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FOR RELEASE: Wednesday, June 1, 2016

CONTACT:
Patrick Riccards | Chief Communication and Strategy Officer | (703) 298‐8283 

As Indiana Works To Improve Pipeline of Strong School Leaders, Newest Cohort of Woodrow Wilson Foundation MBA Fellows in Education Leadership Selected

First Classes of Woodrow Wilson MBA Fellows Named at Indiana State University,
Indiana University; Third Group of MBA Fellows at University of Indianapolis to Begin Work

PRINCETON, NJ (June 1, 2016)

As Indiana continues its efforts to improve student success in classrooms across the state, Indiana’s 2016-17 class of Woodrow Wilson MBA Fellows in Education Leadership were announced today. Led by the Woodrow Wilson National Fellowship Foundation, the MBA Fellows program is helping the state continue to set new national standards in the preparation and placement of educational leaders equipped to head changing 21st-century schools.

In 2014, the first cohort of Woodrow Wilson Indiana MBA Fellows in Education Leadership began their work at the University of Indianapolis. This year, inaugural classes at Indiana State University and Indiana University will join a third UIndy cohort. The WW Indiana MBA Fellowship program charts a new course in education leader preparation. Blending clinical practice in schools with innovative business school coursework, it ensures graduates have the knowledge and skills not only to guide schools and districts in a changing education environment, but also close achievement gaps between America’s lowest- and highest-performing schools and between the country’s top-performing schools and those around the world.

Indiana is one of three states, with New Mexico and Wisconsin, that currently offer the WW MBA Fellowships, which integrates graduate education coursework with an MBA curriculum tailored to school leaders’ needs. The Woodrow Wilson Foundation administers the programs in Indiana through the generous financial support of Lilly Endowment Inc.

“Working with Indiana University, Indiana State, and UIndy, the Woodrow Wilson MBA Fellowship program is ensuring Indiana public schools have leaders that represent the most innovative, results-oriented thinking today,” said Arthur Levine, president of the Woodrow Wilson Foundation and author of an influential national study that called for dramatically changing how the United States prepares school leaders. “After the classroom teacher, the most important factor in a child’s school success is a school principal. Through the Woodrow Wilson MBA Fellowship, we are ensuring Indiana’s schools have a pipeline of exemplary principals focused on both teacher and student success. Indiana is a part of an important new national movement to dramatically improve how we prepare educators.”

“We’re very happy to continue our partnership with the Woodrow Wilson Foundation and to see this important program expand,” said Deborah Balogh, executive vice president and provost at the University of Indianapolis. “UIndy has received phenomenal feedback from central Indiana school districts that were seeking exactly this sort of opportunity to cultivate new leaders.”

“The collaboration of the faculty in business and education to develop this outstanding program is very exciting; I am confident this program will provide quality leaders for Indiana’s public schools,” said Brien Smith, dean of the Scott College of Business at Indiana State University.  Kandi Hill-Clarke, dean of the Bayh College of Education at Indiana State added, “Preparing quality teachers and educational leaders has always been at the center of ISU’s mission, a fact made more meaningful as the University celebrates its Sesquicentennial anniversary. This exciting program provides a unique opportunity for us to continue that effort by building on the strength of the faculty of our two colleges to prepare the next generation of school leaders.”

“This has been one of the most interesting and fun projects to work on because it has really challenged us to think about how we educate educators,” said Idalene “Idie” Kesner, dean of the Kelley School of Business at Indiana University and the Frank P. Popoff Chair of Strategic Management. “We developed a creative curriculum that applies business and management practices designed to inspire teachers and students. It’s very gratifying to know that our first cohort will be starting soon.”

The Woodrow Wilson MBA Fellowship in Education Leadership recruits and prepares experienced educators who take a full year of executive-style MBA courses. The program is offered through the business schools at partner universities and is equivalent in rigor to traditional MBA programs and it benefits from their rigorous MBA programs. It is designed to prepare leaders who will create school cultures to drive innovation, expand the use of analytics and evidence-based practices, raise student performance to international levels, and improve the quality of school systems and teaching over time. Indiana and Wisconsin were the first two states to embrace this new approach to school leadership, with New Mexico joining in 2015.

Each Fellow is selected from a highly competitive pool of nominees. Unlike programs that recruit career changers from other fields to work in schools, the WW MBA Fellowship requires that candidates be current educators who are nominated by Indiana school districts or charter schools. In this “business to business” model, districts must nominate candidates before they can apply, and must agree to participate in certain aspects of the program if their nominee is selected.

Fellows are selected based on, among other things, key competencies of effective leaders. Each receives a Fellowship stipend that  covers tuition and materials for the MBA program, along with executive coaching. In exchange, Fellows commit to serve in leadership roles in identified districts/schools for at least three years.

A full list of the 62 individuals named 2016–17 Indiana MBA in Education Leadership Fellows class follows. The university partner programs work with school district partners to develop partnerships that will sustain clinical placements (in-school learning arrangements) and mentoring opportunities for WW MBA Fellows.

The Indiana MBA efforts build on the successful efforts of the Woodrow Wilson Indiana Teaching Fellowship program – offered at Ball State University, Indiana University-Purdue University Indianapolis, Purdue University, University of Indianapolis, and Valparaiso University. The highly competitive Teaching Fellowship program recruits both recent graduates and career changers with strong backgrounds in science, technology, engineering, and math—the STEM fields—and prepares them specifically to teach in high-need secondary schools.

Visit http://woodrow.org/fellowships/ww-ed-mba/indiana/ to learn more about the Foundation’s work in school leadership preparation in Indiana.

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About the Woodrow Wilson National Fellowship Foundation
Founded in 1945, the Woodrow Wilson National Fellowship Foundation (www.woodrow.org) identifies and develops the nation’s best minds to meet its most critical challenges. The Foundation supports its Fellows as the next generation of leaders shaping American society.

About Indiana State University
Indiana State University (http://www.indstate.edu) is a Public, Doctoral/Research University located in Terre Haute, IN, approximately one hour west of Indianapolis.  The University enrolls over 13,000 students in over 100 majors.  The University has consistently been ranked by Princeton Review as one of the “Best in the Midwest.” ISU is a consistent member of the U.S. President’s Higher Education Community Service Honor Roll and has been named the national’s Non-Profit Leadership Campus of the Year.  Washington Monthly ranks ISU #1 in community service and #3 in service learning.  Forbes Magazine has identified Indiana State University as the most affordable University in the state and ranks ISU as one of the nation’s best colleges that emphasizes quality as well as value.

The MBA and Education Leadership Preparation at Indiana State University
Both the Princeton Review and US News recognize the Scott College of Business as one of the top business schools in the nation.  The MBA degree was praised by the Princeton Review for small classes, great teachers, and an affordable tuition. The Scott College of Business is accredited by AACSB, the highest achievement for business schools and the hallmark of excellence in management education.  Educator Preparation has been at the core of ISU’s mission for 150 years.  Today, the Bayh College of Education continues that great tradition.  The College is accredited by the National Council for the Accreditation of Teacher Education and the Indiana Department of Education.  The College’s educational administration program has been recognized for its scholar/practitioner approach to preparing building level and district level educational leaders.

About Indiana University
Indiana University Bloomington is the flagship residential, doctoral-extensive campus of Indiana University. Its mission is to create, disseminate, preserve, and apply knowledge. It does so through its commitments to cutting-edge research, scholarship, arts, and creative activity; to challenging and inspired undergraduate, graduate, professional, and lifelong education; to culturally diverse and international educational programs and communities; to first-rate library and museum collections; to economic development in the state and region; and to meaningful experiences outside the classroom. The Bloomington campus is committed to full diversity, academic freedom, and meeting the changing educational and research needs of the state, the nation, and the world.

About the University of Indianapolis
Since 1902, the University of Indianapolis has been committed to education for service. Today, 5,400 students are enrolled in respected undergraduate, masters and doctoral programs in the health sciences, arts, sciences, business, education and engineering, with an average class size of 17 providing a student-centric interdisciplinary and experiential learning environment. Located minutes from downtown, UIndy is a community anchor, elevating quality of life for all while connecting students with the internships, culture, recreation and community service opportunities available in a vibrant metropolitan atmosphere. The recently launched Campaign for UIndy is advancing education as well as social mobility and the health of communities. More information is available at campaign.uindy.edu.

The 2016-17 Class of Indiana MBA Fellows in Education Leadership include:

The University of Indianapolis

  • Austin Barcome
  • Carroll Bilbrey
  • Jordan Bragg
  • Meagan Campbell
  • Brelyn Critzer
  • Stephanie Dalton
  • Kea Deppe
  • Brent Dikeman
  • Georgia Everett
  • Spencer Fort
  • Shelbi Fortner
  • Jodi Hauk
  • Kelly Herron
  • Melinda Just
  • Lauren Kersey
  • Jill Landers
  • McKenzie Leckrone
  • Patrick Mahaffey
  • Gretchen Matthews
  • Melisa McCain
  • Laci McKenzie
  • Jodi Morrow
  • Danielle Murphy
  • Rachel Neese
  • Edward Roe
  • Zach Schroeder
  • Christy Shepard
  • John Skomp
  • Amelia Torres
  • Robert Van Horn
  • Amy Wackerly
  • Grace Wallace
  • Ginger Washington
  • Charonda Woods

Indiana State University

  • Tracy Carrillo
  • John Chinn
  • Jeffrey Clutter
  • Jeffery Dierlam
  • William Durham
  • Christian Frye
  • Matthew Irwin
  • Mary Katherine Jenner
  • Erin Kaiser
  • Cheryl McIlrath
  • RonNella Moore
  • Jason Vandewalle
  • James Welter

Indiana University

  • Cliff Bailey
  • Christie Cloud
  • Laura Florek
  • Michael Gaines
  • Kyle Goodwin
  • Nicholas Gron
  • Barbara Kiplinger
  • Angela Long
  • Justin Quick
  • Ramona Rice
  • James Rosinia
  • Seth Slater
  • Casey Stansifer
  • Kelly Wade
  • Jessica Wotherspoon

tech tools

Rutz, KevinTechnology plays a big role in the 21st-century classroom. From iPads and Chromebooks to Bluetooth scientific probes and 3D printers, more and more teachers across disciplines, from STEM to civics, are relying on new instructional devices and software. WW NJ Teaching Fellow Kevin Rutz tries to be strategic with technology in his Orange, NJ, classroom.

“Students have the blessing and curse of instant communication, sensory overloading entertainment, and access to an ‘answer machine’ in their pockets. Schools want to capitalize on these tools, but I find a big downfall in implementing technology in the classroom is that teachers will artificially introduce new tools that detracts from the lesson rather than help it. The mission as educators is to find useful technology that supports our lessons.”

Below, Mr. Rutz shares some of the resources he has had success with.

Note: While the Woodrow Wilson Foundation is happy to share Mr. Rutz’s suggestions and hopes they will prove useful, this posting of his suggestions does not constitute an endorsement of any product or service he mentions, nor does any omission from this list represent a judgment on the Foundation’s part. All recommendations and opinions implied by this list are Mr. Rutz’s.

 

Product Type of Tool Function How to get it
Snipping Tool Software Easily take pictures of a portion of your screen Comes on Windows
ZoomIt Software Allows you to zoom in, draw over your screen, and start a countdown. Great for guiding a class to a specific section of the screen https://technet.microsoft.com/en-us/sysinternals/zoomit
Screencast-o-matic Applet OR software Lets you take a video of your screen or webcam feed. GREAT for making tutorials for students to follow http://screencast-o-matic.com/account
Symbaloo Website This can be set as your homepage, and it is a visual bookmarking system for your websites. www.symbaloo.com
Google Classroom LMS Organizes your classes classroom.google.com
Peardeck Applet Enables you to make interactive presentations. Links to google accounts to collect student login information for when they are using the application. You can upload powerpoints and pause it to ask a question to the class. Questions can be written, drawn, answered with multiple choice, and a variety of other options. This also broadcasts the presentation to every student’s screen. https://www.peardeck.com/
Padlet Applet Creates a shared space for you and your class to post notes. GREAT for test reviews and anonymous questions from students padlet.com
Poll Everywhere Applet An easy to use service that allows you to create polls for your classes. Can be used with cell phones or online. GREAT for test or quiz reviews, and really fun for everyone when you use alongside Jeopardy music! https://www.polleverywhere.com/login
Eco Modeler Applet Set up a word/mind map without logging into anything. Great for planning out websites or programs. http://ecomodeler.org/

 

Other Great Resources
Subject Name Description Link
Math Desmos Graphing Calculator Online interactive graphing calculator. Has games where you need to develop a function that would draw a line for marbles to roll on (and hit several targets). Some people can draw images with equations! It can be linked to google, and allows for you to manage your students. https://www.desmos.com/calculator
Science Phet Colection of interactive simulations of scientific principles. Great for those pesky abstract concepts like mechanical efficiency and electricity! https://phet.colorado.edu/
STEM Engineering is Elementary Collection of engineering units for up to 5th grade. Sells kits for projects, but also provides units for free www.eie.org

 

Google Apps Worth Using
Classroom classroom.google.com Facilitate your instruction by listing assignments, resources, and questions on a single page. Can also provide a document from your drive, automatically make a version for every student, and have students submit work online.
Sites sites.google.com Easily create your own website – great for first timers
Drive drive.google.com store files online! Automatically links to classroom
Forms form.google.com Polling application that can be used to create quizzes and tests online. Use the Add-on, “Flubaroo” to make a self-graded assessment for your classes.
Sheets sheets.google.com Free online spreadsheet software – can be shared and used simultaneously
Docs docs.google.com Free online word processor that allows for you to share with others. Allows simultaneous collaboration on one document

Each year the John Simon Guggenheim Memorial Foundation awards fellowships to midcareer scholars, writers, and artists. Out of 3,000 applicants, 175 were awarded fellowships this year, including 11 from the Woodrow Wilson Foundation ranks.

Congratulations to the 2016 Fellows:

  • Jonathan David Bobaljik MN ’90 | Professor of Linguistics, University of Connecticut | Agreement Systems: Beyond Subject-Predicate
  • Nadja Durbach CN ’99 | Professor of History, University of Utah | Many Mouths: State-Feeding in Britain from the Workhouse to the Welfare State
  • Stephen M. Fallon CN ’84 | Cavanaugh Professor of the Humanities, University of Notre Dame | John Milton, Isaac Newton, and the Making of a Modern World
  • Craig Koslofsky CN ’93 | Professor of History, University of Illinois, Urbana-Champaign | The Deep Surface: Skin in the Early Modern World, 1450–1750
  • Richard Kraut WF ’65 | Professor of Philosophy, Northwestern University| Oysters and Experience Machines
  • Darrin M. McMahon MN ’91 | Mary Brinsmead Wheelock Professor, Department of History, Dartmouth College | Light in the Age of Enlightenment
  • Victoria Nelson WF ’65 | Writer, Albany, California | A Study of Allegory
  • Laura Pulido RU ’90 | Professor of American Studies and Ethnicity, University of Southern California | Sangre en la Tierra: Towards a Methodology for Engaging with Foundational Racial Violence
  • Timothy Rommen CN ’01 | Professor of Music and Africana Studies, University of Pennsylvania | Sounding a Borderless Caribbean: The Creole Geographies of Dominica’s Popular Music
  • Matthew Avery Sutton CN ’04 | Edward R. Meyer Distinguished Professor, Department of History, Washington State University | FDR’s Army of Faith: Religion and Espionage in World War II
  • Jing Tsu MN ’95 | Professor of East Asian Languages and Literatures and Comparative Literature, Yale University | China Off Script: Language Wars and the Rise of an Underdog to Global Power

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Sociology as Much as Technology: Martha Nell Smith WS ’84 on Digital Scholarship

“Everybody gets so much information all day long that they lose their common sense,” Gertrude Stein wrote in 1946, when Alan Turing was developing his machine. If today’s burgeoning online resources in the humanities create a sometimes bewildering deluge of information, they also, as Martha Nell Smith WS ’84 notes, change how scholars analyze, craft, debate, and share information.

marthanellsmithDr. Smith has headed two of the nation’s best-known digital humanities sites. In 1994, as a Fellow of the Institute for Advanced Technology in the Humanities (IATH) at the University of Virginia, she founded the Dickinson Electronic Archives (www.emilydickinson.org). The DEA hosts manuscripts of and commentaries on the poet’s work, as well as related correspondence and works. Through the DEA Dr. Smith, in 2012, revealed and analyzed a daguerreotype that may be the only known image of Dickinson as an adult.

Her DEA experience also paved the way for Dr. Smith’s 1998 creation of the Maryland Institute for Technology in the Humanities (MITH) at the University of Maryland. “We were the first wave,” she recalls. “In the United States, there was IATH; a group at Brown that produced the Women Writers Project; Matrix at Michigan State; and ourselves.”

“Some of my colleagues thought I was crazy,” she says, “worried that getting enamored of computing would take away from the humanities research. I would say it’s using computational tools to advance research.” While Dr. Smith stepped aside as director in 2005, MITH remains a leading digital humanities center.

Digital tools, she observes, have changed scholarship, but ultimately human interaction guides their use. In a landmark 2007 essay, “The Human Touch: Software of the Highest Order,” Dr. Smith argues for embracing a collaborative, interdisciplinary, interpretive sensibility in digital scholarship that does not conform to traditional methods. For example, old notions about the validity of particular scholarly editions, or about the invisible authority of any one editor’s changes, are replaced by an awareness of the ways in which different editors and editions engage each other.

“One of the most important technologies I have learned about is collaborative work. It trains people for various workplaces,” she says. “The reach of digital scholarship is also huge. You can reach many people that you wouldn’t engage through traditional book and article publication.”

What about peer review, the academy’s traditional quality control for published research? “I do think peer review is important,” Dr. Smith avers. “Putting publications online [without peer review] can yield pieces that are not so good. But on the other hand you might get feedback and critical review that you wouldn’t get through regular channels. You might get an expert perspective from a quarter you don’t expect.”

Digital scholarship can bring a similar breadth of perspective to original sources, Dr. Smith says. “With primary materials—items previously viewable only by experts allowed into Special Collections and the like—now being examined by non-experts, sometimes very productive questions are posed, questions that those in the know have been schooled out of.”

At the same time, the increasingly digital nature of primary materials themselves poses dilemmas, she observes, as future scholars will no longer rely on marginalia and marked-up text. “Now I’m really arguing for making sure that that various publication states be preserved and not just overwritten. It’s important to have digital preservation markers that show different stages of work, so that people can see and learn from various evolutions.”

Dr. Smith’s leadership in digital humanities is shaped by her commitment to feminist scholarship. Her 2014 article, “Frozen Social Relations and Time for a Thaw: Visibility, Exclusions, and Considerations for Postcolonial Digital Archives,” contends that, while online access makes it possible to share ideas and information without respect to class, race, gender, or sexuality, funding and recognition still conform to traditional social structures that privilege certain groups over others.

Digital scholarship, in the end, changes the way tomorrow’s scholars will approach materials and exchange ideas. Dr. Smith says she cautions her students about the irrevocability of online publications, the volatile culture of response to online work, and the ease with which anyone working digitally may be deprived of full credit. The true innovation in digital scholarship, she suggests, may be less technological than sociological. “The positive side for scholars,” she adds, “is that you may make connections that you wouldn’t make otherwise.”

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This story appeared in the fall issue of Fellowship, the newsletter of the Woodrow Wilson Foundation, in a section titled Decoding Digital Humanities: Perspectives on an emerging and ever-changing field. To see the full newsletter, click here.

Jayne Swift, left, and Dr. Regina Kunzel

Jayne Swift, left, and Dr. Regina Kunzel

Newcombe Fellow and WW Women’s Studies Fellow Regina Kunzel CN ’86 WS ’87 was happy to recommend her student Jayne Swift WS ’15 for this year’s WW Dissertation Fellowship in Women’s Studies. It’s not a responsibility she takes lightly.

“I try to remember that I’m training grad students to become people who I would want to be my colleagues,” says Dr. Kunzel. “Ultimately we are going to be recommending them to people as good colleagues, and so I think about training people to be reliable and generous in their critical practices and also in their collegial practices. These things seem to come naturally to Jayne. They don’t to everybody.”

For her part, Ms. Swift says she values the tough, clear-sighted guidance Dr. Kunzel offers. “Her feedback… can sort of feel like a layer of skin being taken off — it’s very precise and deadly right. It sounds kind of awful when I put it like that, but it’s the best possible thing,” says Ms. Swift. “I’ve really grown as a writer and a thinker and have a much clearer sense of the contributions I want to make from getting feedback from her.” At the same time, she adds, Dr. Kunzel has helped her understand the nuts and bolts of academic life, from research techniques to grant-writing. “Regina has always been willing to demystify the whole process.”

Ms. Swift was first introduced to Dr. Kunzel’s research when she picked up a copy of Dr. Kunzel’s 2008 book, Criminal Intimacy: Prison and the Uneven History of Modern American Sexuality, and the work immediately and strongly resonated with her.

“I found a certain kind of affinity with my own research and intellectual curiosities,” Ms. Swift says, and so she applied to the University of Minnesota’s feminist studies program to work with Dr. Kunzel. “We were a natural fit for each other,” Dr. Kunzel affirms.

In addition to teaching her in a seminar and independent study, Dr. Kunzel chose Ms. Swift as a research assistant on her current project. The study, which looks at mid-20th century attributions of mental illness to sexual and gender variant people, was largely inspired by the vast writings of psychiatrist Benjamin Karpman. Dr. Kunzel hired Ms. Swift to summarize Karpman’s work.

“That’s a measure of how much I trust Jayne and her smarts and her instincts,” says Dr. Kunzel. “I don’t hand over that kind of assignment to just anybody, but I really trusted her reading.”

The experience ranks at the top of Ms. Swift’s all-time favorite jobs. “I learned so much during that time about the process of writing a book, specifically historical study,” she says. “I learned patience with the research process and an understanding of the legwork that goes into the finished product.”

Now at Princeton University as the Doris Stevens Chair in Women’s Studies, with appointments in history and the program in gender and sexuality studies, Dr. Kunzel continues to advise Ms. Swift from a distance as she completes her dissertation on the cultural history of recent sex worker social movements in the United States. While she describes it as a challenge, Dr. Kunzel tries to maintain regular calls and check-ins with Ms. Swift and other Minnesota mentees.

The field of gender and sexuality studies, Dr. Kunzel notes, may be “more self-conscious” about mentoring than many others. “It is a field that thinks through relations of power, and that contributes to thinking self-consciously about mentoring.”

For her part, Ms. Swift feels lucky to have a working relationship with someone who is both a respected scholar in her field and generous with her time and support. “Dr. Kunzel is just one of those people whose intellectual brilliance is really matched by a deep decency and kindness that she shows to her graduate students,” she says.

“Your dissertation advisor will always be your dissertation advisor even when your dissertation is finished,” Dr. Kunzel notes. “It’s a relationship that’s forever.”

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This story appeared in our Spring 2015 newsletter. To view the full newsletter online, click here.

Indiana Teaching Fellow '12 Kathryn Stwalley, left, with her mentor Alyce Myers TF '09.

Indiana Teaching Fellow ’12 Kathryn Stwalley, left, with her mentor Alyce Myers TF ’09.

Working with her two mentors as a Woodrow Wilson Teaching Fellow at Purdue five years ago, Alyce Myers TF ’09 observed two very different teaching styles. One of her cooperating teachers used a very hands-on approach in the classroom; the other relied more on lectures.

Watching and working with her mentors, Ms. Myers gleaned what she called her most important lesson as a new teacher: You need to become your own teacher.

“You have to figure out who you are as a person and as a teacher and teach based on what best represents you and your strengths,” she says. “You need to be comfortable in what you are doing.”

Now, as a master teacher herself, Ms. Myers is trying to teach that same ethos to new Woodrow Wilson Teaching Fellows—recent graduates and career changers who are transitioning into the classroom.

Each teacher candidate who comes through the Woodrow Wilson Teaching Fellowship spends a full school year in a classroom with a master teacher. As a way to combat the pitfalls of traditional student teaching, Fellows enter the classroom much earlier and are able to work through lessons and get feedback and assistance in real time.

Ms. Myers’ current Fellow from Purdue, Kathryn Stwalley TF ‘12, finds the ability to try new things in the classroom very helpful. “The freedom and flexibility has been invaluable to my preparation,” says Ms. Stwalley. “Even if something falls flat, we have been able to put the pieces together with the students to make sure that something valuable was still salvageable from my time.”

Ms. Stwalley also finds Ms. Myers’ previous experience as a Fellow to be helpful in their relationship. “She has taken the time to get to know my prior knowledge instead of assuming every experience is new to me, and instead she challenges me in the areas she knows I am trying to improve on.”

Keith Manring TF ‘09, like Alyce Myers, was one of the first WW Indiana Teaching Fellows. During his work as a Fellow at the University of Indianapolis, his mentors offered him not only troubleshooting, but also crucial connections between different aspects of the program. “They help[ed] bridge the content from readings and university instruction to effective practice with students,” said Mr. Manring.

By being present in the classroom so early in the program, Fellows get a feel for the type of school where they will be teaching, from the first day students arrive (and the challenges of engaging them) until school ends and administrative needs are wrapped up. Part of the Fellowship commitment includes teaching for three years at a high-need urban or rural school. In this context, the master teacher “provides a kind of starting framework for instructing a given group of students in a specific setting,” says Mr. Manring. “This allows the Fellow to take that foundation in their own direction.”

The relationship between mentor and Fellow also allows for a great deal of collaboration. Both parties see benefit from this aspect of the relationship. Ms. Stwalley looks to her mentor, Ms. Myers, as she prepares for student teaching: “We’re continually bouncing ideas around. This sense of urgency, awareness, and openness has been the best help as I’m wrapping my mind around this next stage.”

“I think my students and I benefit tremendously any time I can get a second caring adult into my classroom,” master teacher Mr. Manring explained. “Offering to be a mentor was one way to provide that opportunity. I think it makes me a better teacher and provides more people in the room helping them learn.”

“I have found that my mentees have supplied me with so many ideas and have allowed me to continue to grow as a teacher,” says Ms. Myers. “Having another person to bounce ideas off of, coteach, and talk to is a great opportunity regardless of whether you are the mentor or mentee.

“It’s a learning and growing experience for us both,” she adds. “That’s what education is all about after all, learning and growing.”

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This story appeared in our Spring 2015 newsletter. To view the full newsletter online, click here.

FOR RELEASE: August 7, 2014

CONTACT:
Patrick Riccards | Director of Media Relations & Strategy | 609-452-7007 x122

PATRICK R. RICCARDS NAMED DIRECTOR AT WOODROW WILSON FOUNDATION

Nationally Recognized Communications Strategist Will Spearhead Media Relations and Strategy

PRINCETON, N.J.—The Woodrow Wilson National Fellowship Foundation announced that Patrick R. Riccards has joined its communications team as director of media relations and strategy.

Riccards is an award-winning education communications strategist with nearly 20 years of communications and public engagement experience. He was previously CEO of the Connecticut Coalition for Achievement Now and, prior to that, executive director of communications and public affairs at American Institutes for research. PR News named Riccards its Public Affairs Professional of the Year in 2013. He was also Bulldog Reporter’s 2011 Not-for-Profit Communications Professional of the Year.

Riccards has also served in senior communications positions for many of the nation’s leading education communications agencies, including roles as executive director of the Pennsylvania STEM Initiative and as de facto chief of staff and counsel to the congressionally mandated National Reading Panel. He began his career on Capitol Hill, holding communications posts for U.S. Sen. Robert C. Byrd (WV), U.S. Sen. Bill Bradley (NJ), and U.S. Rep. John Olver (MA).

“The Woodrow Wilson Foundation is leading a national effort to transform how we prepare educators for the classroom and how we ensure high-need schools have the teachers and innovators they need and deserve,” Riccards said. “With its work in states like Georgia, Indiana, Michigan, New Jersey, and Ohio, the Foundation has an incredible story to tell. I am thrilled to be able to help tell it and share the lessons learned through the Foundation’s work to strengthen our nation’s schools and communities.”

The Foundation’s education reform initiatives include the Woodrow Wilson Teaching Fellowships, providing master’s-level preparation for high-achieving individuals with backgrounds in science and mathematics to teach in high-need high schools. Another recent program, the Woodrow Wilson MBA Fellowship in Education Leadership, prepares school, district, and charter leaders, blending an education-based business curriculum with clinical experience in schools, corporations and nonprofits.

Other Woodrow Wilson programs include fellowships that prepare candidates for the U.S. Foreign Service, administered on behalf of the Department of State; support dissertation work in ethics and religious values, funded by the Charlotte W. Newcombe Foundation; and offer awards for graduate study in various other fields.

“For two decades, Patrick has worked with institutions, educators, and policymakers to help improve public education and make the American Dream a reality for all of our children,” said Arthur Levine, president of the Woodrow Wilson Foundation. “Patrick brings to Woodrow Wilson the knowledge and experience essential to advance the Foundation’s work of identifying and developing leaders to address the nation’s educational challenges. We are thrilled that Patrick has joined us.”

A University of Virginia graduate, Riccards is author or lead editor of more than two dozen education research studies, beginning with the NRP’s Teaching Children to Read report. He is the author of Dadprovement (Turning Stone Press, 2014) and is lead editor and contributing author for the forthcoming second edition of Why Kids Can’t Read: Challenging the Status Quo in Education (Rowman Littlefield Education, 2014). He is the creator and author of Eduflack, a nationally recognized blog focused on the intersection of education research, policy, politics, and communications, and its companion @Eduflack Twitter feed.

The Woodrow Wilson National Fellowship Foundation of Princeton, New Jersey identifies and develops leaders to meet the nation’s most critical challenges. In 1945, the Foundation was created to meet the challenge of preparing a new generation of college professors. Today Woodrow Wilson offers a suite of fellowships to address national needs, including the education of teachers and school leaders.

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KSUMtn_Logo_web

0613-Campus-Buildings-dc-21_webAbout Kennesaw State University

As a leading producer of teachers in the state of Georgia, the Bagwell College of Education at Kennesaw State University strives to prepare educators to improve student learning within a collaborative teaching and learning community through innovative teaching, purposeful research and engaged service.

Bagwell College plays a leading role in the Educator Preparation Provider (EPP) collaborative group at Kennesaw State, which also includes educators affiliated with nine academic departments in four other colleges. Our programs are nationally recognized and approved by the National Council on the Accreditation of Teacher Education (NCATE). The only nationally recognized Middle Grades Teacher Education program in Georgia is at Kennesaw State.

Teacher Preparation at KSU

The Woodrow Wilson Georgia Teaching Fellowship at Kennesaw State University is a 15-month/36-credit hour graduate study followed by three years of teaching and mentoring. Preparation extends into the first three years of teaching in urban or rural schools, incorporating induction and mentoring programs that feature ongoing school-university cooperation. The Woodrow Wilson Teaching Fellowship at KSU will be uniquely defined by the following characteristics:

  • BCOE-Bireny-Fair-Oaks-dc-43_webA co-teaching model between mentor teacher and Fellow with co-teaching preparation for both the mentor teacher and Fellow
  • Flexible-integrated course delivery
  • University faculty collaboration between content and education experts
  • Discipline specific pedagogy courses facilitated by discipline specific faculty with 6-12 classroom teaching experience
  • Strong community-based mentoring
  • Coaching during the year-long field experience
  • Commitment to diverse learners with opportunities to obtain endorsements or experiences in ESOL, special education, gifted, or Advanced Placement/IB
  • Instructional technology integration
  • Action research embedded performance measures

* Clinical instruction begins in the earliest days of the program, with at least four days per week in schools throughout the program, while providing frequent feedback and giving Fellows increasing responsibilities as teachers.

* Fellows are matched with a highly qualified master teacher mentor, as well as another mentor from the university.

More information.

Schools/Districts Working With KSU

Currently, the schools/districts working with Kennesaw State University and the Woodrow Wilson Georgia Teaching Fellowship are (in alphabetical order):

Tuition and Assistance at KSU

The estimated cost of tuition for Fellows at Kennesaw State University is $3,324 both for Georgia residents and non-residents.  Click here for more Georgia partner university tuition information.

A Saner Approach to Mental Illness
Kim J. Hopper CN ’86 explores new models of care

The biggest problem in mental health is our tendency to compartmentalize mental illness—to separate people with mental illness from others and to separate mental illness from overall health. “Mental illness almost invariably is a sidecar to some other discussion, rather than a more general discussion about what it means to think seriously about health in a variety of departments,” says, Dr. Kim J. Hopper CN ’86, medical anthropologist and professor of clinical sociomedical sciences at the Mailman School of Public Health, Columbia University and co-director of the Center for the Study of Issues in Public Mental Health at the Nathan S. Kline Institute for Psychiatric Research.

Improving the quality of life for people with mental health issues, one of Dr. Hopper’s main concerns as a medical anthropologist, necessitates collaboration from other institutional entities that do not see mental health as part of their purview. In a recent project, Dr. Hopper and his colleagues reimagined all people with severe mental illnesses in New York City—regardless of their living situation, whether with family, institutionalized, or on their own—as inhabiting their own country, then applied Amartya Sen’s capabilities approach and the United Nations Human Development Index. The analysis showed that “they live at roughly the level of a Moroccan peasant. Their life expectancy can be as much as 20 years less than other folks. Their literacy rates are terrible and their income is set at a rate that essentially expects them to live for free every sixth day.”

So if the ability to pursue a life of one’s own is an index of recovery from mental illness, what would it take to help these New Yorkers recover? “It takes not only a great deal of work on individual agency, Sen’s engine of development at the individual level,” Dr. Hopper notes, “but it also means reworking the environment so that the necessary resources are available to feed that agency: education, jobs, and, of course, affordable housing—resources which for this group are in restricted, and often qualified, settings. We argued that mental health could not do its job without the partnership and collaboration of these other institutions. We found, for the most part, that there was no conversation going on, so it managed to get a lot of conversations started.”

Through this work Dr. Hopper got involved in the recently funded Parachute NYC program, which seeks to change the way health and social professionals respond to young people in a mental health crisis, minimizing initial damage. Borrowing from a Scandinavian public psychiatry model of crisis response/respite, the Parachute program will offer a “soft landing” instead of a traumatizing “hospitalize/diagnose/medicate” response. The first response will be to convene the family and other affected parties into working groups led by therapeutic teams. “[It] tends to hold back on the question of ‘Is this a mental illness and if so, what’s its name?’ in favor of ‘What’s going on here and how can this group be differently configured so that everybody can live together?’” If the individual does need to be extracted from the family setting, he or she receives a crisis respite placement in a non-hospital, non-medical setting, staffed by peers who have been through similar ordeals. “It’s got more than its share of implementation difficulties,” says Dr. Hopper, “but it’s also got some really interesting implications.”

It was during his work as a Newcombe Fellow that Dr. Hopper became interested in questions about mental health care. “I was in philosophy of religion, doing work on values and philosophy and trying to figure out how they should apply to medical quandaries in the clinical setting,” he recalls. “The more I got into it, the more I realized that the values that we really should care about are ones that are built into everyday assumptions about right and wrong, proper and improper, good and not-so-good. That’s what I took to mental health, because it’s those assumptions about essentially what’s good enough for people with mental illness that need challenging,” explains Dr. Hopper. “It’s about trying to find a better way of asking how we establish a floor beneath this question of what suffices as adequate for a variety of quality of life issues for people who have this diagnosis or have seen this diagnosis sometime in the past. My issues are still all heavily driven by that concern.

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