NIU will confer an honorary doctorate degree this fall to James Fruchterman, who has devoted his career to bringing “Silicon Valley’s technology innovations to all of humanity, not just the richest 5 percent.”
The CEO and founder of Benetech will receive his distinction during the Graduate School commencement, scheduled for 2 p.m. Saturday, Dec. 10, in the NIU Convocation Center.
A former rocket engineer who also founded two successful for-profit, high-tech companies, Fruchterman grew up in Arlington Heights, Ill.
He is also a MacArthur Fellow, recipient of the Skoll Award for Social Entrepreneurship and winner of the 2013 Migel Medal from the American Foundation for the Blind, the highest honor in the United States for service to the field of blindness.
“We are privileged to recognize Jim Fruchterman,” NIU President Doug Baker says. “He applies his skills in engineering and physics to discover, develop and deliver technology that helps people around the world to lead better and more-productive lives, and he has accomplished this in a selfless way.” Read more...
If Nicole Morales ever dreamed of a job other than teaching, she doesn’t remember it.
“The materials have always come really easily to me. I’ve always done well in school,” says Morales, a senior Early Childhood Education major from Rockford.
“Even when I was growing up, there were classmates of mine who came to me for help – and I always found that I was able to show them the material in a way that the teacher wasn’t able to do,” she adds. “I could shine a light in a way that wasn’t there before.”
So when the opportunity arose to get her toes wet through Educate U.S. in the Houston Independent School District last January, Morales happily took the plunge.
“When I read about Educate U.S., I knew that I would get to see what it’s like being in a first-, second- or third-grade setting and the opportunity to get a feel of a primary classroom before I had to start my clinical observation,” she says. “Getting that experience before I had to do it for school was really good.” Read more...
For K-12 educators who attended NIU’s Oct. 26 professional development conference on “Bullying: How Schools Can Respond,” a quotation presented by keynote speakers Z Nicolazzo and Molly Holmes painted a difficult picture.
“The dominant narrative (of LGBTQ bullying) depends on an inaccurate premise,” Nicolazzo said, reading from a 2013 study by researchers Elizabethe Payne and Melissa Smith.
“It assumes schools to be neutral sites where all students have an equal opportunity to succeed and that barriers to success appear when individuals’ injurious behavior or attitudes create a ‘negative’ school climate where student safety and belonging are threatened.”
What’s more, the presenters said, the increasing visibility of trans* people in the United States is matched by a growing vulnerability, risk of harm and threat of harassment.
LGBTQ students are experiencing educational environments that are less than ideal. They continue to face a lack of acceptance. Their lives are not reflected or affirmed through school curricula – and they are aware of that deficit.
One recent study found that 22 percent of students reported hearing negative remarks about gender expression from other students often or very often; 25.5 percent of students heard school staff make negative remarks related to gender expression. Read more...
Requirements have changed for educators who want to become school superintendents in Illinois – and NIU is the first university in the state to change with them.
Passage of Public Act 98-413 by the Illinois General Assembly updated the Illinois School Code and authorized the State Superintendent of Education, in consultation with the State Educator Preparation and Licensure Board, to develop standards for the preparation of school superintendents.
These changes have been fully implemented with the goal of ensuring the “people getting the new superintendent endorsement will have the skillset they need to be successful,” said Benjamin Creed, an assistant professor in the Department of Leadership, Educational Psychology and Foundations.
Guidelines set by the ISBE now require three semesters of internships conducted at one or more public school districts “to enable the candidate to be exposed to and to participate in a variety of educational leadership situations” with “diverse economic and cultural conditions.”
Internships must include engagement in leadership activities at all levels from preschool through 12th grade; active participation in the hiring, supervision and evaluation of staff; and active collaboration in management, operations and decision-making. Read more...
NIU has created an online training to help K-12 teachers to make data-informed decisions that will improve learning in their classrooms.
Todd Reeves, an assistant professor in the Department of Educational Technology, Research and Assessment (ETRA), and ETRA doctoral candidate Jui-Ling (Raye) Chiang, developed the “D5x4: Data in Five by Four” training.
More than 200 in-service teachers and pre-service teachers currently are participating in the 10-hour training, which presents participants with numerous data sets to review and dissect in search of how those numbers may inform instruction.
Five refers to the number of student levels at which training participants work with data: individual; subgroup; classroom; grade; and school. Four represents the types of questions explored by participants during the training: location/identification; strengths and weaknesses; status and growth; and instruction.
“5×4” is also an allusion to the aeronautics expression meaning “loud and clear.”
“We’re grateful for the opportunity to reach out from NIU to the community and serve current and future educators in this way,” Reeves says. “Today’s teachers are inundated with data, and their capacity to use data productively is a salient but complex skillset.” Read more...
Toni Van Laarhoven
Toni Van Laarhoven became a teacher before she became a student.
Van Laarhoven and her twin sister, Traci, often accompanied their mother and their sister, Steffanie, to the parent-run school their sibling attended. Toni and Traci – only preschoolers then – often were asked to teach their sister’s classmates and to lead small-group activities.
Years later, Van Laarhoven would realize the roles were switched.
“My older sister, who has severe intellectual disabilities, is nonverbal and engages in some challenging behavior, is one of the coolest people you could ever meet – and is also one of my most influential teachers,” says NIU’s Presidential Teaching Professor for 2016.
“She has taught me that teaching-and-learning is a reciprocal process,” she adds, “and that it is critical to listen and learn from all people, regardless of their mode of communication.”
Her mother also inspired her work but in a different way.
Elaine Leslie Baker joined other parents in lobbying for educational opportunities for individuals with disabilities; their efforts resulted in the 1975 legislation known as the Education for All Handicapped Children Act that guarantees a free, appropriate education for that population. Read more...
Not everyone who enters the counseling profession has been prepared to deal with clients who have experienced trauma.
Yet every counselor – including those who work in schools, helping students to facilitate positive change and advancement in their personal development and interactions – will encounter exactly that.
“Trauma is this concept of things that impact one’s life, usually from an external force, such as a murder or suicide, a terminal diagnosis for a child, domestic violence or a natural disaster,” says Adam Carter, assistant professor in the NIU College of Education’s Department of Counseling, Adult and Higher Education.
“It can leave an individual feeling ungrounded. Counselors see people who completely shut down, who turn inward and do not want to talk about it,” Carter adds. “We see people who are constantly processing it, or who can’t sleep at night, which makes daily functioning very difficult.”
Graduates of counseling programs who want that critical knowledge, along with an additional credential, can find it through NIU’s new Graduate Certificate in Trauma-Informed Counseling.
Designed to prepare or enhance master’s- or doctoral-level clinicians in various agency and treatment contexts, the courses focus on understanding elements of traumatic exposure, common threads of treatments and outcomes, trauma-sensitive care, crisis intervention and more. Read more...
Laurie Elish-Piper and David Walker
A delegation of scholars from the NIU College of Education will travel in November to Taiwan for APERA-TERA 2016, a biannual conference of the Asia-Pacific and Taiwan educational research associations.
NIU and the Mid-Western Educational Research Association (MWERA) are co-sponsors of the conference, which draws thousands of scholars eager for academic discussions and opportunities for collaboration.
Dean Laurie Elish-Piper and Associate Dean David Walker, who will deliver keynote addresses Friday, Nov. 11, lead the NIU contingent that also includes Wei-Chen Hung, chair of the Department of Educational Technology, Research and Assessment, and ETRA professors Laura Ruth Johnson, Isti Sanga and Tom Smith.
Scheduled from Wednesday, Nov. 9, through Saturday, Nov. 12, the conference takes place at National Sun Yat-sen University in Koahsiung.
Walker, a former president of MWERA, called for that organization to expand its international partnerships during his 2014 speech to the annual conference. In attendance that year were academic colleagues from China and Taiwan.
“Our relationship grew,” said Walker, who also is a professor of educational research.
Meanwhile, Hung enjoys a long camaraderie with National Sun Yat-sen University. Read more...
Jason Rhode, an assistant professor in the Department of Educational Technology, Research and Assessment, has been named among the nation’s “Top 30 Technologists, Transformers & Trailblazers” by the Center for Digital Education.
The distinction honors “education and technology leaders across America who are transforming the education landscape through the use of digital tools.”
Selections were based on efforts “to improve education through effective implementation of technology-rich solutions; their impact on student outcomes; and their overall initiative, creativity and leadership skills.”
“Helping faculty to be successful with their students is one of my greatest joys,” Rhode told the Center for Digital Education. “Often it involves using digital technology, but the technology is never the end game; it’s a tool to enhance the learning experience.”
Rhode, who is also director of the NIU Faculty Development and Instructional Design Center, began teaching courses in ETRA in the fall of 2013.
He has been invited to attend a special gathering of technology leaders, scheduled Dec. 5 and 6 in Salt Lake City, to receive his award.
College of Education Dean Laurie Elish-Piper chats with Lauren Leifheit, Rachel Bicksler, Anna Mangini and Jamie Hoban.
Lauren Leifheit never heard a peep from the students in her first classroom.
“I’ve been interested in teaching for as long as I can remember,” says Leifheit, a pre-elementary education major from Sycamore. “Even when I was a little kid, my parents would buy me little teaching kits, and I’d teach my stuffed animals.”
Jamie Hoban, a vision major from a tiny town near Manitowoc, Wis., developed a passion for special education during her six years as a volunteer at an Association for the Developmentally Disabled summer camp.
Visual impairments, however, is an inspiration from a relative.
“My cousin is a teacher of students with vision impairments. She works for a school district, going from school to school working with the kids with visual impairments. I shadowed her and I just loved it,” Hoban says. “She gets really close with her students because she doesn’t work with all the students in a classroom. It’s great getting on that personal level with kids and really getting to see their progress.” Read more...