 3Doodler. Also featured was the PancakeBot, a 3-D food printer where students created designs on software, transfer the image to a SD card and watched the pancake take shape.

Doceo Center

Students explore during the Doceo Center coding camp.

NAMED SCHOLARSHIPS IN THE COLLEGE OF EDUCATION

(List as of September 1, 2016)

COLLEGE OF EDUCATION SCHOLARSHIP RECIPIENT THRIVES

By Josh Nishimoto

At a glance, Alexis Suomi is your typical University of Idaho student. But look deeper and you will find a dedicated student for the College of Education who works two jobs while still maintaining time for a social life with her Kappa Delta sorority sisters and served as student ambassador.

Suomi, a senior from Woodland, Washington, chose to attend UI for a degree in elementary education because of the smaller classroom sizes offered, and her desire to be engaged in her campus community. She values the one-on-one interactions she receives from faculty and staff, and the transformative relationships she believes are imperative to her learning success.

“My professors know my name,” Suomi said. “And if I’m struggling, I can go to him or her for assistance without hesitation.”

As a student ambassador last academic year, Sumoi enjoyed introducing new students to the college to share with them her love for education and the university.

“Being a College of Education ambassador was a great opportunity for me to recruit students to what I believe

is one of the best programs that UI has to offer,” she said. “The faculty and staff at the College of Education are so supportive, and they’re always there to help students in any way they can.”

Suomi participates in a day care work-study program at UI, where she receives a $2,000 annual stipend. She also has made it a priority to work as a gymnastics instructor of Palouse Empire Gymnastics located in downtown Moscow to help living expenses. And soon she will begin her student teaching.

A scholarship recipient since she began her academic career in 2013, Suomi has received assistance through the Woodland Fire Department, Discover Idaho, Gold, Hervon and Pearl Snider and Julie E. Wood Scholarships.

Even though she as well as going to school full time, support has allowed Suomi and students like her to focus on the task at hand and not stress over the threat of crushing debt.

“I would like to thank our generous donors, the College of Education, my advisor, all my professors, Kappa Delta sorority sisters and my parents for supporting me in my education,” Suomi said. “Your gift allows me to successfully manage my time between work, school and social activities.”

Alpha Delta Kappa Teacher Education Scholarship

Marjorie Wilson Archabal Teachers Scholarship Endowment

E. D. Archambault Education Scholarship

Terry Armstrong Teacher Education Scholarship Endowment

Warren and Linda Bakes Teacher Education Scholarship

Sue (Livingston) Bartlett Memorial Scholarship

Janice Wendler Batt Scholarship Endowment

Helen D. Beirne Education Scholarship Endowment

Thomas and Grace "Jody" Bell Scholarship Endowment

Edith Betts Graduate Physical Education Endowment

Michelle Bonasera Memorial Scholarship

Katy Rae Boyer - Women's Physical Education Endowment

Harry A. Campbell Education Scholarship Endowment

Crowley Family Education Scholarship Endowment

Ada Gregory Dawald Education Scholarship Endowment

Florence DeRose Arnett Scholarship Endowment

Shane Dines Memorial Physical Education Scholarship

Marilyn & Carter French College of Education Scholarship

Gamma Phi Beta Endowed Scholarship Fund for Education

Dale Gentry College of Education Scholarship Endowment

Pearl W. Gillice Education Endowment

Leon Green 'Father of Idaho Recreation' Scholarship

Jay & Jan Gruenfeld Endowment for Teaching Excellence

Janice Hale Cowan Scholarship Endowment

Greg Halloran Memorial Scholarship

Harman-Elmslie Education Endowment

Carl L. and Gloria R. Harris Gift Annuity

Gwen Hartley Jackson Memorial Scholarship

Diann L. Haslett Education Scholarship Endowment

John P. Holup Marketing Education Scholarship Endowment

H. Bernard & Fanny C. Hopwood Scholarship Endowment

Bonnie Hultstrand Physical Ed Teacher Scholarship Endowment

Idaho Scottish Rite Foundation Scholarship

Kathleen Bailey Irwin and Kathleen Irwin Rowley Scholarship

Jenkins/Newman Educational Scholarship Fund

Roberta Sutton Jenkins Memorial Scholarship Endowment

Samuel L. Jenkins Education Scholarship Endowment

Steven and Claudia Johnson Education Scholarship

The Judd Family Scholarship

Clyde and Lillian Larson Keithly Education Scholarship

Chris and Martha Kiilsgaard Scholarship Endowment

Eric Kirkland Scholarship Endowment, Division of HPERD

Kathryn and Lawrence Knight Science Education Fund

August Kenneth Arthur Koenig Endowment

Cal Lathen Recreation Scholarship Endowment

Mary Lorita (Rita) Lathen Scholarship Endowment

Robert L. Lawson Memorial Fund

Vivian Lemon Scholarship Endowment

Lida C. Little Education Scholarship Endowment

Beulah L. Martin Scholarship for Counseling & Human Services

Elsie Krey & Richard I. Matthews HPERD

Scholarship Endowment

Virgil & Mary McKenzie Teacher Education Scholarship

Helen M. McKinney Teacher Education Scholarship Endowment

Maureen Meehl Memorial Scholarship Endowment

Gary and Meryle Kay Michael Teacher Education Scholarship

Elma Minear Goodman Undergraduate Scholarship Endowment

Mona Noble ICF Scholarship

Hazel May Ouse Education Scholarship Endowment

Clem Parberry Memorial PE Scholarship

Julius E. Peterson Education Scholarship Endowment

Sam B. Peterson and Angeline E. Smith Education Scholarship

Werner A. & Elfy Pohle Endowment

Pressey Family Education Scholarship Endowment

Jacobsen Renn University of Idaho Scholarship Endowment

John and Karen Rosholt Elementary Education Scholarship Fund

Rutledge Family Scholarship Endowment

Everett V. Samuelson Educational Leadership Graduate Fellow

Kamara Schnuerle Memorial Scholarship

Robert E Schreiber Education Scholarship

Hervon L. & Pearl R. Snider Teacher Education Scholarship

John A. Snider Education Memorial

Evelyn G. Snyder Memorial Scholarship Fund

Lyman D. Stamper Education Scholarship Endowment

Georganna Stanton Memorial Scholarship Endowment

Carol F. Stewart Education Scholarship Endowment

Sharon K. Stoll Education Endowment Fund

Bill and Diane Stoneman Physical Education Scholarship

Gary E. and Carolyn J. Strong Education Scholarship

Kathryn Ann Supko Teacher Education Scholarship Endowment

Tarabochia Teaching & Technology Scholarship

Loren Eldon Taylor Memorial Scholarship Endowment

Vivian E. Todd Memorial

Julia E. Wood Education Scholarship

Thomas C. Wright Endowment

Alexis Suomi’s busy schedule has included holding two jobs while being a full-time UI student, sorority member and College of Education student ambassador.

FLIP AND JO ELLA KLEFFNER

Philip “Flip” and Jo Ella Kleffner have a long history with the University of Idaho. First as students, then as parents of Vandals, active board members and volunteers, staff, UIRA members and now as major

donors, Flip and Jo are true Vandals. Their dedication to education and athletics also runs deep. Jo was an education major, a Vandaleer and Mortar Board member. While earning a degree in sociology and a teaching certificate at UI, Flip also lettered three years in football from 1951-53, and one year as baseball team captain in 1953. Flip also played professional baseball for the Phillies from 1955-57. Flip went on to work 20 years in his father’s business, Sib Kleffner Athletic Supplies, and then served 15 years as the UI director of Alumni Relations. Flip was inducted into the Vandal Athletic Hall of Fame. He remains an active golfer and is a current member of the College of Education Advocacy Board. With six children and 14 grandchildren, Flip and Jo have kept very busy and have remained dedicated to supporting their alma mater. They have been awarded the Idaho Treasure Award as well as the Silver and Gold award for their service. Flip and Jo made a major gift to the building renovation and are co-naming the Athletic Training Classroom.

STEVE AND CLAUDIA JOHNSON

Steve (’71) and Claudia Johnson have generously created an endowed scholarship in the College of Education. Steve grew up on a farm near Tensed and Claudia grew up in Plummer. They met while attending Plummer High School and attended University of Idaho together. After Steve taught for two years, they returned to the family farm where they raised their three children. After leaving farming, Steve served as the CEO of the Idaho Grain Producers Association and as the executive director of Alumni Relations at the University of Idaho. Claudia worked as a tax preparer before joining the Idaho State Tax Commission in their taxpayer service department. Two of their children and their spouses attended the University of Idaho. They are now hopeful that their five grandchildren will carry on the Vandal tradition. On creating a scholarship fund, they said “We feel that a university degree is an important transitional accomplishment for a young person. With this scholarship, we hope to make getting a degree possible for more people. We chose the College of Education because Steve is an alumnus of the college and because we recognize the difference a talented and well-trained teacher can make in the world.”

ROB AND SANDY SPEAR

UI Director of Athletics Rob Spear (’93, doctorate of education) and his wife, Sandy, made an important gift to the College of Education building project. Rob earned an MBA from University of Montana and a bachelor’s in business administration from Great Falls. He has worked for the university since 1989 and has served as the athletic director since 2004. Sandy is the alumni and donor relations coordinator for UI College of Engineering and has worked with the university since 2000. The couple has one daughter Morgan, also a Vandal. Rob and Sandy Spear bleed silver and gold and are some of the Vandal’s greatest fans! “Sandy and I take great pride in supporting various projects and departments at the University of Idaho and knowing what a transformational project this was for the College of Education. It was easy to contribute,” Rob said.

CORPORATE PARTNERS

From innovative classroom furnishings to cutting edge technology, corporate partners – Business Interiors of Idaho, HP Inc. and Micron Technology Foundation — played a major role in the building renovation.

Business Interiors of Idaho, a family owned, Boisebased company that has been growing for 31 years, specializes in commercial space planning and design and is Idaho’s premier commercial furniture dealer. The

Heath family and BII made a generous gift of innovative classroom furniture in support of the renovation. Creating technology that makes life better for everyone, everywhere is the mission of HP Inc. Through their portfolio of printers, PCs, mobile devices, solutions and services, HP engineers experiences that amaze. HP has a long history of supporting the university and provided a generous gift of technology throughout the building — including large monitors, printers, Chromebooks and more.

Micron Technology Foundation is a global leader in advanced semiconductor systems and a longtime friend of the university. Micron’s broad portfolio of highperformance memory technologies is the basis for solid state drives, modules, multichip packages and other system solutions. Backed by more than 35 years as a technology leader, Micron’s memory solutions enable the world’s most innovative computing, consumer enterprise storage, networking, mobile, embedded and automotive applications. Micron supports many projects and colleges at UI and is the proud sponsor of the third-floor technology bar.

Thank You

FOR HELPING TO SHAPE THE FUTURE!

During Vandal Giving Day on Sept. 13-14

108 generous donors gave $32,450 to the College of Education Scholarship Fund

With the support of our friends we can provide much needed support for students on their journey through higher education.

MAKE A DIFFERENCE

Through gifts to our renovation, scholarships, excellence funds and more, donors are helping us build a strong future at the College of Education. For information about supporting the College of Education, contact Marta McClintock at martam@uidaho.edu or 208-885-7476. You also may go online at www.uidaho.edu/giving/ed or mail Attn: Marta McClintock, 875 Perimeter Drive MS 3080, Moscow, ID 83844-3080.

Retired longtime professor Thomas Hipple died in Moscow at age 84. He spent 26 years as a professor of guidance and counseling at UI and recognized at the state and national level in his field.

Jack Bryan (’59, masters) spent more than 40 years as an educator including several years as a high school principal and 33 years as a middle school counselor. He was preceded in death by his wife Margaret (Elaine).

Tom Fairchild, professor emeritus who spent nearly 35 years as the chair for the College of Education’s school psychology program, died at age 69 in July. Fairchild held many elected and appointed professional positions in Idaho and nationally. He developed a national reputation when he co-wrote and edited the popular series Mainstreaming that was illustrated with his brother. They were popular with educators throughout the U.S. to help them meet the needs of children with disabilities.

Lois Samuelson, College of Education supporter and wife of former dean Everett Samuelson, died at 87 years old in fall 2015. For decades, Samuelson was a teacher and educator in school districts throughout this U.S. as well as in the Moscow School District for 17 years. She was an active member of the Moscow community and she was awarded the Idaho Treasure

Lois Samuelson

Award in 2005 along with her husband. Her husband served as dean from 1963-81. The couple established the Everett V. Samuelson Educational Leadership graduate Fellow and Everett V. and Lois E. Samuelson Gift Annuity. Lois also made a significant contribution to the building renovation and the dean’s suite is named in Everett’s honor.

875 Perimeter Drive MS 3080 Moscow, ID 83844-3080