Spring 2010
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COLLEGE OF EDUCATION
Excellence chair Kamberelis joins faculty
T he chance to join a
diverse group of
literacy scholars, to work
“I was struck by the wonderful
things my students were doing with
their writing—things that I wasn’t
with that group to create asking them to do—to construct
new opportunities for identities and social relations with
students and to expand each other,” he says. “It made me
the field of literacy think about the kinds of writing tasks
studies, drew George we were asking students to perform
Kamberelis to accept in school and whether or not they
the second Wyoming were actually helping them become
Excellence Chair of better writers and citizens.”
Literacy Education. Kamberelis was ready to explore
“This college probably these issues in greater depth, but the
has a group of literacy field was not so open to them in the
scholars who, together, early 1980s.
are as good as any group “It was at a time when these
in the country,” he says. kinds of issues – reading, writing
“And when you look and identity, as well as the use of
across campus at scholars qualitative research methods to
in other colleges who George Kamberelis study them – weren’t popular. In
are interested in literacy fact, qualitative inquiry in most
issues, the quality of this educational circles wasn’t even
larger group is astounding. considered science,” he recalls.
That was a big draw. There is incredible potential “Both the things I wanted to study and the way I
here—a critical mass of really, really good scholars who wanted to study them were hard to sell.”
can create opportunities for research and teaching that While taking a break from middle school teaching,
would be hard to create in many, maybe most, other Kamberelis founded and operated a chain of cafés in
university contexts.” Chicago, earned a master’s degree at the University
Kamberelis’ own decades of experience in literacy of Chicago, spent two years in a doctoral program at
education and qualitative inquiry made him the ideal Northwestern University, and earned a master’s and a
candidate to assume the fourth legislatively funded doctoral degree at the University of Michigan.
professorship in the College of Education. He joins By the time he was ready for a new teaching
fellow literacy education chair Jim Baumann, science assignment, in higher education, the field was also ready
education chair Tim Slater and mathematics education for his scholarly interests and approach to research.
chair Larry Hatfield. Kamberelis’ first position took him to the Center for
Kamberelis’ abiding interest in literacy began early Writing Studies at the University of Illinois.
in his career, while observing adolescents in his middle
school classroom. continued on p. 17
2010SPRINGBlackboard.indd 1 3/17/10 11:01:30 AM
Proactive preparation for
educational ‘sea change‘
By Kay Persichitte, Dean, UW College of Education
Dear Friends and Alumni,
J ust as the waves of change and reform caused by the
No Child Left Behind Act of 2001 have impacted
P-12 schools, contemporary and historical concerns with
the quality control of Colleges of Education are resulting
in unprecedented pressures for significant reforms
to both preservice teacher preparation and inservice
teacher performance and licensure. President Obama
challenges the United States to be #1 in the world as
measured by our college-going rate by mid-decade.
Secretary of Education Arne Duncan calls for a “sea
change” in education that would begin with teacher Dean Kay Persichitte
preparation. On Oct. 22, 2009, Secretary Duncan said, teacher preparation indicate that there is some variance
“Yet, by almost any standard, many if not most of the across “traditional” teacher education programs and
nation’s 1,450 schools, colleges, and departments of this variance has increased with the proliferation of
education are doing a mediocre job of preparing teachers university-based and private programs that offer an
for the realities of the 21st century classroom. America’s “alternative route” to teacher certification. Studies also
university-based teacher preparation programs need indicate that Colleges of Education have done a poor
revolutionary change—not evolutionary tinkering.” job of documenting the effects of preservice teachers
What are the criticisms? They are many and they on student learning, during their student teaching and
remind us that public perception can become policy in their first years of employment.
reality if left ignored for too long. They apply to both The UW College of Education has a long history
teachers and administrators. The most persistent of staying ahead of the curve in managing these waves
criticisms include: the acceptance bar for becoming of change…but I sense this one is different. This is
a teacher is too low; the tools of admission are poor; not another passing bandwagon…we have an ethical
preparation for the realities of today’s classrooms is poor; and moral obligation to provide the next generation
high teacher attrition continues; shortages continue to of competent and democratic professionals for our schools.
exist; universities have established irrelevant barriers Student learning outcomes and more rigorous,
to becoming a teacher; political perception that non- controlled field experiences top the priority list for our
traditional preparation is better; poor participation of immediate consideration. These are complex problems
teacher education in initiatives to create and adopt within the Wyoming context, but we cannot shrink from
common standards and practices for all learners in all this challenge. At the recent meeting of the American
settings; and licensure standards are different in all 50 Association of Colleges of Teacher Education (AACTE),
states. one of Secretary Duncan’s senior policy officials said,
How closely do perceptions match reality? I can “This is NOT your mother’s student teaching.” Yes, a
reasonably argue (and provide evidence) that our teacher sea change is at hand.
and administrator preparation programs do not match
continued on p. 19
these perceptions…BUT recent studies of traditional
Debra Beck, editor
College of Education, Dept. 3374, 1000 E. University Ave., Laramie, WY. 82071
e-mail: DEBBECK@UWYO.EDU
Persons seeking admission, employment, or access to programs of the University of Wyoming shall be considered without regard to race, color, religion, sex, national origin, disability, age,
veteran status, sexual orientation, or political belief.
2 — UW College of Education The Blackboard
2010SPRINGBlackboard.indd 2 3/17/10 11:01:31 AM
Legislative loan program eases teacher shortages
E asing the financial burden of students who plan to teach
high-need subject areas in Wyoming public state schools
is the goal of an innovative loan program established and
love of mathematics with my students without the burden
of student loans,” Bertine Bahige says. Bahige now teaches
mathematics courses on the Campbell County High School/
funded by the Wyoming Legislature. North campus in Gillette.
So far, 99 Wyoming resident education majors have “I was fortunate enough to be awarded the full amount
received financial support since the state’s legislators from the loan program both my junior and senior years,”
established the Wyoming Teacher Shortage Loan Repayment Kelley Humphrey says. “This was a major factor in my
Program (TSLRP) in 2005. As of the 2008-09 school year, preparation as a teacher. “Because of the TSLRP, I had
46 of these students have completed their degrees in one of the financial resources to receive a strong education as a
the four initial certification areas. An additional 17 students secondary mathematics teacher. That in turn allowed me
are anticipated to complete their degrees in the 2009-10 to have a very successful student teaching semester, which
academic year. led to a fantastic career opportunity in one of Wyoming’s
TSLRP provides loans to students who intend to stay premier school districts.” Humphrey teaches ninth grade
in Wyoming after graduation and teach in high-need subject pre-algebra, algebra 1, and geometry classes at Natrona
areas. Portions of the loan are forgiven for each year that a County High School in Casper.
graduate teaches the qualifying subject at least 50 percent “I started learning Spanish in high school in my home
of the time, in a Wyoming public school. town and from that moment on I was hooked,” Jaime
The original legislation defined “high-needs areas” as McTee, who is student teaching at CY Junior High School in
mathematics, science and special education. Two years later, Casper this spring. “I acquired a passion and a thirst that was
legislators added foreign languages to the list. Recently, unquenchable for Spanish as well as the various cultures of
legislators opened the program to individuals seeking Hispanophones. My dream and biggest aspiration is to teach
endorsements in reading and in English as a second language Spanish to Anglophones and to share the Hispanophone
(ESL). These two endorsements are not for initial licensure cultures with my students. I also see a great need for my
like the original content areas, but apply to teachers who services to teach English to native Spanish speakers. For
already have certification and want to add one of the me, the TSLRP has helped me fund my education and has
endorsements. enabled me to accomplish my lifetime dream of sharing
Recent studies sponsored by the UW College of Spanish with the upcoming generations.”
Education confirm that the appropriateness of the target “The TSLRP played a significant role in helping
areas. me complete my education as a science teacher,” Keith
“It’s pretty clear that those areas are still hardest Jacobsen, who teaches junior and senior science classes
to fill in the state,” Judy Ellsworth, Associate Dean for at Westwood High School in Gillette, says. “Money was
Undergraduate Programs, says. extremely tight around the time of student teaching, so
Those who qualify for the loan program are UW the TSLRP took a lot of the pressure off knowing I could
students who: survive those months without paying for them for the next
❖ Are Wyoming residents or graduates of Wyoming 20 years. This specific loan was a huge incentive for me to
high schools; finish my degree in education and made me feel like the
❖ Are at least junior-level in standing; career I had chosen was important.”
❖ Are admitted to an academic program in the targeted “I am so thankful and appreciative that the TSLRP
majors OR in an endorsement program in one of the was available to me when I was embarking on the journey
two targeted areas; to attain my masters degree,” Laramie Junior High School
❖ Qualify for financial need. teacher Theresa Fernau says. “Without the loan’s funds,
Students may apply for TSLRP loans on an academic- I would not have been able to have the schedule of the
year basis, up to $6,000 per annually, based on financial TRACK I that the special education program offered. I
need. would have had to get funds from another means that would
Recipients of the loan express gratitude for the have taken time away from my studies and prolonged my
opportunities that it created for reaching their educational graduation date. Having the TSLRP funds helped me to
goals. get a masters degree in two years with no financial burdens
“I can honestly say that the Teacher Shortage Loan and allowed me to concentrate totally on academics.”
Repayment Program has given me a chance to share my Application information is available from the UW
Student Financial Aid Office, http://uwadmnweb.uwyo.
edu/SFA/, (307)766-2116, finaid@uwyo.edu.
3 — UW College of Education Spring 2010— 3
2010SPRINGBlackboard.indd 3 3/17/10 11:01:32 AM
Secondary ed majors
spotlight reading at UW
S tudents
in Leslie Rush’s fall
English methods classes joined a national
effort to remind the UW community that writing remains
pervasive in our lives, even as the forms it takes are changing Halloween-
constantly. themed “madlibs” table.
On the National Day on Writing, Rush’s students set up The experience highlighted “a variety of fun ways to
stations around campus designed to encourage their peers really celebrate writing, write together, and have writing
to express their own creativity in novel ways. be at the forefront of people’s thoughts,” Rush says. The
For example, one group of students designed and staffed National Council of Teachers of English sponsors the
a “magnetic poetry” table in the Wyoming Union. As others National Day on Writing.
passed the table, they were asked to stop, create a brief
poem from the magnetic words provided. Class members
then recorded student contributions via photo. Among
other stations were a “line-at-a-time” short story table and a
4 — UW College of Educat on
4 — U W C o l l e g e o f E d u c a t ii o n The Blackboard
The Blackboard
2010SPRINGBlackboard.indd 4 3/17/10 11:01:35 AM
Biennial survey:
Recent grads satisfied with
classroom prep
R esults of the 2009 surveys of recent College of
Education graduates and their principals mirror findings
from previous years and largely affirm that undergraduates
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currently teaching. As was the case in 2005 and 2007, most ��������� �
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are employed in Wyoming. ������ �
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describing their satisfaction with new teachers’ preparation ���������� �
for classroom life. Graduates overwhelmingly reported
being very well, well, or adequately prepared for a range of �����������
instructional areas. Responses for several focus areas scored ���������������������������
above 85 percent in the 2009 survey.
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Even those areas where graduates expressed lower �����
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confidence in their preparation recorded response rates ����������� ����
significantly higher than 70 percent. For example, one area
where responses are consistently lower on each survey is
classroom management. While combined responses (very Also, in areas where graduate confidence is lower,
well, well, and adequately prepared) on that item fell lower their employers remain positive overall. In some cases,
than most others, they still totaled 77.6 percent. employers’ assessment of new hire abilities exceeds that
“Classroom management is always an area that of the teachers themselves. For example, 95.7 percent of
new teachers feel less confident about when they begin principals responding to the 2009 survey rated their new
their teaching career,” Judy Ellsworth, associate dean hires as very well, well, or adequately prepared in the area
for undergraduate programs, says. “They become more of classroom management (vs. graduates’ self-reported 77.6
comfortable as they hone their skills over the first few years. percent).
When starting out, though, there are always the ‘unknowns’
of a new classroom, and classroom management looms
large as a concern. It is natural for new teachers to wonder
whether everything will go well as they walk into their first
classrooms.”
Spring 2010— 5
2010SPRINGBlackboard.indd 5 3/17/10 11:01:37 AM
New literacy ed doc program launches
P roviding the next generation of literacy educators an
environment in which they can explore the field fully
faculty, it is designed to draw upon a wider university-wide
pool of resources to accommodate each individual’s specific
and broadly, and immerse themselves in the academic interests in a broad field.
setting where they will one-day practice, is the framework To support that broader vision, the program will rely
from which one of the UW College of Education’s newest upon collaboration with affiliate faculty working across
doctoral programs was built. campus in a variety of literacy fields. Affiliated faculty bring
The Ph.D. program in literacy education began expertise in fields as diverse as English as a second language,
admitting students during the fall 2009 semester. A rolling emergent literacy, communication disorders, family literacy,
application process allows prospective students to apply early childhood education, diversity, communication,
throughout the academic year. counselor education and American Indian studies.
Funding provided by the Wyoming Legislature supports “That kind of cross-pollination is really important,” Rush
several literacy education graduate assistantships, which says. In addition to fulfilling core curriculum requirements,
will allow several students to study full-time, immersing students will be able to customize their program of study
themselves in the full scholarly experience. and draw upon faculty cutting across disciplinary areas
“The requirements that we’ve set up are designed when setting up their committees. While the college’s
to help you finish your program here and go on to be a faculty already had strong literacy expertise, the addition
successful tenure-track professor,” literacy education faculty of two Wyoming Excellence Chairs of Literacy Education
member Leslie Rush says. “You can get a lot of experience introduced leadership and depth that opened the doors to
in teaching, research and publication.” a doctoral program.
The residential program prepares graduates for careers For more information on the Ph.D. literacy education,
as tenure-track literacy faculty. Built from a curriculum contact George Kamberelis (gkambere@uwyo.edu, 307-766-
provided by the college’s eight full-time literacy education 3275) or visit http://www.uwyo.edu/lited/.
Zorko named Top Prof
R etired educational studies faculty member Leslie
Zorko was among 21 UW professors and instructors
recognized by Mortar Board members during the chapter’s
annual Top Prof Night, held at the home of President Tom
and Jacque Buchanan. Member Megan Fitzhugh, secondary
mathematics education major, nominated Zorko for the
award.
All members of the senior honor society selected professors
who have made a positive impact on their lives at UW.
These professors go beyond normal classroom expectations
to help their students succeed, both in college and later in
their careers. Top Prof Leslie Zorko
“Being selected as a ‘Top Prof’ is a great honor for
professors because they are chosen by the students,” says classroom, based on scholarship, leadership and service.
College of Engineering and Applied Science Professor Mortar Board members participate in many projects and
David Whitman, Mortar Board advisor. activities throughout the year, both on campus and in the
Selection as a member of Mortar Board is one of the Laramie community. The Top Prof Award has a history filled
highest honors that a UW senior can achieve. Mortar Board with College of Education awardees, and Emerita Professor
recognizes students who have excelled in and out of the Zorko is our most recent honoree.
6 — UW College of Education The Blackboard
2010SPRINGBlackboard.indd 6 3/17/10 11:01:40 AM
Secondary ed maj ors explore Project Citizen
Slearned more three secondary education programs
tudents from
about the Project Citizen program
during a recent campus visit by the director.
Michael Fischer conducted the one-day workshop,
which provided a program overview for students in
science, foreign language and social studies. Also
attending were inservice teachers and graduate
students interested in Project Citizen.
The workshop had two objectives, according to
science education faculty member William Medina-
Jerez:
❖ To provide participating inservice and
preservice teachers enrolled in the
“Environmental Education for Teachers”
course, “Social Studies Methods”,
and “Modern Languages Methods”
courses with an opportunity to earn about
implementing this curricular model; and
❖ To provide an opportunity for graduate students
and members of the Secondary Education education,”
Department to deepen their understanding Medina-Jerez says.
of the program and initiate a dialogue around “Project Citizen offers
research opportunities that may revolve around another opportunity for us to
literacy, social studies, modern languages, and address our college-wide mission of
science education issues in relation to Project preparing competent, democratic professionals.”
Citizen. Medina-Jerez, social studies education faculty
“The workshop helped us to reflect and improve member Carol Bryant, and modern languages education
on our ongoing work in regard to the Wyoming-Bolivia faculty member Carolyn Taylor are co-coordinators of
Partnership, the environmental education class, the Wyoming-Bolivia Partnership.
secondary education methods courses, and graduate
Anna Farrell shares an environmental problem that
her small group proposed as a potential Project Citizen
study topic.
Erica Neville makes a point during a day-long
workshop introducing pre-service teachers to the
*
Project Citizen curriculum.
*
Michael Fischer helped workshop participants articulate actionable
research questions from general problems that the students posed as
potential projects. Fischer is director of Project Citizen, a program Spring 2010— 7
Spring 2010— 7
of the Center for Civic Education in Calabasas, Calif.
2010SPRINGBlackboard.indd 7 3/17/10 11:01:44 AM
Literacy ed faces changes, additions
By James F. Baumann, Ph.D.
Wyoming Excellence Professor of Literacy Education
I t has been a busy academic year for
me and my colleagues in the Literacy Education
Program.
Following are some of our recent efforts, projects and Literacy Education
achievements: Conference, at which Dr. P.
First, we were most excited and pleased to have Dr. David Pearson, our field’s most prominent literacy researcher
George Kamberelis join us in January 2010 as a second and theorist, will make several keynote addresses.
Endowed Chair in Literacy Education. George brings Fourth, we were delighted to learn that our proposal for
wonderful experiences, achievements, and talents that a University of Wyoming Center for Literacy was endorsed
further expand and support our research, teaching, by central administrators and included in the most recent
and service work. In addition, Dr. Jenna Shim, a new UW academic strategic plan. The Center when fully
assistant professor in educational studies, brings additional functional will provide evaluation and tutoring services for
experiences and talents in the area of literacy education. children and adolescents who struggle in reading, and there
Second, we have made considerable progress in will be significant service and instructional efforts tied to the
developing our graduate program in literacy education. Center.
We now have a Ph.D. option in literacy education, so that Finally, there have been a number of personal
students can focus their doctoral studies in our area. We professional achievements within our faculty. To mention
have developed and taught several new doctoral seminars a few, Dr. Leslie Rush was named co-editor of a major
in literacy education and others are planned. We have English/literacy professional journal; Dr. Patrick Manyak
recruited nationally for doctoral students, with several had a book published recently; several literacy faculty have
new bright and capable students joining us next fall. We made presentations at national professional meetings and
are in the process of planning master’s degree and doctor have had articles published in scholarly journals; and Dr.
of education degree options in literacy education, and we Patrick Manyak and I began work last fall on our three-year,
launched a new graduate program in literacy education web $1.78 million U.S. Department of Education research grant
page (http://www.uwyo.edu/lited/default.asp). examining vocabulary instruction of upper-elementary grade
Third, we have several important professional events students.
planned. In March, the literacy education program area So, as you can see, we’ve been busy in the area of literacy
will be hosting internationally renowned educational education at the University of Wyoming, and we remain
ethnographer Dr. Shirley Brice Heath for series of lectures excited and motivated to move our program forward to
and meetings for faculty and students across the UW provide research, teaching, and service benefits for citizens
campus. In September 2010, we will hold our second annual of Wyoming and at the national and internationals levels.
Mingling art, science
I n a joint project, students in the UW science
education methods class and the art education
methods class created batik representations of
science concepts. From left are Lauren Lucas,
Laramie; Meta Dittmer, Kelly, Wyo.; and Kelly
Carlson, Highlands Ranch, Colo.
8 — U W C o l l e g e o f E d u c a t iio n
— UW College of Educat on The Blackboard
2010SPRINGBlackboard.indd 8 3/17/10 11:01:47 AM
Making math meaningful: Reform to improve
mathematical education for everyone
By Larry L. Hatfield, Ph.D.
Wyoming Excellence Professor of Mathematics Education
When given the
chance, why do so many ordinary citizens
express negative feelings about their experiences in school
mathematics? Why are the “math” scores from annual testing a
front-page news story in so many communities across America? Why do about
50 percent of all students, nationally, fail their first high school algebra course?
Why do so many students avoid taking “math” classes, beyond those required for high school or college graduation? Why
do the results of international comparisons of mathematical achievement consistently show the U.S. ranked near the bottom
of the group? Why do too many college-entering students need to complete “academic preparation for math” courses? Why
aren’t the major and significant curriculum reforms, as represented in the “standards movement” of the past two decades,
producing notable improvements in all of this?
I n this short essay, I want to express a few thoughts and
opinions related to these questions, and to offer some
modest, but perhaps radical, suggestions for particular
developmental, in two ways. “Deficits in understanding
accumulate and compound;” inadequate background is
a major factor leading to failure. Students who are not
reforms that could lead to improvements in Wyoming “ready” are significantly more likely to fail.
mathematical education for all. But, being “ready” means also that the student’s mind has
(1) The standards-based curriculum frameworks, the necessary cognitive operations to reason as needed
initiated by visions advocated by the National Council of (developmental stage). There appear to be many critical
Teachers of Mathematics and exhibited in the Wyoming points in today’s schooling where too many students are not
Department of Education (WDE) “math framework,” ready for what is being taught.
can be important “starting points” for improvement. But We must seriously consider readiness for learning
the downward content compression at all levels pushes as a major determinant of success. This could lead to a
“premature formalism” of too many ideas at each level. restructuring of grade placement of topics (e.g., perhaps
Thick textbooks force a rushed, superficial treatment that fractions are taught much too early). Or, more radically,
is “a mile wide and an inch thick.” The highest achieving perhaps we should do away with age-based grouping in
nations have thin textbooks, fewer key ideas, each “math” (“You are a fifth grader, therefore you must do
developed more carefully and thoroughly to higher levels fractions—ready or not!”). Better learning and higher
of understanding and proficiency. achievement can occur if the child is truly ready for the
We must now make choices. What math ideas and conceptual demands of the topic.
processes are important to be known by all students? By (4) Students have different goals, purposes and
technical or college bound students? “Less can be more.” intentions related to studying “math.” Many of our problems
(2) These visions for change emphasize that students mirrored in the opening questions might be eased if we
must actively construct conceptual understandings of offered alternatives to just “college-bound math” (and I
the content, “make sense.” This represents a “cultural” don’t mean “dumbed down” or remedial). In doing so, we
shift from the past traditions of low expectations for must seek greater relevance and applicability for applied
understanding: “no need to explain, just imitate and problem solving across disciplines and socially significant
practice so you can pass the test.” There is evidence that too contexts.
many teachers don’t expect, or teach for, deep conceptual We need to explore “contextualized, situated, and
understanding, but continue what was expected of them: interdisciplinary math” treatments that offer relevant
only skillful performances. problem-solving experiences. Learning to “use math” in
Mindless memorization for brittle knowledge is no applications, such as modeling energy development or
longer acceptable for a solid education of basic mathematics. designing graphical games or exploring environmental
“To achieve is to understand,” and real understanding problems, can motivate and retain more students.
will lead to higher achievement. Everyone—students, In the past century we’ve had many curricular reforms
teachers, parents, and officials—must expect and test with varying degrees of success. Perhaps we must think past
for understanding, but in turn students must have real “higher standards” or mandates demanded in high-stakes
opportunities to build up and experience deep meanings. testing, and begin to consider more fundamental changes
(3) By its very nature, mathematics requires thinking, that might foster greater success, for all.
reasoning, abstracting, justifying, solving. It is also highly Spring 2010— 9
2010SPRINGBlackboard.indd 9 3/17/10 11:01:48 AM
College awards 2009-10
academic scholarships
Honor a Teacher Scholarship recipients
Tara Henning and Daniel Colburn, with
Dean Kay Persichitte
Mildred Petrie Scholarship recipients Jill Curry, Rachel
Brasington and Marcellina Sanchez
10 — U
10 — U W C o l l e g e o f E d u c a t ii o n
of Educat on The Blackboard
The Blackboard
2010SPRINGBlackboard.indd 10 3/17/10 11:01:53 AM
T he College awarded 186 scholarships totaling more
than $246,000 to undergraduate and graduate students
for the 2009-10 academic year, recognizing their academic
Crum Scholarship
Heather Anglund
Cody Marvel
Frank R. and Dorothy M.
Gruden Scholarship in
Education for Sophomores
accomplishments at a fall banquet in their honor. Virginia Davis Scholarship Ashley Cometto
Kathryn Gutierrez Kelly Gary
Scott Service Frank R. and Dorothy M.
Undergraduate Scholarships
Casey Sorenson Gruden Scholarship in
Ag Education/FFA Alumni Mark Carson Trust Jamie Summers Education for Juniors
and Friends Scholarship Scholarship Sondra Wahl Tina Alvarez
Tyler Lay Andrew Borcher Delta Kappa Gamma Ryan Mayo
Glennie Bacon Scholarship Laura Flies Upsilon Chapter Frank R. and Dorothy M.
Tamarah Johnson Brandon Gifford Recruitment Grant Gruden Scholarship in
Grace Thorson Brown Charles Jamieson Amber Barrett Education for Seniors
Scholarship Elizabeth Turnbo Jennifer Heater Brian Connolly
J essica Adams Edna Pendleton Cash Travis Hounshell Tara Kofakis
Kristi Butler Scholarship James Durkee Scholarship Jessie Mae Halsted
Jordan McConnell William Kotter Amy Fox Scholarship
Carissa Zabel Anna Thomas Leah and Ken Griffin Kayla Buss
Shaina Wilson Scholarship Ola A. Hammond
Charlotte Cossairt Joel Alworth Scholarship
Scholarship Josie Paisley Linda Miller
Lauren Reynders
Mary M. and David H.
Superior Student in Education Scholarship recipients Jami
Jackson and Julianne Blaha, with Dean Kay Persichitte
Spring 2010— 11
Spring 2010— 11
2010SPRINGBlackboard.indd 11 3/17/10 11:01:55 AM
College Keiji G. and Shirley
S. Okano Memorial
Linda and Ron Vosika
Scholarship
Cindy Dunham
Darcy Eickhoff
awards cont. Scholarship
Sarah Hurt
Alison Steele
Laurence and Mathilda
Dana Gale
Brandi Jensen
Ernest and Helen Hilton Darcy Sherman Walker Scholarship Michael Mahoney
Scholarship Harriet Knight Orr Bridget Brinkerhoff Shawn McDougald
Tina Alvarez Scholarship Lana Mecca
Riccardo Castle Caolon McNamee Lura O. Wirick Scholarship Kelli Pederson
Sarah Cole Mildred Petrie Scholarship Troy Kavangh Brenda Peterman
Sarah Davidson Chelsey Barkley Yenicet Wilcox Cindy Reynders
Brent Jurgensen Rachel Brasington James Zancanella Paula Richards
William Kotter Jill Curry Scholarship Elizabeth Smith
Aaron Locker Angela Hernandez Eric Ensor Jefferson Stacy
Garret Lym Jennifer Pillivant Charles Woolwine
Paul Martinez Marcellina Sanchez Sigrid See Endowment
Jaime McTee Reeves Family Scholarship Graduate Scholarship
Ronald Morgan Amy Dumbroski Scholarships and Michael Aagard
Isaiah Perez Shannan Hitch Awards Christina Bekken
Randi Perry Margaret Smith Powell Maggie Bell
Lydia Rush Scholarship Clarence Jayne Scholarship Shauna Bruckner
Jennifer Smith Nicholas Bauman Tenzin Yeshi Clarrisa Cole
Anna Thomas Mary Mead Steinhour Patricia B. Ferris-Hawley Rebecca Favinger
Suzanne P. Hoffman Scholarship Scholarship Todd Hickman
Memorial Scholarship Sherri Loran Karen Harms Kory Hokanson
Manford Hurley Paul Stock Foundation Chelsey McManus David Goff
Honor a Teacher Scholarship in Education Debra Starks Matthew Gordon
Scholarship Kenneth Coiteux Evelyn Milam Scholarship Judy Kinney
Gabriel Alsina Kathryne McBride Michael Bishop Patricia Kuberra
Erica Anderson William Royer Cynthia Chavez Kelly Lee McCoy
Daniel Colburn McCashin Vercimak Eirin Grimes Kerri Peil
Tara Hennig Stephanie Yenger Sara Iselin Joe Price
Shelley Limegrover Jane and Michael J. Konja Klepper Sarah Ramsey-Walters
James and Dorothy Hook Sullivan Wyoming Teachers Kiphany Roberts Robert Reece
Scholarship Scholarship Cynthia Zimmerman Joyce Shimogaki
Jasmin Bond Elizabeth Anderson Hilton Family Scholarship Wendy Smith
Amy Irish Kaleb Brinkerhoff Cynthia Chavez Kelly Victoria Winters
Sonalva McIntosh Ashley Cornella Lyle Miller Scholarship Elnora Brooks Memorial
Wendy C. Jacobson Michelle Culver Michael Bishop Scholarship
Scholarship Stephanie Los Cynthia Chavez Kelly Sarah Hughes
Amber Barrett Sean McGrath Arden White Scholarship John K. Corbett Memorial
Orla V. Lamb Scholarship Wren Morgan Michael Bishop Scholarship
Sarah Davidson Christopher Mullane Cynthia Chavez Kelly Emily Rowley
Darcy Sherman Anna Thomas Samantha Kessler Donald S. and Dorothy
Michael Wilson Superior Student in Russell I. Hammond L. Bird Special Education
Everett Lantz Scholarship Education Scholarship Scholarship Scholarship
Erin Estes Julianne Blaha Christina Hunter Orvin Jenks
Emma Jean Mader Jami Jackson Maurice Wear Scholarship Eleanor R. “Rusty”
Scholarship Gordon and Reta Mae Tate Barbara Austin Rowland Scholarship
Heather Emmons Scholarship Ivan Willey Scholarship Andrea Driskill
Isaac Kalinowski Jessica Sparks Christina Hunter Leona and Jeanette Heptner
Rolfe Schartzkopf Janice Thiel Scholarship Margaret “Peggy” Cooney Scholarship
Loni Sorensen Lee Helbig Scholarship Barbara Austin
Robert and Jacqueline Albert Strickert Nikki Baldwin Hoi Yuen Chan
Malonek Scholarship in George and Grace Shively Rex R. Anderson & Courtney Crane
Education Tupper Scholarship Florence Vedder Anderson Kathleen Fleming
Virginia Gard Brett Ellis Memorial Scholarship Mark Fleming
Emily Pulley-Hamilton Samantha Kirk in the Science and Lacy Grott
Paula Vincelette Altamae Wynecoop Van Mathematics Teaching Amanda Schreurs
Josephine J. McCue Sant Merit Scholarship Center Teesa Yacco
Scholarship Matt Gregory Michelle Collins Tenzin Yeshi
Cody Barry Raini Wolfley Jodi Crago Grete Zimmerman
Annie Fenczik Jody DeHaven
12 — U W C o l l e g e o f E d u c a t i o n The Blackboard
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In Memorium: Agnes Milstead
A gnes McDow Milstead, 2006 College of Education
Distinguished Former Faculty Award recipient, died
Friday, Feb. 19, in Covington, Tenn.
countries. Along the way, she helped to develop libraries in
the Philippines, Guyana, Nigeria, and Chile.
Milstead served on the boards of Wyoming State
Milstead was born in Covington but moved to Wyoming Library, the Wyoming State Association of American School
in 1936, to attend UW. Agnes obtained a bachelor of arts Librarians, the Louisiana State Association of American
degree (1959) in elementary education from the UW School Librarians, the American Library Association and
College of Education with a minor and certification in library the Mountain Plains Library Association.
science. Also active in her community, Agnes served on the
Milstead launched a teaching career in Cheyenne, but boards of the Ivinson Memorial Hospital Foundation, the
libraries were where she would ultimately make her mark. Albany County Library, the Eppson Center for Seniors, the
Agnes joined the UW faculty in 1966, where she built a Wyoming Territorial Prison and Old West Park, and the
library science program. She created the first curriculum Laramie Soup Kitchen.
leading to a library science major and played a pivotal role Among many ways in which her legacy will live on are
in establishing a graduate program in the same field. the Agnes Milstead Distinguished Librarianship Award,
Agnes retired from UW in 1981 and spent a significant recognizing outstanding library faculty, and the Milstead
portion of the years that followed traveling to more than 80 Endowment, which funds library purchases and educational
programs for the University Libraries.
The College of Education honored Agnes Milstead in 2006,
bestowing upon her the Distinguished Former Faculty Award.
Escorting Milstead onto the field during halftime of a Cowboy
football game were Amber Vossler, education ambassador,
Spring 2010— 13
and Melanie Friesen, Athletic Department intern. Spring 2010— 13
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Life sciences site swap: Teachers are learners
By Brenna Wanous, Wyoming School-University
Partnership
S tarting college can be, for many students, like moving
to a new country.
Everything they were accustomed to in high school preparedness in high school and student expectations in
is now drastically different. Classes can be much larger college do and do not align. “There is a gap between what
and involve new technology. Homework assignments ask we get them ready for [in high school], and what they need
more complex questions requiring higher levels of writing to do [in college]. We need to close that gap – that’s my
and comprehension. Teachers’ expectations of students’ goal,” Carbon 2 superintendent Bob Gates said during the
initiative and quality of work are greater. site swap event. “What could have been different for a high
And most significantly, students must learn to do school student that would have made them more successful
it almost entirely on their own. This transition poses in college?”
significant challenges to students, their college professors, Carbon 2 participants and UW faculty from botany,
as well as their high school teachers seeking to prepare them zoology, chemistry, and English delved into discussions
well for the future. ranging from student engagement, incorporation of
The Wyoming School-University Partnership, a technology in lectures and homework, challenges of state
consortium of 21 school districts, two UW colleges, the seven testing requirements, common skill deficiencies, and
Wyoming community colleges, the Wyoming Department more.
of Education, and the Wyoming Education Association, Carbon 2 participants observed a LIFE 1010
is working to rectify this issue. On Feb. 18 and 19, the (introductory biology) weekly lab preparation meeting with
Partnership piloted its first district-university site swap lab coordinator Diane Gorski and eight graduate assistants,
involving UW’s Life Sciences Program and Carbon County in which they discussed the course’s learning objectives
School District 2 (Encampment, Hanna, and Saratoga). Ten and in what ways students must meet them. The group
junior high and high school teachers and administrators, participated in a Thursday evening LIFE 1010 lab with
including district superintendent Bob Gates, came to UW the graduate teaching assistants and students, and a large
to attend classes and talk with a wide range of faculty and lecture class with Associate Professor Patricia Colberg the
students. Later this spring, UW faculty and students will following morning.
complete the swap by visiting Carbon 2 schools. Later this spring, the site swap will be reciprocated by
“This first site swap represents a next step to ‘dig a little UW faculty and graduate students who will spend time in
deeper’ on understanding the challenges students face when the Carbon 2 schools. The group will interact with students,
transitioning from high school to college,” explains Mark experience the constraints school districts work under, and
Lyford, director of UW’s Life Sciences Program. “While brainstorm ways of better aligning student preparedness
we’ve been having statewide K-16 discussions about this in and college-level expectations.
the life sciences for five years, experiencing high school and “This visit was an eye-opener for all of us,” Saratoga
college from the students’ perspective is critical and a real Middle/High School science instructor Bob Thrasher said.
eye-opener for faculty and administrators on both sides.” “I think this was the best use of time I have spent during
The site swap came out of statewide summits, my tenure in this district.”
workshops, and colloquia that the Partnership has supported While this event was focused on the life sciences, high
since 2005. Carbon 2 appealed to the Partnership to school to higher education transition issues span disciplines,
coordinate a district-level event to determine where student continued on p.15
14 — U
14 — U W C o l l e g e o f E d u c a t ii o n
t on The Blackboard
The Blackboard
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WyoCARE treasure no longer hidden
T he new coordinator
of a University of Wyoming
clearinghouse is spending her early months working
to ensure that a “silent, hidden treasure of free resources”
is silent no more – and taking a more holistic approach to
addressing substance abuse and violence prevention.
Johnna Nuñez assumed leadership of WyoCARE
(Wyoming Chemical Abuse Research Education project),
housed in the UW College of Education, in late May 2009.
From her first day on the job, her focus has been on raising
the 18-year-old unit’s visibility, reaching out to mental
health practitioners and other stakeholders who would find
value in the center’s services. She also has begun laying the Coordinator Johnna Nuñez and four students ensure that
groundwork for an expanded definition of WyoCARE’s core mental health practitioners and other stakeholders have
services. access to the substance abuse resources available through
“Helping communities in Wyoming to be healthy is our WyoCARE. Shown reviewing several offerings from the facility
goal,” Nuñez says of WyoCARE’s mission. “It’s always been are AmeriCorps members Brooke Snyder and Jamie Garcia,
about substance abuse and violence. But if we talk about Nuñez, and doctoral students Lay-Nah Morris and Kiphany
Roberts.
preventative factors, we go back to coping skills, such as
handling stress, eating healthy, and taking a holistic approach
to being well.” kids about making good decisions.” They have also done
This translates into not only an expanded library of numerous presentations on diversity awareness, eating
materials but also broader range of services that emphasize disorders, and many more. “They’re using their skills to
outreach activities, including presentations to practitioner support people across the state, too.”
and lay groups, consultations, referrals, and most recently Funded primarily by a grant from the Wyoming
a free opportunity to earn continuing education units via Department of Health, Mental Health and Substance Abuse
WyoCARE’s new e-course that was designed by Nuñez. Services Division, WyoCARE continues to serve as the
Graduate assistants Lay-Nah Morris and Kiphany distribution point for educational materials on substance
Roberts play critical roles in broadening both visibility and abuse, violence prevention and related wellness topics.
services. WyoCARE’s inventory includes more than 2,000 titles
“Their main duty is to get out there and let people ready for distribution to practitioners, parents, and others
know that WyoCARE exists,” Nuñez says. “For example, interested in covered topics. The center also has a lending
the graduate assistants held a group session at a preschool library of videos on a range of wellness issues.
in town, working with the teachers and talking with the continued on p.17
WSUP cont.
school districts and educational institutions. In addition to site swap is the epitome of Partnership work and benefits
site swap events, the Partnership facilitates communication to students.”
and collaboration among educators on all levels through The life sciences site swap event was made possible
statewide conferences, subject-area summits, book-study by a $15,000 gift from the Qwest Foundation. The funding
groups, guest speaker events, and more. supported a statewide mathematics meeting that featured
“Across all levels, academic performance is about work around the ACT district profiles and a “Designing
skilled and caring teachers who balance high expectations Mathematical Experiences that Matter” workshop. Later
and strong support,” explains Audrey Kleinsasser, director this winter and spring, secondary and postsecondary faculty
of the Wyoming School-University Partnership. “In a in the life sciences, writing, and world languages will
time of aggressive federal and state compliance, it’s more meet.
important than ever for faculty across levels to talk with To get involved and to receive email updates from the
one another about learning expectations. Since access to Partnership about these and other events, visit www.uwyo.
academic opportunity is a core Partnership principle, the edu/wsup.
Spring 2010— 15
Spring 2010— 15
2010SPRINGBlackboard.indd 15 3/17/10 11:02:00 AM
New WyoCARE coordinator wins MacNeel Award
A year
full of transitions and
changes ended on a positive note for lifelong
Wyoming citizen Johnna Nuñez: word that she was the
Wyoming Counseling Association’s 2009 J.R. MacNeel
Award winner.
The J.R. MacNeel Award is given in remembrance
of the first Counselor Education Department head at
UW. It recognizes a Wyoming Department of Education
employee, UW employee or a graduate student.
“It was really affirming to receive an award from people
outside of the university who could see and appreciate being
‘out there,’ being available and willing to help,” Nuñez
says of the recognition. “It’s way more than a plaque on
my wall.”
The award caps off a year when Nuñez received her
Ph.D. in counselor education (May 2009) and began the next
phase of her career coordinating the Wyoming Chemical
Abuse Research Education project (WyoCARE). While 2009 MacNeel Award recipient Johnna Nuñez
post-graduation career choices abounded, Johnna hoped to
find an opportunity that would allow her family to remain counseling field was her work in the Laramie Downtown
in Laramie, a community she had grown to love during Clinic,” Bruce explained. “Self-initiated, Johnna
each of her three degree seeking educational opportunities volunteered to consistently devote Wednesday late
there. When the time came to make a decision, the choice afternoons and evenings several times each month to offer
was clear. counseling services to those in need at the Clinic. Johnna
“This is a great place to give back,” she says of the continued this work throughout her doctoral practicum.”
decision to accept the WyoCARE position and join the Nuñez also developed and launched an online course
College of Education community in a new role. “It feels in 2008, CNSL 5020, “Holistic Health: Finding a Mind-
like it is a place of service, and it really felt like that is what Body-Spirit Connection,” in response to needs expressed by
I was supposed to do.” Wyoming’s practicing counselors. It continues to be offered
Colleagues in the UW Counselor Education Program every summer to an increasing audience.
nominated Nuñez for the award. “The world is so often defined and lead by those
“Johnna distinguished herself as a doctoral student who present themselves and frankly, I am not willing
who demonstrated academic excellence, professional to miss an opportunity to help make our state and
success, accomplishment and potential,” counselor our world an even better place to be,” Nuñez says.
education faculty member Mary Alice Bruce wrote when The UW College of Education tradition remains
nominating Nuñez. “Recognized for her outstanding strong in Johnna’s family. Her mother, Carla Laron Nuñez,
teaching and inspiration to others, Johnna also graduated in 1966 with a degree in secondary English
received the Ellbogen Graduate Assistantship Award, education.
the highest UW honor given to a graduate assistant.”
“An example of Johnna’s devoted service to the
16 — U W C o l l e g e o f E d u c a t i o n The Blackboard
2010SPRINGBlackboard.indd 16 3/17/10 11:02:01 AM
Kamberelis, cont.
“The Center was looking for someone to teach while, at the same time, serving its local community
theory, research, and pedagogy around writing issues, and the state better and better.”
as well as qualitative research methods. The fit was George also finds the state to be an institution that
perfect,” Kamberelis remembers. Among other things, supports K-16 education wholeheartedly.
the faculty at the UIUC Center for Writing Studies “The state seems to have a real commitment—
involved multiple departments on campus, creating ideologically, pragmatically, and financially—to
“quite a brain trust” and an environment where the education at all levels,” Kamberelis says.
collaboration experiences that will serve him well at Some of his initial work at Wyoming has been
Wyoming grew. devoted to the recently launched doctoral program
Other career stops on the way to Laramie included in literacy education. Kamberelis, along with fellow
three years at Purdue University and 10 years at literacy education chair Jim Baumann and the entire
the University at Albany-SUNY. At each of these literacy faculty, are charged with leading literacy
institutions, his teaching assignments drew upon his education initiatives, including the new Ph.D.
literacy education and qualitative inquiry expertise. program.
Kamberelis was not seeking a career move when Building support in multiple ways will be critical,
word of the Wyoming excellence chair arrived; but he says.
informal research into the state, the university, the “We need to work with the university to make sure
college, and the literacy education faculty led him to that, as we build these programs, our doctoral students
consider the possibility. are well funded, and we need simultaneously to work
“It seemed to have all of the components for doing to secure external funding so that our programs can
really interesting, interdisciplinary, collective work that grow and become self-sustaining.”
would make a difference in the state, the region, and Mentoring junior faculty and supporting students
the nation,” George says of UW’s literacy education enrolled in the program also are high priorities.
program. “I expect to work fairly hard with the doctoral
“I see the University of Wyoming and the College students that we have now, and also to engage in
of Education as perfectly poised to be what the recruitment efforts that will allow us to buld the
Carnegie foundation calls the engaged university,” doctoral program,” Kamberelis says. “I also expect to
Kamberelis adds. “The University of Wyoming is work with the other endowed chairs to help build an
becoming better and better as a research institution infrastructure of support for junior faculty.”
WyoCARE, cont.
Interest exploded during the summertime, translating expense stipends in exchange for work in the office. In
immediately into more orders for WyoCARE materials. addition to routine clerical and shipping support, each
“Our orders were up about 1,000 percent in one month AmeriCorps member is responsible for one major project.
in the last quarter,” Nuñez says. Snyder, a junior from Redvale, Colo., is preparing an
Even more important are the relationships being built, online database of resources across the state for launch
not only with individuals already employed in mental at WyoCARE. This database is being constructed in
health and substance abuse professions but also with collaboration with the Department of Corrections. Garcia,
individuals training to enter the field. WyoCARE staff a freshman from Rawlins, is adding descriptions of every
members are making special efforts to acquaint graduate resource to the online inventory and performing many other
counselor education students with the program, “so that they helpful tasks. “She is so willing to help out wherever she is
remember that when they’re out there and they don’t have needed,” says Nuñez.
anybody to consult, or they have an ethical dilemma that While WyoCARE’s mission will remain constant, how
they don’t feel comfortable talking about to their supervisor, staff members fulfill it will likely shift as citizen needs
or they need to check out a movie, they can come to us.” expand and evolve.
WyoCARE’s staff expanded by two this year, when For more information on WyoCARE’s services, call
it successfully recruited two AmeriCorps members to the 1-800-895-1121 or visit this website: http://www.wyocare.
program. Brooke Snyder and Jamie Garcia receive living org/.
Spring 2010— 17
2010SPRINGBlackboard.indd 17 3/17/10 11:02:01 AM
Alumni Bulletin Board
Submissions to the Alumni Bulletin Board may be sent via
e-mail (debbeck@uwyo.edu) or mail:
member of Pi Beta Phi sorority. She met the love of her life,
Debra Beck, Ed.D., editor Air Force Academy graduate Jon Friedman, while attending
UW College of Education the wedding of mutual friends. The couple married in June
1000 E. University Ave. 2004. In addition to her B.A. from UW, Friedman earned a
Dept. 3374 master of education degree while her family was stationed in
Laramie, WY 82071 Korea. Katie is survived by husband Jon, Quinn and Quinn’s
older brother, Clark. Donations can be made to the Katie
Katie Wise Friedman, B.A., 2001, Elementary Education/ Wise Friedman Memorial Fund (for Clark and Quinn), c/o
Creative Arts, died Friday, Oct. 16, 2009, one day after giving Integrity Bank and Trust, 13475 Voyager Parkway, Colorado
birth to her second son, Quinn. While at UW, Katie was a Springs, CO 80921.
Slater joins National Science Teachers
Association Board
P rofessor Tim Slater, the first recipient of the Wyoming
Excellence in Higher Education Endowed Chair
in Science Education, has been elected to the Board of
The NSTA position is the latest in a list of national
organizations on which Slater has served. He has been the
education officer for the American Astronomical Society,
Directors of the National Science Teachers Association. an elected member of the Board of Directors for the
NSTA has a membership of 55,000 teachers and represents Astronomical Society of the Pacific, an elected councilor-
interests of K-12 and higher education science educators at-large for the Society of College Science Teachers, served
from across the country. on the Editorial Board of the Astronomy Education Review,
At UW, Slater is working with other faculty to implement and has served multiple terms as chairman of the Astronomy
a Ph.D. program in which graduate students conduct Education Committee of the American Association of
education research on teaching science. His research focuses Physics Teachers.
on student conceptual understanding, with emphasis on
non-science majors and pre-service teachers.
Contributing Education students
to education serve as AmeriCorps
scholarship members
C ongratulations to the following College of Education
S
students who are serving as AmeriCorps members
ix College of Education faculty serve as editors of
during the spring 2010 semester:
academic journals. Faculty members and their journal
assignments are:
Emmy Coxbill Joshua King
Molly Humphrey Kristy Palmer
Multicultural Perspectives — Francisco Rios, Ed.
Jake Jensen Spencer Reid
Research and Practice for Persons with Severe Disabilities
Troy Kavanagh Ashley Rousseau
— Marty Agran, Ed.
English Education — Leslie Rush, Co-Ed. In support of their service, members receive civic training
Linguistics and Education — George Kamberelis, Ed. and an education award.
Rural Educator — Mark Stock and Heather Duncan,
Co-Eds.
18 — U W C o l l e g e o f E d u c a t i o n The Blackboard
2010SPRINGBlackboard.indd 18 3/17/10 11:02:02 AM
‘sea change,’ cont.
Clearly, all Colleges of Education are situated in interact during their careers. Our responsibility is to
a federal policy climate of increased, evidence-based assure that the impact is a positive one. We will need
accountability. Along with state certification agencies, the support, cooperation, and collaboration of every
we are transitioning from “highly qualified” to “highly internal and external constituency as we attempt to
effective” with measuring tools not yet fully defined. It ride this wave.
is a certainty that one measure of effectiveness will be We need your support to recruit, prepare, induct,
student achievement. Colleges of Education MUST support continuous improvement, retain, and reward
adjust our data collection and assessment systems to effective teachers and administrators as a critical
link teacher education program data to student learning partner in the Wyoming P-20 educational system. In
outcomes! 2010 there are 98,000 public schools in the U.S. serving
The sea change that is appearing on the horizon for 50 million students who are taught by 3.2 million
UW teacher preparation programs will impact current teachers. Of these, 15,000 are considered to be high-
and future preservice students, current and future poverty. We have much work to do.
inservice teachers and school administrators, and the
hundreds of thousands of learners with whom they will Sincerely,
University of Wyoming
College of Education annual lfund o f E d u c a t i o n
Col ege
1000 E. University Ave. • Dept. 3374 • Laramie, WY 82071 • Phone (307) 766.3145 • Fax (307) 766.6668
Please accept my/our gift to UW Annual Giving in the amount of:
$125 $250 $500 $1,000 $2,500 Other $_______________________________
This gift is designated for:
Dean’s Discretionary Fund Special Education Department
Adult Learning & Technology Programs WY School-University Partnership
Counselor Education Programs Science & Mathematics Teaching Center
Educational Leadership Programs Education Undergraduate Student Support
Educational Studies Department Education Graduate Student Support
Elementary & Early Childhood Education Programs UW Lab School (PREP)
Secondary Education Programs Curriculum & Instruction
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Thank you. Your gift is tax deductible as provided by law.
Make check payable to the University of Wyoming Foundation
Mail to University of Wyoming Foundation • 1200 E. Ivinson Street. • Laramie, WY 82070
Spring 2010— 19
N10bb
2010SPRINGBlackboard.indd 19 3/17/10 11:02:03 AM
Non-Profit Organization
U.S.Postage
PAID
College of Education University of Wyoming
Dept. 3374
1000 E. University Ave.
Laramie, WY 82071
2010SPRINGBlackboard.indd 20 3/17/10 11:02:03 AM