Newsletter - Spring 2014
Honored for Excellence in Undergraduate Teaching
Assistant Professor Tesha Sengupta-Irving was one of 11 professors honored for excellence in undergraduate teaching during the 21st UC Irvine Celebration of Teaching Awards, held April 24th at the UC Irvine Student Union.
In introducing Dr. Sengupta-Irving, Associate Dean Mark Warschaer praised her success as a teacher and noted her exemplary modeling for future university instructors as well as future K-12 educators.
Dr. Sentupta-Irving's research interests include math education, equity and diversity, and teacher education.
Assistant Professor Tesha Sengupta-Irving was one of 11 professors honored for excellence in undergraduate teaching during the 21st UC Irvine Celebration of Teaching Awards, held April 24th at the UC Irvine Student Union.
In introducing Dr. Sengupta-Irving, Associate Dean Mark Warschaer praised her success as a teacher and noted her exemplary modeling for future university instructors as well as future K-12 educators.
- Dr. Sengupta-Irving teaches undergraduate and teacher preparation courses that address a set of significant and challenging issues for education and society: Education 124 Multicultural Education in K-12 Schools, and Education 347 Culture, Diversity, and Educational Equity.
- Despite the challenges of class sizes of 120 or more, Dr. Sengupta-Irving is highly successful at creating an interactive and respectful learning environment for discussions in which students feel safe to ask questions and to share their opinions and personal stories. Some of the terms used by students to describe Dr. Sengupta-Irving include passionate, captivating, extremely knowledgeable, and thought-provoking. They praise her ability to challenge class participants to think deeply and critically about issues of culture, diversity, and equity, and to stimulate students’ desire to learn more.
- Tesha Sengupta-Irving’s dedication and caring about equitable student learning for all learners is central not only to her teaching and mentoring of undergraduates and aspiring teachers, but also to her research. In collaboration with the UCI College of Engineering, her current research involves studying how new national math and science curriculum standards translate into the teaching and learning of non-dominant youth in high-needs urban schools. Specifically, she is working in regional school districts to examine how the standards’ increased emphasis on engineering design and citizenship science might alter learning opportunities for historically marginalized students, based on the varying ways teachers implement these curricular reforms in their teaching.
Dr. Sentupta-Irving's research interests include math education, equity and diversity, and teacher education.
School of Education Alumni Honored by Irvine Unified School District
Nine School of Education alumni and three mentor teachers for the School's credential programs were honored at the Irvine Unified School District 2014 Excellence in Teaching Awards, held May 2 at the Irvine Marriott Hotel.
School site honorees include alumnae Anna Michelena, 2003 Master of Arts in Teaching (MAT) graduate who teaches 5th grade at Bonita Canyon Elementary; Kristen Jackson, 2009 MAT graduate who teachers a 5-6 combination class at Meadow Park Elementary; Heather Manchester, who teaches the 6th grade alternative program for academically advanced (APAAS) at Santiago Hills Elementary; Carol Mai-Venegar, 2009 graduate who teaches 5th grade at Turtle Rock Elementary; Eric Keith, 2000 graduate who history teacher and athletic director at Northwood High School; Dominic Fratantaro, 2005 graduate, librarian at University High School; and Lauren DeBellis, 2011 MAT graduate who teaches English at Woodbridge High School.
Selected as two of the four Teachers of Promise were alumni Brendan Geck, 2013 graduate who teaches history at Northwood High School, and Jill Morgan, 2013 graduate who teaches science at Sierra Vista Middle School.
Three of the teachers selected as school site honorees serve as mentor teachers for UC Irvine credential candidates: Patricia Goheen, who teaches 6th grade at Eastshore Elementary, Jennifer Szurmant, who teaches transitional-kindergarten at Springbrook Elementary, and Judith Hawley, who teaches 6th grade at Woodbury Elementary.
Nine School of Education alumni and three mentor teachers for the School's credential programs were honored at the Irvine Unified School District 2014 Excellence in Teaching Awards, held May 2 at the Irvine Marriott Hotel.
School site honorees include alumnae Anna Michelena, 2003 Master of Arts in Teaching (MAT) graduate who teaches 5th grade at Bonita Canyon Elementary; Kristen Jackson, 2009 MAT graduate who teachers a 5-6 combination class at Meadow Park Elementary; Heather Manchester, who teaches the 6th grade alternative program for academically advanced (APAAS) at Santiago Hills Elementary; Carol Mai-Venegar, 2009 graduate who teaches 5th grade at Turtle Rock Elementary; Eric Keith, 2000 graduate who history teacher and athletic director at Northwood High School; Dominic Fratantaro, 2005 graduate, librarian at University High School; and Lauren DeBellis, 2011 MAT graduate who teaches English at Woodbridge High School.
Selected as two of the four Teachers of Promise were alumni Brendan Geck, 2013 graduate who teaches history at Northwood High School, and Jill Morgan, 2013 graduate who teaches science at Sierra Vista Middle School.
Three of the teachers selected as school site honorees serve as mentor teachers for UC Irvine credential candidates: Patricia Goheen, who teaches 6th grade at Eastshore Elementary, Jennifer Szurmant, who teaches transitional-kindergarten at Springbrook Elementary, and Judith Hawley, who teaches 6th grade at Woodbury Elementary.
Ph.D. Students' National Science Foundation Awards Include Three NSF Grants and an Honorable Mention
Three Ph.D. in Education students have been awarded National Science Foundation Graduate Research Fellowships: Jacky Au, Melissa Powell, and Lynn Reimer. Kirstie Hewson has been awarded Honorable Mention. All recipients are in their first year of doctoral study and are pursuing a specialization in Learning, Cognition, and Development (LCD).
Recipients of the fellowship receive three years of graduate student support to pursue their doctoral research. Applications from across the nation are evaluated on two merit review criteria: intellectual merit and broader impact. Recipients are considered the nation's "research leaders of tomorrow." (Source: NSF GRFP website)
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Ph.D. student Jacky Au has research interests in cognitive training, working memory training, executive function, and neuroimaging. He is advised by Assistant Professor Susann Jaeggi.
NSF Fellowship Research Description: The goal of my study is to explore the extent to which cognitive training can reduce rates of delay discounting (DD). DD, the tendency to ascribe correspondingly lower value to a reward the further into the future it is to be received, is a fundamental bias in decision-making that explains the common preference for smaller immediate rewards over intrinsically greater, but delayed ones. For example, somebody with a higher DD rate might choose to receive $50 today rather than $100 in one week, whereas a lower discounter might hold out for the $100. Those with high DD rates are often marked by a pattern of impulsive decision-making that is associated over the lifespan with poorer outcomes in measures of intelligence, working memory, addiction, and cognitive control. Previous research has implicated individual neurocognitive differences that tend to distinguish those with high and low DD rates. For example, individuals with higher DD rates tend to have a lower ratio of activation between cortical and subcortical brain regions, and decreased working memory function. My proposed project therefore serves to further explore these neurocognitive differences within a healthy population of undergraduates, and to employ cognitive training in order to increase working memory function and cortical activation with the intention of reducing DD rates. The eventual goal is to translate this research into child populations with the hope of improving academic and general life trajectories.
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Ph.D. student Melissa Powell's research project is titled "Pop-culture curriculum: An innovative framework for promoting STEM engagement." Ms. Powell has research interests in learning, academic motivation, and pursuance of higher education. She is advised by Associate Professor Stephanie Reich.
NSF Fellowship Research Description: The purpose of my study is to increase adolescent learning outcomes and pursuit of STEM careers. I will be implementing and evaluating a problem-based curriculum that uses pop-culture media as a framework for teaching adolescents about the importance and utilization of STEM content.
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Ph.D. student Lynn Reimer has research interests in computational linguistics, embodied cognition/learning, informatics, and STEM education. She is co-advised by Professor Mark Warschauer and Assistant Professor Tesha Sengupta-Irving.
NSF Fellowship Research Description: Advanced problem-solving pedagogies may improve undergraduate STEM outcomes through acquired capacity to successfully attack problems. These pedagogies emphasize (a) problem-based student learning involving case studies, and (b) algorithmic problem solving modeling metacognitive strategies. Both empower students to become self-directed experts at problem solving. Problem-solving pedagogies may especially benefit underrepresented minorities (URMs) and women who are less likely to experience self-efficacy in STEM (6). For the proposed study, I will consider the relationship between advanced problem-solving pedagogies and motivation, engagement, academic performance, and persistence in STEM majors with special attention given to URMs and women. The proposed study builds on a dataset of student experiences and instructional practices collected through National Science Foundation (NSF) funded WIDER—EAGER: Documenting Instructional Practices in STEM Lecture Courses project (#1256500), Mark Warschauer (PI).
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Ph.D. student Kirstie Hewson has been awarded Honorable Mention in the NSF Fellowship competition. Her research proposal was titled "Physical Activity Science Lessons in the After School Setting."
Ms Hewson's research interests include the impact of physical activity on child/adolescent development, after-school programs and out-of-school time, educational policy, and positive youth development. She is advised by Professor Deborah Lowe Vandell.
Three Ph.D. in Education students have been awarded National Science Foundation Graduate Research Fellowships: Jacky Au, Melissa Powell, and Lynn Reimer. Kirstie Hewson has been awarded Honorable Mention. All recipients are in their first year of doctoral study and are pursuing a specialization in Learning, Cognition, and Development (LCD).
Recipients of the fellowship receive three years of graduate student support to pursue their doctoral research. Applications from across the nation are evaluated on two merit review criteria: intellectual merit and broader impact. Recipients are considered the nation's "research leaders of tomorrow." (Source: NSF GRFP website)
------------------------------------------------
Ph.D. student Jacky Au has research interests in cognitive training, working memory training, executive function, and neuroimaging. He is advised by Assistant Professor Susann Jaeggi.
NSF Fellowship Research Description: The goal of my study is to explore the extent to which cognitive training can reduce rates of delay discounting (DD). DD, the tendency to ascribe correspondingly lower value to a reward the further into the future it is to be received, is a fundamental bias in decision-making that explains the common preference for smaller immediate rewards over intrinsically greater, but delayed ones. For example, somebody with a higher DD rate might choose to receive $50 today rather than $100 in one week, whereas a lower discounter might hold out for the $100. Those with high DD rates are often marked by a pattern of impulsive decision-making that is associated over the lifespan with poorer outcomes in measures of intelligence, working memory, addiction, and cognitive control. Previous research has implicated individual neurocognitive differences that tend to distinguish those with high and low DD rates. For example, individuals with higher DD rates tend to have a lower ratio of activation between cortical and subcortical brain regions, and decreased working memory function. My proposed project therefore serves to further explore these neurocognitive differences within a healthy population of undergraduates, and to employ cognitive training in order to increase working memory function and cortical activation with the intention of reducing DD rates. The eventual goal is to translate this research into child populations with the hope of improving academic and general life trajectories.
------------------------------------------------
Ph.D. student Melissa Powell's research project is titled "Pop-culture curriculum: An innovative framework for promoting STEM engagement." Ms. Powell has research interests in learning, academic motivation, and pursuance of higher education. She is advised by Associate Professor Stephanie Reich.
NSF Fellowship Research Description: The purpose of my study is to increase adolescent learning outcomes and pursuit of STEM careers. I will be implementing and evaluating a problem-based curriculum that uses pop-culture media as a framework for teaching adolescents about the importance and utilization of STEM content.
------------------------------------------------
Ph.D. student Lynn Reimer has research interests in computational linguistics, embodied cognition/learning, informatics, and STEM education. She is co-advised by Professor Mark Warschauer and Assistant Professor Tesha Sengupta-Irving.
NSF Fellowship Research Description: Advanced problem-solving pedagogies may improve undergraduate STEM outcomes through acquired capacity to successfully attack problems. These pedagogies emphasize (a) problem-based student learning involving case studies, and (b) algorithmic problem solving modeling metacognitive strategies. Both empower students to become self-directed experts at problem solving. Problem-solving pedagogies may especially benefit underrepresented minorities (URMs) and women who are less likely to experience self-efficacy in STEM (6). For the proposed study, I will consider the relationship between advanced problem-solving pedagogies and motivation, engagement, academic performance, and persistence in STEM majors with special attention given to URMs and women. The proposed study builds on a dataset of student experiences and instructional practices collected through National Science Foundation (NSF) funded WIDER—EAGER: Documenting Instructional Practices in STEM Lecture Courses project (#1256500), Mark Warschauer (PI).
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Ph.D. student Kirstie Hewson has been awarded Honorable Mention in the NSF Fellowship competition. Her research proposal was titled "Physical Activity Science Lessons in the After School Setting."
Ms Hewson's research interests include the impact of physical activity on child/adolescent development, after-school programs and out-of-school time, educational policy, and positive youth development. She is advised by Professor Deborah Lowe Vandell.
Awarded NEA Spencer Dissertation Fellowship & The Academy of Television Arts & Sciences Mister Rogers Memorial Scholarship
Ph.D. student Cathy Tran has been awarded both a National Academy of Education/Spencer Dissertation Fellowship for the 2014-2015 academic year and the Academy of Television Arts and Sciences Mister Rogers Memorial Scholarship.
National Academy of Education/Spencer Dissertation Fellowship
Ms. Tran, one of 30 NES/Spencer Fellowship awardees out of a pool of 400 applicants, will receive $25,000 to support her dissertation research. NAE/Spencer Fellowship are given to support individuals whose dissertations are judged to show potential for bringing fresh and constructive perspectives to the history, theory, or practice of formal or informal education anywhere in the world. Selection criteria include (a) importance of the research questions to education, (b) quality of the research approach, (c) feasibility of the work plan, (d) applicant's future potential as a researcher, and (e) applicant's interest in education. Ms. Tran's dissertation work is titled "Designing for Productive Persistence after Failure in Education."
Dissertation Abstract
My dissertation explores how to design digital learning environments that embrace failure and the deliberation and experimentation that learners undergo to learn from that failure. A challenge that arises for designers of learning environments is how to promote the perception that incidents of failure are opportunities for learning rather than simply markers of inability in learners. My research tackles this issue in two projects that bridge prior work done in academic motivation, emotions, cognition, and game design. Games create artificial tests in which players can fail, providing a schema in which challenge and confusion are positive attributes that inspire persistent effort. In applying game design elements to academic learning, an understanding of the reasons for persistence or lack thereof is crucial. Deep and continuous learning does not depend only on amount of persistence but also reasons for persistence. For example, learners can be motivated by their goals for content mastery, personal progress, and/or outperforming others—each of which has different learning implications. Using science and math games, I identify design features that support and hinder the pursuit of different types of goals by analyzing questionnaires, interviews, and videos of learner gameplay. Through experiments that induce confusion from failure, I assess whether displaying learners’ errors that were made with high confidence of correctness can promote persistence and deeper, conceptual understanding of the material. This work highlights the underlying elements that promote persistence in games and identifies promising avenues and challenges to extending this knowledge to more formal learning environments.
Mister Rogers Memorial Scholarship
The Academy of Television Arts & Sciences has awarded Ph.D. student Cathy Tran the 2014 Mister Rogers Memorial Scholarship in support of her research in children’s media. The Mister Rogers Memorial Scholarship program, underwritten by Ernest & Young, will provide Ms. Tran with $10,000 and mentoring by a children’s programming professional from the Television Academy’s Los Angeles chapter.
On April 23, Ms. Tran was presented with her award by Andy Sale of Ernst & Young at the Leonard H. Goldenson Theatre in the Los Angeles NoHo Arts District.
Ms. Tran is a fourth year doctoral student specializing in Learning, Cognition, and Development (LCD). Her research interests include technology, media, child development, cognition, informal learning, and motivation.
Ph.D. student Cathy Tran has been awarded both a National Academy of Education/Spencer Dissertation Fellowship for the 2014-2015 academic year and the Academy of Television Arts and Sciences Mister Rogers Memorial Scholarship.
National Academy of Education/Spencer Dissertation Fellowship
Ms. Tran, one of 30 NES/Spencer Fellowship awardees out of a pool of 400 applicants, will receive $25,000 to support her dissertation research. NAE/Spencer Fellowship are given to support individuals whose dissertations are judged to show potential for bringing fresh and constructive perspectives to the history, theory, or practice of formal or informal education anywhere in the world. Selection criteria include (a) importance of the research questions to education, (b) quality of the research approach, (c) feasibility of the work plan, (d) applicant's future potential as a researcher, and (e) applicant's interest in education. Ms. Tran's dissertation work is titled "Designing for Productive Persistence after Failure in Education."
Dissertation Abstract
My dissertation explores how to design digital learning environments that embrace failure and the deliberation and experimentation that learners undergo to learn from that failure. A challenge that arises for designers of learning environments is how to promote the perception that incidents of failure are opportunities for learning rather than simply markers of inability in learners. My research tackles this issue in two projects that bridge prior work done in academic motivation, emotions, cognition, and game design. Games create artificial tests in which players can fail, providing a schema in which challenge and confusion are positive attributes that inspire persistent effort. In applying game design elements to academic learning, an understanding of the reasons for persistence or lack thereof is crucial. Deep and continuous learning does not depend only on amount of persistence but also reasons for persistence. For example, learners can be motivated by their goals for content mastery, personal progress, and/or outperforming others—each of which has different learning implications. Using science and math games, I identify design features that support and hinder the pursuit of different types of goals by analyzing questionnaires, interviews, and videos of learner gameplay. Through experiments that induce confusion from failure, I assess whether displaying learners’ errors that were made with high confidence of correctness can promote persistence and deeper, conceptual understanding of the material. This work highlights the underlying elements that promote persistence in games and identifies promising avenues and challenges to extending this knowledge to more formal learning environments.
Mister Rogers Memorial Scholarship
The Academy of Television Arts & Sciences has awarded Ph.D. student Cathy Tran the 2014 Mister Rogers Memorial Scholarship in support of her research in children’s media. The Mister Rogers Memorial Scholarship program, underwritten by Ernest & Young, will provide Ms. Tran with $10,000 and mentoring by a children’s programming professional from the Television Academy’s Los Angeles chapter.
On April 23, Ms. Tran was presented with her award by Andy Sale of Ernst & Young at the Leonard H. Goldenson Theatre in the Los Angeles NoHo Arts District.
Ms. Tran is a fourth year doctoral student specializing in Learning, Cognition, and Development (LCD). Her research interests include technology, media, child development, cognition, informal learning, and motivation.
Doctoral Student Jennifer Long Leads El Morro Elementary Student Group Research at Crystal Cove State Park
Ph.D. in Education student Jennifer Long entered the doctoral program at UC Irvine after working as a program director and instructional designer at the Ocean Institute in Dana Point. Pursuing a Ph.D. enabled Ms. Long to pursue her interest in studying the effectiveness of technology in connecting science research with both formal and informal education to prepare students for the 21st century.
When the Crystal Cove Alliance (CCA) demonstrated an interest in developing citizen science projects to protect the site's resources, Ms. Long, Associate Professor Rossella Santagata, and Professor Michael Martinez responded with hands-on projects designed to teach STEM (Science, Technology, Engineering, and Mathematics) content. CCA's goal is to offer a variety of programs that engage K-12 and graduate students, university researchers, and the public in on the water, on the beach, and inland research.
Ms. Long's project engages fourth and fifth grade students from El Morro Elementary School in an afterschool club that includes trips to Crystal Cove's Environmental Study Look to conduct on-site science research in echydrology. As she explains, "I am interested in helping children complete the scientific process from hypothesis to presentation, and I am studying whether this process helps them grasp difficult system concepts such as the water cycles."
Demonstrating the collaboration that is occurring at Crystal Cove, the data collected by the El Morro students also is contributing to research by UC Irvine professor of ecology and evolutionary biology Travis Huxman.
Referring to the Crystal Cove educational experiences, State Parks Director Major General Anthony Jackson has commented, "This is a model park. I wish I could bottle what this community has...and take that bottle to all 280 state parks."
Additional information is available online in Laguna Beach Magazine: "Citizen Science Projects at Crystal Cove State Park Engage Visitors and Students Alike in Research that Helps Preserve this Special Place"
Ph.D. in Education student Jennifer Long entered the doctoral program at UC Irvine after working as a program director and instructional designer at the Ocean Institute in Dana Point. Pursuing a Ph.D. enabled Ms. Long to pursue her interest in studying the effectiveness of technology in connecting science research with both formal and informal education to prepare students for the 21st century.
When the Crystal Cove Alliance (CCA) demonstrated an interest in developing citizen science projects to protect the site's resources, Ms. Long, Associate Professor Rossella Santagata, and Professor Michael Martinez responded with hands-on projects designed to teach STEM (Science, Technology, Engineering, and Mathematics) content. CCA's goal is to offer a variety of programs that engage K-12 and graduate students, university researchers, and the public in on the water, on the beach, and inland research.
Ms. Long's project engages fourth and fifth grade students from El Morro Elementary School in an afterschool club that includes trips to Crystal Cove's Environmental Study Look to conduct on-site science research in echydrology. As she explains, "I am interested in helping children complete the scientific process from hypothesis to presentation, and I am studying whether this process helps them grasp difficult system concepts such as the water cycles."
Demonstrating the collaboration that is occurring at Crystal Cove, the data collected by the El Morro students also is contributing to research by UC Irvine professor of ecology and evolutionary biology Travis Huxman.
Referring to the Crystal Cove educational experiences, State Parks Director Major General Anthony Jackson has commented, "This is a model park. I wish I could bottle what this community has...and take that bottle to all 280 state parks."
Additional information is available online in Laguna Beach Magazine: "Citizen Science Projects at Crystal Cove State Park Engage Visitors and Students Alike in Research that Helps Preserve this Special Place"
26 Graduates to Receive 4-Year STEM Degree Plus Teacher Credential
UCI Cal Teach Science and Math Program is a collaborative initiative sponsored by the Schools of Biological Sciences, Physical Sciences, and Education in response to the critical shortage of qualified middle and high school math and science teachers throughout the state. Students who enroll in the program are able to earn both their STEM degree and a teacher credential in four years.
During the 2013-2014 academic year, two graduates received their bachelor of science degree plus California Single Subject Teacher Credential in fall, and 24 will be receiving their degree plus teacher credential this June.
The Cal Teach program is designed to offer STEM undergraduates opportunities to explore math and science teaching as a career option.
During the 2013-2014 academic year, a total of 77 undergraduates enrolled in the Cal Teach gateway course. In addition to the 26 graduates in 2013-2014, another 67 undergraduates were enrolled in a Cal Teach math or science degree/teacher credential program.
For information about the UCI Cal Teach Program, contact Academic Advisor Whitney Young.
- 2013-2014 Program Graduates: 26
- 2013-2014 Gateway Course Enrollment: 77
- Cumulative Number of Graduates: 48
UCI Cal Teach Science and Math Program is a collaborative initiative sponsored by the Schools of Biological Sciences, Physical Sciences, and Education in response to the critical shortage of qualified middle and high school math and science teachers throughout the state. Students who enroll in the program are able to earn both their STEM degree and a teacher credential in four years.
During the 2013-2014 academic year, two graduates received their bachelor of science degree plus California Single Subject Teacher Credential in fall, and 24 will be receiving their degree plus teacher credential this June.
The Cal Teach program is designed to offer STEM undergraduates opportunities to explore math and science teaching as a career option.
During the 2013-2014 academic year, a total of 77 undergraduates enrolled in the Cal Teach gateway course. In addition to the 26 graduates in 2013-2014, another 67 undergraduates were enrolled in a Cal Teach math or science degree/teacher credential program.
For information about the UCI Cal Teach Program, contact Academic Advisor Whitney Young.
School Hosts Reception for Photographers and Guests from The Academy Charter High School
Ninth grade students and parents from The Academy Charter High School (The Academy) in Santa Ana were welcomed to the School of Education on May 7th for a reception featuring the students' photography. Thirty-one student photographs (below) will be on display in the School's Dean's Suite and Student Affairs Reception for the next year.
The students' photographs were created in their photography class with Blaine Jones, an alumnus of the UC Irvine Teacher Credential Program. As part of his instruction, Mr. Jones encourages students to use their creativity to capture realistic and impressionistic images of the world around their Santa Ana school. The Academy features project-based learning, state-of-the-art technology, individual student attention, work-based learning opportunities, college preparation, and a complement of afterschool programs.
The Academy Charter High School is in its inaugural year with an enrollment of 120 9th graders. Additional classes will be added during the next three years to achieve full enrollment of 600 9th-12th grade resident and day students.
Previous art exhibits in the School of Education featured charcoal portraits from Katrinka Sanborn-Hayes's art class at Santa Ana High School, ceramics from Tiffany Huff's class at University High School, art work from University and Village Montessori Schools, and arts and crafts creations from Stepping Stones School.
Ninth grade students and parents from The Academy Charter High School (The Academy) in Santa Ana were welcomed to the School of Education on May 7th for a reception featuring the students' photography. Thirty-one student photographs (below) will be on display in the School's Dean's Suite and Student Affairs Reception for the next year.
The students' photographs were created in their photography class with Blaine Jones, an alumnus of the UC Irvine Teacher Credential Program. As part of his instruction, Mr. Jones encourages students to use their creativity to capture realistic and impressionistic images of the world around their Santa Ana school. The Academy features project-based learning, state-of-the-art technology, individual student attention, work-based learning opportunities, college preparation, and a complement of afterschool programs.
The Academy Charter High School is in its inaugural year with an enrollment of 120 9th graders. Additional classes will be added during the next three years to achieve full enrollment of 600 9th-12th grade resident and day students.
Previous art exhibits in the School of Education featured charcoal portraits from Katrinka Sanborn-Hayes's art class at Santa Ana High School, ceramics from Tiffany Huff's class at University High School, art work from University and Village Montessori Schools, and arts and crafts creations from Stepping Stones School.
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Dr. Steven Keller, Superintendent of Redondo Beach Unified School District, Honored as Distinguished Alumni
Superintendent and School of Education Alumnus, Steven Keller, was honored at the 42nd Lauds and Laurels Celebration as the 2014 Distinguished Alumni from the School of Education.
In nominating Dr. Keller for this honor, Dean Deborah Lowe Vandell wrote:
Superintendent and School of Education Alumnus, Steven Keller, was honored at the 42nd Lauds and Laurels Celebration as the 2014 Distinguished Alumni from the School of Education.
In nominating Dr. Keller for this honor, Dean Deborah Lowe Vandell wrote:
- Dr. Steven Keller is recognized for his impact as an educational leader. Currently Superintendent of the Redondo Beach Unified School District, Dr. Keller is responsible for the education of 8,437 students in grades Kindergarten through 12. The district includes 13 schools, 397 teachers, 1,000 staff, and 600 classified personnel.
- Dr. Keller has served for 27 years in teaching and leadership capacities in Baldwin Park, Fullerton, Rancho Cucamonga, and Laguna Beach. In each and every position, whether teacher, principal, or superintendent, his focus has been on educating "the whole child." He continues to be an alumni supporter of the UC Irvine School of Education and draws many of his administrative and teaching staff from graduates of the school.
"Every Student is a Success Story"
Dr. Keith Curry has adopted the slogan, “Every student is a success story.” He believes every community college student can be successful with the right academic and student support services. Dr. Curry has taken a strong stance in the ability of the Compton Community College District to provide quality education to the students of this community and to provide an environment of educational excellence. He also is interested in teaching those students who aspire to careers as higher education administrators.
On March 16, 2011, Dr. Curry was appointed Interim Chief Executive Officer of Compton Community College District. He was appointed Chief Executive Officer on July 1, 2013.
As CEO, Dr. Curry is responsible for overseeing all departments and functions of the college and serves as secretary to the board of trustees. He sets the budget, policies, goals, and benchmarks; manages and oversees senior management; and on a daily basis must function as a team builder among management. He also leads the direction of the campus while setting the tone and developing the institutional culture.
In addition to his CEO responsibilities, Dr. Curry is an active member of the African-American Male Education Network Development, the Foundation for Compton Community College District, the Association of California Community College Administrators, and the Statewide Association of Community Colleges (SWACC). He regularly presents at conferences, workshops, and symposia. Recent presentations include the College Board’s “A Dream Deferred” Conference on the Future of African-American Education; the 53rd Annual College Board Western Regional Forum; the WACAC Spring Conference; and several ACT Institutional Effectiveness Conferences. His areas of expertise include preparing students for higher education, bridging the digital divide, establishing partnerships among postsecondary institutions, and ensuring access for all students.
Dr. Curry earned his bachelor’s degree in American Studies from the University of California at Santa Cruz and his Ed.D. in Educational Administration from the Universities of California, Irvine and Los Angeles. His dissertation is titled “The Deaccreditation of Compton Community College: An Interpretation Through the Kubler-Ross Grief Construct.”
Dr. Keith Curry has adopted the slogan, “Every student is a success story.” He believes every community college student can be successful with the right academic and student support services. Dr. Curry has taken a strong stance in the ability of the Compton Community College District to provide quality education to the students of this community and to provide an environment of educational excellence. He also is interested in teaching those students who aspire to careers as higher education administrators.
On March 16, 2011, Dr. Curry was appointed Interim Chief Executive Officer of Compton Community College District. He was appointed Chief Executive Officer on July 1, 2013.
As CEO, Dr. Curry is responsible for overseeing all departments and functions of the college and serves as secretary to the board of trustees. He sets the budget, policies, goals, and benchmarks; manages and oversees senior management; and on a daily basis must function as a team builder among management. He also leads the direction of the campus while setting the tone and developing the institutional culture.
In addition to his CEO responsibilities, Dr. Curry is an active member of the African-American Male Education Network Development, the Foundation for Compton Community College District, the Association of California Community College Administrators, and the Statewide Association of Community Colleges (SWACC). He regularly presents at conferences, workshops, and symposia. Recent presentations include the College Board’s “A Dream Deferred” Conference on the Future of African-American Education; the 53rd Annual College Board Western Regional Forum; the WACAC Spring Conference; and several ACT Institutional Effectiveness Conferences. His areas of expertise include preparing students for higher education, bridging the digital divide, establishing partnerships among postsecondary institutions, and ensuring access for all students.
Dr. Curry earned his bachelor’s degree in American Studies from the University of California at Santa Cruz and his Ed.D. in Educational Administration from the Universities of California, Irvine and Los Angeles. His dissertation is titled “The Deaccreditation of Compton Community College: An Interpretation Through the Kubler-Ross Grief Construct.”
Student Volunteers Read and Distribute Books at Orange County Head Start Family Festival
Doctoral students and undergraduates from the School of Education volunteered as readers and book distributors during the 7th Annual Head Start Family Festival, held at the Sunkist Branch Library and Juarez Park in Anaheim on April 12.
During the afternoon event, UCI students distributed over 5,000 books that had been donated by Orange County community members. Students also used the opportunity to read with children who came to the distribution table and engage in storytelling activities.
The Family Festival, which is scheduled during The Week of the Young Child, is structured to provide educational information and resources to families, including free health screenings. Over 2000 people attended this year's festival.
Collaborative partners for the 2014 festival included the Orange County Association for the Education of Young Children, Anaheim Public Libraries, PIMCO Foundation, and Illumination Foundation.
School of Education participation was coordinated by Associate Professor Stephanie Reich, who serves on the Head Start Board of Directors, and doctoral students Joyce Lin and Chenoa Woods.
Doctoral students and undergraduates from the School of Education volunteered as readers and book distributors during the 7th Annual Head Start Family Festival, held at the Sunkist Branch Library and Juarez Park in Anaheim on April 12.
During the afternoon event, UCI students distributed over 5,000 books that had been donated by Orange County community members. Students also used the opportunity to read with children who came to the distribution table and engage in storytelling activities.
The Family Festival, which is scheduled during The Week of the Young Child, is structured to provide educational information and resources to families, including free health screenings. Over 2000 people attended this year's festival.
Collaborative partners for the 2014 festival included the Orange County Association for the Education of Young Children, Anaheim Public Libraries, PIMCO Foundation, and Illumination Foundation.
School of Education participation was coordinated by Associate Professor Stephanie Reich, who serves on the Head Start Board of Directors, and doctoral students Joyce Lin and Chenoa Woods.
Student Teachers Volunteer at Very Special Arts Festival
Kimberly Burge, Ed.D.Submitted by Kimberly Burge, Ed.D.
Senior Lecturer, EDUC 325 Instructor
Member VSA Advisory Committee
Back as far as 1998 the students from the School of Education have contributed time and creative energy to the annual Imagination Celebration festival of arts for Orange County families. Initially they volunteered at festival locations at the Santa Ana Zoo, the Santa Ana Street Faire, and several libraries. However, in the early 2000s, UCI student teachers in the Multiple Subject Teacher Credential Program started to focus their volunteer energies at the annual VSA (Very Special Arts) festival at the Westfield Mall in Santa Ana, and that experience quickly became a great hit with students and festival organizers alike.
VSA California (formerly known as the Very Special Arts organization) is part of a national network of educators and artists. VSA, founded by Jean Kennedy Smith and coordinated through the Kennedy Center for the Performing Arts, celebrates and showcases the very special talents of disabled children, youth and adults. The term “disabled” belies the wonderful talents of these visual and performing artists, and events like the annual festival at the Westfield Mall movingly demonstrates this for all visitors and particularly for our UCI student teachers.
The UCI student teachers are particularly valued by the event organizers for their skills at engaging children, youth, and adults alike, many with significant disabilities, in creative arts activities during the one day event. Activities vary with the theme, e.g., practicing Native American inspired arts such as necklaces from abalone shells and paintings using bamboo “brushes”; creating “cars” from recycled materials; or dressing up in Edwardian costumes.
The volunteer experience is an option in the arts education course, EDUC 325, which the student teachers take in spring quarter. As part of the assignment student teachers write about what they have learned that they can apply to their own teaching. All of the students write movingly about how much they had learned about the special skills and knowledge of the disabled artists that they met and how involved and caring their families were.
Again this year 55 of the 63 student teachers enrolled in the Spring 2014 art methods course volunteered on May 3rd. There were many wonderful “stories” described in their reflections, but one in particular stands-out as an example of how the collaboration among UCI School of Education, Huntington Beach City School District, Orange County Department of Education, and VSA benefits the growth and experience of UCI student teachers.
Kimberly Burge, Ed.D.Submitted by Kimberly Burge, Ed.D.
Senior Lecturer, EDUC 325 Instructor
Member VSA Advisory Committee
Back as far as 1998 the students from the School of Education have contributed time and creative energy to the annual Imagination Celebration festival of arts for Orange County families. Initially they volunteered at festival locations at the Santa Ana Zoo, the Santa Ana Street Faire, and several libraries. However, in the early 2000s, UCI student teachers in the Multiple Subject Teacher Credential Program started to focus their volunteer energies at the annual VSA (Very Special Arts) festival at the Westfield Mall in Santa Ana, and that experience quickly became a great hit with students and festival organizers alike.
VSA California (formerly known as the Very Special Arts organization) is part of a national network of educators and artists. VSA, founded by Jean Kennedy Smith and coordinated through the Kennedy Center for the Performing Arts, celebrates and showcases the very special talents of disabled children, youth and adults. The term “disabled” belies the wonderful talents of these visual and performing artists, and events like the annual festival at the Westfield Mall movingly demonstrates this for all visitors and particularly for our UCI student teachers.
The UCI student teachers are particularly valued by the event organizers for their skills at engaging children, youth, and adults alike, many with significant disabilities, in creative arts activities during the one day event. Activities vary with the theme, e.g., practicing Native American inspired arts such as necklaces from abalone shells and paintings using bamboo “brushes”; creating “cars” from recycled materials; or dressing up in Edwardian costumes.
The volunteer experience is an option in the arts education course, EDUC 325, which the student teachers take in spring quarter. As part of the assignment student teachers write about what they have learned that they can apply to their own teaching. All of the students write movingly about how much they had learned about the special skills and knowledge of the disabled artists that they met and how involved and caring their families were.
Again this year 55 of the 63 student teachers enrolled in the Spring 2014 art methods course volunteered on May 3rd. There were many wonderful “stories” described in their reflections, but one in particular stands-out as an example of how the collaboration among UCI School of Education, Huntington Beach City School District, Orange County Department of Education, and VSA benefits the growth and experience of UCI student teachers.
Carrie, Toby, & Danya
Student Reflection
UCI student teacher Danya Kathryn Maze and Carrie McNeely from Moffett School accompanied disabled musician Toby Weissmann, who is blind from birth and amazes visitors by telling them which day of the week they were born when they tell her the month and year. Toby is a member of the VSA Advisory Committee and a fixture at the VSA events.
At the event this year Danya and Carrie helped Toby with introducing Braille to the visitors. Toby made Braille bookmarks for visiting children, personalizing them with their initials.
Danya, who assisted her, submitted the following observations.
This reflection by Danya was one of many observations made by the UCI student teachers that day that show how the arts promote the concept of “differing abilities” and the importance of recognizing that every person, regardless of disability, has something wonderful to teach us about our humanity.
UCI student teacher Danya Kathryn Maze and Carrie McNeely from Moffett School accompanied disabled musician Toby Weissmann, who is blind from birth and amazes visitors by telling them which day of the week they were born when they tell her the month and year. Toby is a member of the VSA Advisory Committee and a fixture at the VSA events.
At the event this year Danya and Carrie helped Toby with introducing Braille to the visitors. Toby made Braille bookmarks for visiting children, personalizing them with their initials.
Danya, who assisted her, submitted the following observations.
- Though some children were initially hesitant to sit down and talk with Toby, I learned that once she knew they were there, smiled and began speaking with them the children relaxed and talked with her freely. The children were extremely surprised that someone could read letters without using their eyes. They were delighted with feeling the Braille and eagerly shared what they learned with their parents….
- I feel very fortunate that Toby made some bookmarks for me to share with my children. My children were intrigued with what Braille is and how it is used. This led to various discussions, which ultimately led to a discussion about disability awareness. In the future (I plan to) incorporate a disability awareness lesson for my class. I would like to use Toby’s story and her Braille bookmarks in conjunction with other activities to develop understanding, dispel fears, and promote acceptance of people with disabilities (Maze, 2014).
This reflection by Danya was one of many observations made by the UCI student teachers that day that show how the arts promote the concept of “differing abilities” and the importance of recognizing that every person, regardless of disability, has something wonderful to teach us about our humanity.
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