The dean of the NIU College of Education used the platform of the spring all-college meeting to reveal her “one word” focus for personal development and effort and to also encourage faculty and staff to choose their own “one word” missions.
“Mine is ‘inspire.’ One of my goals is to inspire others to do their best work, to set higher goals and to engage,” Elish-Piper told the audience. “I also want to make sure that I take the time to look at, learn about and be inspired by all the amazing work you’re doing.”
Evidence of that work proved in ample supply during the 90-minute meeting Jan. 9, which also included remarks from Acting NIU President Lisa Freeman.
Shining examples included expansion of Educate U.S., which this semester will send students to practice their teaching skills at a Native American reservation in North Dakota.
Meanwhile, Elish-Piper said, the “Engage” division of the donor- and partner-funded Educate and Engage Program soon will provide “fabulous opportunities” to non-licensure students.
Kinesiology majors can travel to the U.S. Olympic Training Center in Colorado while Sport Management students can visit several facilities in Indianapolis, including the famed Indianapolis Motor Speedway.
College of Ed faculty and staff learned from David Walker, associate dean for Academic Affairs, that enrollment in the College of Education is climbing, something unique among NIU’s seven colleges.
Walker (one word: “care”) partially attributed those gains – up 0.76 percent at the undergraduate level, and up 4.26 percent at the graduate level, for a grand total of 2.41 percent at the time of the all-college meeting – to the college’s emphasis on intentional growth, a pillar of the Strategic Action Planning Framework.
At the undergraduate level, the college is working on one new degree (the B.S. in Sport Management), four new minors (including the Department of Counseling, Adult and Higher Education’s minor in Social Change Leadership), 19 new courses and three new certificates of study that will all be ready for Fall 2018 enrollment.
Honors enrollment of College of Education students soared 24 percent in one year, Walker added.
Bill Pitney, associate dean of Research, Resources and Innovation, reported on progress in the framework’s Research Advancement objective despite small drops in the college’s research productivity.
Ben Creed and Zach Wahl-Alexander
Pitney (one word: “grace”) saluted two professors – Ben Creed from the Department of Leadership, Educational Psychology and Foundations; and Zachary Wahl-Alexander, from the Department of Kinesiology and Physical Education – who were named to the PI Academy External Mentoring Program.
Five faculty members were recognized as recipients of Dean’s Research Grants. All eventually will present the results of their work, as previous grantees did during the fall semester.
It all sounded wonderful to Freeman, who called herself “optimistic about NIU’s future.”
“The College of Education values and priorities align with NIU’s mission and core values, as well as the university’s commitments to excellence, knowledge creation, innovative practice and social justice,” Freeman said.
“Moreover, your strategic planning efforts are appropriately reflective of the opportunities identified through Program Prioritization,” she added, “as well as the historical importance of the College of Education as an anchor of the university and a leader in P-20 educational innovation across our region, state, nation and world.”
NIU’s chief executive encouraged the audience to “hope for the best and plan for the worst” when it comes to Springfield and budgets. The university is “prepared for the unthinkable,” she added.
Higher education must actively engage in the conversation in Illinois as some call for consolidation, she said. “We shouldn’t be staying away from tough conversations. We should be encouraging realistic conversation,” she said. “What we need to do is be unafraid to speak.”
Freeman then revealed her “one word” for 2018 – “relationships” – which reinforces the importance of collaboration.
Relationships provide resources for individuals and institutions. Relationships surround people with others who see the world differently. Relationships heal, reaffirm, encourage and, with a nod to Dean Elish-Piper, inspire.
“When you can never get enough time or money to do something,” Freeman said, “the value of relationships is one that should never be underestimated.”
Enjoy photos from the all-college meeting and the festive “Winter Wonderland” social event that followed immediately in the Learning Center.
NIU is tied for fifth with the University of Houston and Utah State University this year, bringing the Top 5 streak to six consecutive years. The College of Education also made the “honor roll” in 2012, the first year that U.S. News began collecting data on online graduate education programs.
Dean Laurie Elish-Piper is proud, but not surprised, that NIU tops all other Illinois and Mid-American Conference colleagues.
“Being ranked in the Top 5 for the last six years really affirms the quality and consistency of our NIU College of Education online graduate programs,” Elish-Piper says.
“One aspect of the ranking that I’m most proud of is the ranking for faculty qualifications,” the dean adds. “Our faculty and staff are on the cutting edge of online learning, and it’s exciting to see their great work being consistently honored.”
Indeed, NIU scored 94 out of 100 in the Faculty Credentials and Training category. The college also earned high marks for Student Engagement (89 out of 100) and in Student Services and Technology (79 out of 100).
Meanwhile, the college earned a Peer Assessment score of 3 on a scale of 1 to 5.
ETRA Chair Wei-Chen Hung, who is quick to credit faculty members for their continued dedication to excellence in online education, reports that his department has achieved a desirable milestone.
“Some of our students say they feel no difference between face-to-face and online because they feel that the dynamics of the interaction is always there between students and faculty,” Hung says.
“Our students receive the best instruction and learning opportunities in online environments, and most students are not surprised by that. They say, ‘Of course!’ That’s the first reaction they have,” he adds. “I believe this is due to the faculty’s high qualifications to teach these courses online and their incorporation of innovative teaching methods.”
Faculty in ETRA strive to retain the U.S. News ranking by participating in professional development to stay up to date on their skills, he says.
Naturally, he adds, the professors and instructors also care deeply about fostering student success and doing what is needed to ensure that.
“Last year, we were very purposeful to initiate a quality measures training,” Hung says. “As a result, every faculty member who teaches online was also certified to teach and to design and develop online courses. Some even went on to become certified reviewers of online courses to support other faculty members who want to develop online courses.”
Carolyn Pluim (Vander Schee)
Carolyn Pluim, chair of LEPF, calls the latest ranking “a clear reflection of the expertise that we have teaching in the program area.”
“We have a really nice blend of faculty members and instructors who’ve had years of experience in the field,” Pluim says, “and there is a strong commitment to making the online program very applicable to the needs of working students. Our flexible online program enables students who would otherwise not be able to take two years out their professional lives to participate.”
Between 20 and 25 new students begin the program every other semester, she says, with at least three cohorts progressing through the curriculum simultaneously.
“I have yet to see an end of people who want this degree, to be honest,” Pluim says.
“We adhere to routine course updates to remain relevant and to reflect current best practices that are very applicable to that the students are going to be facing in the field,” she adds. “We’ve also got people in the program who are often grappling with the same kinds of questions that our courses are asking them to problem-solve around. The blend of theoretical knowledge and practical applications makes for a richer classroom dialogue.”
Other Illinois schools ranked include the University of Illinois at Urbana-Champaign (25), the University of St. Francis (36), Concordia (88), McKendree University (107) Roosevelt University (125) and the University of Illinois at Springfield (131).
Mid-American Conference schools in the rankings include Buffalo (15), Ohio (18), Ball State (36), Central Michigan (46), Bowling Green (88), Kent State (107), Toledo (107), Eastern Michigan (148) and Western Michigan (150).
NIU cultivates a dynamic and enriching environment for faculty looking to grow as professionals, but the College of Education believes there is always room for improvement.
“On our campus and so many other campuses, we are very intentional about professional development for teaching. We have resources on our campus in that regard,” says Chad McEvoy, chair of the Department of Kinesiology and Physical Education.
“We’re also very intentional about research development as, again, are many other universities,” McEvoy adds. “We’re not always as intentional when it comes to developing future leaders.”
The challenge is clear, he says.
“For our college and our university to be successful in the future, we need strong leaders and we need to develop future strong leaders who are going to be our future deans, associate deans, department chairs, program directors and other administrators on campus,” he says.
“But how do we prepare our faculty and others to not only fill these positions but to excel in these positions in the future? That’s a thought I’ve had in my head for a long time.”
Enter EdLEAD, the College of Education Leadership Education and Development Program.
Designed to invest in the intentional development of leadership skills for faculty who aspire to take on such positions, EdLEAD will present a series of professional development workshops through the spring and summer semesters of 2018.
Faculty in the program then will spend the 2018-19 academic year in hands-on leadership projects that provide practical experience.
Steve Howell, Department of Kinesiology and Physical Education
Jim Ressler, Department of Kinesiology and Physical Education
Kelly Summers, Department of Leadership, Educational Psychology and Foundations
Stephen Tonks, Department of Leadership, Educational Psychology and Foundations
Paul Wright, Department of Kinesiology and Physical Education
All will find “robust preparation to grow, learn, take on new opportunities and expand their careers in different ways,” says Laurie Elish-Piper, dean of the College of Education.
Top row: Mary Beth Henning and Steve Howell Middle row: Jim Ressler and Kelly Summers Bottom row: Stephen Tonks and Paul Wright
“Higher ed is facing a lot of challenges, and having highly qualified leaders who are ready to step in is critical to the health and wellbeing of any academic institution,” Elish-Piper says.
“We want to make sure we are investing in our faculty who aspire to take on leadership roles,” she adds. “We truly believe that professional development of leadership skills will not only enhance the contributions these people will make but also their experiences at NIU.”
McEvoy initiated early conversations with Elish-Piper and associate deans Bill Pitney and David Walker, discovering that they shared similar visions and approaches.
“Early in the fall semester, Dean Elish-Piper asked if I would be involved,” McEvoy says. “I’m excited to help build our emerging leaders in the college. I don’t know that any of us would claim to be expert leaders, per se, but we are people who are trying hard to lead the units that we oversee.”
Making the transition to leadership can occur naturally but not easily, he says, further justifying the EdLEAD model.
“We often look at our strong faculty members as strong in teaching, strong in scholarship and strong in the service area, and then we thrust those strong faculty into leadership roles,” McEvoy says.
“The skills and hard work that allowed them to become effective faculty members generally do translate to helping them excel in some of these leadership activities,” he says, “but we need to equip them with leadership training and development that will enable them to excel further.”
Pitney and Walker are confident that EdLEAD will accomplish just that.
Bill Pitney, Laurie Elish-Piper and David Walker
“EdLEAD is a way to support and extend faculty leadership development, and I’m excited because it is an investment in our future,” says Pitney, associate dean of Research, Resources and Innovation.
“The program will raise awareness of critical and noteworthy issues facing higher education and its leaders locally and nationally,” he adds. “It will also explore ways to effectively lead during challenging times in higher education at multiple levels: department, college and university.”
Walker, associate dean for Academic Affairs, is eager to see college-faculty collaboration “to assist in developing future leaders in our own setting and also throughout NIU.”
“I really see this program as a unique set of opportunities to explore and develop, with the support of numerous leaders across campus, in areas such as budget, data use for decision-making, consensus building, communication or working with external constituents,” he says.
“We have a great group of six faculty participants,” he adds, “and we will all benefit from interacting and learning from each other.”
Yet despite our natural inclination at this time to look back at where we’ve been, I choose to look ahead – to a new year brimming with opportunity, a blank slate ready for stories.
January will bring Yanghee Kim, our new LD and Ruth G. Morgridge Endowed Chair in Teacher Education and Preparation.
I’m excited for Yanghee’s arrival, and if you were fortunate enough to meet her in August, I know you are as well. She will bring her fascinating research into the incredible possibilities of instructional technology, and she is eager for your ideas and collaboration.
The New Year will also see an expansion of our Educate and Engage Program, the rollout of our new EdLEAD professional development initiative and, I’m sure, more innovation from all of you in teaching, learning, research and impactful connections with our school and community partners.
As you enjoy winter break, and the time with loved ones and new memories it provides, I’m guessing that you – like me – also will spend a few moments contemplating your personal resolutions for 2018.
This year, I’m also committed to reflecting on my professional goals, and I encourage you to join me.
How will you grow? What will you accomplish? Whose lives will you improve? How will you make a difference? Where will you transport yourself, your students and our college?
Please accept my wishes for a joyful, restful and rejuvenating break. I’ll see you in 2018!
Dean, Distinguished Teaching Professor and Presidential Engagement Professor
NIU College of Education
As Fadil Sulejmani greeted students and faculty of the new University of Tetova, he uttered words likely never spoken before – or since – to mark the inauguration of a school.
“We want pens and notebooks,” Sulejmani told the crowd, “not violence.”
Despite his pleas and his hopes, terrible unrest awaited the trailblazers of ethnic Albanian higher education in Macedonia, even on that day in 1995.
Local police decked out in riot gear tried to force their way into the classrooms. They did not succeed. Members of the local community courageously turned out en masse to form a human blockade.
Yet the government would continue to harass and intimidate Tetova for several years.
Sulejmani himself, a professor of Albanian at the University of Prishtina for 23 years before he helped to found Tetova with other Albanian intellectuals, eventually was arrested and sentenced to 30 months in prison, although he was released after one year.
His only crime? Daring to provide higher education to ethnic Albanians.
“Ethnic Albanians are a minority, more or less marginalized with limited access to higher education,” says Roberts, who also serves as faculty director of the College of Education’s Blackwell History of Education Museum. “Their story is a very powerful lesson of how higher education should never be taken for granted.”
Fortunately, cameras caught it all.
Nearly 70 reproductions of photographs that depict the university’s tumultuous existence are coming to the Blackwell for a five-month exhibition
All faculty and staff are encouraged to attend the opening of “The University of Tetova and the Struggle for Educational Equity in the Republic of Macedonia” if their schedules allow.
Museum visitors also can read first-person narratives written by four people who were involved in the founding or the early years of Tetova.
Roberts began thinking last December about bringing the images to DeKalb as he and others from NIU visited Tetova for an international conference at the Center for Peace and Transcultural Communication, a joint venture between the two universities.
“The NIU folks who were there were taken to the University of Tetova’s museum, in the small building where the first classes were held,” he says. “In this small museum were many, many photographs taken over the years that told the story of the university’s founding and its status, in many respects, as an illegal university. It was not recognized by the government.”
Steve Builta, director of Technology Innovation and Learning Services for the College of Education, quickly bought into Roberts’ vision. Builta compares Tetova’s battle for educational rights to the U.S. struggles to desegregate its K-12 schools decades ago.
“It’s very compelling. It’s a fantastic story to tell about a place in the world that not many of our students know much about, and people will be fascinated,” Builta says. “It will be interesting for people to think about the fact that we don’t have to fight for our university education in the way they did.”
Before beginning the curation process, she knew nothing about the University of Tetova and only a little about Macedonia.
“I remember the war, and the refugees, but I was too young to understand the nuances,” Wilson-Loring says. “This exhibition has really made me examine what was going on, and it’s a familiar story: the fight for education. I believe that education is a human right, and being able to tell this story for them – and to show their fight – is really empowering to me.”
An “anthropologist by nature,” she hopes that visitors to the exhibition adopt an international view of education, considering that what happens globally impact the United States, and then question themselves and others about finding the best paths to progress.
“Education shouldn’t be a stagnant thing, and we have been keeping it that way for too long,” she says. “I hope people understand why the ethnic Albanians were fighting for this – a university, teaching in the Albanian language, teaching Albanian history – and fighting for the survival of their culture.”
Students should take personal inspiration from the photographs, Roberts adds.
“This is a really relatable story, with lessons of how a group of committed students, with the help of their community and their professors, can really fight for this right to a quality life and education,” Roberts says.
“We hope to energize our own students to think of themselves as activists,” he adds, “and the roles they can play to be advocates or leaders in any social movement they feel impassioned about.”
Guided tours for faculty and students are planned for the spring semester, Wilson-Loring says. The exhibition closes May 11.
The Blackwell is located in the Learning Center on the lower level of Gabel Hall. For more information, call (815) 753-1236 or email email@example.com.
After 14 hours in the air, there was obviously no need to tell Marcus Lewis that he wasn’t in DeKalb anymore.
Yet his first steps off the plane into a nearly empty airport in China, with none of the crowded hustle and bustle of O’Hare, did the job anyway.
His important realizations would come later, however, as the third-year Elementary Education major spent six weeks from early July through mid-August teaching English to teenagers at the Beijing Royal School.
Language barriers toppled – and learning took place – in Beijing and also in Taiwan at NIU’s other partner: the Miaoli County Government Education Bureau schools.
English lessons came through an exploration of fairy tales, movies, TV shows, comic books and superheroes. Through morning exercise. Through telling stories of life in America. Through touching U.S. currency. Through synonyms and antonyms. Through celebrating the Fourth of July. Through song and dance. Through imaginations sparked with “a bunch of glue and a bunch of sticks.” Through hugs and tears.
Marcus Lewis (center) and Alexis Moaton teach in China.
“Students and kids are kids wherever you go,” says Lewis, one of 37 NIU College of Education students who participated in the summer’s maiden voyage of Educate Global, which provided round-trip airfare, room and board and cultural tours at no cost to the students or the college.
“Things can be culturally different, but people – regardless of wherever you go – are people. If they want to acquire some knowledge, they’re going to do so, and they’re going to do so in a way that’s rewarding to you as their teacher.”
Part of the college’s experiential Educate and Engage Program, Educate Global was designed exactly for outcomes like that one in China and Taiwan.
Doing so, she adds, enhanced their preparation and resiliency for rapidly changing classrooms in the United States. “We are seeing an increasing diversity in the K-12 population,” Elish-Piper says.
“Our graduates are going to encounter students who speak different languages, who come from different cultures, who have different experiences,” she adds. “They are now more aware. They will approach teaching from a more global understanding. They appreciate the diversity and differences our students bring to the classroom.”
Madison Geraghty (left)
NIU’s globetrotters, who were urged to replace judgement with curiosity, also returned with greater confidence and flexibility.
“Each student who participated has been transformed in different ways. They’ve experienced the life of being a teacher in a very unfamiliar setting,” she says. “Educate Global was an eye-opening opportunity to be in a part of the world where the culture, the language and the educational setting are so different.”
David Walker, associate dean for Academic Affairs, witnessed that with his own eyes.
“I saw our students really grow. I saw them be really self-reflective about how they need to change and develop,” Walker says, adding that “the life-altering set of experiences” enabled students to learn about themselves, what they do well and where they need to improve.
“Even now, I’ve had a number of them come up to me – in Gabel Hall, in Graham Hall, on the sidewalk – and tell me how Educate Global has changed their lives. It’s changed the trajectory of what they want to do with teaching,” he adds. “These are comments initiated by the students, which reveals to me what a powerful experience this was.”
Borg knows why the Huskie travelers feel that way.
“When we place them internationally, they become the minority. They, in many cases, find out for the first time what it’s like to actually be in a situation where they’re not in control or can’t navigate,” he says.
“For somebody to survive in that situation, and to excel and to thrive in that situation, means that that teacher-candidate is adaptable, is flexible, can make something out of nothing,” he adds. “It allows our students to become better citizens of the world. It requires our students to look at the world differently. It allows them to really reflect, and also to really reach out to students that perhaps don’t come from the same place that they come from.”
Case in point: Students in China and Taiwan “do not behave like American students,” Borg says.
“These students do not ask questions. That’s not how their educational system is set up,” he says. “Our students had to begin to ask more questions. Our students had to become far more observant in terms of the interactions that the Taiwanese or the Chinese students had.”
Quickly, however, “our students began to realize that the way they would behave around American students must be different in terms of how they would behave around Chinese and Taiwanese students, in particular in terms of how to build rapport.”
“Many times, an Educate Global student would have to break down that wall in order for that student to begin to share and to become more open,” Borg says.
“The effective educator really needs to be prepared to meet students where they’re at and move them to the next level,” he adds. “This is what NIU’s College of Education is all about. We want to be sure that our students have a whole toolkit to pull out at any moment.”
Amor Taylor, a junior Middle Level Teaching and Learning major, used fun activities to flatten language barriers.
Taylor and her co-teacher played games with students at the Beijing Royal School, who ranged in age from 11 to 15, asking them to demonstrate comprehension by completing unfinished sentences or drawing pictures of words spoken in English.
Nonetheless, “some of the students got frustrated. They were really hard on themselves. They are more disciplined, and when they do things wrong, they are really angry at themselves, and some of them would cry,” Taylor says.
“We would tell them, ‘It’s OK.’ We tried to show them that we’ve been here for five weeks, and we still don’t know as much Chinese as you know English,” she adds.
“I felt like that I was actually helping them, so it was very rewarding. I felt like we were making a difference. They were happy they were learning, and we were happy we were teaching them in a way they could learn.”
Nicole Morales (right) enjoys a meal with her Chinese students.
When Taylor returns eventually to her native Chicago to teach in “a school that’s impoverished,” she will bring the experiences of China with her.
“You have to slow down and take your time, because it’s not always that the students don’t understand. It’s that sometimes you’re going a little too fast for them to be able to let you know that they understand,” Taylor says.
“Sometimes we look only at the majority, and there a few stragglers behind. They’re still not grasping the material as quickly. We have to make sure that everybody knows it before we continue on because, when we go on to another subject, then they don’t know the first one – so they’re not going to be able to grasp that one either.”
Her confidence has risen to meet such challenges.
“There are people that we feel like might not ever ‘get it,’ and we have to strive to help those students, because it’s our job to make sure they get it. We have to figure out a way to help them so they can move on, so they can continue in life and continue in their education,” she says.
“I was able to just get a glimpse of what happens when you slow down you help them,” she adds, “helping their confidence to grow so they can feel comfortable learning the material even if they make mistakes. That made me feel good as a teacher.”
Lewis realized similar progression in his abilities.
Building affinity with Chinese students, despite “my zero knowledge of Mandarin, (their) limited knowledge of English,” he says, is good preparation for working to relate to students of different backgrounds.
“Just because something makes sense to me one way doesn’t mean it’s going to make sense to that student if I try and present that information to them that way,” Lewis says.
Meanwhile, he appreciated the challenge to plan, execute, reflect on and modify lessons. He enjoyed the teamwork with his co-teacher. He remains committed to flexibility while staying focused on his goals.
“If I can get different experiences, I’m open to those experiences. I’m open to doing things different ways if that is what’s going to foster this knowledge or inspire that student,” he adds. “I may not have as much experience now as more-seasoned teachers, but I want to collaborate. I want to work with them. I want their ideas – because I want to be a better teacher.”
Jodi Lampi, David Walker and Terry Borg
NIU is assisting him in that mission, he adds.
“People want you to succeed here,” Lewis says, “and they’re trying to provide you with as many experiences as possible so that you are successful, so that you are prepared.”
Educate Global travelers can differentiate themselves in the job market as well, partially through an incredible and affordable international opportunity that many could not manage on their own.
Students also can apply for the university’s EngagePLUS Academic Transcript Notation, which documents such skills as critical thinking, organization and teamwork to employers and graduate program.
“Our students who participated in Educate Global are highly motivated,” Elish-Piper says. “They are mature and serious. They are excited about taking a chance – of going out of their comfort zone, learning about others and, more importantly, learning about themselves.”
“The experiences they explain to principals and school districts are phenomenal,” Walker adds.
“I don’t know of many schools in our area that offer this kind of program. It’s the chance of a lifetime, and will be a hallmark of their lives.”
James Cohen, an associate professor in the Department of Curriculum and Instruction, just provided a professional reference for one of those students.
James Cohen (center)
Cohen was one of four NIU faculty who traveled to China and Taiwan to supervise and mentor the students; colleagues Jodi Lampi, John Evar Strid and Samina Hadi-Tabassum did the same.
“What I saw in our students was that they stepped up to the plate,” Cohen says.
“I saw games. I heard songs. I saw projects. I saw physical activities that got the students out of their chairs. I saw one teacher taking students outside, in the heat, to run while working on their English,” he adds. “I saw very little direct instruction. Most of it was student-centered, engaging activities.”
For someone like Cohen, who’s passionate about educational equity, those weeks in Taiwan proved that his philosophy – the College of Education’s philosophy – is getting through.
“I was very impressed with how hard they worked, and how serious they took their charge to be teachers to Taiwanese children,” he says. “They really, really, really wanted to make a difference. They wanted to be the best teachers they could be. They were open to constructive criticism. They were open to learning about the culture and the differences in lifestyles. They were open to experiencing a different world, and it was beautiful. It was very heartening.”
Educate Global, for its part, “opened their minds to the idea that not everybody is the same. It built empathy for the English Language Learners in their future classrooms,” he adds. “It will shape them for the rest of their lives, without question.”
When Mary Bell came to NIU in 1957, she was told to spend 75 percent of her time teaching Physical Education and the rest leading intramurals and intercollegiate sports for women.
“Pretty soon, they took intramurals off,” Bell says. “I was excited about that. The intercollegiate role was what I was really interested in.”
Considered “the founding mother” of NIU women’s athletics, Bell soon accepted an offer to escort some female Huskie students to Illinois State University to play basketball against two other schools.
The schedule was standard for such “Sports Day” events then – one game in the morning, one game in the afternoon and lunch with the other teams and coaches in between.
Game rules in that era prohibited snatching the ball from another player’s hands, more than three dribbles and crossing the center-court line; women were expected, Bell says, to preserve their bodies for childbirth.
It all might seem archaic now, but coming 15 years before federal Title IX legislation, it was a good start.
“Back then, we didn’t have practices. We didn’t have uniforms. You just waited until another school invited you,” Bell says. “But I told the girls, ‘If you go with me, you have to practice at least once.’ ”
Awarded to the top women’s athletic program in the Mid-American Conference, the Jacoby came this year to the Huskies for the first time in program history. NIU, which competes in 10 women’s sports, saw nine of those programs finish in the top half of the MAC during either regular season or tournament play.
NIU Athletic Director Sean Frazier and Chief of Staff Debra Boughton brought the trophy to Anderson Hall for the latest stop of its victory “tour.”
Visiting the College of Education with the Jacoby “just makes sense,” says Frazier, who holds two graduate degrees in education-related disciplines and is co-teaching a KNPE course this semester.
The NIU College of Education prepares and graduates leaders in the field – many Huskie student-athletes among them – who go on to create and maintain vital academic experiences, he adds.
“For us, it’s just a natural fit. It just works,” Frazier says. “It gives me a great sense of pride that Athletics is contributing to the college’s mission.”
Laurie Elish-Piper, dean of the NIU College of Education, is equally as grateful for the association.
“We’re very proud of our women student-athletes,” Elish-Piper says, “and this ceremony is a wonderful way to honor their hard work while acknowledging our longstanding relationship with Intercollegiate Athletics.”
Boughton, who is also NIU’s senior associate athletics director for Finance and Operations and senior woman administrator, told the room full of coaches, faculty and annuitants that she had carefully tracked the university’s progress toward the Jacoby win.
Chad McEvoy and Debra Boughton
Near the end of the school year, with final results from softball and women’s track and field still pending, victory was in view – and a friendly trip to pump up the coaches was in order.
“I said, ‘We’re super, super close here. I need you not to screw this up,’ ” Boughton told the audience with a laugh, adding that NIU “is a great place to be right now, and we’re moving in the right direction.”
She also served in a number of leadership roles in the growth of women’s collegiate athletics, including as president of the National Association for Girls and Women in Sports and as Ethics and Eligibility chair on the Association of Intercollege Athletics for Women.
“When I was here, women’s sports were very limited,” Moyer says. “It’s wonderful to see how the opportunities for young women, not only in high school and college but also in the pros, allow them to test their limits. I never had that opportunity. I would much rather have been outside playing sports and having a good time than sitting inside.”
Moyer and Bell, who also coached field hockey, basketball, badminton, volleyball, swimming, and softball at NIU between 1957 and 1976, appreciate the modern landscape better than many.
Paige Dacanay was a member of the 2016 NIU women’s volleyball team.
Before Title IX became law, Moyer says, “the two of us were fighting” for equality in sports.
They received an updated look at the law – Title IX is celebrating its 45th anniversary this year – just before the Sept. 27 ceremony by attending the LESM 341: Administration of Intercollegiate Athletics class co-taught by Frazier and Chad McEvoy, chair of the Department of Kinesiology and Physical Education.
Guest lecturer Boughton described Title IX’s complicated parameters to remain in compliance, a task measured in accommodations of interests and abilities; athletic financial aid; and “other athletic benefits and opportunities” that include equipment, supplies, locker rooms, schedules and more.
“What I appreciate the most, which comes after many decades, is that women have an opportunity to practice, to learn and to get to be good,” says Bell, for whom the NIU softball field is named. “It’s not just to play around. It’s about improving your skills.”
Other alums, annuitants and special guests joining the class and the Jacoby Trophy presentation were Dee Abrahamson, Linda Conrad, Ruth Heal, Tony and Carolyn Kambich, Donna Martin. Judy Sisler, Sally Stevens and Nadine Zimmerman.
Students, faculty and staff in the NIU College of Education recently raised $2,200 to send to the HISD Foundation in support of the Houston Independent School District.
Ravaged by Hurricane Harvey, the Houston schools were forced to delay their opening days by two weeks or more. Seven school building were so badly damaged that their students were reassigned to other locations.
Although Harvey roared ashore more than 1,000 miles away from DeKalb, its devastation hit close to home for the College of Education, which partners with HISD for the Educate U.S. program.
Educate U.S. enables select participants to work side-by-side with mentor teachers, observing in classrooms, preparing lessons and engaging in co-teaching strategies outside of Illinois.
NIU students chosen for the donor-funded, all-expenses paid journey further enrich their experience by joining with Houston students, host families and community members in a variety of extracurricular and community events.
Program administrators placed cash jars in three locations within the college and held bake sales to raise $1,100 in four days. Dean Laurie Elish-Piper matched that amount, resulting in the $2,200 donation.
“I’ve been keenly aware, for more than 20 years, of the big hearts and the kind souls passing through these hallways. We are a family that cares for others, whether in Illinois or Texas. This is the NIU College of Education I know and love,” Elish-Piper said.
“Believe me, our partners in the Houston Independent School District will appreciate and make good use of our contribution to their recovery – and they will continue to honor our friendship by hosting our students for the life-changing Educate U.S. program,” she added. “We are fortunate indeed.”
Meanwhile, faculty member Laura Ruth Johnson is gearing up to help Hurricane Maria victims in Puerto Rico.
“Chicago’s Puerto Rican community has been a great partner to me, and to NIU students, in providing community immersion experiences for our graduate students, and helping to develop research partnerships,” Johnson said.
She is hoping to organize a December break service trip to Puerto Rico to assist with clean-up and rebuilding efforts, and would invite other members of the NIU community – faculty, staff and students – to join her, especially those with expertise in engineering, health care, agriculture and social entrepreneurship.
“The recovery in Puerto Rico will be long and arduous,” she added. “They are predicting that it could take up to six months to restore power to the entire island. More funds and support will be needed as the island tries to recover from this disaster, and the poorest residents will be the most affected.”
“I couldn’t imagine doing anything else,” says Halley Fogerty, a pre-Elementary Education major from Wheaton. “I like the consistency of school. I like going to classes, taking notes, doing homework. It’s not just learning; it’s a lot of fun.”
As someone who vividly remembers rushing home from school as a young child to make PowerPoint presentations for her family, Fogerty holds dear the elementary years.
“You learn a lot about yourself. You learn to be resilient and to push through things that are hard,” she says. “I think this is the critical point in life. If you have a bad educator at an earlier age, you’re less likely to apply yourself when you’re older.”
Karli Tillema, a fellow pre-Elementary Education major, shares those sentiments.
“I’ve always wanted to teach since I was in kindergarten myself. I’ve never thought of anything else,” says the Belvidere native.
“Elementary school is a really big thing in how kids grow up and learn in the older levels – middle school and high school. It’s the start of their education,” she adds. “To know that I’m helping kids learn about things they will need to know in the future makes me happy.”
For some, the dream to teach is new.
Huntley native Samantha Panek, a percussionist, originally planned on a career in music. Thinking about her own years in middle school, however, convinced her of another path as an English teacher.
“Middle school is when kids are going through puberty and hard times. In middle school, I was still figuring myself out. I was kind of a quiet loner kid, but when I hit eighth-grade, I made friends. I had teachers who were supportive of me, and that I would talk to every day,” says Panek, a Middle Level Teaching and Learning major.
Now, Panek says, “I want to be that role model for students. I want to be one of the people they come to when they need to talk. I want to make sure they come to me when they need help.”
“I just want to give kids an opportunity to succeed and to take their learning seriously,” says Brooks, who is from Aurora.
“They have tons of opportunities and potential, and I want to open their eyes to that and give them those opportunities. I’ve seen how my cousin has been kind of limited because of that, and how people treat her because of that, and I want to change that.”
Margee Myles chats with (from left) Adina Buetow, Cameron Clark and Lauren Brooks.
Emily Wines, also a Special Education-Learning Behavior Specialist I major, discovered her calling thanks to an inclusive Physical Education program built on open minds and big hearts.
“When I was in high school, we had a combined P.E. class, and this one girl I was paired with came every day with a smile,” says Wines, from Ladd, Ill.
Her former classmate has Down syndrome and hearing issues, Wines says. “She inspired me,” says Wines, who plans to focus on severe disabilities as opposed to learning disabilities. “If she can do this every single day with a smile on her face, I want to do anything I can do to help.”
These five future teachers are among the 2017-18 class of Dean’s Achievement Scholarship recipients in the NIU College of Education.
Chosen for stellar academic performance in high school, each receives a $2,000 scholarship for the 2017-18 academic year with the possibility of renewal for the next year based on grade point average.
David Walker learns more about Adina Buetow (left).
Other scholarship recipients, from the Department of Curriculum and Instruction, are Alivia Hansen (Elementary Education-Reading), Tirza Lisle (Elementary Education), Hailey Pezdek (pre-Elementary Education), Alexis Safstrom (pre-Elementary Education) and Peytonn Weaver (pre-Elementary Education).
“You are the top new incoming freshmen,” Kristin Rinehart, coordinator of Recruitment for College of Education Student Services, told the group. “You’re at the top of the list.”
Margee Myles, director of College of Education Student Services, then raised the bar: “We truly are expecting great things from all of you.”
From Elish-Piper and the associate deans, the freshmen heard about the need to enhance their experience outside the classroom through the college’s Educate and Engage Program, the University Honors Program, undergraduate research and student organizations.
Peytonn Weaver (left) and Halley Fogerty
Beyond the networking and leadership development opportunities, Elish-Piper told the students, embracing all the college has to offer will enable them to grow as individuals as they gain more experience, more qualifications and more confidence.
“We know that you are all academic superstars,” Elish-Piper said, “and you have made a fabulous choice in NIU.”
Brooks, like the others, calls herself honored, surprised and grateful to receive a scholarship.
“I feel a lot of doors opened for me. I feel I have a better connection with the College of Education now,” she says. “I really want to try my hardest to get good grades all of my semesters here.”
Welcome back! I’m so happy to see all of you after what I hope was a relaxing and productive summer.
As we mark the first day of classes each August, I always find myself incredibly invigorated and optimistic about the semester and year that await us.
This year is no different and, in many ways, I am feeling even more encouraged and excited.
Maybe it’s because we spent the last few months enjoying the amazing tweets from China and Taiwan, where our Educate Global travelers taught English to children and youth. What a marvelous program, not only transforming the lives of the young “campers” but also those of our undergraduate and graduate students. It’s impossible to measure the impact this experience will make on the U.S. classrooms where they soon will teach.
June’s Social Justice Summer Camp, for example, offers just one example of an innovative practice that we’ve launched to achieve our mission. As I said during last week’s All-College Meeting, the K-12 teachers who attended that mission-critical camp were energized to talk late into the night about those questions that could lead to improved outcomes for students from diverse and historically marginalized backgrounds.
Our work to grow our college already is bearing fruit.
Enrollment notched up this summer, and our number of transfer students has risen by 32 over last year. Meanwhile, a group of 14 Dean’s Achievement Scholars is starting class today – that’s tripled from 2016-17. We also saw a 25 percent jump in the headcount of College of Education students in the University Honors Program. All of this should help us lift our retention rates even higher.
Research continues to accelerate, with more than double the number of Dean’s Research Grants last year. College of Education faculty reported approximately 170 publications and creative works. I look forward to learning about what you discover this year!
I hope all of you were able to meet Yanghee Kim, who visited campus last week in advance of her arrival in January as our new LD and Ruth G. Morgridge Endowed Chair in Teacher Education and Preparation. Yanghee has big ideas, boundless passion, a heart for collaboration and an NSF grant in search of new partners here in the College of Ed and across the university.
Speaking of new faces, we have 12 new faculty members joining us this fall. That total tells me that the university knows about, and rewards, the great work we’re doing here. Congratulations to all of you, and please know that we’re glad you’re here. We are stronger with you.
Finally, maybe I’m buoyed by the news in July that the Illinois General Assembly approved a fully funded budget for higher education. As Acting President Lisa Freeman communicated this summer: “The receipt of these funds will positively impact NIU’s cash position and alleviate stress on new and returning students who rely on MAP grants.”
Naturally, significant fiscal challenges remain. We and the university will continue to move forward with Program Prioritization and the college’s Strategic Action Planning Framework, including the necessary goal to align resources with priorities.
We’ll enjoy opportunities to dialogue, listen and share, so please bring your lunch, your questions and your comments. Our ears are open to your feedback and suggestions, and we’ll try to address any concerns you might have. The first two are scheduled Tuesday, Sept. 12, in Anderson 221, and Monday, Sept. 18, in Gabel 146. Dessert is on us!