2014 LEGA

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contributorsMarguerite AndersonMargaret BeintemaBrenda BellRichard ButtTodd DoucetteKen HeidebrechtCarol KnibbsJudy LavoratoCraig LoewenGreg MartinDiane McKenzieElizabeth McLachlanRob OlsonKevin OrrSusan PollockMaureen SchwartzNicole SpenceWayne StreetDarcy TamayoseKelly Vaselenak

special thank youDon FlaigGeorge Hofer, Judy Hofer, Steve Hofer and New York ColonyWayne TateHenry Wurz and Wilson Colony

printingUniversity of Lethbridge Printing Services

The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Communications Office.

Correspondence is welcomeand may be addressed to:Faculty of EducationUniversity of Lethbridge4401 University Drive WLethbridge, AB T1K 3M4edu.communications@uleth.ca403-332-4550

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contents

facultyofeducation

2 DEAN’S MESSAGE 6 ALUMNI

12 RESEARCH 18 CURRENT STUDENT

26 GRADUATE STUDIES24 EDUCATION COMMUNITY

LEGACY 2

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Dr. Craig Loewen finds balance woodworking in his shop Inset: his recent project, a University of Lethbridge clock Phot

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A. Craig Loewen, PhDDean of Education

standing on the shoulders of giants

a time of change,renewal, and of inspiration

There is no doubt that this past year has been unusual for the Faculty of Education. Nine of our colleagues chose to leave or retire from the faculty, sparking the single largest one time search for new faculty members in our nearly 50-year history. It has been a time of change, of renewal, and of inspiration. We are truly delighted to introduce our many new faculty members in this issue even though it means we are at the same time saying goodbye to many long serving faculty. Inspiration is found in two ways through this period of change. New faculty bring new ideas, new perspectives, and challenge us to think in different ways … to embrace change. In the most positive ways, we also question ourselves and recommit to values, principles, and conventions we share. As our former colleagues leave we are reminded of the excellent work they have done over many years, and celebrate all that they have achieved. They inspire us still. I am reminded of the saying “Standing on the shoulders of giants.” This saying is generally attributed to Sir Isaac Newton and refers to the manner in which new discoveries are made possible by the discoveries that precede them. In like manner, the Faculty of Education, members current and new, will stand on the shoulders of giants as we take our inspiration from our retiring faculty’s years of dedicated service and discovery.

inspirationdean’s message

year at a glance

alumni honour society inducteesthe alumni inducted into this prestigious group have served as role models to our students and the broader university community through success in their vocation, outstanding community service or superior accomplishment in their avocation. congratulations!

The Faculty of Education is pleased to welcome secondments Paul Bohnert (MEd ’08), Craig Findlay (BEd ’93, MEd ’10), Jennifer LeGrandeur (BEd ’96), and Brent Gammie (BEd ’00). The secondment program brings teachers from southern Alberta schools on campus to share their expertise and current teaching practises with Education students.

Denise Calderwood (MEd ’93)Calderwood is an active documentary filmmaker and passionate supporter of the arts. Since founding her own film production company, Chinook Fire Productions, she has helped write, direct, film and produce 10 documentaries covering various topics of relevance to southern Alberta. In addition to her professional accomplishments, Calderwood has diligently served her community by volunteering her time with the Fort Museum, the Empress Theatre and the Fort Macleod International Festival, which brings classical musicians to venues across the area.

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Craig Findlay (BEd ’93, MEd ’10)An educator in southern Alberta for more than 21 years, Findlay is recognized for his innovative and engaging approach to social studies education. His willingness to embrace technology in the classroom combined with his support of multiple learning styles results in student driven inquiry-based learning. Findlay is committed to bringing his subject matter to life and has planned four European history tours built around the themes of ‘War and Remembrance’ and the ‘Holocaust’. Dedicated to his profession and respected by his peers, Findlay was one of 60 teachers in Canada to receive a Certificate of Achievement in the Prime Minister’s Awards for Teaching Excellence.

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gSheila McHugh (DPE ’84, MEd ’97)Trained as an educator, McHugh spent many years as a substitute teacher while trying to balance the demands of work and family. Her experiences led her to complete a master’s degree, investigating the status of substitute teachers in school districts across southern Alberta. Her work on this subject has been published in academic journals and she has presented her findings both locally and internationally. In addition, McHugh served as president of the U of L Alumni Association, playing a key role in advancing the association and strengthening communication with its alumni.

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LEGACY 4

welcome secondments

celebrating students

year at a glance

Chelsea Woolley received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year. “I feel honoured to be receiving such a distinguished award from a university that boasts one of the best education programs in the country. I am an exceptionally proud graduate of this program.”

Katlin Strand received the William Aberhart Gold Medal in Education. The award symbolizes the highestgeneral proficiency in the final two years of a bachelor of education program. “Winning this award is a confirmation of my passion and commitment as an educator. It recognizes my potential, hard-work and dedication to becoming a part of a prestigious community of educators who believe that all children can learn.”

Sebastian Siwiec received the Master of Education Medal of Merit. This award is given for excellence in graduate studies. “This award represents every person I have leaned on, learned from, and shared success with. It speaks to everyone who has supported me; I couldn’t be more humbled.”

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Former Faculty of Education dean, Dr. Myrna Greene was the recipient of a Lifetime Achievement Award by YWCA Women of Distinction in 2014.

Greene has been involved with numerous boards and commissions in the city, sung in choirs and played the organ at her church. She has two children, four grandchildren and two great-grandchildren. “It’s been a really good life and I’ve had lots of support, lots of people helping along the way.”

woman of distinctionwelcome secondments

Dr. Kas Mazurek of the Faculty of Education has been awarded a three-year term appointment as a University of Lethbridge Scholar – this program acknowledges exceptional research, scholarship and performance.

Dr. Mazurek’s work explores how Alternative Language Programs meet the needs and aspirations of Alberta’s culturally and linguistically diverse populations. His research will document perceptions of administrators and teachers regarding the cultural dimensions of their programs to investigate how these extend beyond language instruction and maintenance. The information that is obtained from Mazurek’s work will inform our understanding across numerous domains. These include how the cultural components of a program are defined, how a program and its teachers are part of a cultural and linguistic community, what makes a program unique, the needs of students and parents an Alternative Language Program meets that other public school programs cannot, and teacher competencies that facilitate successful delivery of a culturally-based program.

@ULethbridgeEdu

kasuniversity scholar

awards

LEGACY 5

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LEGACY 6

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andy davies (bfa/bed ’09) promotes chess as a powerful

teaching tool for all grades, including grade 1, the age he

was when he began. “chess is like the horizon,” he says. “just

when you think you’ve reached an understanding, you realize

how much farther you need to go. you never solve the game.

that’s the hook. it’s like a never-ending path.”

alumni

CHESS AS A POWERFUL TEACHING TOOL

andydavies.ca, lethbridgechess.ca

“Chess is a game of strategy and investment,” says University of Lethbridge Faculty of Education alumnus Andy Davies. “The pieces are characters, so there’s also a sense of narrative. In some games I feel a novel – if things are going well, I move quickly, I’m on the attack, and then one thing happens and I’m defending an onslaught from the other player. Or pieces lock up and suddenly it feels like a forest or hills, with only one gap in the valley or mountains to get through.” Mounting research suggests that while the chess battle rages important skills develop: lateral thinking, math, problem solving, cause and effect and forecasting. Behavioural benefits also accrue when playing a game of chess. Students perceived as less academic but good at chess are labelled “smart” by their peers. “A person who is called smart becomes smart, actually tries harder,” says Davies. “Chess brings kids into an academic fold in a back door sort of way.” In 2013, Davies established chess clubs in three Lethbridge middle schools – bringing together students of varying personalities and backgrounds. From this group the First Annual Southern Alberta Regional

Championship was held this year and included students from all across southern Alberta. Davies also helped organize a Lethbridge Chess Club event at the Galt Museum this year where thirty-two adults and students matched wits with global chess grandmasters Eric Hansen and Robin van Kampen. “It’s because of a school club that Eric plays at all,” says Davies. “He started in junior high. He’s twenty-one now and plays world class chess.” After graduating high school in Innisfail AB, Andy Davies explored the world, living and working in such places as Chili and Peru (where he, his sister, and a friend independently raised funds to build a shanty town school). Eventually, however, he became haunted by the prospect of a former art teacher challenging him about never having pursued his artistic abilities. At the age of twenty-seven Davies returned to school, graduating from the University of Lethbridge in 2009 with a BFA/BEd. Davies presently teaches, and works as a professional studio artist. “I am the embodiment of someone who models to students that they can follow their dreams.”

andydavies

At Winston Churchill High School in Lethbridge, Jared Heidinger shepherds students through the complexities of Science by engaging them on their terms. He often uses popular movies and YouTube to explain concepts. His students learn about photosynthesis and anaerobic respiration by baking bread, and they learn cell structure by building pizzas with toppings representing various cell components. A remote control “news helicopter” delivers quizzes. “I fly the chopper around the class, land it, then put on a video as if it’s reporting from a live scene,” says Heidinger. Personalities such as professional hockey player and former pupil Kris Versteeg deliver the assignment. “The kids aren’t as bitter about a quiz when they see the chopper,” says Heidinger. For Heidinger, YouTube and Twitter are educational aids. For example, students who participate in a weekly Twitter chat at #scistuchat earn extra credit. “Some students now see Twitter as a resource,” he notes. “Parents are also realizing its educational value.” Connecting with students as individuals is important to Heidinger. “I’m passionate about kids knowing someone cares,” he says. He shares his life through stories, hoping to reach students who might undergo similar circumstances. “When you can relate your life to kids they know you’re a person,” he says. His stories range from comical to poignant, and often illustrate points in his teaching. “I love teaching. I can’t imagine doing anything else. I like seeing kids learn new things and view the world differently than they did before.”Twitter: @jheiding

ENGAGING SCIENCEin high school, jared heidinger (bsc/bed ’00) was banished to the

hallway for clowning in class. he continued to listen through the

door, however, and when the instructor asked a question heidinger

shouted the answer through the grate. grinning, his teacher opened

the door and invited him back in. that day heidinger learned a lesson

in classroom management. today he carries that lesson – striking a

balance between clowning and control – into his own

teaching practice.

LEGACY 8

jaredheidingeralumni

LEGACY 11

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LEGACY 12

richelle marynowski

it is fitting that richelle marynowski left the university of lethbridge as a student and returned

as a professor.

COMING HOME

marynowski

Twitter: @rmarynow

From the time she was two years old, Richelle Marynowski experienced the University of Lethbridge as an extension of herself. Affectionately nicknamed “Rikki,” she accompanied her father, honorary doctorate recipient and former Member of Parliament Rick Casson, to work at campus Printing Services and became intimately familiar with the institution’s spaces and people.

“This really is my home,” she says. “I got involved in the community. I worked in the equipment room and as a cashier. I was also in the curling club. I spent 8 a.m. to midnight here every day.”

The Picture Butte, Alberta native was in Grade 3 when she set her sights on a career in Math education. After graduating from the U of L with a BEd in 1990, she worked in rural, urban, private, and outreach schools, and for Alberta Education. A strong interest in enhancing Math evaluation and assessment practices led to a master’s degree and then to a PhD.

It is fitting that Marynowski left the institution as a student and returned as a professor. “It’s interesting

to come back as an adult to see how some things have changed and how some things have remained the same. Despite the growth, the campus still has that small and friendly atmosphere.”

Today Dr. Marynowski instructs future Math educators. She emphasizes the importance of getting to know students on an individual basis. “The best way to help a student is to facilitate more than one way of learning. Children have many ways of understanding.”

“Education doesn’t stand still,” adds Marynowski, who encourages her students to embrace change. “It’s an amazing time for education in Alberta. The opportunity for involvement is great.”

Marynowski’s research foci are teaching, learning, and assessment, particularly in the field of Mathematics. “There are so many ideas I want to explore. Now that I have my PhD, I can.”

For more information:http://vimeo.com/101957203

Dr. Richelle Marynowski celebrating her father’s honorary doctorate.

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faculty research

dr. danny balderson, a small town basketball star who led the university of lethbridge pronghorns to the national championships in 2000, is the only player in pronghorn history to have his jersey retired. today he instills in pre-service teachers his love of sports, and his philosophy that all children, regardless of circumstances, have the right to physical activity.

Balderson’s community spirit and commitment to inclusivity led naturally to his study of sports academies – schools offering sport-specific instruction as part of regular programming. Some academies begin as a way to keep students in school; others to keep schools from closing. “They’re all different,” says Balderson. To gain context he visited ten academies throughout Western Canada. His findings so far reveal that academy students not only tend to remain in school, but they demonstrate greater dedication to all studies. “School enrollments have increased,” says Balderson, “which means more teachers and possibly added programs and facilities all students can use.” Educators also benefit. “When teachers who are passionate about a sport are invited to start a program, they’re engaged and invigorated,” he says. Although initial outcomes are promising, Balderson plans to fully investigate the challenges academies face as well. Due to the nature of his research he has become recognized as an authority. “I get a call every couple of weeks from someone starting an academy and wondering how,” he says. He puts them in touch with comparable schools already operating and encourages academies to work together. As an educator of future Physical Education teachers, it is imperative to Balderson that he remains involved with children. Sixteen years ago he created a summer basketball camp for youth. Today the annual camps have mushroomed from thirty-five participants to more than 300. Balderson hopes to apply his organizational acumen to establishing a western Canadian academy conference. “Every academy is unique, but there are common elements,” he observes. “They have the same struggles.” In the spirit of teamwork, Balderson wants to see academies unite, offering each other guidance and support.

For more information:Hanna Hockey Academy: youtu.be/9_2gG5qnVgk?hd=1Vauxhall Academy of Baseball: youtu.be/oAtm8egt8uA?hd=1 Westwind Equine Academy: youtube.com/watch?v=5yngyALNnTkDr. Danny Balderson research website: albertasportsacademies.com

the study of sports academies:impact upon students

danny balderson

I love kids I love sports

and I love schools.

Twitter: @DTBaldRanchLEGACY 12

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FACULTY RESEARCHbalderson

leadership

after the sudden and sad passing of

dr. rick mrazek, dr. thelma gunn stepped into the

position of associate dean at the university of

lethbridge faculty of education. “becoming associate

dean isn’t just about me taking on a new professional

challenge. It’s also about taking up where rick left

off. In doing so, my primary role is to support the dean

and to support the faculty.”

a graciousstep into leadership

LEGACY 14

leadershipnoella piquette

One of Dr. Noella Piquette’s current research foci is prevention of reading difficulties. The University of Lethbridge Faculty of Education professor says,“There’s trustworthy evidence setting out what it takes to teach children to read,” she says. “By following it, can we have most children reading and writing comfortably?”

After researching together for over ten years, Piquette and Drs. Robert Savage (McGill University) and Eileen Wood (Wilfred Laurier University) launched a five-year, cross-provincial study, following National Reading Panel and Canadian Language and Literacy Research Network recommendations. “Instead of trying to solve issues for students already experiencing reading disabilities, we decided to start much earlier.” Their project involves working with children from the time they’re in kindergarten until Grade 4.

The study involves four Alberta schools, in which Piquette conducts regular workshops with parents and teachers together. “We have fun, engaging activities to work with at home,” she says. She stresses to parents that the two essential things they can do for their children’s academic success is engage them in conversation and read to them every day.

“Our research has shown significant gains in children’s listening comprehension and enjoyment of reading,” she asserts.

In another study, Child Strength, Piquette collaborates with Dr. Robin Gibb from the U of L Department of Neuroscience, on a study involving emergent literacy and executive function. “We’re creating activities for Coalhurst, Alberta’s Parent Link Centre to introduce to very young children,” she says. The play-based activities include skills like thinking, sorting, and expressing

emotion. Parents receive materials to continue with at home. “After the first week parents were over the moon,” states Piquette. “They couldn’t believe the difference the activities made in children as young as two.”

“We have the joy of knowing there’s already research to prove this,” adds Piquette, whose goal is to make evidence-based information available to parents in a manner they can use.

Now in its second year, Child Strength is expanding with additional activities in more communities. Piquette and Gibb plan to make their activity sets available free to daycare and early childhood centres.

As keen as Piquette’s interest is in supporting learners, she is equally committed to those who teach them. Of primary importance to her is helping educators gain knowledge, improve practice, and feel supported, encouraged and validated. She works with Foothills School Division, creating resources for new kindergarten, grades 1-3 teachers. “A second study grew from this when kindergarten teachers wanted support learning more about inquiry and play-based learning,” she says.

“These studies all fold into each other,” Piquette states, “and the results profoundly confirm what is so necessary for children, parents, and teachers.”

For more information:http://noellapiquette.wordpress.com Alberta Education: http://bit.ly/1oatY3KAbracadabra: abralite.concordia.ca/ W

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A COMMUNITY APPROACH to supporting early language and literacy

noella piquette

learning disabilities, and within them language and literacy, were running themes

throughout special education teacher noella piquette’s undergraduate, masters, and

phd degrees. now a registered psychcologist and associate professor in the university

of lethbridge faculty of education, piquette has conducted extensive research working

with professors and teachers across canada.

15 LEGACY

faculty research

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canadian curriculum, literacyand life writing as métissage

“Life writing is articulating your own and others’ lived experiences, ideas, values, and feelings,” explains Dr. Erika Hasebe-Ludt, University of Lethbridge Faculty of Education. Students who practice it gain a deeper sense of identity. Sharing their stories imparts historical and cultural knowledge, and it has the potential to raise empathy in others.

The stories of individuals often connect with and add a visceral component to larger historical, political, and economic narratives. According to Hasebe-Ludt, this creates a living, organic curriculum that is not abstract or detached. “Life writing can be applied in all subjects,” she says, “and is adaptable to all ages.”

Hasebe-Ludt, who for more than a decade has researched this literacy genre and curriculum area with Drs. Cynthia Chambers (U of L), Carl Leggo (UBC), along with colleagues from a life-writing collective across Canada, points out that life writing is more than printed text. It is an arts-based inquiry that incorporates performance, oral storytelling, artifacts, filmmaking, and more. The resulting métissage, or mixed composition of stories, respects a culture’s traditional literacies including vernacular modes. It also opens up new and multiple literacies to writers and readers within that culture or community.

Hasebe-Ludt was recently appointed interim editor of the

Canadian Journal of Education. She is also co-president of the Canadian Association of Curriculum Studies (CACS). Her publications include A Heart of Wisdom: Life Writing as Empathetic Inquiry, Life Writing and Literary Métissage as an Ethos of Our Times, and Contemplating Curriculum: Genealogies/Times/Places, co-edited and authored with fellow researchers. These collections give teachers and other educators ideas for implementing life writing in their classrooms.

“My hope is for this form of inquiry to be an integral part of the curriculum, enabling all students to construct their identities and develop their skills, refine their voices as readers and writers, and contribute to a knowledge-based, literate and just society,” says Hasebe-Ludt.

In 2014 Dr. Erika Hasebe-Ludt received the Ted T. Aoki Award for Distinguished Service in Canadian Curriculum Studies. The eminent curriculum scholar, after whom the award was named, had been a longtime mentor until his passing in 2012.

in our multicultural, multi-lingual society, a growing number

of educators are using life writing to build bridges of understanding between

increasingly diverse populations.

LEGACY 16

erikahasebe-ludt

Students interested in studying in this area should apply to our graduate program focused on Literacy in Globalized Canadian Classrooms (scheduled for July 2015). http://bit.ly/1v8J20m

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Dr. Hasabe-Ludt at work with Literacy cohort graduate students, Joanne Polec and Daniel Buchanan.

faculty research

Legacy: When did your collaboration begin?JR: We met in 1992 while doing our MFA programs at Concordia University in Montreal. We created a museum-like exhibition that changed daily as we worked on-site transforming materials we gathered from the Laurentians, Quebec.

Legacy: How many collaborative works have you produced? JR: We collaborate every day in our conversations about teaching, in discussing ideas for art projects, and in actually building large audio/video sculptural installations.

Legacy: Do you have your individual practice as well?JR: Yes we both feel a need to produce and show our own work, especially after working intensely together on a collaborative project.

Legacy: You said that you collaborate in your teaching as well as your art practice?JR: We talk about teaching all the time and we are always building project assignments together. Video Sketchbook (Michael’s class) was my favorite course to build and to be part of. I wrote a chapter about it in my recent book Viewfindings. I also enjoy co-teaching his printmaking classes, especially the critiques, though it is not part of my teaching load. We define project-based learning as being clearly designed by the instructor with parameters in the sequential introduction of new materials and problems, while inviting students to develop their own ideas. We show a wide range of carefully selected examples to inspire students to explore possibilities in working with materials in relation to concepts.

Legacy: You work as an artist and you have published extensively. Is there any link between these two forms of research? JR: When I was doing my PhD I saw a need for curriculum theory based on art practice. As a teacher in the Arctic, I had elders making art in my classroom. In Montreal, I did my PhD researching street art. I started making videos as a way to document and analyze my artist in the school projects. My art

practice is a continual exploration of new materials and ideas. This gives me the resources to help individual students achieve success in different contexts. It also informs my belief in problem solving through project-based learning and the critique process as formative assessment.

Legacy: What are you working on at the moment? JR: In 2012 we built a 65 foot-long sculpture out of bamboo, with other related pieces including a video, during a month-long residency at the International Triennial in Kathmandu. We just exhibited a video at the Palais de Tokyo in Paris. In Dec. 2014, we are building a site-specific sculpture in an 18th century public exotic garden estate in the South of France. We have been re-invited to exhibit in Kathmandu in 2015. We choose to constantly explore new materials, to travel and to make

art together.

Legacy: What has been your main research focus in art education? JR: Identity development in young people, peer influence, learning communities, performing/communicating in public space, the rigor of creating and the effects of the critique on thinking. Art in education is often viewed as a frill. Art Education values each person’s diverse development, invites empathy, and the provocation to change entrenched assumptions. For example my

work with new media and visual literacy compares intent in art that questions, with the closed agenda of propaganda.

Dr. Janice Rahn was named Board of Governors University Scholar in 2012 which recognizes the excellence of faculty members in the areas of research, scholarship and creative performance. As an artist, Rahn has been working on a series of female arbor forms, in porcelain, bamboo and willow. She has created charcoal/ink drawings, and monoprints showing them at her gallery The Vidourle Prix in Sauve, France. She also makes documentary videos and audio video installations, most recently shown at the Kulteren der Welt in Berlin. For more info: www.janice-rahn.com

dr. janice rahn on the value of collaborationin art research and education

university of lethbridge faculty of education professor, dr. janice rahn

researches as an artist and writer. she works between education and the fine arts to

question how art practice informs curriculum theory in project-based inquiry.

rahn often collaborates with partner, michael campbell (faculty of fine arts).

janicerahn

Dr. Rahn at work in her Hornby Island studio.

Q&A

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L-R: Dr. Leah Fowler and co-author of Reading Canada: Teaching Fiction in Secondary Schools, Wendy Donawa

in philippine culture adults focus on children, rarely on themselves. only after his grandmother

passed away did current faculty of education student, michael quiambao, learn she had been

a nationally recognized teacher in bangued, philippines. she lived to see him enter university,

knowing he wanted to become an educator.

LIKE GRANDMOTHERLIKE GRANDSON

quiambaomichael

“My lola (grandmother) was my biggest supporter and motivator,” says Michael Quiambao. “She was proud of me going to the University of Lethbridge.” Quiambao’s grandmother started him on his teaching journey. Along the way he met more mentors. “I was a visible minority in a Caucasian area,” he says. “I didn’t see the importance of my own culture. In junior high I had low self-esteem, but a teacher saw something in me and took the time to know and encourage me. Without him I wouldn’t be where I am.” Quiambao names other educators who inspired their students, fuelling in him a desire to do the same. In 2014 the Kinesiology major completed his Professional Semester II (PSII) in Brooks, Alberta, with teacher mentor Jared Hofer. “I learned a lot from him,” says Quiambao. Hofer put students first, and was there for them beyond school hours. In Brooks Quiambao helped with the badminton team, the ‘Iron Chef Cookoff,’ and preparing free lunches for students. He has worked with the YMCA and the Boys and Girls Club; on a farm to experience rural life, and at SAIT to learn about the trades. “I’m trying to sponge everything I can by putting myself in new environments,” says the life-long learner, who even tried bull riding. Today he realizes the importance of all cultures and strives to carry on the community involvement his grandmother instilled in him. “One of my biggest goals is learning Tagalog, my language.” Quiambao hopes to be an approachable teacher who affects students the way his grandmother and others affected him. “I want to be a role model.” W

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current student

LEGACY 20

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In his final practicum experience, pre-service student teacher Chris Tuck demonstrates the science of light through shadow puppetry.

final

field experience

the pinnacle field experience

“I couldn’t have asked for anything more in a PSIII experience,” says Chris Tuck (BA/Ed ’14). “You really get to be part of the school. You can see the kids learn, and I built some amazing relationships.” “PSIII is the pinnacle experience in the Faculty of Education program. It is one of the components that makes the U of L program so powerful,” says Dr. John Poulsen, PSIII Coordinator. “The student teachers are called interns to signify the difference from previous practica. What is so special is that the interns perform much like a half time teacher for four months. They take on most of the duties of certified teachers, such as planning, teaching, and assessment. After PSIII the interns are confident and ready to teach.” Tuck, who interned at St. Patrick Fine Arts Elementary School in Lethbridge, enjoyed collaborating with other teachers while he was there. “One of the biggest things I learned was there’s more than one way to teach. If something doesn’t work the first time, it’s okay to reteach it. There’s time to try new things. I feel I can differentiate now, and do things that will work for each student. When I see kids grasp something, there’s nothing better.” Faculty professors helped Tuck immensely. “Professors model the instructional strategies

they teach,” he says. This allows students to discover what works for them as students, and then implement those strategies as teachers. PSIII interns are required to engage in a professional inquiry project. Tuck focused on cross-discipline teaching, often using games to teach skills and competencies simultaneously in several subject areas. The shadow puppet plays his students produced for Science also incorporated Drama and Language Arts. Math and Physical Education merged in ‘Math Facts Bowling.’ Tuck created a website to share learning games mathgamesinquiry.weebly.com. He also values Twitter to resource with colleagues. “In teaching we never stop learning,” says Tuck’s teacher mentor, Don Flaig. “Mr. Tuck brought a lot of fun and creativity to the classroom, and, as is often the case with student teachers, he has raised the bar for me.” Flaig’s mentorship reinforced Tuck’s enthusiasm for teaching, originally inspired by a childhood soccer coach and several other exceptional teachers. “I wanted to be them,” he says. “I had good experiences and I wanted to pay it forward. Coming out of this program, I feel I’m ready.” Chris Tuck currently teaches at Dr. Gerald B. Probe Elementary School in Lethbridge.

in their final practicum, professional semester III (PSIII) university of lethbridge faculty of education students spend a university

semester teaching in a school setting guided by a teacher mentor and supervised by the local school administrator.

In his final practicum experience, pre-service student teacher Chris Tuck demonstrates the science of light through shadow puppetry.21 LEGACY

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“enhancing the life of the mind is a sacred responsibility, one of which i’m proud to be a part.”

Dr. Jane O’Dea believes strongly in meeting students on their own ground. This principle solidified the day she paired classic literature and art with contemporary equivalents and watched student understanding blossom. It germinated earlier, however, on literal ground, when she arrived in 1990 at the University of Lethbridge and encountered Dr. John Woods, eminent scholar and president emeritus, sitting on the floor in animated conversation with first-year students. “I knew then that this university was a very different place,” she says. The way Woods engaged with students on a personal level had a seminal influence on O’Dea. Other influences have been Blackfoot Elders who model respect for all viewpoints, and world-class scholars who consider it an obligation to share their knowledge. O’Dea’s own experience transitioning from Ireland to Canada and between Fine Arts and Philosophy honed her empathy with students, whom she recognizes as also having to negotiate diverse worlds. “Our responsibility in helping them do that is important,” she says. “In this digital age, students are constantly bombarded with information. They desperately need help making sense of it. We have the unique opportunity to make that happen.” Throughout her teaching O’Dea uses current music, movies and literature as entry points into traditional academic readings. She also encourages learning through self-expression, guiding students into formal writing by first having them express their ideas through informal means, such as rants and blogs. By establishing rules of civility and respect she creates and mediates safe classroom environments in which no topic is taboo. “Teaching isn’t about instilling information – it is setting in motion the process of learning. Enhancing the life of the mind is a sacred responsibility, one of which I’m proud to be a part.”

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jane o’deaTeaching isn’t about instilling information – it is setting in motion the process of learning.

Dr. Jane O’Dea is a past recipient of the University of Lethbridge Distinguished Teacher Award.

LEGACY 24

Amid the diverse cultural tapestry of the southern Alberta pastoral is a unique community – the Hutterites. This colony-structured state-of-the-art farming group abide by faith-based customs and carefully preserved process. It is within this rhythm that the Alberta curriculum is taught alongside traditional German language and religious studies. Wayne Tate (BEd ’79, MEd ’93), a principal for Palliser Regional Schools has liaisoned with colony schools for over six years. “It’s easy for teachers to forget about work in our colony schools because they’re not top of mind,” he says. “Even veteran teachers would be surprised by the remarkable professional growth opportunity colony schools present.” University of Lethbridge Faculty of

TEACHING ON A HUTTERITE COLONY“when you teach at a hutterite colony you become a better teacher

because you are immersed in a multi-grade environment.”

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Students from Hofmann School on the New York Hutterite Colony with teacher, Sandra Duncan.

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Education alumna, Sandra Duncan (BEd ’79) has taught in Hutterite schools over the course of thirty years. “After I graduated from the program, my first position was teaching on a colony. My love of travel and learning about cultures is key to my interest in teaching in colony schools,” says Duncan. “Growing up in Coaldale there was a Hutterite community near our home – a culture of people living essentially in my own backyard that I didn’t really know much about. I have since found that teaching on a colony is like travelling, and leaving the country in a way.” Duncan’s first position was teaching grades 1-9 in a one-room colony schoolhouse that also served as the German school, and a place of worship. “As the only teacher in this setting, lesson planning was

unbelievable. But once I understood the level each student was at with individual learning, it became easier,” she says. Her last teaching position was at the Hofmann School on the New York Colony just southeast of Lethbridge. Aside from the absence of technology, this school is more like that of a typical K-9 classroom. “At the Hofmann School my primary job was teaching English – the students came into my classroom as German speakers.” Duncan reflects upon her career teaching on colonies. “When you teach in a Hutterite colony school you become a better teacher because you are immersed in a multi-grade environment,” she says. “As I look back on my career as a colony teacher, I have an image of the children running out to greet me with stories to tell, and so eager to hear

mine, too. They gave me joy. I learned so much from them.” Duncan adds, “To these children teachers are a bridge to the outside world.”

If you are interested in teaching on a colony or would like to find out more: http://bit.ly/1u6zPUk

A special thank you to principal, Wayne Tate, of the Palliser School Division for his patience in arranging field trips. Gratitude to New York Colony for sharing the essence of their world over multiple visits – Minister George Hofer; German teacher, Steve Hofer and his wife, Judy.

graduate studies

curriculum and assessmentin 2013 the university of lethbridge faculty of education launched the master’s in education program focusing on curriculum and assessment

“By 2016 Alberta expects to have brand new curriculum in every subject area,” says Dr. David Slomp. This program is designed to promote teacher leadership in curriculum and assessment redesign that is taking place across Canada. “Rather than being subject-specific,” says Dr. Amy von Heyking, who co-developed the MEd program with Dr. Slomp, “the radically changed curriculum is framed around competencies, such as critical thinking, innovation, creativity, collaboration, and problem solving.” “Outcomes for these core competencies are hard to assess using standard practices,” says Slomp. “Changes in curriculum have to be paralleled by changes in assessment. The two need to be integrated, not just practically, but theoretically and intellectually. When you build a curriculum that works at this level you need locally developed, high-quality assessments to capture the competencies.” “Traditionally, questions of curriculum and assessment have been separated,” says von Heyking. “This program brings them together, forcing a dialogue that asks students to develop new theoretical models for both.” Students examine the way curriculum is changing and the way assessment questions need to change in response – then they build assessment tools that reflect those changes. “We get each of them to identify an assessment need in their classroom, school or district,” says Slomp. He cites the example of one educator who is teaching Biology, Chemistry and Math together as part of the redesign. “We will work with her on how to measure those core competencies in that kind of a packaged science course.” “We ask them to think differently,” says von Heyking. “They come to understand the history of the system and what we can learn from past innovations. We challenge them to be able to defend what they believe education is for. Fundamentally, these are philosophical issues.” The three-year program consists of campus-based courses each July, one online course each fall, and another each spring. “The first year is setting a foundation for understanding curriculum and assessment,” says von Heyking; “the second is research-focused, looking at innovative initiatives and having the opportunity to work specifically on their own practice; the final year puts it together, synthesizing what they’ve learned and how it reshapes our understanding of curriculum and assessment.” The current cohort, with participants from Alberta, British Columbia, Saskatchewan, and the Yukon, shares information and exchanges ideas in a collaborative environment, taking back to districts, schools and classrooms groundbreaking theories and practices. “Students taking this course are emerging in their schools and districts as leaders,” says Slomp. “They’re able to design more local curricula and work in much more creative ways with school structure,” adds von Heyking.

For more information:U of L Faculty of Education Curriculum and Assessment MEd program: http://bit.ly/11oXt7sAlberta Education Curriculum Redesign: education.alberta.ca/department/ipr/curriculum.aspx

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“Students taking this program are emerging in their schools and districts as leaders.”

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LEGACY 28

graduate studies

doctoral program in education: enhancing research capacity and culture

“this degree is rich in research, but rich as well in professional practice,

because we’re carrying on the integration between theory and practice we have

always emphasized throughout both our undergraduate and master’s programs.”

“I was born in Saskatchewan at the age of twenty-four,” Dr. Richard Butt likes to say. That’s when he left England to teach in a small prairie town. He drove truck during harvest for several families so their high school students could return to school on time in the Fall. “It gave me an understanding of rural life, Canada, and how important community is,” he says.In reality, Butt’s childhood experiences in the British school system, with learning centres, field trips, and expressive arts, had already shaped his belief in hands-on, equal opportunity education and the learning community. As a young man he worked as a junior researcher alongside others of diverse educational backgrounds. “We all contributed, regardless of our qualification levels. Everyone was considered equal,” he says. “It was a democratic culture that I valued very much. It’s what shapes me in my teaching, graduate studies work, and the PhD program we are working on implementing. At its core the PhD program

is a community of faculty members and doctoral candidates learning and researching collaboratively.” Butt became an educator to give back to the profession that had given him so much. “In 1983 I was hired by the University of Lethbridge Faculty of Education to assist with implementing the master’s program,” he says. The first year, 1984, there were only 12-15 students. Since then the program has grown to approximately 200 students. As Assistant Dean of Graduate Studies and Research in Education (2008–2011), followed by Dr. Kerry Bernes (2011–2014), Butt introduced a number of unique study foci to supplement the existing MEd offerings. With highly focused content, all of these initiatives grew from the expertise and research passions of faculty members working together to build graduate options around the needs of children, teachers and schools. The proven success of graduate studies led naturally to plans for a doctoral program. “There’s a demand for PhDs in education,”

says Butt, “particularly the type we hope to offer. Our faculty has the knowledge. We have innovative, unique researchers ready to take on graduate students. Almost fifty percent of the faculty have already been on PhD committees or been external PhD examiners for other universities.” “Our PhD program has been approved by the Campus Alberta Quality Council and Alberta’s Minister of Advanced Education and Technology,” says Butt. It offers three concentrations: Formal and Distributive Leadership; Learning, Teaching and Curriculum; and Counselling Psychology. “There’s a big movement for research evidence-based change in education,” he says, noting that teachers, administrators, and school district personnel completing the doctorate will enhance research capacity and culture in education. “Our Faculty has been doing a wonderful job of graduate education for thirty years,” says Butt. “There’s a ripe readiness for this PhD. It’s harvest time, so to speak.”

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wherenoware they

“The EUS was invaluable to my teaching career,” says Rebecca (Nelson-Fitzpatrick) Edwards (BSc, BEd ’09). She attributes the confidence and leadership skills gained to numerous roles undertaken as vice principal of the Grassy Lake, Alberta school. Her fondest memory of the Faculty is the charitable, student-led initiative Bust a Backpack, still operating today.

Theresa Bell (BA/Ed’94), Writing Centre Coordinator at Royal Roads University (Victoria, BC), discovered her love of teaching at the University of Lethbridge. “The philosophies and approaches I learned from faculty still influence my teaching practice,” she says, “and participating in the EUS gave me skills and confidence for future endeavors.”

Jennifer (Shuster) Fairs (BA/Ed ’11) feels like family in her Stavely, Alberta school. “The EUS provided me with mentors, friends, and great learning opportunities,” she says. “The Faculty brought out the best in me, helping me see my passion for primary-aged children. I love going to school every day!”

Darin Reeves (BEd ’89) credits the EUS with instilling in him a sense of leadership and public service. He attended the University of Lethbridge “to foster learning in others” and today, with a Master of Continuing Education degree, puts those skills to use as Director of the Regina Provincial Correctional Centre.

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Through the EUS, Andrew Doyle (BA/Ed ’10) networked with talented people in the Faculty of Education, Alberta Teachers As-sociation, and school divisions. Now a teacher and Ed Tech Coach in Airdrie, Alberta, the city-raised Doyle’s favourite memory of teacher education is ex-periencing farm life and comunity school culture in PSI.

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where are they now?

“The EUS provided opportunities to connect with teaching professionals beyond the university,” says Howard Stribbell (BA/Ed ’98; MEd ’04). “I recall meeting the Minister of Education.” Now ‘Head of School’ in Macau Special Administration Region, China, Stribbell was influenced by Lethbridge professors who engaged in frequent, informal interactions with students.

Australia 4Bahamas 1Belize 8Brazil 1Brunei 1Canada 5894- Alberta 5258 Lethbridge 1607 Calgary 875 Edmonton 119- BC 381- Manitoba 23- Nbrunswick 4- Nfoundland 6- Nova Scotia 10- NT 10- NU 3- Ontario 79- PEI 3- Quebec 12- Sask 99- Yukon 6Germany 1France 1Hong Kong 3Japan 1Korea 1Macao 1Malaysia 1New Zealand 5Singapore 1China 2Thailand 2United Emirates 1United Kingdom 1United States 41

Karen (Davis) Brunton (BFA, BEd ’11) honed her leadership, teamwork, and communica-tion skills in ways she might never have were it not for EUS. Today, teaching at a private school in Seoul, Korea, she has lasting memories of supportive, knowledgeable professors in the Faculty. “They inspired me to be a better teacher.”

You are making a difference in every part of the world – from Grassy Lake, Alberta to Seoul, Korea. It’s inspiring to hear your stories about community engagement as teachers, counsellors and administrators. As we approach our 50th anniversary in 2017, we invite you to continue to connect with us. Where are you now? We want to celebrate your experiences. Contact us at uleth.ca/alumni

we would like to extend a sincere thank you to nine faculty of education members who are stepping down to enjoy retirement and also to carry on with their research – respected teachers, colleagues, and dear friends.

colleagues and friends

Dr. Cathy Campbell will always be remembered for her leadership as Faculty Coordinator of the Niitsitapi Teacher Education Program (2003-2006). Niitsitapi was a unique program built upon Blackfoot ways of knowing and of being.

Dr. Cynthia Chambers has walked “the path with heart” in teaching, research, and service by wayfinding and successfully mentoring many students in finding the research that matters for their own inquiry and for the common good.

Bill Glaister redesigned the information literacy program to ensure it was relevant and meaningful to student teachers; he worked with student teachers and teachers to develop curriculum materials.

Dr. Keith Roscoe has been rigorous, vigorous, and has required students to work exceptionally hard, being totally committed to developing their professional skills and identity. Supervisors of Keith’s students always knew that they had studied with a master teacher educator.

Dr. Robert Runté possesses a record of research that is broad and deep. He’s written about qualitative research design, measurement and evaluation, rhetoric, literary criticism and speculative fiction. The list is impressive. Notably, he’s also written about parenting dilemmas and academia.

Dr. Brian Titley has never lost his enthusiasm for teaching and for his research. His reputation for demanding, rigorous, content and high expectations in his university courses, combined with respect for students and attention to their needs and interests, is inspirational.

Dr. David Townsend is revered by many superintendents, one of whom described him as “an unyielding champion for student learning.” A fellow academic conveyed that “David’s endless energy is contagious” and that “his genuine and affirming leadership has been an inspiration.”

Dr. Peter Heffernan is a gifted linguist, a former Associate Dean, and chair of numerous committees and initiatives. He consistently exhibited that commitment to excellence that is the hallmark of our faculty.

Dr. Jim Henry served as a skilled psychologist able to teach and mentor MEd. students, and a techno-geek with the skills necessary to play a leadership role in the then-emerging field of online/blended learning.

LEGACY 32

thank you

4401 University Drive W. Lethbridge, Alberta T1K 3M4403-320-2051

ulethbridge.ca/edu edgradstudies.ca becomeateacher.caTwitter: @ULethbridgeEdu