Legacy 2012

Contents

2

Dean’s Message

4

At a Glance

8

Teach Your Passion - Alumni Stories

14 Educational Research

18

Partners in Education

Contributors Marguerite Anderson Brenda Bell Margaret Beintema Cathy Campbell Erv Fehr Audrey Gunn Ken Heidebrecht Margaret Joblonkay Carol Knibbs Lori Lavallee Judy Lavorato Rod Leland Craig Loewen Greg Martin Kali McKay Darcy McKenna Diane McKenzie Elizabeth McLachlan Rick Mrazek Darcy Novakowski Jane O’Dea Shelby O’Donnell Rob Olson Nicole Spence Wayne Street Kelly Vaselenak Caroline Zentner Special thank you Galbraith Elementary School Wilson Middle School D.A. Ferguson Middle School St. Francis Junior High School Catholic Central High School Printing University of Lethbridge Printing Services The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Communications Office.

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Student Profile

Mentorship

Correspondence is welcome and may be addressed to: Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 edu.communications@uleth.ca 403-332-4550

journey of excellence Several years ago the Faculty of Education adopted a series of key words and terms that have described its work over 45 years. Each issue of Legacy has been built around one or more of these themes. This year the theme is Excellence.

Excellence is not a single thing, nor is it a simple thing. It involves commitment, effort and energy, and it is built over time. Excellence is not static — once goals are achieved, new goals are set and new directions emerge. Excellence is not a state — it has direction and momentum. Excellence embraces action — it involves striving to improve, to do better or more with what you have … to enhance that at which you are already very good. Excellence means never being complacent about or satisfied with the status quo and the ordinary.

The Faculty of Education at the University of Lethbridge strives for excellence in its work. We have committed ourselves to constant self-evaluation and reflection.

We collect regular feedback about our programs from students, from colleagues, and from the professions of which we are a part. A great deal of energy is contributed by the faculty in looking for ways in which we may better help our students meet their goals while advancing the art of teaching and research in the diverse fields we, as individuals, represent.

Enjoy the articles that follow; they provide a glimpse of our faculty in the community and at work engaging innovative teaching and research over this past year … a journey of excellence.

A. Craig Loewen, PhD Dean of Education 2

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Photographer: Rob Olson

Dean’s Message

At a Glance Grad Students Receive Research Scholarships The Joseph-Armand Bombardier Canada Graduate Scholarships aim to develop research skills and assist in the training of highly-qualified personnel by supporting students who demonstrate a high standard of scholarly achievement in undergraduate and graduate studies in the social sciences and humanities.

“Receiving the Bombardier means that I have the financial freedom to focus on studies and research through my Masters journey. It is also validation of the hard work and dedication that I have, and will continue to put into my career as a counsellor/psychologist,” says Master of Education in Counselling Psychology student, Erica Parr.

L to R: Gail Bailey, Ricardo Avelar, Allie Borgstrom, Erica Parr, Amy Magliocco

Awards Celebrating Students

Trevor James received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year. “Receiving the Academic Gold Medal in Education is a true honour, and further motivation in continuing to develop as an effective educator for my prospective students.”

Excellence

Catherine Siebring received the William Aberhart Gold Medal in Education. The award symbolizes the highest general proficiency in the final two years of a bachelor of education program. “Teaching is something that I am passionate about and it is such a blessing to be recognized in an area that is so important to me. It definitely encourages me to continue to give my best as I begin my teaching career.”

Maike Horn received the Master of Education Medal of Merit.

“For me the award compels me to continue doing the research I enjoy. As a teacher, I hope to instill in students an interest in the subjects I teach. I want to encourage lifelong learning not just for students but for the broader educational community.”

The U of L Faculty of Education

has awarded the MEd degree to more than 1000 students since the graduate studies program began in 1984 edgradstudies.ca 4

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Jennifer Gerlock recieved the Master of Counselling (Counselling Psychology) Medal of Merit. “The award is representative of the amazing support I’ve been shown by family, friends, classmates, professors, and U of L staff. This award shows that a great community helps individuals to shine.”

Eva Gorney was the recipient of the John Gill Memorial Award, which recognizes student leadership and community engagement. As a fifth-year student in the Faculty of Education, Gorney was an active member of the University of Lethbridge community: she represented the Faculty on the U of L Students’ Union General Assembly and is a longtime member of the U of L Rotaract Club.

Awards

Writers: Kali McKay and Darcy Novakowski, Photographer: Ken Heidebrecht

Celebrating Students

Welcome Welcome

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New Staff Member

Kevin Matis (BA ‘98 BMgt ‘00) joins the Faculty of Education Graduate Studies and Research Office as a Program Specialist. Matis worked previously in the Registrar’s Office for twelve years as an Admission Specialist. He is looking forward to assisting graduate students in their continuing journeys from prospective stage to graduation.

Remember

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Donation

Ida Wiens Gift

For the late Ida Wiens, it was a love of learning that motivated her to complete her education, enjoy a successful career as a teacher, and offer a legacy to the Faculty of Education. She spent more than 36 years in the classroom before retiring in 1980. Education remained a priority. Having spent much of her life in southern Alberta, Wiens saw great value in the University of Lethbridge.

Grateful for her own education and successful career in teaching, Wiens wanted to ensure more students had the opportunity to go to university. Wiens made an allowance in her estate for the U of L. The Elmer and Ida Wiens Faculty of Education Bursary will help provide the financial means necessary for the next generation of teachers.

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Throughout this edition of Legacy, you will see QR Codes.

In Memoriam

Dr. Robert Newton Anderson’s career began at Scott Collegiate in Regina, followed by the University of Calgary, the University of Regina, and 21 years at the University of Lethbridge where in addition to his teaching, he served two terms as Dean of Education. He was awarded the University of Lethbridge Distinguished Teacher Award in 1989. During Dr. Anderson’s deanship, the Faculty of Education introduced the first courses in Women’s Studies on the U of L campus and the use of inclusive language became Faculty policy. After his decanal duties he became co-ordinator of Graduate Studies for the Faculty and participated in teaching the first two graduate courses offered at the U of L.

Ida

They are a way for you to have a cross-media experience by either seeing a video, or connecting to a website. To learn more scan the QR Code above or visit: http://bit. ly/WvKXiw

At a Glance

Community

Adam Kreek education seminar series Olympic gold-medalist, community advocate, environmentalist, and entrepreneur, Adam Kreek was guest speaker for the Faculty of Education in celebration of the 45th Anniversary, and as part of the Research in Education Seminar Series (RESS). Kreek has spent the past decade studying human performance, achievement, and well-being. On October 11 and 12 he visited Lethbridge schools (CCHS, St. Francis, Wilson, Galbraith) and spoke to

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over 1000 students in the community – inspirational, motivational, and truly generous.

The public lecture can be seen at: http://bit.ly/THfMix Follow Kreek’s CWF Africa to the Americas Expedition at: oarnorthwest.com Co-sponsored by Canadian Wildlife Federation and OAR Northwest

Over four decades of dedication and hard work by faculty, staff, and educational community have built one of Canada’s most highly regarded teacher education programs.

Continue the Journey 2012

Photographer: Rod Leland

Graduate Studies

Graduate students were on campus this summer to pursue their studies in the Master of Education (Educational Leadership, Literacy in Globalized Canadian Classrooms, Counselling Psychology, Addictions & Mental Health) and Master of Counselling programs.

To watch videos of the graduate students experience visit: edgradstudies.ca

1984: Twelve students commenced studies in the firstever graduate studies program at the U of L, offered through the Faculty of Education – to date there have been over 1000 Masters of Education graduates

Educational Research Award: Cynthia Chambers

The Ted T. Aoki Award for Distinguished Service within the Field of Canadian Curriculum Studies recognizes individuals who have made major contributions through research, teaching, and/or professional service in the field of curriculum studies in Canada.

1991: Development of a five-year Combined Degrees program allows students to earn a bachelor’s degree in arts, science, fine arts, or management as well as education

celebrate

Recognition

2012 Recipient of the Ted T. Aoki Award, Dr. Cynthia Chambers says, “It is a great gift to bear an award with the name of my beloved teacher, long-time mentor, and precious friend.” After the internment during WWII, Ted Aoki was the first Japanese-Canadian schoolteacher and school administrator in southern Alberta. As a professor of education, he was a deeply thoughtful scholar, and an influential university administrator. Dr. Aoki shaped the field of curriculum studies in Canada through his presence, leadership, and writings. He directly mentored at least two generations of scholars and teachers, and his essays are still read in education courses throughout Canada.

time to

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Photographer: Ken Heidebrecht

Writer and Photographer: Darcy Novakowski

1967: Faculty of Education is one of the founding faculties at the U of L

2003-2005: The Niitsitapi Teacher Education program is developed and offered in collaboration with Red Crow College 2008: Official opening of Turcotte Hall marks a new home for the Faculty, and a new chapter in the history of the Faculty of Education

Pre-engineering Program Sparks Minds “They were looking for a volleyball coach as well as a science and construction technology teacher.

It was perfect.”

~ Devin Mulder Growing up on the farm, Devin Mulder (BSc, BEd ‘06) shadowed his father, fascinated by how things worked. Day by day as the pair fixed machinery, maintained equipment, and undertook woodworking and construction projects, young Mulder learned new skills. In school he excelled in math and science and was active in sports. He graduated from Lethbridge’s Catholic Central High School (CCHS), and while attending university returned to coach volleyball. “I enjoyed the school atmosphere and thought I’d enjoy teaching,” he says.

Mulder convocated from the University of Lethbridge Faculty of Education with combined degrees in Science and Education and began teaching at CCHS. “They were looking for a volleyball coach as well as a science and construction technology teacher. It was perfect.”

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Two years later he was approached to pilot a new course pre-engineering - then offered in only one other Alberta high school.

“They thought my skill set, tooling knowledge and knowledge of machines, as well as my science, physics and math background would qualify me to run the program,” he says. Mulder was thrilled.

“The company putting out the pre-engineering program is in Indiana. I made a trip to buy equipment and then another for training.” On his return Mulder designed and outfitted a lab on the west Lethbridge campus of CCHS. “The pre-engineering lab is a staple on our west campus,” he says. “We want as many students as possible to get their hands on the equipment, so there are no prerequisites to taking the course.”

Writer: Elizabeth McLachlan, Photography: Rod Leland

Alumni Teach Your Passion

Devin Mulder instructs CCHS students, Adam Fox and Nicholas Rabl

At interactive training stations students learn and hone skills in robotics, electrical fabrication, computer automated design, plumbing systems, bridge building, and more. Then they work in teams to design and build actual objects.

“We had larger than expected enrollment, even from the start,” says Mulder. “One student transferred from a school outside the city specifically for this course.” He’s now studying engineering on a post-secondary scholarship.

Mulder is pleased to have the opportunity to incorporate his diverse talents into his career. “I’d

like to further develop the lab and expand our construction technology program as well, getting students on site doing industry-type tasks.”

“I just really enjoy what I do.”

“Stay open-minded,” he advises those interested in teaching what they love. “I would never have thought of teaching a pre-engineering course because I didn’t know it existed. But schools take on new pursuits, and opportunities do come up.”

Visit: becomeateacher.ca

Bringing the Dream into Teaching “They told us to dream our dream when we came here,” says Lenore Lindeman (BA/BEd ’99), Victoria Park High School teacher in Lethbridge. Here students blossom in a non-traditional learning environment designed to accommodate individual needs. “Maybe they have a child or are working,” says Lindeman. “Or have academic challenges.” Personalized programs combine distance education, guided independent study, classroom instruction, and work experience.

“We have lots of options for kids to get credit in different ways,” says Lindeman. “Cosmetology, Bike Repair, Photography, Outdoor Education and more.”

Lindeman’s dream is simple. “I want to go to work and do the things I love with kids.” She majored in Art, which she integrated into core subjects after graduating from the University of Lethbridge Faculty of Education. “The ability to do that made me realize there were other

things I loved and wanted to share – things that make me healthy and happy in my own life and that kids should be doing too, if it appeals to them.”

With her administrator’s support, Lindeman used extra time while supervising PSIII students to pursue a hairstylist’s license. She also worked evenings and holidays for over four years to get the required training and apprenticeship hours. She now includes hairdressing in a Cosmetology program that attracts students from several high schools.

“Because I have journeyman status they can use those hours towards apprenticeship if they take up hairstyling,” she says.

She also acquired a teaching certificate in yoga and runs a yoga program at the school.

If she notes a particular interest among her students Lindeman will learn a skill in order to teach it. “We need to be responsive to kids and change programming accordingly,” she says. “I’m going to get

Writer: Elizabeth McLachlan, Photographer: Rod Leland

Lenore Lindeman’s dream as a teacher is simple. “I want to go to work and do the things I love with kids.”

Alumni Teach Your Passion

Lenore Lindeman with Greg Fischer, and student, Maddie Romard

certified in gel nails because students can take modules in that. They don’t end up as certified estheticians, but sometimes trying a new skill in high school can spark an interest that leads to a career path.”

The success of Stepping Away, a program in which teens gain hands-on experience in various trades, inspired Lindeman to work jointly with Winston Churchill High School to initiate a similar program for cosmetology and esthetics. “Girls from WCHS come to Victoria Park High School every day for a couple of hours to learn about personal hygiene, hair, nails and anything to do with taking care of yourself.”

One of her dreams is a program in which students become certified in Cosmetology by the time they graduate high school.

“I took my education degree so I could support myself if all my other interests didn’t pan out, and I ended up just bringing them into the classroom,” says Lindeman.

By dreaming her own dreams, Lindeman is helping others dream theirs.

Visit: http://bit.ly/TdPlNi

If you have a particular story related to teaching your passion that you think would be of interest please share with us! edu.communications@uleth.ca

Educational Research

O! For the Muse of Teaching “As a teacher, you set the milieu. Modelling how you want your students to interact is job one.”

~ Dr. John Poulsen

Writer: Elizabeth McLachlan, Photographer: Ken Heidebrecht

‘Consider your audience’ is a common theme in Dr. John Poulsen’s research. The four years he spent as Assistant Dean in the University of Lethbridge Faculty of Education informed the drama professor’s study into top skills for practicum teachers whose audience is their students.

“Know your kids,” says Poulsen. “Start by finding out and using the names they want to go by.” Middle school students in particular often prefer derivatives of their given names.

“As a teacher, you set the milieu,” he says.

“Modelling how you want your students to interact is job one.” He recommends planning in advance how to handle situations that might arise. For tips on time management he suggests checking a watch instead of a cell phone.

“Pulling out a cell phone sends the wrong message to kids, and it takes time. Glancing at a wristwatch is much more efficient.”

Poulsen advocates conveying a sense of reward by ending a class two minutes early.

“There’s nothing better than saying ‘you’ve really worked hard today. Congratulations.

Talk amongst yourselves until the bell goes.’”

Student teachers continue to learn by evaluating their own performances. “Figure out what went wrong or right and create a plan,” he says. “Repeat this time and again.”

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“Suggestions for improvement can come most strongly from classroom students,” he adds, “but you’ve got to be ready to hear it.”

Each year Poulsen conducts Teacher as Performer workshops for PS1 students. “I use drama-based activities to examine the teaching profession,” he says. He emphasizes, however, that teaching is not about performing for students. “It’s about student learning.”

“Be a leader,” he says. “That’s really the number one thing. Leadership doesn’t mean giving orders. It means saying to students hey, I’m doing cool stuff. Do you want to come along on this journey?”

With his background in theatre Poulsen favours learning by doing, an approach embodied in a new book he’s developed. “My audience is primarily teachers who have to teach Shakespeare,” he says. “I’ve abridged Hamlet, Romeo and Juliet and A Midsummer Night’s Dream into forty-five- and twentyminute Readers’ Theatre versions.”

Students practice a play one day and perform it the next. “They find it pretty entertaining even just sitting and reading,” says Poulsen.

He asserts that by actually engaging with the material students learn more and have more fun. “It’s as simple as that,” he says.

Educational Research

Communication Citizenship “We want to make sure we’re talking to kids about education, and talking to school boards and superintendents about policy. Then I think change is possible.”

~ Dr. Robin Bright “Even if they don’t think cyberbullying is going on, it is, and teachers can play a role in teaching students about building positive online relationships,” says Dr. Robin Bright, University of Lethbridge Faculty of Education.

Bright and Kinesiology/Physical Education professor Mary Dyck embarked on a comprehensive study of how teens use online communication. Four of seventy-three questions administered to 1752 southern Alberta middle school students queried whether they had ever been involved in cyberbullying, either as a bully, a bystander or a target. “They readily admitted if they were in one of those groups,” says Bright. “There was even overlap.”

Bright’s and Dyck’s findings have generated interest from Alberta Education, the BC Ministry of Education, the Alberta School Boards Association, and others. “We’ve done dozens of workshops. We 14

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belong to a worldwide anti-bullying network and we’re available for conversations and meetings across the country,” says Bright, who is assisting the Society for Safe and Caring Schools and Communities with developing a guidebook for bully-free environments.

One of the most effective ways of combating cyberbullying is classroom education. “Kids want to participate in respectful online relationships, but they don’t really know who to go to for help when someone posts mean words or images. They don’t necessarily look to adults, because adults think about and use technology differently than children do.”

Teachers are uniquely positioned to bridge the gap. Bright encourages Education students to think critically about their own technology use so they can help students think critically about theirs.

“Is your cell phone for you, or is it for someone else to get hold of

Photographer: Ken Heidebrecht

Dr. Robin Bright

TOP 5 WAYS to Keep Teens Safe from Cyberbullying

Writer: Elizabeth McLachlan, Photographer: Rob Olson

1. Keep passwords private. Do not share these with friends.

Change passwords frequently.

2. Do not post or send information or photos that others can use against you.

3. Pay attention to how you communicate online. Be careful not to insult others. Be kind.

4. Stay away from sites that try to get personal information by promising free gifts, or offering surveys and contests.

5. Read and use privacy settings for social-networking sites.

Links for Teachers and Students you? Do you have to be at someone’s beck and call? Do you control the technology or does the technology control you?”

“Kids listen to teachers,” she adds. “The first thing to talk about at an early age is what is private information and what is public. Students can be encouraged to keep their passwords private.” Being cautious of online advertising and aware of how surveys enable computers to store and disseminate personal information are other important messages.

“It’s about developing good online citizenship,” says Bright. “The earlier we start talking about that the better.”

Another focus for the researchers is policy building. “We want to help school districts develop policy that shows an understanding of what to do when cyberbullying takes place,” says Bright.

“We need policies that will work for particular districts. A rural school district might have different needs than an urban one.”

“We want to make sure we’re talking to kids about education, and talking to school boards and superintendents about policy,” says Bright. “Then I think change is possible.”

mediasmarts.ca (formerly media-awareness) commonsensemedia.org (digital citizenship curriculum) cyberbullying.us (Cyberbullying Research Centre) cybertalk.ca (Bright’s and Dyck’s report on online communication of rural adolescents in Alberta)

Educational Research

Critical Thinking Pedagogy in the Classroom “When students realize they can engage critical thinking, they begin believing more deeply in themselves. They feel self-empowered, and this gives them the self-confidence to be successful beyond the walls of the classroom.”

~ Dr. Lance Grigg

Writer: Elizabeth McLachlan, Photographer: Rod Leland

What is critical thinking? Are there effective pedagogies that nurture critical thinking? Critical thinking (hereafter CT) has become something of a buzz-word and growth industry these days. In short, CT is about problem-solving, problem-posing, developing sound arguments and simply, making good decisions. In turn, CT pedagogy is about developing teaching strategies that deepen the quality of our students’ capacities for sound reasoning across the curriculum. Dr. Lance Grigg, of the University of Lethbridge Faculty of Education, strives to teach his students about and for CT: “I advocate both an explicit and infused approach to teaching critical thinking,” he says. “By infusing CT strategies into regular course content-delivery, there is the required, explicit instruction about CT with the added focus on using it in the daily activities of teaching.”

Grigg talks about the role of insight in CT. He says, “In my own research I look at the place of reflective insight in critical thinking. When we think critically about a belief, policy or practice, we pose critical, inquiry questions to it because we want to know if we’ve gotten it right or at least partly right. We have insights every day but we still want to know if those insights are any good, and sometimes, we get that ‘aha’ moment. That feeling itself, is a pretty good motivator to think critically about many things.”

“Conducting CT research in classrooms with teachers over a number of years is often very effective,” Grigg states. “Teachers start to wrap their

heads around what critical thinking pedagogy looks like. They identify how they’re doing it already and how they can improve. Then they begin to re-design their curriculum materials with a critical thinking focus.”

Grigg’s research results are exemplified by a critical inquiry study he conducted with grade eight science students. “The focus was how to deepen students’ critical thinking skills by infusing bioethical issues into the middle school science classroom,” he says. “It was, first of all, just a project with gifted and talented kids.” Soon, however, it expanded to include entire grade eight classes. “After explicit instruction in CT, viewing a video on a specific bioethical issue, the students had to compose argument maps, explain the reasoning used in constructing those maps, and defend their positions to peers and instructors.

Many did very well with some groups producing exceptionally, well reasoned arguments.”

“I’ve seen this so often,” Grigg says. “Once students experience their own CT, they seem unable to get enough of it. Many who previously felt they could never put an argument together, start thinking critically in a number of related contexts and subjectareas. When they realize they can engage CT, they suddenly begin believing more deeply in themselves.

They feel self-empowered, and this gives them the confidence to be successful beyond the classroom, lab or lecture hall. That’s why I do what I do.”

For his continued dedication to the scholarship and practice of teaching, the University of Lethbridge is proud to appoint Lance Grigg as a Board of Governors Teaching Chair 2012.

Variant systems like 3D chess demonstrate the generative power of critical thinking 16

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Excellence team teaching

Raising the Grade Collaborative effort is vital to making a difference in student success

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“I realized … the P.A.T. marks were going to improve, but that wasn’t the success. The success was the students,” explains Jocelyn Shields. Shields is one of a team of Wilson Middle School teachers who, in collaboration with administrators, teacher assistants, University of Lethbridge researchers and the Alberta Initiative for School Improvement (AISI), helped students dramatically increase Grade Six Provincial Achievement Test (P.A.T.) scores.

“AISI is an amazing professional learning opportunity for teachers focussed on innovation that leads to better student learning,” says Dr. David Townsend, U of L Faculty of Education AISI coordinator. He and fellow researcher Dr. Carmen Mombourquette met regularly with Wilson team members to help them accomplish their goal. “We were partners with them,” says Townsend. “We asked reflective questions, but more than anything we listened.”

With support from school administrators, teachers embraced the

“It’s critical that our classrooms become places where indigenous children feel like they belong.”

L - R: Mary Anne Murphy, Dr. Cathy Campbell, Jamie Medicine Crane, and Chris Smeaton

Chris Smeaton, Superintendent of Schools

Dr. David Townsend at Wilson Middle School

concept of team teaching. They brainstormed educational strategies and visited one another’s classrooms to share ideas and strengths.

“Team teaching is the most powerful way for groups of teachers to improve their teaching practice,” says Townsend. The school initiated P.A.T. Fridays during which large groups of students were prepared for the provincial tests using novel approaches developed by the teachers. “They taught kids how to more fully comprehend questions on the exams,” says Townsend.

“They taught kids how to answer multiple choice questions. They tried stuff then watched to see what happened. By becoming fully engaged in learning about the learning, they became teacher researchers.”

“The kids loved it,” he adds. “They saw teachers and education assistants caring about them, giving them exciting new things to do

that just happened to be related to learning.”

Over time, marks improved, students applied themselves more diligently. “By March the teachers knew, even before the exams were written, that the kids were going to do better,” says Townsend.

When the results came in, they were the highest they had been in five years.

When the team met to study P.A.T. outcomes, Townsend was there. “I have never seen a group of teachers understand the analysis of data process better than those grade six teachers,” he says. In terms of overall success, he notes, “collaboration was the key. Kudos to the teachers, parents, students, staff, and everyone involved. They were the difference makers.”

Writer: Elizabeth McLachlan, Photographer: Rod Leland

Partners in Education

Student Profile

Schoolhouse Rocks Current physical education student, Casey Scheidegger, is poised to integrate the sport of curling in the K-12 classroom

Writer: Lori Lavallee Photographer: Rod Leland

The value that sports brings to individuals and communities can hardly be disputed. University of Lethbridge student, Casey Scheidegger is in the process of completing a Combined Degrees program – Bachelor of Arts in Kinesiology as well as her Bachelor of Education in Physical Education (2013).

With this background it is not surprising that she is a strong proponent of “physical literacy,” the idea that “if we give children the opportunity to do the right physical activities at the right time in their development, more of them will enjoy getting active and staying active” (Canadian Sport For Life).

Coming from a sports family, Casey developed an early love for curling. In addition to competing at a national level in in Ladies’ Juniors (under 21), she has participated in world curling tournaments.

In 2007 she became involved with the Lethbridge junior curling program for children and has since developed a more formal method of instruction. “I wanted to ensure that kids obtained more skills at this age, that they could use in curling and other sports,” she explains.

In addition to being able to undertake a combined degrees, one of the things that she values about the U of L teacher education program is that she will receive K-12 certification. As a physical education teacher she will, therefore, have an opportunity not only to promote physical literacy across all grade levels, but to also promote her sport.

“Curling is not mainstream and because of this it tends to get excluded from the curriculum,” Casey notes.

Obviously one of the challenges is to get around the need for a rink. At the elementary level, the Canadian Curling Association has developed an in-school curling program called “Rocks & Rings,” whereby trained instructors bring customized equipment to schools for day-long visits. For junior and high school students, she is certainly up to the challenge of developing interdisciplinary materials to teach the game in her own classroom. http://rocksandrings.com/program-overview/ http://www.lethbridgecurlingclub.com/leagues/juniors.php

Casey Scheidegger with curling student, Kalli Hansen 20

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Student Profile

Student Profile

Sarah Cheesman with Joanne Collier

And on a Later Note

My goal was to be a classical vocal artist,” says current Faculty of Education student Joanne Collier. “Although teaching private lessons has been the mainstay of my income, when I was younger I didn’t think school teaching would be a good fit for me.”

Soon after completing a masters degree in music Collier embarked on an award-winning career as a vocal instructor and choir director at Medicine Hat College. Nineteen years later and ready for a change, she accepted a position with the Faculty of Fine Arts at the University of Lethbridge. By the time her UofL contract expired, she knew without question she wanted to work with children.

“I love guiding young people through the process of bringing out their singing voice,” she says. “As it develops, they grow as individuals. The change is observable to me, but more importantly they can feel it within themselves.” Nearing fifty years of age, she enrolled in the Faculty of Education. “I didn’t doubt my ability to learn,” she states, “but I thought I’d feel old with the university students.” Her mind eased when she began classes and realized there were many mature students in the program.

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Entering the teaching profession later in life has advantages, notes Collier. “When professors reference earlier educational models I understand because I was taught according to some of them.” As a student she connects easily with both faculty and school staff, and enjoys sharing technologies and the latest ideas in education with mentors in the field. “When I go into schools students assume I’m a real teacher,” she adds.

Maturity has given Collier confidence. “I’m comfortable in front of classes, and classroom management is not a big issue for me,” she says. “I’ve also been able to draw on personal experience to illuminate lessons.”

Collier’s original worries have proven unfounded. “My fear was that if I entered school teaching I would have to compromise the level of excellence I uphold as a musician. Ironically, the opposite has occurred. I now understand that excellence is an evolving thing. I underscore my teaching with expectations of excellence, and students always rise to the occasion. As a result, I’ve seen many extraordinary achievements.”

Writer: Elizabeth McLachlan, Photographer: Rob Olson

Coming back to university as a mature student has given Joanne Collier confidence.

She realizes that “excellence is an evolving thing”.

Technology

Blended Learning

Technology provides instructors with greater flexibility to engage students

Writer: Lori Lavallee, Photographer: Rob Olson

In teaching practice the modification of a traditional model of exclusive face-to-face direct instruction to include online instruction and resources is referred to as blended learning. In essence, it’s a way of providing instructors with greater flexibility to engage their students in the learning process,” says Ken Heidebrecht (BSc/BEd’89, MEd’12) University of Lethbridge Faculty of Education Blended Learning Specialist.

The beauty of blended learning is that it can be implemented in an entirely non-prescriptive manner. In fact, it’s a process that individual educators need to experience and apply in a way that is most meaningful to them and their students.

As Blended Learning Specialist, Heidebrecht’s role is to provide support to faculty members who are in the process of exploring the integration of technology in their classrooms. His primary challenge is to “meet educators at their level of proficiency,” and to match them with the strategies and tools that will enable them to engage students in an effective learning environment, either face-to-face or online. “It has to fit with the eco-system of the classroom, their level of comfort with technology, teaching personality, subject area(s) and student needs,” he emphasizes.

In his own classroom, Heidebrecht’s role is to introduce and model that exploration for pre-service teachers. “It’s exciting when they start seeing the possibilities for practice, he says.

“Once we see a use for a particular set of tools, we can facilitate the deeper use of that technology to promote a more sophisticated learning of the curriculum for students.”

One of the more popular technologies used at the U of L is the Moodle learning management system (LMS), first introduced by the Curriculum Re-Development Centre (CRDC) in Fall of 2011. This open source software is “designed to do many of the things you’d want to do in a face-to-face classroom in an online environment,” enabling instructors to “really take advantage of face-to-face time in class,” explains CRDC director David Hinger.

But whether the technology is traditional or cutting edge is not of great importance, because the value is in the process. Like web development, the practice of incorporating online instruction and resources into a traditional teaching model is “iterative,” subject to change as new information is gathered. It’s explorative, collaborative and always fluid.

“Teaching is about lifelong learning and growth, even at the university level,” Heidebrecht emphasizes. Engaging in the development of a blended learning environment, whether as faculty members, pre-service or practicing teachers, is the embodiment of these values. “It’s an entirely different way of learning - and teaching,” perhaps tantamount to “building a plane while you’re flying it,” Heidebrecht concludes.

Working Together The Faculty of Education makes over 900 placements with the cooperation of various educational partners in Alberta “We have the structures in place for a strong practicum program in which everyone has a voice,” says Lorraine Beaudin (BEd’89/MEd’98/ PhD[Calgary]’02), Assistant Dean, Field Experiences, University of Lethbridge Faculty of Education. With over 900 practicum placements each year, her goal is to enhance clarity and accessibility of the process, attracting new teacher associates, and further improve the program.

“Part of our job is being open to hearing what all parties need and want, clearly communicating expectations and making sure everyone is on the same page,” she says.

This is done in a number of ways: Educational Partners Orientation Program (EPOP) workshops

acquaint teacher associates (TAs) and student teachers with professional semester programs and their roles within them. This is particularly helpful as the faculty grows and practicum placements occur in more schools.

“The Alberta Teachers Association (ATA) also provides workshops for our practicum students,” says Beaudin. The Faculty of Education sits as a guest on the ATA’s Lethbridge Area Field Experiences Committee (LAFEC), which promotes and supports programming for student teachers.

“Another committee, TEAC (Teacher Education Advisory Committee), consists of a local superintendent, Education 2500 coordinator, all professional semester coordinators, the Faculty

Photographers: Ken Heidebrecht and Kristen Mrazek

Partners in Education

L to R: Sherrie Nickel, Judy Parley, Mark Yurick, Ashly Davey, Kimberly Evans, Helen Coppieters, Chris Kohlman, Lorraine Beaudin, Kim Orr, Daphne Sander, Vicki Glass, Jason Schilling, Lorraine Adams-Smith, John Loree, Annie Leverse Admin team, and ATA local and district representatives. We converse about issues on the horizon in education and how we can better prepare our pre-service teachers.”

“We are extremely fortunate to have committees in place that allow us to work together with the field,” states Beaudin.

The Faculty of Education enjoys a close, mutually beneficial relationship with area schools as well. “All faculty members supervise practicums,” says Beaudin. “It allows them to connect with teachers in the field, and bridge theory and practice in their own, universitylevel teaching.” It also opens doors to research opportunities and shared learning opportunities.

“Teachers are generally happy to help others who want to be

teachers,” says Beaudin. “Mentorship is a positive, professional development activity. By taking student teachers, teacher associates have the opportunity to reflect on and improve their own teaching.”

“Student teachers bring new ideas into the classroom. Our program has twenty-seven weeks of practicum culminating in a 14-week, half-time teaching internship. In the internship, the classroom teacher working with the intern has time to pursue professional development projects which ultimately benefit themselves, their students, their schools and education as a whole.

Teachers interested in becoming mentors can visit: http://www. uleth.ca/education/-100

Mentorship

Mentor Leaders

Writer: Caroline Zentner, Photographer: Rob Olson

“I encourage all leaders in schools to be actively involved in this wonderful process of building tomorrow’s teachers.”

~ Holly Godson, Principal D.A. Ferguson, Taber New eyes, new ideas and another level of energy come into a school with every student teacher embarking on a professional semester.

“We really believe in the power of our profession and as school leaders we need to be actively involved in the building of our future,” says Holly Godson (B.Ed. ’80, M.Ed. ‘04), principal at D.A. Ferguson Middle School in Taber. “We make time for student teachers.”

As school leaders, Godson and vice-principal Bev Wilk (B.Ed. ‘83), are actively involved in the mentoring of the student teachers, channelling their fresh energy into deeper learning. They meet with student teachers weekly, asking questions to encourage them to think about the impact they, as teachers, have on students. They help them internalize their learning by advising, coaching and challenging them when necessary. On occasion, a little career counselling is in order – whether that is to discuss options for their next practicum placement, provide advice on building a resume, or even help them decide if they’re meant to be a teacher. The latter discussion may not be an easy one but Godson and Wilk see it as their responsibility.

“Our obligation is to our future,” Godson says.

“Student teachers keep us true to who we are. They force us, whether they know it or not, to continually reflect on our own

practices,” Wilk says.

By sharing their unique skills, talents, and perceptions of the school’s learning community, student teachers have an impact on the school. The questions they ask as part of their learning process challenge the school team to reflect on why they do things the way they do.

Student teachers, while they’re practicing their skills in the classroom during pre-service learning, also send an important message to the children they’re teaching.

“They allow kids to see another adult figure taking on a learning role and that they too make mistakes and it’s OK,” Godson says.

As a bridge between academic study and being a full-fledged teacher, the pre-service learning component offered by the Faculty of Education at the University of Lethbridge, in partnership with school jurisdictions and schools, is essential to a student teacher’s success in education.

“I encourage all leaders in schools to be actively involved in this wonderful process of building tomorrow’s teachers,” Godson says.

Visit: http://bit.ly/SzNTGt

D.A. Ferguson Middle School vice-principal, Bev Wilk and principal, Holly Godson

Become a

MENTOR Advancing the Teaching Profession – Host a Student Teacher As specified by the Alberta Teachers’ Association, teachers with three years of successful teaching experience are encouraged to become involved in teacher education as mentors.

How to request a student teacher Teachers can request a student teacher or intern by completing the online Student Teacher/Intern Request form available at: http://www.uleth. ca/education/-100 All placements are made through the Field Experience office.

School Principals are contacted with names of teachers who have identified an interest in hosting a student teacher.

How to prepare for working with student teachers Dr. Lorraine Beaudin, Assistant Dean Field Experiences, and Dr. Gerald McConaghy organize Educational Partners Orientation Program (EPOP) workshops for teachers who host student teachers in their classrooms. One of the primary goals of these workshops is to set up the teacher associate and the student teacher for success by clarifying expectations and responsibilities.

For inquiries please contact Dr. Gerald McConaghy at: gerald.mcconaghy@uleth.ca or call 403-329-2468.

Teach Your Passion Q&A

In Conversation About Science Education Faculty of Education associate professor, Dr. Keith Roscoe and colleague, Dr. Jane O’Dea talk about science education J.O. Have you always been interested in science?

K.R. I was interested in the natural world long before I heard the word ‘science.’ I was a curious kid — an explorer. I was always ‘mucking about’ with stuff inside and outside the house, turning over stones to see what was underneath…taking everything from the kitchen cupboards, mixing it all together to make stinks and explosions.

That’s where it all started.

Photographers: Bernie Wirzba and Glenda Moulton

J.O. When you first started teaching science, what was the approach—hands-on science, or was it taught more theoretically?

K.R. Secondary science in the UK (in the 1970s), such as the Nuffield Science Project, was all about encouraging curiosity and designing experiments. Science was closer to what scientists actually do, like asking questions, manipulating materials, and finding things out yourself, not just being told by the teacher. In my first year of teaching, I didn’t really know how to teach science, so I thought, well I’ll just entertain myself, and hope the kids are entertained too.

We bred locusts and African clawed toads, made a classroom zoo with the local wildlife, and blew things up. It was actually a pretty good fit with the curriculum, and all good fun. Assessment was based on exams that tested several years work with a few open-ended application questions, so as long as the kids were engaged in ‘real science’ and critical thinking, there was a lot of leeway. That was my introduction to teaching

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science, which was perhaps not typical of the way it was taught in North America.

J.O. What is it about science that fascinates you?

K.R. Different things fascinate different people, but I’ve always found natural phenomena interesting. People are naturally curious, so if you’ve got things that stimulate their curiosity, that stimulate them to ask WHY about nature, then that’s all very much grist to the mill.

J.O. Why is it important for the average person on the street to have some competence in science?

K.R. Reasons for studying science today fall under the personal, the social, and the academic.

Everyone is familiar with the academic rationale—the utilitarian view of science education as leading to qualifications, jobs, careers and a salary. The personal aspect includes cultivating that innate curiosity and wonder I talked about. The social importance of science is that for a thriving democracy you need people who are critical thinkers. Science, if taught well, is a good inoculation against baloney—whether from our politicians or people trying to sell you stuff. It teaches you to ask the hard questions, like “Who says?” and “What’s the evidence?” Along with the rest of the school curriculum, science should play a big part in developing citizens who can think on their feet.

Question and Answer

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Graduate Studies

Fox Family: Masters of Education

Writer: Elizabeth McLachlan Photographer: Rod Leland

The FNMI Master of Education Curriculum Leadership program was designed to work with the community in developing educational leaders. When the cohort convocated this year, five women from the same family crossed the stage.

Two generations of Blackfoot women from one family were among the first to convocate this spring from the First Nations, Métis, Inuit (FNMI) Master of Education Curriculum Leadership Program at the University of Lethbridge. Genevieve Fox, her sister Jacinta, daughters Amanda and Jessica, and niece Samantha all credit their families for instilling in them the importance of education.

“Our parents motivated us,” says Jacinta Fox. “Our brother was one of the first from our reserve to get an education degree.” Five siblings are now university-trained, four as educators.

Their children followed.

“When we finished high school there was never any question we were going on,” says Jessica Fox. “It was just a matter of when,” adds Samantha Creighton. “The best part of my education was here at the University. It gave me back my identity. Learning more about our culture and history made me proud. Being with family was motivating in itself.”

“I could turn to anybody for help,” says Amanda Fox, “my mom, my sister or one of my profs.”

Learning from Blackfoot elders was invaluable, as was visiting sacred sites throughout southern Alberta: Writing on Stone, Napi’s Playground, Woman’s Buffalo Jump, and others.

“We learned about who we are,” says Amanda.

“Our children came and experienced the sites with us,” says Jessica. “It’s important to pass lessons from family and elders to the next generation.” As part of her master’s degree, Jessica wrote a children’s book about a visit to Blackfoot grandparents. “We don’t have enough Blackfoot literature at any level, but specifically for young children,” says the Saipoyi Community School teacher.

“Students can relate if they see themselves in literature,” agrees Genevieve. Thomas King’s Medicine River is one example. “It’s set in Southern Alberta using characters from the Blood Tribe. Something like that makes students appreciate reading.” Genevieve teaches English and Aboriginal Studies at Red Crow College, while working on translating literary terms into Blackfoot, her first language.

“I took for granted the ability to speak it,” she says. “The FNMI program reinforced that we need to retain it. I’ve come away with a deep appreciation for the language.”

“Keeping the language alive is my passion,” says Jacinta, who coordinates the Kainai Board of Education Head Start program for three-year-olds. “If we don’t do anything, it’s projected that by 2027 only two percent of our population will be fluent.”

Samantha infuses Blackfoot knowledge into high school social studies curriculums. “I want students to know where they come from and who they are,” the Red Crow College instructor states. “As long as they know that, they’re going to succeed.”

Amanda, who teaches at Kainai High School, incorporates Blackfoot learning into science curriculums. “Traditionally we learn through doing,” she says. “We can reach Blackfoot students easier if we teach in traditional ways.”

“All those things we didn’t know, we’ve learned in the FNMI program,” says Jacinta. “The elders that came in said, ‘We’re transferring this knowledge to you. Now it’s your responsibility to continue that transfer.’”

Visit: http://bit.ly/SfAKjl

L to R: Jessica Fox (BA/BEd’05, MEd’12), Amanda Fox (BSc’02, UBC: BEd’07, UofL: MEd’12), Genevieve Fox (BA/BEd’03, MEd’12), Jacinta Fox (BA’83, BEd’02, MEd’12), and Samantha Creighton (BA/BEd’03, MEd’12)

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Celebrating 40 Years with the University of Lethbridge

Full Circle

Writer: Elizabeth McLachlan Photographer: Rob Olson

As the University of Lethbridge celebrates its 45th anniversary, Jean Mankee looks back on 40 years

Visit: http://bit.ly/SzQaS8

Jean walking her dog, Diva near the University of Lethbridge campus Jean Mankee once drove her Pinto off the road onto the prairie to gain traction for the steep climb up the valley to the University of Lethbridge. It was 1971 and the new campus had opened, built between undulating coulees west of the Oldman River.

“We were just babies starting our first steps,” says Mankee. “We grew up together.”

The campus was two buildings connected by an above-ground tunnel which snaked from University Hall to the Physical Education/Fine Arts building. “There was nothing else over here,” she says. “We were in our own world.”

“Everyone knew everyone. President Bill Beckel came to the cafeteria for lunch and sat with anyone. It didn’t matter who.”

Throughout her forty years at the U of L, Mankee notes, “all the professors have been called by their first names. The dean has always been by first name. That’s pretty special.”

“The only way here was the old golf road,” she recalls. “Many times if it looked like it was going to blizzard we had to get out.”

Those who couldn’t get out stayed overnight. “They opened the cafeteria and had a party. Students, staff, caretakers, everybody.”

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Mankee worked in Geography for seven years before transferring to the Faculty of Education. As an administrative assistant her main tool was an IBM typewriter, accompanied by carbon paper, correction ribbon and early duplicators. “I wouldn’t want to go back there,” she says. “If you typed something that needed changing you had to start all over.” She was thrilled when computers arrived. “It was so exciting we came back after work just to play with it.”

Mankee sees her life as stages intertwined with campus growth. She met her husband here and their daughter recently graduated from the U of L. Mankee frequents the campus gym and is finely attuned to the rhythms of university life.

“I’m comfortable here. It’s an easy environment to be in. I like interacting with the students and staff. Sometimes professors will come in and just chat.”

This year the circle completes itself as Mankee is honoured with a long service award: a painting of her choice by Hiroshi Shimozaki, one of the first professors she worked for. Through Shimozaki she also met her husband, then an international student, now a U of L alumnus.

The scene she chose is her favourite view in the Crowsnest Pass where she walks with her dogs near the family’s cabin.