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Learn How We Are Improving Experiences to Better Train and Retain Teachers: Pages 6 & 11
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Learn About Outreach Elevating Communities Around the State: Pages 12 & 14
EDUCATION
UWYO UW COLLEGE OF EDUCATION 2022 EDITION
See How We Are Utilizing Technology to Better Reach Students: Pages 8, 14 & 22
1000Dept.Education@UWYOeditor.3374E.UniversityAve., Laramie, WY 82071 (307) 766-3145 | edmrktng@uwyo.edu
Providing better support and opportunities for our students is always a main priority. On page 5, you can learn about a student teacher grant we developed to ease the financial burden on our student teachers. A longtime goal of establishing an extensive, year-long student teaching internship was realized this year. Read more about that effort on page 6. On page 22, you will learn about faculty who are using telepresence robots to bring interactive experiences to place-bound students and educators.
18 Alumni Spotlight
14 ESL Parent Institute Helps English Language Learners Navigate Public Schools
Alumna Earns UW Staff Employee of the Year Honor
Design Michelle Eberle, Emily Edgar, Hallie Davis and Brittny Wroblewski
Greetings, UW College of Education community! This issue shares examples of the many points of excellence and impact from within the college. Our work strengthens families, schools and communities throughout Wyoming andOnebeyond.dimension of this impact comes through our outstanding academic programs. From our undergraduate teacher education programs to our array of graduate programs in counseling and education, the college prepares and supports an essential regional workforce.
Theuwyo.edu/educationMagazineforAlumni and Friends of the University of Wyoming College of Education
On page 3, you can learn more about our plans and see how the John P. ”Jack” Ellbogen Deanship resources ensure our pursuit of a sustainable future for current programs, support future innovations that foster excellence, and address critical needs and priorities.
Read on page 8 to see how we are recruiting promising high school and college students into the teaching profession through a virtual teaching competition. The Because of a Teacher campaign celebrates influential teachers to make their impact known. Scan the QR code on page 10 to watch videos from the campaign and submit your own story.
16 Outstanding Individuals Receive Annual College Awards in 2021
Education@UWYO
Help us celebrate community members who are dedicated to supporting the college’s mission each day! Read about annual college awardees and their impact on page 16. Learn about two college alumni who have taken their careers to new heights on page 18. Finally, on page 20, learn how skills acquired in our higher education administration program led to an alumna being named UW staff employee of the year.
12 UW Professor Brings Drone Technology and Career Skills to Wyoming Communities
3 Ellbogen Deanship Supports Excellence in Education
Dean’s Update
College Dean Scott L. Thomas Associate Dean for Academic Affairs Jenna Shim Editor Jason Harper
A second dimension of our impact is found in our research programs advancing the frontier of knowledge in a wide range of critical areas. Each day, our nationally recognized faculty and very talented students engage in research in literacy, math and science education; play therapy; dual language learning and leadership, among others. This research informs and elevates our academic programs and distinguishes graduates’ careers and personal lives.
ON THE COVER: Taylor Smart, an elementary education major, leads a first grade classroom at Beitel Elementary in Laramie during her student teaching residency.
6 Paid Internship Provides Year-long Student Teaching Experience
The college is committed to providing professional learning opportunities for the state’s educators. On page 11, learn how the inaugural cohort of the Wyoming Teacher Mentor Corps will help retain emerging teachers. See how the college is exposing Wyoming to drones, and the opportunities they bring, on page 12. Read about the Wyoming ESL Institute on page 14, to learn how the college helps educators better serve a growing English learner population. On page 15, you can gain insight into a project that meets the needs of and busy students by delivering course content through Amazon Alexa Skills.
Photography All photos by Ted Brummond and Kyle Spradley unless otherwise noted.
©2022 by the University of Wyoming College of Education. All rights reserved. Excerpts from this magazine may be reprinted with permission, provided appropriate credit is given to the University of Wyoming and copies of reprinted materials are provided to the
11 Expert Mentorship Training to Improve Early Teacher Success and Retention
15 Alexa Skill Improves Wyoming Educators’ Dyslexia Knowledge While On the Go
22 Increasing Access for Students and Teachers Across the State
The University is committed to equal opportunity for all persons in all facets of the University’s operations. All qualified applicants for employment and educational programs, benefits, and services will be considered without regard to race, color, religion, sex, national origin, disability, protected veteran status, sexual orientation, gender identity, genetic information, creed, ancestry, political belief or any other applicable category protected by law and University policy.
A third dimension of our impact is found in our service to the state. While we have a physical presence in Laramie and Casper, our campus borders are the state’s borders. Our professional development support, research activity and more than 400 student placements each year span all corners of the state.
8 Virtual Teaching Competition Helps Recruit Top Students
20 Higher Education Administration
The University of Wyoming and the John P. Ellbogen Foundation made history through the establishment of the university’s first endowed deanship in the College of Education. The John P. “Jack” Ellbogen Deanship for the College of Education is the most recent gift from the John P. Ellbogen Foundation to UW and was made possible through a longstanding relationship between the two institutions.ScottL.Thomas, previously the dean of the University of Vermont’s College of Education and Social Services, was selected to become UW’s first John P. “Jack” Ellbogen Dean of the College of Education and has been serving in the role since July 1, 2021.
His career also has included faculty positions at the University of Arizona, the University of Hawaii-Manoa and the University of Georgia. He has been editor-in-chief of the Journal of Higher Education and president of the Association for the Study of Higher Education.Thomas holds a Ph.D. in education policy, leadership and research methods from the University of California-Santa Barbara, where he also received his
Thomas worked in his previous position at the University of Vermont since 2016, where he simultaneously served as interim dean of the university’s College of Nursing and Health Sciences for two years. Before that, he was dean of the School of Educational Studies at Claremont Graduate University, where he simultaneously served as vice president of strategy and academic planning.
ELLBOGEN DEANSHIP SUPPORTS EXCELLENCE IN EDUCATION
Education@UWYO 2022 Edition • 3
The deanship for the College of Education will fund the initiatives of Dean Thomas and help the college secure a sustainable future for present programs and future innovations that foster excellence and address critical needs and priorities. Moreover, funding will be designated to attract prominent researchers and scholars, bringing new and leading-edge innovation in teacher education to “ExcellentUW.teachers, excellent school leaders and ongoing support through the career are three fundamental principles that will guide our future work. Focusing on those core priorities will allow us to realize a renewed excellence in our education preparation and leadership programs,” says Thomas.
4 • Education@UWYO 2022 Edition —futurewillprinciplesthreethesupportandschoolteachers,“Excellentexcellentleadersongoingthroughcareerarefundamentalthatguideourwork.”ScottL.Thomas
John P. “Jack” Ellbogen was a Wyoming native born in Worland. He attended UW and earned a bachelor’s degree in history, a law degree and an honorary doctorate from the College of Business. He attributed his success in business to the education he received at UW and was inspired by the outstanding teachers who encouraged him to work to his full potential. He believed in the importance of a quality education and was a strong advocate for teachers.
bachelor’s degree in sociology. His areas of expertise include higher education finance, policy and organizations; the sociology of education; and applied statistics.“Dean
Thomas’ extensive experience, his eloquence, his enthusiasm and his demeanor made him a clear choice among a group of excellent finalists. His passion for rural education will serve Wyoming well,” says Provost and Senior Vice President Kevin Carman.
“We are going to be focusing on field experiences and entry into the profession as a first order of business. We know that expanding student teaching and improving mentorship will provide the most leverage to enhance learning opportunities for kids and adults across Wyoming.”
“The naming of this deanship, first and foremost, was about honoring the vision and intent of the foundation benefactor, Jack Ellbogen, and his core values regarding the essential importance of quality teaching,” says the president of the John P. Ellbogen Foundation, Mary Ellbogen Garland. “I know he would be pleased with the leadership Dean Thomas brings for the benefit of education throughout Wyoming.”“Icamehere not just to lead this college but to be part of a moment of positive transformation in public education in Wyoming. The small community of collaborators who influence the state’s educational system ensure all possibilities are in reach,” says“TheThomas.College of Education must continue to elevate its excellence in preparing educators, the Wyoming Department of Education must continue to strive for excellence in educational administration and procedure, and the Wyoming Legislature needs to continue its focus on developing sound educational policy to guide our system. When that happens, and all three entities are coordinated and working in harmony, we will be the national model for how to conduct equitable, high-quality education in a rural state.”
The College of Education urges student teachers to prepare for the final semester of the program by planning to focus 100% of their time and effort on the residency experience. Because they don’t work an outside job during this semester, they often need help with moving and living expenses—this is where you can help!
HELP SUPPORT STUDENT TEACHERS COMPLETE THEIR RESIDENCY
PLEASE CONSIDER SUPPORTING WYOMING’S FUTURE TEACHERS BY DONATING TO OUR YOU FUND CAMPAIGN
Like Alicia Chamberlain, College of Education class of ’21, says: “The contribution of $500 was very helpful. Scholarships like this ease the mind and allow a person to focus on what is really important, and that is finishing their degree. I was placed in a high school biology classroom and at a junior high for my student teacher residency. I was just hired to be a science teacher in a junior high!”
Student teachers devote 16 weeks full time, without pay, to become certified teachers. This is a transition semester between college and work that allows the student teacher to focus on teaching as a profession while still under the guidance of mentors.
Student teaching is an exciting part of the teacher education program—the final step toward preparing for a successful teaching career! Decades of research indicates that practicing teachers perceive this experience as the single most valuable experience of their teacher education program.
Makayla Wheeler, elementary education ’21, works with a student at the UW Lab School during her year-long student teaching internship.
In fall 2021, a novel partnership took root between the UW College of Education and Albany County School District #1 (ACSD#1) to provide two pre-service teachers with an extensive one-year internship at the UW Lab School. The program is the first of its kind in Wyoming and is an alternative to the traditional 16-week student teaching residency. It pays pre-service teachers a stipend while they lead a class for an entire school year. Interns can also earn a graduate credit at UW for the internship.
6 • Education@UWYO 2022 Edition
1st and 2nd grade classrooms. They are supported by their mentors, Ashley Koch and Jayne Hellenburg.
“The College of Education is exploring expanded placements to enhance pre-service teacher experiences. Research shows that the more time future teachers can spend in a classroom, the more prepared they are to teach,” says Andrea Burrows, associate dean for undergraduate programs and“Theprofessor.internship allows students to get a full experience, starting in the summer before students report and ending with the submission of final grades,” shares Alan Buss, director of the School of Teacher Education. “One of the
Paid Internship PROVIDES YEAR-LONG STUDENT TEACHING EXPERIENCE
Makayla Wheeler (Elementary Education ’21) and Britney Hoopes (Elementary Education ’21) were selected for the inaugural opportunity and are both teaching in mixed
A student gets support from Britney Hoopes, elementary education ’21, who participated in a year-long student teaching internship at the UW Lab School.
Hoopes had to postpone her student teaching residency in spring 2021 due to the birth of her daughter. This unique program offered her the perfect solution to keep her career on “Itrack.heard about this opportunity, and it sounded amazing! I knew that this would be my chance to become a teacher and hone my skills. I knew that I would have a lot of support from my colleagues. In addition to this, I would be paid, start my retirement in Wyoming, and receive graduate credits.”
“During the fall semester students are considered student teachers and fulfill their student teacher requirements at this time. If all their other requirements are completed, they will graduate in December. The rest of their internship they are considered Albany County School District employees and are paid a stipend with full benefits through the end of the school year,” says Elizabeth McMahan, director of student teaching.Although the UW pre-service teachers are considered the main classroom teacher, they are paired with a supportive mentor whom they co-teach with. Like their peers in the traditional student teaching residency, the interns are required to be observed by supervisors, complete their edTPA and receive mid-term and final evaluations from their mentors. These support systems and resources continue for the duration of the internship.
The internship is currently offered to student teachers placed in ACSD#1 classrooms. Like a normal job, the participants must apply to join and are interviewed for the position. Those selected start the experience in the fall as student teachers and gradually take on more and more responsibilities as the year progresses.
The interns have a small class size of just 16 students which they will teach throughout year. They will participate in
curriculum planning and implementation including outdoor education, project-based learning, integrated curriculum, standardsreferenced report cards and more.
Hoopes shares, “Coming into this experience, I was very eager to hone my skills and prove that I can successfully teach children. I have refined my skills in planning, assessing, problem solving, teaching all areas of growth, and classroom management. This experience has been challenging and rewarding for me, and I have learned a lot about my philosophy of teaching and why I like to teach.”
“There were times last semester that I worried my classroom would never feel like mine,” says Wheeler. “Now that I am the lead teacher, my mentor takes on more of a supportive role. I am consistently in front of students while she works with small groups or individuals. She occasionally teaches the whole class, and we collaborate to plan and prepare.”Hoopes had a similar experience working with her mentor.
“I think the most challenging part of the internship was my own uncertainty. As a new teacher, it can be easy to doubt yourself and your abilities. This felt especially true as I transitioned from a student teacher into the role of the lead teacher,” says Wheeler. “Fortunately, Ashley was always there to support and provide feedback. Anytime that I was questioning myself or my plans, I could run it by her and get reassurance.”
The year-long internship experience was a great success in its first year. The College of Education is planning on expanding the experience for more pre-service teachers and hopes to establish partnerships with more districts and more schools across the state.
Both interns learned a great deal during this intensive experience and can see substantial growth in both their teaching abilities and their confidence.
primary reasons for starting the year-long internship was to provide a bridge for student teachers to enter the workplace and for districts to recruit and prepare new teachers.”
“We taught equally in the classroom for the first 10 or so weeks, then Jayne stepped out of the classroom after Thanksgiving break. She now visits briefly in the classroom a few days every week and helps me plan lessons and prepare for School Based Intervention Team meetings. Jayne has always let me jump into teaching and trying new ideas in the classroom. She gives me a lot of feedback and ideas to implement for lessons and classroom culture.”
VirtualCompetitionTeachingHelpsRecruitTopStudents
By Alyssa Miller
Bottom row: Jennifer Michaels, of Thunder Basin High School in Gillette, placed third in the competition for her WyTeach lesson.
8 • Education@UWYO 2022 Edition
Top row: Alyssa Medina, a student at Cheyenne East High School, presents her lesson using Mursion.
“I had a student talk poorly to another student. I had never had an experience like that in person, so I was not fully prepared, but it was a good challenge to have because it will be a recurring problem when I do become a teacher myself,”
The Mursion system recreates the classroom environment and replicates a real-world teaching experience as closely as possible, making the virtual contest possible. The VR student avatars and contestants can see and hear one another, letting them react and speak in real time. The virtual students can also display behaviors, such as pulling out a cellphone, for the teacher to notice and correct, making the contest even more realistic. The contest provides interactive and practical teacher preparation for students competing.
DalyHighsays.school
Emma Daly, a student at West Grand High School in Kremmling, Colo., was named the first-place winner of the contest for her presentation, “Earth’s Quietest Heroes.” Daly, who has experienced leading a classroom in person during internships, says using Mursion provided an enhanced
There are big plans for the contest’s future. Freeman and Gull have already expanded the competition to include a collegiate-level contest in partnership with Wyoming community colleges. They are also working with FFA and Family, Career and Community Leaders of America to take the WYTeach High School Contest nationwide.
“We have to start purposefully recruiting to get the very best people into classrooms, and WYTeach is one way to get high school students excited about the field. With this contest, we can help students experience some of the great things about teaching,” Gull says. “It is a great feeling when we see them ‘get it’ while using Mursion. Those are the students we hope to enroll in our teacher preparation programs at UW.”
In comparison with other teaching competitions, the contest at UW stands out for providing a more realistic teaching experience. Most teaching contests see participants presenting lesson plans as opposed to teaching their lessons to a classroom. Using VR to provide an authentic classroom environment is what helps set WYTeach above the others and ensures that students across the state can participate.
The contest started for high school students but has expanded to include the College WYTeach Contest to encourage UW students to consider a future in education. The top three finalists of both the high school and the
Interested in competing in future WYTeach Contests?
“Having the VR technology is a game-changer for teacher preparation and for teaching competitions. This takes the teaching events to a new level, making the experience more engaging and authentic for the participants.”
Education@UWYO 2022 Edition • 9
“The contest allowed students to see themselves as teachers through authentic experiences with the Mursion avatars,” Freeman adds. “It also helped them to realize that they possess many of the qualities that make a good teacher while analyzing and discussing their performance in the competition with their peers and judges.”
college contests receive scholarships to the University of Wyoming or Wyoming community colleges so they can
collaborated with Mursion, a company that specializes in virtual reality training simulations, to develop the contest and provide realistic teaching experiences for high school and college-age students.
The contest was recognized by Fast Company with one of the 2021 World Changing Idea Awards. These awards acknowledge projects that are working to solve critical issues and are a nationwide recognition for outstanding technological development and societal impact.
— Colby Gull
“Mursion allowed us to move from simply presenting material to actually teaching, asking high-level questions, interacting with students and assessing for learning,” Gull says. “Having the VR technology is a game-changer for teacher preparation and for teaching competitions. This takes the teaching events to a new level, making the experience more engaging and authentic for the participants.”
students often think about teaching through the students’ eyes; WYTeach gives them the opportunity to think about it from the teacher’s perspective, Freeman says.
Go educators who have Wyomingites the people they are today. your about an influential
into
Teachers make an impact every day. From big moments that shift the trajectory of a person's life to small things teachers do to make students feel safe, appreciated, and ready to learn. The UW College of Education has launched the Because of a Teacher campaign to share stories that showcase how teachers make a di erence in the lives of their students.
story
helped build several distinguished
You can also submit a short video sharing
teacher!
to uwyo.edu/because-of-a-teacher to hear stories about the
Teacher Mentors will participate in two, three-day summer institutes held at UW; two fall retreats and one spring in-person retreat; and quarterly, virtual community-of-practice gatherings. For their work, Teacher Mentors will receive a stipend for attending both summer institutes and completing all program requirements. Additionally, the UW College of Education will cover all substitute teacher and travel costs for Teacher Mentors to reduce the barriers for participation in the program.
“The Wyoming Teacher Mentor Corps focuses on two critical periods in the arc of a teacher’s career. Our students’ pre-service, practica and classroom teaching experiences will benefit directly from the support of a network of well-prepared and supported mentors. The benefits of the WTMC extend to the in-service phase of our graduates’ first two years in the classroom, better ensuring support that encourages their success and commitment to the profession,” says Scott L. Thomas, the John P. “Jack” Ellbogen dean of the College of Education. “There are few areas promising a similar return on investment that can almost immediately improve our support for teachers in Wyoming.”
The University of Wyoming College of Education has launched the Wyoming Teacher Mentor Corps (WTMC), an innovative program designed to foster teacher excellence by providing expert support for emerging teachers. The community of mentors will help early-career and pre-service teachers excel in the classroom.
The WTMC will work with 20 educators from across Wyoming to participate in the inaugural cohort that will begin in June 2022. These Teacher Mentors will establish a network of professional connections with educators across the state and play a role in shaping the future of the Wyoming economy by improving education.
andTeacherImproveTrainingMentorshiptoEarlySuccessRetention
“The K-12 system drives the quality of the labor force. Highquality teachers impact the learning of individuals who will make up the labor force. Additionally, businesses consider the quality Expert
of education in communities before investing in them. They are less likely to bring their business to communities where they see high teacher turnover or low student outcomes,” says Gull.
“We have identified five main competency areas that we want the Teacher Mentors to master and demonstrate competency: communication, feedback, assessment, personnel development and work/life balance,” says Gull. “Teacher Mentors will receive training at the summer institute and then will be asked to demonstrate their competency in each of the areas during the school year as they work with pre-service or early-career teachers in their districts.”
Decades of scholarship show the importance and value of expert support at two key parts of an emerging teacher’s career: the pre-service phase and the induction phase. The WTMC will offer thoughtful supervision and mentorship at each of these phases.
“Teaching is a hard job, and that difficulty is compounded in the first five years. New teachers must master the skills of instruction, assessment, and classroom management all while navigating the culture in a new school and community,” says Colby Gull, managing director of the UW Trustees Education Initiative, who is driving efforts for the project.
The project was enabled by a significant philanthropic gift and will receive additional support from Ellbogen Deanship funds. UW will lead the WTMC program in collaboration with the Wyoming School Boards Association, Wyoming Association of Elementary School Principals, Wyoming Association of Secondary School Principals, Wyoming Education Association and Wyoming School-University Partnership.
Education@UWYO 2022 Edition • 11
AND CAREER SKILLS TO WYOMING COMMUNITIES
University of Wyoming Professor Tim Slater is bringing drones to Wyoming communities to get middle- and high-school students excited about the technology and future careers they could have that utilize drones. Slater’s twopronged approach to introduce this technology includes hosting professional training for local educators and community members alongside competitions for students. Most kids know what drones are, but many have never actually used one. Slater, who serves as the Wyoming Excellence in Higher
DRONE TECHNOLOGY
“The drone training from UW allowed our teachers to learn more about current technical markets, industry trends, emerging technologies, and how business
“After 40 years of successful robotics education, we have realized that the spirit, camaraderie and urgency created by hosting competitions works really well. We are leveraging that to encourage more students to get involved in
PHOTOGRAPHY BY JASON HARPER
Education Endowed Chair of Science Education, hosts events where children learn how to program, fly, repair and compete with drones. The events are designed to pique various interests the kids might have and incorporate science, technology, engineering, art, mathematics and computer science.
UW PROFESSOR BRINGS
drone flying and drone flying clubs,” saysTheSlater.team has completed 10 professional development trainings for about 100 educators and leaders of community organizations such as 4-H. The team also has conducted five weeklong workshops and nine competitions where nearly 200 students have gained hands-on experience with drones.
Rick Sanchez helps Amy Pierson, an elementary teacher at JCSD #1, member of the Wyoming State Board of Education and the 2016 Wyoming Teacher of the Year, get comfortable flying drones. Below: A beginner drone and tablet that participants utilize during the drone training workshops.
“We went from learning about them [drones] and flying once to flying every day. We even built our own course in the classroom,” says Alex Willoughby,
“What has been surprising is that despite the similarities between robotics education and drone education, the career pathways are often different,” says Slater. “Robotics seems to urge
a 2021 graduate of Cheyenne South High School who has participated in the training. “We have to learn maneuvering and how to program the drone autonomously to fly on its own. It was rough at first, but then we learned to code, it and it was easier.”
The drone experts have also developed and collected classroom-ready instructional materials for schools, after-school programs, hobby groups and other organizations that improve flight skills and lead learners to become lifelong drone enthusiasts. The trainers also share important advice with participants on how to pursue grant funding to support ongoing drone programs in the local communities.
students to go to college and pursue traditional STEM career pathways like engineering. Drones seem to naturally lead students to technology and vocational trade school career pathways such as agricultural mapping and monitoring, creative arts filmmaking, block coding for computer science and remote control of highly technological systems.”Participants are exposed to coding when they learn how to program the drones to perform specific flight patterns and maneuvers. Virtual and in-person racing competitions allow the new pilots to practice flying and put their skills to the test by navigating obstacles or performing tasks. Film competitions using drone-produced video footage provide the opportunity for students to be creative in their exploration of technology and hone their flying skills. Ethics and laws are also included so students are flying in a safe and lawful manner. The participants also learn how to repair the drones so they can be used again after they have inevitably crashed a few times.
This work is supported by the UW College of Education, UW Trustees Education Initiative and the Wyoming Department of Education CTE Division. Collaborators throughout the state include Gillette College, Area 59 Makerspace, Northwest College and WyoTech. and industry implement technology into their organizations,” says Rob Hill, who teaches construction for grades 10-12 at Pathways Innovation Center in Casper. “As a construction teacher, I learned how drones are used to estimate materials, monitor progress, inspect buildings and market completed projects for sale. This will be a catalyst for me implementing drones into my construction program.”
Slater has built up a team of experts to support the work. Rick Sanchez, a science educator at Johnson County School District 1 and licensed commercial drone pilot; and Chris Leatherman, owner and chief remote pilot for Aerial Solutions of Wyoming and the instructor for courses in UW’s geospatial information science and technology (GIST) program, both serve as flight instructors during the events.
WATCH THIS VIDEO TO SEE AN UWYO-DRONESESSION:DRONEEDUCATORTRAININGBIT.LY/ Education@UWYO 2022 Edition • 13
During the professional development events, the educators and community leaders will experience similar activities as the students. The goal is to expose them to drones in a fun and exciting way while helping them develop skills that will ensure students have support and resources to maintain their interest when Slater and his team leave town.
Helps English Language Learners Navigate Public Schools
PHOTOGRAPHY BY JASON HARPER 14 • Education@UWYO 2022 Edition
As part of her work, Shim interviewed over 100 ESL parents in “ThroughWyoming.myresearch, I learned these families value education and want to help their children succeed in school but are often unsure how to navigate the American public school system,” she says. “I also learned that ESL students, many of whom live in impoverished conditions, can have better success in school when their family and school collaborate on their behalf.”
collaborations can provide research-based changes for P-12 education in our state and are a powerful means of improving student achievement and cultivating college-going cultures.”
The inaugural Wyoming ESL Parent Institute, held at Gillette College, was an outcome of a research conducted by Jenna Shim, associate dean and professor in the University of Wyoming’s College of Education. Shim’s research was funded by the Everett D. and Elizabeth M. Lantz Distinguished Professorship in Education, which she was awarded in 2018.
Over two hundred people attended the Wyoming ESL Parent Institute, which served as a resource for English as a second language (ESL) students and their parents, in addition to educators and policymakers who want to support ESL families in their school districts.
“Educators need to make authentic efforts to better engage with these families and create support systems that are specifically designed to help the families of ESL students become active partners in their children’s schooling,” Shim says. “Teachers and administrators who attended the institute from across the state hope to use the Wyoming ESL Parent Institute as a template to host similar events that increase parental involvement in their districts.”
Participants in the institute were asked to attend four informational sessions and were eligible to receive goodie bags upon completion that included bilingual dictionaries and other resources. Sessions included presentations on a variety of topics to help ESL families support their students. Attendees selected the sessions they wanted to attend and learned about the benefits of being bilingual; how to use district technology; extra-curricular programs; resources available to them in the school district; how to help their students with homework; and resources that lead to college and other post-secondary options.
With these findings, Shim reached out to Campbell County School District 1 principals Bertine Bahige and Keri Shannon to collaborate on an event that would connect ESL families to the school district and resources available to them. The Gillette district’s high English learner population and established dual language immersion (DLI) programs made the principals ideal partners to help plan and deliver the first Wyoming ESL Parent Institute.
“Events like the Wyoming ESL Parent Institute are the result of sustained educational partnerships between Wyoming public school districts and UW’s College of Education,” Shim says. “These
ESL PARENT INSTITUTE
Every aspect of the event was developed with the unique needs of ESL families in mind. The institute was held on a Saturday to allow working parents to attend; translators were present to ensure the information was received by all; and resources were provided to ensure parents with young children could attend.
Above left: (L to R) Bertine Bahige (mathematics and mathematics education ‘09), principal with Campbell County School District 1; Renee Fritzen, a Spanish professor at Gillette College and Spanish teacher at CCSD 1; and a CCSD 1 teacher perform Spanish music. Above: Parents, educators, policy makers and passionate supporters listen to presentations to help ESL families navigate public education.
“Dyslexiachallenges.Awareness” offers an innovative way for pre-service and in-
Awareness” and future Alexa Skills allow for course content to be widely accessible and free to anyone interested in expanding their knowledge on corresponding topics.
By participating in this skill, individuals will develop a foundational understanding of dyslexia. The skill provides an overview of instructional practices and accommodations that may be used to support struggling readers. The knowledge gained through this skill also allows educators and parents to better recognize signs of dyslexia and understand why identifying reading disabilities is so important.
As these skills can be accessed on many digital devices, learners are not required to visually engage with the content, enabling them to learn while driving, cooking, exercising or traveling. Hunt explains, “This unique modality increases the accessibility of professional development and creates a space where participants direct their learning to fit the delivery of content into their personal schedules.”Afterfinishing the skill, individuals receive a certificate of completion, which may be stacked with subsequent completed skills and submitted to the Wyoming Professional Teaching Standards Board for re-licensure credit.
Alexa Skill Improves Wyoming Educators’ Dyslexia Knowledge While On the Go
Initiated by a generous endowment from Ann Pickard and Dan Smith to the College of Education Literacy Research Center and Clinic, the Alexa skill, “Dyslexia Awareness,” was recently published on Amazon. The skill provides research-based and expert-vetted content that helps educators better understand and support children by exploring the fundamentals of dyslexia and other reading
service educators to engage in professional development. The skill can also help parents, school administrators, caregivers and others to develop an understanding of dyslexia and reading challenges.
The skill is intended to expand educational tools for individuals to learn on the go. With the ability to listen and engage with course content through Amazon technology, “Dyslexia
“It is our hope that the Dyslexia Awareness skill will improve educators’ understanding of dyslexia and reading challenges both in Wyoming and across the country,” Hunt says. “Although we recognize that this skill serves only as a foundational underpinning of dyslexia, we hope it encourages educational professionals and family members to seek additional resources and support specific to this topic.”
A corresponding skill is under review and will be published soon, while a third skill in this series is currently under development. These two additional skills are designed to expand and further develop participants’ understanding of dyslexia and reading challenges.
Scanlisten!to
Tiffany Hunt, an associate lecturer in the School of Counseling, Leadership, Advocacy and Design (CLAD), and Andey Robins, a graduate student in the UW Department of Computer Science, recently published a new Amazon Alexa Skill designed specifically to support the professional development of educators. Hunt and Robins, along with their colleagues Richard Carter, an assistant professor in CLAD, and Dana Robertson, associate professor previously from UW who is currently at Virginia Tech, are using Amazon Alexa Skills to create succinct and targeted professional development that is widely accessible for K-12 educators nationwide.
Heather Hirsch, a UW master’s student in special education, uses Amazon Alexa skills to access a voice interface to answer quiz questions and navigate through course content on dyslexia.
By Aly Miller
Outstanding Individuals Receive Annual College Awards in 2021
Janet Lear
Ali Bicer
FACULTY AWARD FOR OUTSTANDING TEACHING
FACULTY AWARD FOR OUTSTANDING ADVISING
16 • Education@UWYO 2022 Edition
Each year, the College of Education recognizes outstanding accomplishments by presenting awards and a $750 stipend to select faculty, staff and graduate students. The faculty and staff awards are selected by the dean and two associate deans in the college from a pool of nominations. Other awards are determined by past recipients, the chair of the college tenure and promotion committee, and other college administrators as determined by the dean. Read on to learn more about the recipients and their exceptional work to support our students.
Janet Lear, an assistant lecturer, received the outstanding teaching award for her ability to connect with her students through kindness and impact their success in UW’s teacher preparation program. In addition to her teaching responsibilities, she has volunteered time to support the college’s AAQEP accreditation. Lear was a 2020 recipient of the Top Profs Award from the members of the Cap and Gown Chapter of Mortar Board.
Amanda DeDiego, an assistant professor of counseling, received the outstanding advising award for the passionate support she provides her students. She regularly meets with her students to help them strategize about their future and to share local and national opportunities that will push them to flourish beyond their current comfort zones.
Amanda DeDiego
OUTSTANDING STAFF AWARD FOR SERVICE TO THE COLLEGE
Bret Sorenson
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Barbara Hickman, an assistant professor, was honored for outstanding service to the education profession for her dedication to the education leadership program. Hickman’s passion allows her to provide personalized support to her students and be deeply involved in research while serving as the only fulltime faculty member in the program. Despite this huge responsibility, she has managed to breathe new life into the program by rebooting the annual state educational law, policy and leadership conference and by representing UW on the international stage through her work with the EdTech Genome Project. Hickman was also recently named the recipient of the 2021 Mary Garland Early Career Fellowship to support her research activities.
OUTSTANDING RESEARCH AND SCHOLARSHIP
Tiffany LeGal
OUTSTANDING SERVICE TO THE EDUCATION PROFESSION
Ali Bicer, assistant professor of mathematics education, received the outstanding research and scholarship award for the impact his research abilities and high-quality publications are making at UW, nationally and internationally. Bicer has 598 citations and an h-index of 13 on Google Scholar; these statistics are impressive considering that he is only in his third year as a tenure track, assistant professor. Since joining UW, Bicer has published 17 refereed journal articles and three book chapters. Of the 17 refereed journal publications, Bicer is the lead or sole author of 11 of these articles.
Tiffany LeGal, an office associate in the School of Counseling, Leadership, Advocacy and Design (CLAD), received the staff award for service to the college for the exceptional service she provides to students and faculty in her programs. LeGal, a longtime CLAD team member, has been a consistent source of information to all newcomers who come to for guidance. Her institutional knowledge was invaluable to ensuring a smooth transition in CLAD administration in 2020 and helped the new leaders take over the reins with ease.
FACULTY AWARD FOR OUTSTANDING CONTRIBUTIONS TOWARD IMPROVING THE CLIMATE OF THE COLLEGE Bret Sorenson, technology coordinator for the College of Education, received the outstanding contributions toward improving the climate of the college award for his integral support of faculty and staff as they wrestled with technology during the move to online learning because of the pandemic.
Barbara Hickman
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“I am most fulfilled when I can connect with students for so many moments. Students bring an energy and passion that reminds me of the exciting parts of the counseling profession. I enjoy learning alongside them and being present when a concept or skill really clicks for them. I also love when students get excited about their own thing and develop their own passion.”
COURTESY PHOTO
“One of the most beneficial parts of the program was the openness of faculty to allow for learning experiences outside of the classroom. I was able to participate in many of the different roles that faculty in higher education must fulfill, including research and service opportunities. I entered my first position as a counselor educator with a better understanding of the responsibilities and a confidence to complete many of the tasks required of me on a day-to-day basis.”
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“I would tell future counselors that they are only able to care for clients as much as they care for themselves, and it is important for them to develop their own practices related to self-care. When working with people on their worst days is a large part of the job, it is vital that future and beginning counselors start early to determine what will keep them healthy and well so they can continue doing what they love.”
Spotlight
What is the most fulfilling thing about your current job?
How did your education at UW prepare you for your current position?
Kimberly Coggins
What advice do you have for future counselors?
Kimberly Coggins (Ph.D. counselor education and supervision ’16) was recently named the inaugural recipient of the Counselor Educator of the Year Award by the Tennessee Licensed Professional Counselors Association. After receiving her doctorate at UW, Coggins joined the faculty at Austin Peay State University in Clarksville, Tenn., as an associate professor. At APSU, she partnered with an acting professor to create a mock simulation to help prepare her counseling students for what it might be like responding to a disaster or crisis scenario.
Why were you inspired to become an educator?
Justin Pierantoni
“I have such fond memories of my undergraduate times at UW and the College of Education. I met so many amazing people with whom I still enjoy crossing paths. I have come to learn that the relationships I formed many years ago are still a part of my professional life today. At UW, I was surrounded by wonderful people who moved on to influence education in their own realms. Dr. Bryant, Dr. Paradis and the late Dr. Stephans shared a vast amount of knowledge so willingly and with the purpose to make people better.”
Education@UWYO 2022 Edition • 19
What memories of UW do you carry with you today?
Justin Pierantoni (elementary education ’97) grew up in Rock Springs before attending UW to become a teacher. After serving in a classroom for eight years, he made the jump into leadership roles as principal of Metcalf Elementary in Etna, Wyo., in 2005. Pierantoni spent the next 16 years gaining experience as principal in both rural and urban districts across the state. In 2021, he was selected for his current role as the superintendent of Laramie County School District 2.
“I have a couple of thoughts to share that have shaped how I approached my different roles. First, if you want to be an administrator, recognize that you have been in an interview for the position long before you apply. Who you are is always observed. The second piece of advice is to really consider the fit between who you are and the school or system with which you are interviewing. Administrative jobs often require an immediate and long-term commitment. If you can’t see yourself in that place long term, be true to your career and don’t take it. I believe that the right position comes along at the right time.”
COURTESY PHOTO
“I have been around education for most of my life. Both of my parents have teaching degrees, as do my wife and several members of my extended family. I attended UW as an undergraduate through a scholarship program that provided me with a full ride under the expectation that I would teach in Wyoming for several years. Becoming an educator helped me give back to my state for the education I was provided.”
What advice do you have for teachers looking to get into administrative roles?
“Because the program is online and so flexible, I was able to maintain my job and pursue my master’s. The connections I made were invaluable, and the faculty are supportive and encouraging, with a wealth of knowledge and-Jesscompassion.“Willford
The improvements have not been limited to curriculum and include changes to how and when students can access course content. Educators scattered across the state can take courses on their own time through fully online and mostly asynchronous course delivery. The updated format does not require a thesis or final exam to graduate, and students are eligible for graduation when they successfully complete all 11 courses in the program. incycleofferedenjoyresponsibilitiesfamilygraduateprofessionalsWorkingjugglingschoolwithandworkalsothatcoursesareinaregularandcanbetakenanysequence.“Becausethe
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Jess Willford, who graduated with a master’s degree in higher education administration in 2019, was named the University of Wyoming’s staff employee of the year for 2022.
look critically at how I manage my programs and helped me integrate best practices into my training and management styles.”The higher education administration graduate program has received a huge overhaul in recent years to cater to working professionals in Wyoming.
Jess Willford (MA higher education administration ’19), manager of UW’s LEARN Program, a unit of the Office of Academic Affairs.
Higher Education Administration Alumna Earns UW Staff Employee of the Year Honor
of the First Quarter last spring and has served in various roles for UW’s LeaRN Program, where she has worked since 2005. Her journey at UW began as a student, earning her bachelor’s degree in anthropology in 2004 before gaining her master’s degree from the College of Education.
Willford is just one example of how UW’s programs support working professionals and other nontraditional students in improving their abilities so they can make an impact in our unique state.
current role.
“I manage several out-of-class academic resources for undergraduate students at UW, including the STEP Tutor Center and Supplemental Instruction. I also manage Early Alert, which is a program designed to help students who may be struggling in their classes to connect to faculty, advisers and resources,” says Willford. “My time in the higher education administration master’s program challenged me to
program is online and so flexible, I was able to maintain my job and pursue my master’s. The connections I made were invaluable, and the faculty are supportive and encouraging, with a wealth of knowledge and compassion,” says Willford.
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PHOTO BY PURE MOUNTAIN PHOTOGRAPHY
“We sought the advice of the presidential staffs of all Wyoming’s community colleges to develop these programs with special attention to staff, faculty and administrators in community colleges, but we have also found these topics be relevant to staff at the university level as well,” says Reed Scull, associate professor and program coordinator for higher education administration. “The content is focused on emerging topics and pressing issues of administrative practice, including budgeting, program evaluation, staffing, workforce education and continuing and professional education.”
Currently serving as manager in the UW’s LeaRN Program, a unit of the Office of Academic Affairs, Willford helps to ensure the academic success of UW makewithprogramadministrationthestudents.undergraduateHertimeinhighereducationprovidedhertheexpertisetoanimpactinher
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whenever it’s most convenient for you. ATES
learn.uwyo.edu/graduate-education-certificatesS
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EXPLORE OUR PROGRAMS TO GET STARTED TODAY! O N LI N E C E R T IFIC
The University of Wyoming College of Education has designed programs to give working educators the expertise they need to progress into leadership roles or increase job security by gaining new skills. Our certificates for busy educators can lead to additional teaching and leadership endorsements and
Telepresence robots come in many shapes and sizes but are essentially a computer or tablet that is connected to a robot that can move around its environment under the control of a human operator. The operator’s face is shown on a screen, which helps to make the experience more personal. Cameras and microphones allow people to interact and communicate with the operator, who can also see and hear them in real time.
Several UW College of Education faculty members have used telepresence robots in innovative ways that enhance the student experience to provide them with a more diverse and robust understanding of their field. They have also helped expand the reach of UW educational resources, so teachers across the state can use them to further engage their students.
Building a Presence Through Telepresence
Assistant Professors of Counseling Amanda DeDiego and Paul Maddox of UW-Casper started using two robots during the pandemic to teach students play therapy and basic counseling skills. As they were prevented from being in close proximity during the pandemic, DeDiego and Maddox needed to find a way for their students to “be with” their clients.
Increasing Access for Students and Teachers Across the State
Although we aren’t any closer to Star Trek’s Transporter device than we were when the show was first introduced, there are several tools currently available that allow educators to place themselves or their students into remote locations to observe and interact. Telepresence robots have been used in health care, safety inspections and security, and they are now being used to increase access to education.
A person tours the Habitat Hall at the Michigan State University Museum using a Beam telepresence robot by SuitableTech.
PHOTO BY DR. WILLIAM CAIN
PHOTO BY DANA VOLNEY
22 • Education@UWYO 2022 Edition
Using the robots, the counselors-in-training interacted with others via distance in a three-dimensional space, allowing their clients to take off their masks during practice exercises and counseling sessions. Through the robots, the counseling students could see the non-verbal clues that are integral to play therapy. The robots are not intended to replace traditional field experiences but have been implemented as a measure to provide an authentic experience during challenging times. The robots have also been helpful when students aren’t able to be in class, for meetings, guest speakers and so doctoral students from Laramie can sit in on classes or co-teach.
Assistant Professor of Counseling Amanda DeDiego demonstrates how telepresence robots could be used in the classroom.
William Cain, an assistant professor in the learning, design and technology program, is also using telepresence robots to support education. He collaborated with the UW Art Museum to bring telepresence robots into its gallery spaces. He and his partner on the project, Raechel Cook, curator of academic engagement for the Art Museum, hoped to engage distance learners in new ways so they could make their collections available to students and teachers around the world.
“Robots in the classroom will become commonplace as time and advancements are made,” says DeDiego. “We are proud to give our students this experience now, and that we are on the cutting edge of what’s happening with technology in counseling.”A$5,000grant from the John P. Ellbogen Foundation for the Ellbogen Dean’s Excellence Fund Research Seed Grants in the College of Education allowed for the purchase of the robots and this exciting pilot program at UW-Casper.
Education@UWYO 2022 Edition • 23
Cain first became interested in telepresence robots during his doctoral studies in educational psychology and educational technology at Michigan State University, where he investigated what technologies worked best to foster a sense of engagement, participation and inclusion between online students and the students and teacher in the physical classroom. The robots can be used to augment interactive learning experiences such as class discussions, Q&As with the instructor or real-time observations.
“Distance learners have always been at something of a disadvantage when it comes to having immersive or transformative learning experiences in physical spaces. There’s just something about being present and sharing presence when an experience takes place,” says Cain. “This is where robotic telepresence can enhance learning experiences for students and teachers. The robots can see, hear and move in a physical environment, meaning students can engage with the environment. Conversely, the robots take up physical space, so others around them can get a sense of physical presence projected by the person piloting the robot.”
Assistant Professor of Counseling Paul Maddox demonstrates how to utilize telepresence robots to reach remote students.
“During COVID, the robots helped us overcome the inability to actually be in the classroom during practicum experiences,” says Johnson. “Now, the robots help provide our distance students with a diverse range of experiences. They also help us to utilize the talents and expertise of the ECEC to model research-based best practices in highquality instruction to students who might not be able to observe other skilled early childhood educators.”Beingable to see, hear and engage with peers in real time through the robots also allows distance students to feel more connected to their on-campus counterparts and build authentic relationships.
PHOTO BY DANA VOLNEY
Enriching the Student Experience
Through the robots, students would be able to view and engage with the museum’s artworks at their will—all from their home or classroom. The robots would enhance the students’ learning by allowing them to move about the gallery in three dimensions. They would also be able to hear and talk to museum curators or other patrons as if they were there in person.
Expanding Field Experiences
As the pandemic waned and UW students were welcomed back in classrooms, Johnson started to imagine how she could further use the telepresence robots to provide her students with additional field experiences. Many of her students are working professionals in distant locations across the state and are unable to benefit from campus resources such as the UW Early Care and Education Center (ECEC). The robots enhanced learning for distance students because they could observe peers in the ECEC and other centers across the state. They could even record videos of the robots’ interactions so other students could watch and ask questions or provide feedback about what they were seeing.
During the pandemic, access to early childhood classrooms was extremely limited, and UW students were not able to complete their field experiences in person. Tricia Johnson, associate professor of elementary and early childhood education, began using robots so her students could be present to observe and engage in early childhood classrooms without actually being there.
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