Tag: Department of Leadership Educational Psychology and Foundations

DACA-ready: NIU College of Ed prepares teachers empowered to advocate for all students

Cynthia Taines

Cynthia Taines

When President Trump acted this fall to end the Deferred Action for Childhood Arrivals (DACA) policy, Cynthia Taines immediately looked beyond the inflamed political discourse.

Taines, an associate professor in the NIU Department of Leadership, Educational Psychology and Foundations, thought instead of the youngest of children, of adolescents and, naturally, their teachers.

“Undocumented students disclose their status to people they trust,” Taines says, “and it seems to me that it’s a a pretty common experience that undocumented students are talking to their teachers.”

She has seen it firsthand from teachers and students in Chicago and the north suburbs, thanks to her work with the Metropolitan Community Project. She has seen it in DeKalb as well, thanks to guest appearances in her classes from DREAM Action NIU and the CHANCE Program.

And, Taines says, she has seen that some of the future teachers in her courses aren’t personally familiar with the changing political landscapes that challenge undocumented children in U.S. schools.

“Many of them don’t think that they know anyone who’s undocumented,” Taines says.

For that reason, she makes sure that all of her students understand the gravity of the situation and its impact on the role they soon will play as professional educators.

“I bring real-life voices – their fellow Huskies, their fellow students – who look and sound like any college student. Not all disclose that they’re undocumented, or say that they have family member who are, but some do. They’re really brave,” she says.

“They talk through their struggles, their strengths and where they found support, and it’s often from friendly approachable people in schools, like teachers and educators,” she adds. “I’m trying to encourage empathy and some sort of moral response that doesn’t necessarily come out of a less reflective place or from parroting things you might hear on the news. I’m making this more human and more real.”

James Cohen

James Cohen

Her approach reflects and reinforces a deep-seated philosophy of the NIU College of Education, which proudly stands for educational equity and access for all. The college strongly believes that education is a human right, and that all students can succeed.

James Cohen, an associate professor in the Department of Curriculum and Instruction, enthusiastically shares those principles.

“Over 70 percent of the American population believes that DACA should be continued because they see that you can’t punish kids for the choices their parents made,” says Cohen, who teaches courses in multicultural and bilingual education and was an organizer of NIU’s Social Justice Summer Camp this past summer for K-12 educators.

Students in his classes learn about the injustices that exist in society, including institutionalized and systemic racism. They also are taught to view students from a “strength model,” where children feel welcome, respected and motivated to work, rather than from a “deficit model.”

“If you look at how our society is structured, it’s structured for people who are in power. It’s not structured for people who have brown or black skin, who don’t speak English as a native language and especially not for people who don’t have legal documentation to be here,” he says.

“In my classroom, I have students doing a lot of reading. They read about what it means to be an undocumented immigrant and what it means to live a live without documentation,” he adds. “We discuss it, and we build empathy. We don’t build sympathy. Sympathy is, ‘Oh, I feel bad for you.’ Empathy is, ‘I need to do something about this.’ ”

Cohen makes sure that his future teachers understand, and are ready to fulfill, their role as “advocates who actually act and don’t sit back and do nothing.”

“There’s a concept called social mirroring. If you belong to an ethnic group – which we all do – and society views your certain group as X, Y or Z, it’s very difficult to not believe that you are X, Y or Z,” he says.

“As teacher-advocates, our students need to advocate for their students so that they do not believe in all of these negative stereotypes that float around in our society,” he adds. “If you start believing that you’re lazy, or you start believing that you’re a troublemaker, those can turn into self-fulfilling prophecies. You might drop out of school, get into trouble, join a gang or believe that school is not meaningful.”

Sandy Lopez

Sandy Lopez

Sandy Lopez, assistant to the director at NIU’s Center for Latino and Latin American Studies, is counting on NIU College of Education graduates to make a positive difference for current and future generations.

Around 4.5 million K-12 students currently in the United States are U.S.-born with undocumented parents, Lopez says. Another 1 million are undocumented with undocumented parents; of those, 65,000 graduate each year from high school.

Between 7,000 and 13,000 will matriculate into higher education, which is only 20 percent at best.

“It’s important for teachers to work with these students to let them know that there are opportunities to continue and to go to college,” she says. “Otherwise, these students will disengage.”

Immigrants bring many strengths to their classrooms – “They’re balancing two worlds. They’re bilingual. They’re bicultural,” Lopez says – and are resilient students, many of whom have learned to advocate for themselves, their families and their communities.

Yet they worry about their families being separated. They worry about being deported. They worry that their schools will report them, something that can cause anxiety rather than concentration in the classroom as well as mistrust of principals and other administrators.

Many children also serve as translators on behalf of their families, juggling critical interactions with everyone from landlords to doctors along with their nightly homework.

Teachers must strive for sensitivity, Lopez says, creating a safe space where children can find support while they share their fears and their successes.

“It’s so critical that these kids know that they’re not alone, and that their school is not going to turn them in,” she says. “They have no reason to divulge that information to anyone.”

Colleges are not immune, she adds.

DREAM Action NIUFollowing President Trump’s announcement, Lopez says, “I had a student who came into the center, shaking. She was having a hard time breathing. I said, ‘I didn’t realize you were undocumented.’ She said, ‘I’m not. My parents are.’ ”

Stories like that motivate Taines and, she believes, her students.

“Educational equity drives me,” Taines says. “That’s the reason I got into education. It’s a large piece of how we can achieve social equality, because education is one of the main drivers of opportunity. Just because there’s a language issue doesn’t mean that a student is not going to achieve or achieve highly.”

Taines accentuates her objective by sending students to research the language-learning programs of the high schools from which they graduated.

“Every time, I get some initial pushback: ‘My school doesn’t have that program. We didn’t have any kids in my school who were language-learners.’ I say, ‘I just want you to look. It’s possible that’s changed.’ The students come back and say, ‘I didn’t know we had this,’ ” she says.

“They realize they had only a slice of understanding about the institution as a whole,” she adds. “Their communities are changing quickly. The suburbs are become more diverse. Thinking through these issues, having them think through the issues and connecting to them on a human basis, will help them serve their future students.”

Cohen makes his point through a role-playing exercise where he is “the angry man on the plane” who’s in favor of mass deportation. The students must persuade him otherwise.

“It’s amazing. You can see their wheels turning,” he says. “You can see how they’re trying to convince me that what I’m saying is based on ideology and not on facts. They put me in the shoes of an immigrant student. They make it more relevant to me. They try to convince me that bilingual education and equal treatment of undocumented immigrants are the right, ethical and moral choices.”

DREAM Action NIU

DREAM Action NIU is a student-led organization that works in collaboration with the Latino Resource Center to raise awareness of the situations undocumented students face in the U.S. and, in particular, on campus.

Students gain the solid foundation for their arguments during every class period of the semester, he adds.

“My bottom line is that teachers have to be thinking about their students and less about themselves. We can’t blame our students for the context or the predicament they’re in. I want my students to learn the facts so that they can teach the facts,” Cohen says.

And it’s working, he says.

“We are turning out teachers who understand the systems and hierarchies of injustice that exist. We are producing teachers who know how to advocate for kids. We are producing teachers who are good pedagogists. I’m very proud of being a faculty member in the NIU College of Education and of all the good work we are doing here.”



Ed Psych professor encourages future teachers to ‘stop thinking of your students as students’

dugas-1

Special Education major Ashley Manor (left) questions a classmate
about her 16-year-old self before permitting her entrance
to the educational space known as Dugas Island.

Ashley Manor stands just outside the door of Graham Hall 336, facing a line of her classmates.

Each must answer her question before walking into the classroom. “If you could go back and talk to your 16-year-old self,” Manor asks again and again, “what would you say?”

For most of her respondents, that journey through time is not a long one. They’re college undergraduates, after all, barely removed from their teenage years. For Professor Daryl Dugas, who also must offer a reply to gain admission to his own classroom, the well of wisdom from which to draw is at least a couple decades deeper.

Dugas begins each semester on the other side of this brief inquisition, posing questions to his students as they queue up in the hallway, backpacks still slung over their shoulders.

He considers the greeting process integral to the “holistic learning” process, regarding his question-and-answer ritual as an invitation to enter an educational space known as Dugas Island.

“My philosophy of teaching is that it’s not just about delivering content. I’m creating an environment,” says Dugas, who teaches in the Department of Leadership, Educational Psychology and Foundations.

dugas-6

Daryl Dugas, right, works to make sure students feel a sense
of ownership in his Educational Psychology classes.

“To really learn, you have to expose yourself, and that’s a really vulnerable activity. My students and I are building relationships together to support them through challenges. It’s very enriching,” he adds. “The underlying model of what I’m doing is a process based on principles of group dynamics. We’re not just a group of individuals. We are a group together. We are in a process together. We are growing together.”

When students arrive for the first day of the semester, they find the classroom door closed and locked. Dugas eventually appears with the “key” – a question they must answer in order to enter.

“I might say, ‘What’s something, other than education, that you’re passionate about?’ The questions evolve over the next few days,” he says. “I’ve had students tell me, ‘I thought you were crazy on the first day,’ or ‘I didn’t know what to make of you on the first day.’ ”

But through their answers, he says, he can get to know them better. He can watch momentary anxiety at the door unlock positive learning experiences on Dugas Island, to which they have “a temporary resident agreement.”

Students such as Manor, a junior Special Education major from Mokena, volunteer to serve as the greeters as the semester progresses.

That’s by design, Dugas says. “Within the ritual, something was getting lost when I always did it. There needs to be the ritual, but it needs to change as well,” he says.

“The most important thing is your relationship with students, not your content.”

“The most important thing is your relationship
with students, not your content.”

An in-class brainstorming exercise years earlier – something integral to Dugas Island – provided a strategy. “A student asked me, ‘Why don’t we ask you a question?’ I said, ‘That’s a phenomenal idea. This is your class, too, not just mine.’ Students really feel a sense of ownership.”

Dugas, an assistant professor in the Educational Psychology program, teaches classes in child and adolescent development as well as classroom management.

His goal is to instill in students that effective teaching-and-learning relationships must go beyond lecture, PowerPoint, note-taking and tests. He strives to elevate his curriculum in ways that prompt students to draw connections between the classroom and their lives.

“The point of my class is to stop thinking of your future students as merely students but as developing human beings,” he says. “A major problem with our educational system is that it deals mostly with curriculum content and forgets about the young people we are supposed to be nurturing toward adulthood.”

His path to this realization began in his previous career as a high school chemistry and physics teacher; he taught for six years in suburban Downers Grove and four years in a Chicago charter school.

Plagued by misgivings of his own efficacy with the teens, and whether he was teaching them things they actually would need to know as adults, his life changed when he discovered a mentor: a social worker steeped in the philosophy of group dynamics.

Through work with his mentor, he began asking himself questions about his own personal development: Am I an adult? Am I a man? He also jumped at the chance to help his mentor lead an after-school program for teens.

dugas-3

When he began incorporating those experiences into his chemistry classes – for example, he would spend the first two weeks of class not teaching content but instead establishing the learning environment – he earned a scolding from the principal.

Content, he was told, took precedence. That was his job.

“I feel like now I’m trying to deliver a counter-message to that: The most important thing is your relationship with students, not your content,” he says. “We shouldn’t pretend that all of our content is useful and that you’ll need it; rather, we should focus more on building connections with our students, and through that share them with them our own excitement about our content.”

As a teacher-educator, Dugas believes it’s vital to foster in his classrooms the kind of environment he encourages future teachers to cultivate in their own classes.

He shows his NIU students that content delivery is enhanced by prompting a sharing of personal stories, from both students and teacher, that relate to the lessons.

Such conversations lead to “feeling connected, a very valuable experience to have with one another.”

dugas-5“Everyone who wants to be a teacher wants to make a difference in students’ lives, and very few people talk explicitly about how to do that,” Dugas says. “I’m trying to demonstrate to my students that it is possible to create a unique, connective experience in their classes, but that it requires hard work.”

The benefits, he says, go beyond just having a pleasant time. “Through our work as a group, future teachers can begin to examine their own blind spots,” he says. “You can’t guide someone through a developmental process you haven’t been through yourself.”

His students also gain experience in pushing themselves outside of their comfort zones in how they participate and share in class. “Doing this in my class helps them build empathy for their own future students,” he says, “and how difficult this can be.”

Young people will respond, he says.

“Research on resilience shows that adolescents need adults other than their parents to look up to, an adult who’s in their corner – one caring, competent adult who took an interest in their life,” he says. “When I began working with my mentor, I realized that I needed to have something to share with my students other than chemistry. I needed a caring ear and words of wisdom. Once I began sharing that, it meant the world to them.”

His classroom at NIU illustrates his spirit and his philosophy. Stuffed animals, including an owl, a gorilla, a “Where the Wild Things Are” creature, Winnie the Pooh, Tigger, as well as various tchotchkes, are stationed on desks throughout.

Meanwhile, he hopes to embody the teacher that he wants his students to become rather than lecturing them on how to do what he does.

dugas-8In setting up an Oct. 3 lesson on the development of romantic relationships in adolescence, he asked the students to set the morning’s framework.

For his part, he prompted them to set individual goals of how many times they would speak up during the next hour and how many times they would actively encourage others to share ideas. “Remind me to stop two minutes early so we can check in on that,” he told them.

Students broke into five groups to articulate their understanding of the idea of emotions as biological programs, cultural scripts and cognitive assessments; later, each group shared its thinking and opened the floor to comments.

As students shared their own personal stories and examples, Dugas also joined in to spin anecdotes about his young daughter that fit the discussion perfectly. It provided a good model: “The emotional responses you show will teach your students,” he told the class.

The students later played a game – one facilitated and modeled by a fellow classmate – that offered another example of how to connect students and teacher beyond academic content.

When the class ended, Dugas did not call out reminders of upcoming assignments or tests as might seem customary when students are packing up and heading for the exits.

“Thank you, as always,” he said, instead, “for a great conversation.”



LEPF doctoral student leads multilingual efforts in Uruguay

Aldo Rodriguez

Aldo Rodriguez

Languages are deeply valued in Uruguay, where multiple tongues beyond the native Spanish are the norm.

“Uruguay is a country of immigrants,” Aldo Rodriguez, a Ph.D. candidate in the Department of Leadership, Educational Psychology and Foundations, says of his homeland.

“We have more than 120,000 Italian citizens living in Uruguay. We have British people. We have Spanish people,” Rodriguez adds. “We have German, Swiss and Portuguese cities settled by immigrants from those countries.”

People living near the country’s border with Brazil are generally also fluent in Portuguese, which is considered a regional language.

And everyone is expected to know English, which the country regards an international language. Students begin learning English in fourth-grade.

The man in charge of advancing the government’s language ambitions is none other than Aldo Rodriguez, the recently appointed national director of Second Language Policy for the Uruguay National Board of Education.

“By 2030, we want a multilingual country,” he says. “For more than 40 years, our secondary school students have learned French, Italian and English. Authorities believe in the neurological benefits of learning multiple languages.”

Schools in this country should share that ambition, he adds.

uruguay-flag“I think U.S. schools will benefit by adopting these types of policies, first and foremost for the multicultural heritage the country has,” Rodriguez says. “It’s outstanding how diverse and culturally rich the United States is. Learning multiple languages will make people understand more about other cultures and people. When you learn a language, you learn its culture.”

Rodriguez, who is living and working in Uruguay while he completes his NIU dissertation, is responsible for crafting policy for all levels of education from first-grade through college.

His professional background fuels his passion for the job. He earned a bachelor’s degree in teaching English as a Second Language, a career he began in 1998. He’s also mentored dozens of teachers, designed educational materials, delivered workshops and seminars and served as the director of an institute for second languages.

Teaching also drives his Educational Psychology dissertation, which focuses on persistence in adult secondary school contexts.

“I started working at the adult schools. The population of this school is very unique since 100 percent of the students went through a negative experience with education, and they had to drop out of traditional education,” he says.

“Dropping out is something really common in this context. Sometimes you start with a class of 50 students, and only six or seven finish the school year,” he adds. “My questions were, ‘Who is successful? Who finished school? Why?’ ”

Jorge Jeria and Stephen Tonks

Jorge Jeria and Stephen Tonks

Coming to NIU in 2010 on a Fulbright grant to pursue his master’s in Adult and Higher Education opened many doors.

“When I read the profiles of the professors I was going to have, and the expertise they had on adult education, I just loved it,” Rodriguez says.  “I had Dr. Jorge Jeria as my first mentor, and I think I couldn’t have made it to the end of the master’s course without his support.”

Staying at NIU for his Ph.D. brought the mentorship of Stephen Tonks, for whom Rodriguez became a three-year research assistant. Before returning home in 2015, he also worked as a TA and participated in a search committee.

“My experience at the LEPF department was one of the best in my life,” he says. “All the people who work there are just great, and they made me feel at home.”



CoE remembers Joe Saban

Joseph M. Saban

Joseph M. Saban

Joseph M. Saban, who taught educational leadership courses in the Department of Leadership, Educational Psychology and Foundations, died Sept. 29 in Lakewood, Ill. He was 70.

Saban came to the NIU College of Education from Community High School District 155 in suburban McHenry County.

Beginning his career there in 1973 as a science teacher, he later became the district’s director of Business and Finance and eventually was named assistant superintendent for Finance and Staff Development.

His nine years as superintendent, from 1993 through his 2002 retirement, included the construction of Prairie Ridge High School.

The four-time NIU alum then taught at his alma mater from 2002 to 2013. His degrees included an Ed.D. in Curriculum and Instruction and bachelor’s and master’s degrees in biology.

“Joe was a gifted educator who eagerly shared his knowledge and professional expertise with graduate students in our college,” said Carolyn Pluim, chair of the Department of Leadership, Educational Psychology and Foundations. “Many in the Illinois educational community were touched by Joe’s kind and generous spirit.”

In 2007, while Saban continued to teach and advise working superintendents in pursuit of doctoral degrees and other educators who were seeking superintendent’s certificates, he and another retired superintendent shared the interim leadership of the North Boone School District.

His brief return to public schools felt comfortable: “I’ve never really left,” he said at the time. “I stay current with that stuff. It’s part of my duties.”

A memorial service was held Oct. 5 in Crystal Lake. He is survived by his wife, Bonnie; five children; and six grandchildren.



Merritt speaker to explore ‘joy of discovery’ during Oct. 19 talk

Eugene F. Provenzo Jr.

Eugene F. Provenzo Jr.

Don’t try to pigeonhole Eugene F. Provenzo Jr. It won’t work.

The professor emeritus from the University of Miami’s School of Education is a Renaissance man whose interests – and qualifications – reach far beyond his title.

“By way of my background, I’m a much more interdisciplinary scholar than most social foundations professors. I’ve got degrees in history, philosophy and history of education,” Provenzo says. “I branched off fairly early in my career, and I started looking at a much wider range of topics than I think is considered normal.”

What Provenzo truly enjoys is finding “the patterns that connect” the seemingly obscure and unrelated; his academic scavenger hunts are lined with clues in toys, fables, photographs, marine life, world’s fairs, computers, poetry, science, video games, books, puppets and more.

Uncovering those links reveal “a much more complex and interesting universe,” he says.

“I’m trying to get people thinking and understanding that there’s a deeper level of connection with things,” Provenzo says, “and if we paid more attention to these things, we’d be more at ease with the world.”

Provenzo is the 2017 recipient of the James and Helen Merritt Distinguished Service Award for Contributions to Philosophy of Education, an award given by the Department of Leadership, Educational Psychology and Foundations.

He will deliver the annual Merritt Address, titled “An Educational Cabinet of Curiosities: 40 Years of Research in the Philosophy, History and Sociology of Education,” at 4 p.m. Thursday, Oct. 19, in the Holmes Student Center Skyroom. A reception begins at 3:30 p.m.

Helen and James Merritt

Helen and James Merritt

Named for the late James Merritt, philosopher of education and professor in the College of Education, and the late Helen Merritt, artist and professor of art history in the College of Visual and Performing Arts, the series spotlights scholars who have deeply influenced educational thought and practice.

All are welcome to attend; email lsassone@niu.edu for more information.

“Professor Provenzo embodies the Merritts’ commitment to the creative development of the function of philosophy of education in teacher education,” says Leslie A. Sassone, an associate professor in Foundations of Education. “With the changing climate of higher education, Dr. Provenzo will also appeal to students across the university who struggle with making meaning of their own schooling, as well as the current state of public education.”

Provenzo named his presentation after a centuries-old cultural endeavor in which he is a modern and enthusiastic participant.

“Going back to the late Renaissance, naturalists and art collectors – people sort of interested in the world, geography, things like that – began to collect objects together in large exhibit rooms. They would have collections of books, geological specimens from the natural world, paintings, sculpture. It was really the beginning of the first scientific laboratories,” he says.

“What I have done for this talk, and maybe it’s because I’m a serious artist, is that I’ve thought about this in terms of an exhibition hall,” he adds. “Where I live in Virginia, there is an extremely strong artistic tradition of landscape paintings – a lot look alike – whereas someone like myself is doing 10 or 15 things that may not look like they come from the same artist.”

cameraHe plans to walk his audience through, and around, a dozen of his fascinations and their broader meanings, from a 19th century photograph of a young, female teacher on the frontier of Idaho who’s harboring a dark secret to a look at how early advances in printing parallel the computer revolution.

These finds and other “crazy stuff that show up in the same context” come from trips into libraries and rare book rooms, where he pokes though the shelves for “what’s odd, what’s pushed out, what’s in a corner.”

When books or magazines pique his curiosity, he pages through them looking for places to start or continue an intellectual journey.

Educators should adopt and espouse his philosophy of curiosity to the practice of teaching-and-learning, he says.

“I’ve come to realize that we might be on a kind of dead-end approach to teaching,” he says. “We’re taking the joy out of things – the joy of discovery, the joy of creating things – and that’s a good bit of what education should be about. I always think that this stuff is self-evident. We need less testing and more creative play.”

Consequently, he will encourage teachers to do more than “teach to the test.”

“What do we need to know to be educated? Johann Sebastian Bach? Yes, but we also ought to know who Led Zeppelin is. Transgender? Lipstick lesbian? Those words maybe as important as a lot of other terms,” Provenzo says.

“If you ask me who’s more important in terms of social history – Queen Elizabeth or Queen Latifah? – I’d say that we maybe need to know both of those people,” he adds. “That’s probably a fairly radical point of view, but I’d like people to be more critical and inclusive.”



Pluim named LEPF chair

Carolyn Pluim

Carolyn Pluim

Carolyn Pluim nurtures an active curiosity.

An intense interest “in issues around health and well-being” prompted her to earn a bachelor’s degree in nursing from the University of Western Ontario in her native Canada.

When she moved to the United States shortly after graduation and could not immediately take the RN exam in this country, she enrolled at Michigan Technological University to study environmental policy.

That perfect intellectual combination – policy, its implications and health – soon led her to a Ph.D. program at Georgia State University, where she completed a doctorate in educational policy studies and social foundations of education.

In 2007, Pluim began her teaching career at the NIU College of Education in the Department of Leadership, Educational Psychology and Foundations.

One decade later, and after a year serving as acting chair of that department, her leadership role becomes official and permanent July 1.

“NIU has provided me so many opportunities for professional growth. Having been mentored by faculty inside our department and outside our department has been so beneficial,” Pluim says. “I enjoy the people who work in this department, and I enjoy helping to remedy or solve some of the issues that come up in a department that is this diverse and complex.”

Laurie Elish-Piper, dean of the College of Education, is pleased that Pluim has accepted the appointment.

“Based on her contributions this past year as acting chair, I am confident that she is highly qualified and motivated to lead,” Elish-Piper says. “Carolyn is a strategic thinker, problem-solver and consensus-builder who is well positioned to lead LEPF into the future.”

Pluim has taught courses in the foundations of education, the history of education, the ethics of education and education as an agent of change.

health-apple-2Meanwhile, she has continued to investigate the intersections of health and policy, especially as they relate to schools.

Research in this realm comes at a critical and problematic time, she says, as lawmakers begin to encourage forms of “healthism” in public schools by requiring fitness testing, body-mass indexing and even the distribution of “health report cards” to parents, guardians and state governments.

She is the co-author of “Schools and Public Health: Past, Present, Future,” and has written numerous articles and book chapters. She is collaborating with Australian colleagues as a partner-investigator on a University of Queensland-based project studying the digitization of school health and physical education.

Her work also explores how policies shape how children think about health and, in turn, come to understand and identify with their bodies.

For example, she has questioned the “give-it-to-the-schools” attitude that delegates conversations on difficult topics such as sex and drugs solely to teachers.

“That’s really a dangerous reflex – that, ‘We don’t need to think about drug education because the schools are doing that,’ ” Pluim says. “It obscures solutions that could possibly be more effective.”

Book cover of “Schools and Public Health: Past, Present, Future,”As department chair, Pluim will ensure that LEPF meets and exceeds the academic and professional needs of its students.

She is proud of recent work faculty in the department have done to reimagine and redesign programs, such as the Ed.D. in Leadership and Policy Studies and the Ed.S. in Educational Administration.

Her plans to maintain the quality of the nationally recognized M.S.Ed. in School Business Management call for continued recruitment and retention of excellent faculty and students as well as a sustained commitment to the program’s strong relationship with the Illinois Association of School Business Officials.

“I love the diversity of our department,” Pluim says. “We have very diverse faculty who have very different ways of seeing the world and of approaching their research. I love the people who are so passionate about what they do.”

Pluim lives in Sycamore with sons Jared, 13, and Calvin, 11.



Unlocking potential: LEPF will honor donor Marguerite F. Key with launch of fellows program

Carolyn Pluim and Alan Clemens

Carolyn Pluim and Alan Clemens

When Alan Clemens attended a recent annual conference of the National College Access Network, which works to open the doors of higher education to underserved populations of students, he noticed something missing.

Representatives from colleges and universities were few.

“Higher education was heavily underrepresented,” says Clemens, an instructor in the Department of Leadership, Educational Psychology and Foundations (LEPF).

“Some sessions were designed specifically to speak to college retention, but those were more sparsely attended,” he adds. “The primary emphasis being put particularly on college access for these populations was at the high school level.”

At the same time, Carolyn Pluim, acting chair of LEPF, was soliciting ideas from her faculty about the possible creation of a fellowship program.

Dollars were available from the Marguerite F. Key Expendable Fund for the College of Education, but Pluim needed a purpose – a focus – for those who would participate in an annual institute in DeKalb.

“Our department has been blessed by Marguerite’s generosity for a few years now,” Clemens says, “and while the funds were being used effectively to enhance various student programs in the department, Carolyn was looking for something more substantial, something that honored the scope of Marguerite’s commitment.”

Marguerite F. Key

Marguerite F. Key

Clemens proposed a program that would bring together high school principals from across NIU’s service region to share their innovative ideas and best practices for not only shepherding underserved students into college but also preparing them for success there.

Pluim loved the concept.

“The Marguerite F. Key Fellows Program is a project in line with the vision and passion Marguerite has for supporting the preparation of future educational leaders,” Pluim says. “The program will recognize the great work Illinois principals are doing, and provide them with specialized professional development and growth opportunities.”

Nominations will open July 1 for the first class of fellows, who will meet in June of 2018 for a series of workshops and dialogues.

“What we’re hoping to find is real evidence of innovation, energy and ingenuity that’s being brought to the table in service of this very poignant need, and to put additional focus on this innovation, to increase opportunities for students to successfully achieve their college dreams,” Clemens says.

“There is research that shows – and I personally believe this – that those students across the country who, at this moment are facing the most significant obstacles to college access and college success, are the country’s largest source of growth potential,” he adds. “I can’t see any more noble purpose, or more potentially powerful purpose for the future of our country, than empowering these underserved voices.”

A seven-member advisory committee will guide the ongoing framework and rationale of the program as well as the selection, and work, of the fellows.

The advisory committee will consist of representatives of the Department of Leadership, Educational Psychology and Foundations, local school districts and the NIU Center for P-20 Engagement.

Fellows need only serve one year, Clemens says, but are always welcome to stay involved.

key-puzzleUndergraduate and graduate students with an interest in college attainment and success, public educational policy or other related issues also can participate, possibly obtaining independent study or internship credit for administration of the program or assistance with the institute.

Students who seize those opportunities will witness a sharing of expertise – the wisdom and work of leading principals in the region – along with the possible births of partnerships or design of grant proposals.

It’s something Clemens says matches current thinking on campus – “President Baker has always been very interested in examining the factors that contribute to student success throughout their P-20 educational experience,” he says – as well as the values of Marguerite F. Key.

Key graduated from Northern Illinois State Teachers College in 1944 with a major in biology and a minor in music. She taught one year, and then earned her master’s degree at the University of Michigan’s School of Public Health.

During most of the next year, she worked in the Illinois Department of Public Health in Springfield as a health educator. When the Kellogg Foundation funded a program in Illinois to place a health educator on the staff of each state college, Key came to Northern.

arlington-public-schoolsAfter she married four years later and moved to Washington, D.C., where her husband worked with the National Education Association, she began a 40-year career in the Arlington Public Schools as director of guidance in a middle school.

In 1995, after the death of her husband, she returned to DeKalb, where she continues to live.

She was on the original committee to place a one-room school on campus, served for 12 years on the Development Committee of the College of Education and has been able to assist 10 non-traditional women in the college in obtaining scholarships through the Philanthropic Educational Organization.



Community Learning Series: Five ways to make sure kids grow through their love of tech

Parents can’t help but worry.

Phones, tablets and apps galore are competing for the undivided attention of their children and teens – and chances probably seem good to many moms and dads that the technology is winning.

So what can we do to make sure that our kids are getting the most out of their Internet-connected gadgets? Is there a way to promote their educational potential while mitigating the negative consequences?

Five experts convened March 23 by the NIU College of Education to explore “The Digital Lives of Children: Giving Screen Time a Closer Look” offered opinions and strategies that can help parents make sense of it all.

  • Remember that quality of content and user experience matter. All devices are potential tools for learning through their rapid feedback and just-in-time information. Developers of instructional technology consciously design software to deliver active learning that follows educational best practices. Ask yourself: Is this device or app helping my child to learn about the world – and to make sense of it? Is it making a stronger impact than a textbook? Searching the Internet for information can turn users into critical consumers who spend their learning time deliberating what this information means rather than digging for it.
  • Set rules. The American Academy of Pediatrics in October 2016 issued new recommendations for screen time, including zero hours a day for children from birth to age 2 and no more than one hour a day for preschoolers. For school-age children – kindergarten through high school – establish screen-free places, especially bedrooms, and screen-free times, such as family dinner and one hour before bedtime. Parents also must realize that their own digital lives influence those of their children; if they’re watching you, turn off the tablet or put down the phone.
  • Keep a close eye on your child’s digital life. Remind your kids that part of the agreement of supplying them with tech is that you are free to monitor their devices, scroll through their screens and ask questions. Make sure you understand the functions of their favorite apps. If they’re on Snapchat, you should join Snapchat. If you aren’t familiar with their apps, yet you choose not to intervene, consider that akin to allowing them to spend the night at the home a friend whose parents you’ve never met. Network with other parents to stay informed.
  • Encourage active programs. The hugely popular Minecraft – “Legos with no parameters,” said panelist Jennifer McCormick, a fourth-grade teacher at West Elementary School in Sycamore Community School District 427 – requires users to think creatively and to interact. Many videos on YouTube are instructional, harnessing the medium of “modeling” to teach viewers to cook, knit, braid hair or thousands of other things in a way that’s far more effective than words on a page. Even video games require players to remain actively engaged by plotting strategies and making and executing decisions. Many video games also spool out instructions as the games progress, something that forces constant attention – unlike presenting all the rules before the game starts and likely causing players to ignore them.
  • Pay close attention for “red flags” of digital addiction. Are their devices getting in the way of their normal activities? Are they choosing their phones over other alternatives for human interaction or physical activity? Are they ignoring you? Do they put up a fight when asked to turn off, or turn over, the tech? Are their grades suffering? Is their use of technology a way to self-medicate for depression?
Panelists, from left: Jennifer McCormick, John Burkey, Jason Underwood, Susan Goldman and Danielle Baran.

Panelists, from left: Jennifer McCormick, John Burkey, Jason Underwood,
Susan Goldman and Danielle Baran.

 

For parents who fear it’s already too late, panelist Danielle Baran, Ph.D., a clinical psychologist at Advocate Children’s Hospital in Park Ridge, has advice: Ask yourself how you got to this place. For example, if your children need screens to calm down, did you instill that behavior?

Baran also agreed with fellow panelist Susan Goldman, Ph.D., distinguished professor of psychology and education at the University of Illinois at Chicago: Human interaction – human emotional connection – is key.

“No technology you can invent has more buttons than you,” Baran said. “You are limitless.”

Other members of the NIU College of Education’s Community Learning Series panel were John Burkey, superintendent of Huntley Community School District 158, and Jason Underwood, senior instructional designer at assistant director of the NIU eLearning and Digital Convergence Lab.



Digital dilemma: CLS panel to examine children’s ‘screen time’

cellphone-girlDo you think your children spend too much time glued to digital devices? Are you worried that they’re more connected with their phones, tablets and TVs than with their families and friends?

You’re not alone.

Children ages 8 and younger engage with their screens an average of six hours each day, according to a recent study.

For some school-age children, that connection could improve academic achievement, especially language skills and literacy. Others, however, might experience losses in those areas along with higher rates of obesity and depression.

How can educators, parents, guardians and professionals promote the educational promises of screen time while also mitigating the negative consequences?

The NIU College of Education’s spring Community Learning Series will examine this question from all sides Thursday, March 23, with “The Digital Lives of Children: Giving Screen Time a Closer Look.”

Moderated by Dan Klefstad, host of Northern Public Radio’s popular news program Morning Edition, the panel discussion will take place from 6 to 7:30 p.m. in Barsema Alumni and Visitors Center, 231 N. Annie Glidden Road.

Top: Carolyn Pluim (Vander Schee) and Ben Creed. Bottom: Lindsay Harris and Amy Stich

Top: Carolyn Pluim (Vander Schee) and Ben Creed
Bottom: Lindsay Harris and Amy Stich

WNIJ-89.5 FM is the media sponsor of the event, which is free and open to the public. A networking reception is scheduled from 5 to 6 p.m.

Carolyn Pluim (Vander Schee), chair of the Department of Leadership, Educational Psychology and Foundations, organized the event with faculty members Benjamin Creed, Lindsay Harris and Amy Stich.

“Where does research stand on these questions? To what extent is research considered by technology developers and educational policymakers? How have parents and educators dealt with increased screen time in homes and schools?” Pluim said.

“Our panel will explore these questions through dialogue between the evidence-based opinions of experts in the fields of psychology and educational technology,” she added, “along with the experiences of professional educators and the experiences and perspectives of the audience.”

Panelists will address what current research says about the relationship between screen time and cognitive and emotional development; academic engagement and achievement; literacy, language and communication skills; and physical health.

They also will provide strategies for parents, Pluim said.

Members of the panel:

  • Danielle Baran, a clinical psychologist at Advocate Children’s Hospital
  • John Burkey, superintendent, Huntley Community School District 158
  • Susan Goldman, Distinguished Professor of psychology and education, University of Illinois at Chicago
  • Thomas Kim, principal, Huntley Middle School, DeKalb Community Unit School District 428
  • Jennifer McCormick, fourth-grade teacher, West Elementary, Sycamore Community School District 427
  • Jason Underwood, assistant director, NIU Outreach eLearning

wnij-logoThe NIU College of Education’s Community Learning Series brings together experts from various disciplines and occupations to discuss topics that have included public school leadership, innovative classroom teaching, gender, civil rights, concussions, athletic training and more.



Ed.D. in Ed Administration receives new name, focus

il-school-codeFollowing the Illinois General Assembly’s update of the Illinois School Code standards for new school superintendents, the NIU Department of Leadership, Educational Psychology and Foundations accordingly redesigned its programs.

That work has resulted in untangling the Ed.S. – an educational specialist degree that leads to the superintendent endorsement – and the Ed.D., a non-licensure degree.

During this process, the degree was redesigned and renamed as the Ed.D. in Leadership and Policy Studies, a name that underscores the dual strands available in educational leadership or policy studies.

“We felt it good to change the name to be more reflective of the content and the expertise of the faculty who will now teach in the program,” said Carolyn Pluim (Vander Schee), chair of the department. “Faculty in the Educational Foundations and Policy Studies program will now be more involved in teaching and mentoring students, a change which will only augment the diversity of learning experiences available to students.”

Students pursuing only the superintendent endorsement complete the 30-hour Ed.S. and can then finish with both a degree and endorsement. Students who wish to continue on to complete the doctorate can apply to the new Ed.D. program with the 30 earned credits from NIU’s Ed.S. program rolled into the Ed.D. program upon acceptance.

Meanwhile, new prospective students can apply for the stand-alone Ed.D. and, if they desire, focus on educational policy rather than school leadership. This provides prospective students a path to an Ed.D. without first needing to obtain a superintendent endorsement and Ed.S.

“Altering the focus to offer a strong policy dimension is consistent with contemporary learning needs of school leaders and administrators,” Pluim said. “Our program is committed to offering students a broad-based education beyond logistics into thinking creatively and critically about leadership in our current policy environment.”

appleFaculty involved in the revisions – Benjamin Creed, Christine Kiracofe, Dan Oest, Pluim, Patrick Roberts, Amy Stich, Kelly Summers and Teresa Wasonga – expect that their work will positively impact school districts and their students.

“Our new program is premised on the belief that purposeful change in education policy and practice is accomplished through meaningful engagement that is transformational in nature; promotes equity; and improves policy and practice on a local, state, national or international level,” said Roberts, an associate professor of Foundations and Educational Policy Studies.

“With this in mind,” he added, “we designed the program as a way to develop action-oriented scholarly practitioners who blend practical wisdom and professional skills with research and theory to impact problems of practice in formal and non-formal educational settings.”

Additional benefits of a separate Ed.S. and Ed.D. include:

  • focusing the Ed.S. on providing the necessary training, information, resources and experiences needed for students to successfully fulfill the role of superintendent.
  • focusing the Ed.D. on providing the necessary training, information, resources and experiences needed to be a scholarly practitioner through the newly developed core classes offered to all Ed.D. students.
  • program evaluation, reporting and accreditation. The separation makes it easier to identify students who are pursuing only the superintendent’s endorsement, data required by the State of Illinois.

For more information, contact LEPF Graduate Program Advisor David Snow at (815) 753-1465 or dsnow1@niu.edu.