51

Sunny Brysch Joins SOE to Lead ASL Program

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American Sign Language is unique in that speakers can communicate in three dimensions.

“They use signs, but also facial expressions and body movement,” said Sunny Brysch.

Brysch came to 51 from the University of Minnesota Duluth to lead the university’s ASL program, one of the few programs offering a Bachelor of Science (or bachelor’s degree) in the language in the Midwest. She will be a clinical assistant professor in the Department of Teaching & Learning.

She started at 51 in mid-July but had been meeting with the staff virtually even before then.

Brysch’s career started out in a totally different direction from education. She originally planned to work in clinical mental health, planning to focus on families and children. She earned a master’s degree in social work from Augsburg University in Minnesota.

While working on a certification in ASL Studies at Saint Paul College in Minnesota, she did an internship with a high school ASL program. “That experience really impressed me and was the first step in a new direction.”

She moved on to teaching first at the high school level, then as an adjunct professor at the university level. Before joining 51, she taught ASL and coordinated the University of Minnesota Duluth’s ASL program.

She doesn’t often talk about this, but Brysch’s personal immersion in sign language started when she was four years old. “Sign language was my first means of communication,” she recalled. She was born in South Korea to parents who were deaf. They were farmers who had little education and were unable to care for her, so they made the difficult decision to put her up for adoption to give her a better life.

She was adopted into a Minnesota family. Her adoptive mother was deaf, so she learned American Sign Language, with the help of her mom and “Sesame Street.”

She’s excited, she said, to become part of 51’s program, which averages around 500 students every year in beginning through advanced classes.

ASL provides a foundation for a variety of careers – students can move on to the university’s Interpreter Training Program (also a four-year program) or healthcare, law enforcement, social work and other areas, according to Brysch.

Some students just take ASL to fulfill their language requirement. Or theater majors may take courses because it helps them train their bodies to communicate through movement.

51’s program also incorporates deaf culture, literature and history as part of students’ learning. The history can be quite interesting, said Brysch. For example, the island of Martha’s Vineyard once had a thriving community where a variation called Martha’s Vineyard Sign Language was routinely spoken – both by deaf and hearing members of the community.

Brysch is looking forward to continuing to build relationships with other schools and colleges at 51, similar to one that already exists with the College of Nursing. And, of course, students are out in the local deaf community regularly, helping build partnerships.

Events like the annual Deaf Awareness Week Wisconsin bring together the deaf and hearing communities to celebrate the language and heritage, and continue to build awareness, she added.

“I’m looking forward to seeing the potential of what we can do.”

School of Education in the News

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Nadya Fouad, distinguished professor of educational psychology, in an interview with Aaron Maybin on Fox6 news. Fouad is distinguished professor of educational psychology and Mary and Ted Kellner endowed chair of educational psychology.

“Twenty percent of our students at 51 come in without a clear idea of what their major is,” Fouad said. She and Jacqueline Nguyen, associate professor of educational psychology, have taught a course on planning a major and career, with the help of graduate student mentors Vittoria Sipone and Megan Herdt.

51 Alum Honored as Student Teacher of the Year in English

Young man standing in a gymnasium holding a white binder and smiling at the camera. In the background are

Student teaching is always a challenge, but Siraj Khan faced a harder than usual assignment. His student teaching started right after his students returned to the classroom after a long pandemic break.

“It was difficult to start out my teaching position and kind of help students get used to being back in the classroom. But also—and I think this would apply to any student teacher—going from being a learner yourself to now being a leader in the classroom is a challenge. We do a lot of coursework and that’s awesome, but nothing can really prepare you 100 percent for stepping into the classroom.”

Khan managed his student teaching so well that the Wisconsin Council of Teachers of English (WCTE) is honoring him as Wisconsin student teacher of the year for 2021-2022. He will receive the award at the group’s fall 2022 conference Nov. 12.

Khan came to 51 to earn his post-baccalaureate degree and teaching certification in English Education after completing his undergraduate degree in English and political science.

He decided to become a teacher when he figured out that it was a good fit for his interests and skills.

“Every job that I’ve had and enjoyed has been about working with and building relationships with young people.”

His student teaching at Rufus King International High School prepared him well for the classroom, Khan said.

“Honestly, I think it was one of the best experiences of my life.”

He tried to bring that attitude of building relationships into his student teaching.

“I liked getting to a point in our relationship where they understood that, yes, I am their teacher, but I care about them and what’s going on in their lives.”

Khan made a point of engaging in small, off-topic conversations with students before class, talking about their weekends and what was going on in their lives. “I wanted them to know I care about them as people. Seeing that manifest in our student-teacher relationship was really cool.”

“As lead teacher in three Media Studies sections, Siraj strikes a lovely balance between caring teacher and authority figure,” Ann Christensen, who was his cooperating teacher during student teaching at Rufus King wrote in a nomination letter. He fit so seamlessly into the classroom and the school’s culture, she added, that a visiting district delegation who was observing her classroom thought he was her co-teacher.

Khan credits Christensen and the School of Education staff members who oversaw his student teaching with helping and inspiring him. Kristine Lize, director of the English Education program and Alanna Harris, senior lecturer, were especially helpful, he said.

He appreciated the fact that both not only gave him insights on what he was doing well, but also on areas where he could improve. “I enjoyed the chance to talk one-on-one with Krissy after she observed my teaching. Alanna gave me really concrete feedback.”

In her nomination letter for the award, Lize wrote: “I am most impressed by his respect and appreciation for the diverse students in his class, his competence and knowledge of his field, and his ability to collaborate with colleagues to ensure student success.

Khan was able to help his students bring their own lives into the classroom, she added. “He continues this work in his Communications Media course where he engages often in discussions about the content of the course and students’ own use of social media. In this way, Siraj is able to engage students more deeply with the content of the course and he finds that students are willing to put forth greater effort and more deeply enjoy the work they do.”

This summer, Khan worked at a summer camp through the Wauwatosa Recreation Department. He will be starting his full-time teaching at North Middle School in Menomonee Falls.

He’s excited about teaching 7th and 8th graders after student teaching with high school seniors.

“They have a lot of energy and a desire to learn that high school seniors might not have after 14 or so years in school.”

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Nadya Fouad Honored

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Portrait of Nadya Fouad (white woman), University Distinguished Professor in Educational Psychology
Nadya Fouad

The American Psychological Association Committee on Women in Psychology honored 51’s Nadya Fouad as a Distinguished Leader for Women in Psychology at its convention August 6 in Minneapolis.

Fouad is University Distinguished Professor & Mary and Ted Kellner Endowed Chair of Educational Psychology in the School of Education.

The award was given to Fouad “in recognition of her longstanding and sustained commitment to advancing women’s issues and her professional contributions to the scholarship, mentorship, and empowerment and leadership development of women in psychology,” according to the citation. Fouad is a leading scholar on the career decisions of women in STEM (Science Technology Engineering and Mathematics) fields.

“Across all of her professional activities, Dr. Fouad’s dedication to the advancement and inclusion of women, particularly women of color, in STEM, professional psychology, and academia has been notable and influential,” the awards citation said.

‘We need more access’: American Sign Language at 51 Opens Doors for Deaf Community

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Spectrum News featured the School of Education’s American Sign Language/Interpreter Training programs in a broadcast this week.

Thanks to all the faculty, staff and students in the program who worked on this story with the reporter during a very busy time of summer.

2022-23 Scholarships Awarded

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Congratulations to students who were awarded scholarships for this coming academic year.

Thanks to our generous donors, the School of Education was able to award almost $500,000 in scholarships for the 2022-2023 academic year. Approximately 260 scholarships were awarded.

Scholarships 2022-2023

Frank Adams Memorial Scholarship
Donor: Mary Louise Williams (deceased)
Recipients: Marissa Greathouse, Bradley Brown

Wilma H. Berg Scholarship
Donor: Wilma H. Berg (deceased)
Recipients: Mia Cornale, William Benitez, Luis Lizardi-Rodriquez

Amy Tessmer Boening Scholarship
Donor: Estate of Amy Tessmer Boening
Recipients: Fabiana Azurmendi, Jamie Holifield, Rebecca Reece, Wanying Liang, Mukadas Abdullah, Sarah Harris, Jennifer Morgan, Bethel Dobberstein, Stephanie Burrows, Tory Mertz, Kirsten Kjar, Sandra Leiterman, Angela Kowalski, Atsuko Borgmann, Sarah Jensen, Mikaely Schmitz, Gabriel Ezema, Michelle Ravin

Robert Edward Burns Scholarship
Donor: Patricia E. Burns
Recipients: Larni Bleese, Kaitlyn Anderson

Rolland Callaway Memorial Scholarship
Donors: Joan Callaway (deceased) and the Callaway family in memory of Rolland and Joan Callaway
Recipient: Maliha Shafiq

Chancellor’s Graduate Scholarship (CGSA)
Donors: These Funds are given to, and allocated by individual departments
Recipients:

Administrative Leadership
Kaitlynn Bonner, Crystal Jushka, Wanying Liang, Alisa Jungbluth, Samantha Girard, Margaret Nowicki, Brykyile Holden, Joshua Speer, Jamie Harriman, Allison Schneider

Teaching and Learning
Alanna Harris, Jasmine Padeti, Ling-Hui Li, Bethel Dobberstein, Shelly Krajacic, Kelsey Noack, Michelle Ravin, Kelly Saunders, Kara Takiguchi, Elizabeth Fisher

Educational Policy and Community Studies
Uniqua Adams, Cheryl Bledsoe, Ana Hoffman, Elissa Watson

Educational Psychology
Marie Enderle, Aude Sauvignon, Thomas Donahue, Emily Montour, Lloyd Coakley, Annamaria Greco, XiYue Wu, Sarah Jensen, Hayden Flores

Thomas Cheeks Scholarship
Donors: Friends and colleagues of Thomas Cheeks
Recipient: Sierra Richardson

City Year
Donors: Multiple individual donors
Recipients: Jihun Kim, Lenzy Crawford, Claire Kartz, Uniqua Adams

Benita and John Clark Scholarship
Donors:  Benita and John Clark
Recipient: Isabel Serna

Day/ Finch Memorial Fund
Donor: Linda Finch
Recipient: Laura Sizemore-Williams

Deaf and Hard of Hearing Education Conference/Scholarship
Donors: Multiple individual donors
Recipient: Sydney Sweet

Chris and Sven Dikander Memorial Scholarship
Donors: Ellen Swan Dixon and the Estate of Hilma Christine Dikander
Recipients: Elizabeth King, Keyiona Johnson, Zachary Fountain, Elisabeth Rittmeyer, Silbi Isein, Brittany Wahhab, Kelly Melton, Rachel Haos, Peter Berg
Michael Garamoni, Jaime Wagner, Anne Sprinkman

Elsie Egan Scholarship
Donor: Elsie Egan (deceased)
Recipient: Jasmine Kelly

Exceptional Education Graduate Fellowship
Donor:  Norma Jean Larson (deceased)
Recipients: Grace Larsen, Emma Phillips

Margaret Ferris Scholarship
Donor: Margaret Ferris
Recipients: Morgan Louchart-Inches, Ellie Hoover

James C. Fisher Adult Education Scholarship
Donor: James C. Fisher
Recipient: Jaclyn Stoczanyn

Salomon H. Flores Memorial Scholarship
Donors: Maria H. Flores in the name of the Salomon Family
Recipients: Yazmin Cruz, Yesenia Corona

Lillian Fuller Scholarship
Donors: Marion and Joseph Ward
Recipient: Peyton Anderson

Greater Milwaukee Foundation Cecile M. Foley Scholarship
Donor: Cecile M. Foley
Recipients: Peyton Anderson, Ze Tsung Ng

Robert E. Gallegos Fund
Donor: Maria Gallegos
Recipients: Joseph Westerfield, Yazmin Cruz, Marissa Greathouse, Bela Raymundo, Morgan Padillo

Harriet Fox Gordon and Dr. Robert B. Gordon
Donors: Harriet Gordon and Dr. Michael Gordon
Recipients: Madison Zeiske, Emily Eckert, Kathryn Seewald, Emmaline Mueller

Randy Goree Fund
Donors: Family and friends of Randy Goree
Recipients: Kami Christanson, Javier Perez

Karleen Haberichter ’62, ’74 Scholarship
Donor: Karleen Haberichter
Recipients: Kathryn Seewald, Emmaline Mueller

Sydney G. Hambling ’37 Scholarship
Donor: Marguerite D. Hambling (deceased)
Recipients: Crystal Keller, Tina Tan, Kabir Adelakun, Bryce Hafner. Marina Gonzalez, Paige Rivers

Richard and Dawn Haney Scholarship in Science Education
Donors: Dr. Richard E Haney (deceased) and Mrs. Dawn Haney
Recipient: Brianna McPherson

Reuben K.  Harpole Jr. Scholarship
Donors: Reuben K. Harpole Jr. and Mrs. Mildred Harpole (deceased)
Recipient: Kintressa Gosz

William B. Harvey Scholarship
Donors: 51 School of Education and a variety of donors in honor of Dr. William B. Harvey
Recipients: Crystal Keller, Cassidy Rodencal

John and Louise Hatton Scholarship
Donors: Mr. John (deceased) and Mrs. Louise (deceased) Hatton Scholarship
Recipients: Sierra Richardson, Morgan Padilla

Earl and Kathryn Henry Scholarship
Donors: Jill Finlayson Earl Henry (deceased) and Susan Yates
Recipients: Eryn Cox, Lauren Dinnel, Emily Burns, Alissa Breen, Ava Ponce

Jean E. Hoffmann Scholarship
Donor: Jean E. Hoffmann
Recipients: Rachael Lewis, Emily Duelge

Lorena Jacobson Math Educator Scholarship Fund
Donor: Lorena Jacobson
Recipients: Claire Egerstrom, Luis Lizardi-Rodriguez, Cooper Janicki, Mahmoud Hasan, Quade Buska, Makenna Nordlund

Jeanette Seloover Johnson ’62 and R. Douglas Johnson Deaf and Hard of Hearing Scholarship
Donors:  Jeanette Seloover Johnson and R. Douglas Johnson
Recipient: Lauren Sandler

Estelle Z. Katz Scholarship for Social Justice in Education
Donors:  Aaron Katz David Katz and Rea Katz
Recipient: Lenzy Crawford

Kellner Scholarship
Donors: Mary and Ted Kellner
Recipients: Felipe Rosas Gomez, Jasmine Salton, Yamaris Zapara-Castellano

Kellner Early Childhood Education Scholarship
Donors: Mary and Ted Kellner
Recipients: Gabrielle Strasser, Samantha Swenski, Hannah Ludwig

Henry Kepner Mathematics Education Scholarship
Donor: Henry Kepner
Recipients: Alexa McLain, Sok Mei Ieong, Claire Egerstrom

Alyce M. Kraemer Scholarship
Donor: The family of Alyce M. Kraemer
Recipients: Sierra Richardson, Monise Stark, Gentry Spore, Renee Anderson

Cozette Krueger Scholarship
Donor: Estate of Evelyn A. Krueger
Recipients: Jennifer Rudd, Annabelle Moon, Tabitha Wechlo, Kimberly Winston, Elizabeth King

Marsha Krueger Scholarship Fund
Donor:  Estate of Marsha Krueger
Recipients: Stephanie Kusuda, Rachel Kaelin, Kristina Harms, Ze Tsuen Ng, Laura Sizemore-Williams, Jessica Parra, Lauren Sandler

Joseph and Loretta Eiserlo/Robert Kuehneisen Scholarship
Donor: Estate of Robert Kuehneisen
Recipients: Taylor Udelhofen, Zoe Svanoe, Robert Foster, Harmony Riemer, Holly Neubert, Amanda Meiers, Gabrielle Borst, Sorelle Gonzalez, Shantrice Solis, Sydney Tidler, Grace (Dakota) Burmesch, Jennifer Vasquez, Grace Larsen, Angela Rattin, Samantha Zander, Anna Callahan, Justice Johnson, Nichole Andritsos, Julia Costigan, Makayla Raeck, Madeline Bohn, Georgia Spyropoulos, Taylor Brown, Dion Robinson, Maxwell Folbrick, Katie Bressan

Joseph and Loretta Eiserlo and Robert Kuehneisen Teachers for a New Era Scholarship
Donor: Estate of Robert Kuehneisen
Recipients: Cheryl Bledsoe, Vittoria Sipone, Zianya Saldana, Rigel Scruggs, Ana Hoffman, Rachel Pelletier, Madeline Noorlander, Dominque Butler, Jana Schwai, Brooke Price, Madelyn Chu, Samantha Girard, Jennifer Vazquez, Mireille Hess
Louria Jewett, Oreoluwa Garba, Krista Washechek, Jasmine Kelly, Robert Packard, Allison Schneider, Abigail Stanislawski, Krissa Fisher, Gregg Neuburg, Danielle Runge

Lindenberg Extra Help Fund
Donor: Nancy Lindenberg
Recipients: Grants to various as needed recipients

Robert and Hope Longwell-Grice Scholarship
ٴDzԴǰ:  Robert and Hope Longwell-Grice
Recipient: Jaclyn Stoczanyn

Love, Kindness Fund
Donor: Mike Robertson
Recipient: Sydney Sweet

Dorothy B. Maksimowicz Scholarship
Donors: Henry A. and Dorothy Maksimowicz Trust
Recipients: Gentry Spore, Cecelia Niggemeier

Lee H. Mathews Scholarship
Donors:  Dr. Lee Mathews (deceased) and Isabelle Mathews (deceased)
Recipient: Kristina Harms

Michelle A. Miller Memorial Scholarship
Donors: Edward and Faye Miller
Recipients: Bradley Brown, Marie Enderle, Jennifer Vice-Reshel

Milwaukee State Teachers College (MSTC) Scholarship
Donors: Paul Melrood on behalf of the Milwaukee State Teachers College Class of 1941 and multiple individual, corporate and foundation donors
Recipients: Ella Knox, Morgan Klug, Alexander Sirna, Tania Isidoro-Mendoza, Rachel Brandner, Jamieson Genrich, Cali Belanger, Timothy Western, Brandon Lucas, Alexis Mueller, Valery Montes de Oca, Mackenna Korpela, Jackson Meyer
Benjamin Moyle, Grace Fauerbach, Kristen Green, Rebecca Sawatske, Paul Winkler, Eva Garcia, Lily Bonneau, Jennifer Ortiz Francisco, Molly Radtke, Megan Riley, Rozina Charania, Ashlyn Klecka

School of Education Scholarship Fund
Donors: Ruth and Walter Mundschau (both deceased)
Recipients: Lauren Dirk, Lina Zhu, Michele Gloede

Casper and Mary Ondrejka Scholarship
Donor: Linda Paul
Recipients: Grae Hosmanek, Nyla Raisleger

Marguerite Pavlic-Gostomski Scholarship
Donors: Family and friends of Marguerite Pavlic-Gostomski
Recipients: Sunshine Conner, Jessica Parra

Pi Lambda Theta Lura Carrithers Scholarship
Donor: Beta Epsilon Chapter of Pi Lambda Theta
Recipient: Calvin Lewis

Chester A. and Mildred Raasch ‘45 Scholarship
Donor: Estate of Chester A. and Mildred Raasch
Recipients: Rona Wolfe, Morgan Lovy, Uniqua Adams, Brykyile Holden
Melissa Marban, Cassidy Rodencal, Joseph Westerfield

Emily Kachel Robertson ’80 Scholarship
Donor: Emily Robertson
Recipients: Patrick Xiong, Samantha Raszeja, Emma Guelde, Mular Chris

Russell D. Robinson. Adult Education Scholarship
Donor: Helen Robinson
Recipients: Cynthia Ripp, Katie Frewerd

Judith Salinsky ’57 and Gerald B. Salinsky Scholarship
Donors:  Judith Salinsky (deceased) and Dr. Gerald B. Salinsky
Recipient: Cassidy Rodencal

Dorothy Emile Shankwitz ’63 Scholarship
Donors: Philip and Diane Shankwitz
Recipients: Elizabeth Tess, Emma Phillips

Ura M. and John G. Silveus Scholarship
Donor: Estate of Marian Silveus
Recipient: Jihun Kim

Clara Hertel Slaymaker Scholarship
Donors: Dale Ihlenfeldt (deceased)and Elinor Slaymaker Ihlenfeldt
Recipients: Sunshine Conner, Monise Stark, Larni Bleese

Jeannette J. Sokol Scholarship
Donor: Racine Area Community Foundation
Recipient: Carley Garofalo

Stella Johnson Staunt Scholarship
Donor: Norma Jean Larson (deceased)
Recipient: Morgan Padilla

Jennie D. Steinberg ’42 Scholarship
Donor: Jennie Steinberg (deceased)
Recipients: Ava Ponce, Jennifer Esparza

Leah Temkin ’69 Adult Education Scholarship
Donors: Leah D. Temkin (deceased) and family
Recipients: Blia Vue, Jaclyn Stoczanyn

Dean Alfonzo/US Bank Education Scholarship
Donors: Dr. and Mrs. Alfonzo Thurman, UA US Bank Corporation and multiple individual donors
Recipients: Mular Chris, Brianna McPherson

Greater Milwaukee Foundation Donald P. Timm Scholarship
ٴDzԴǰ:  Donald P. Timm
Recipients: Bergen Buskov, Leo Gomez, Mya Huff, Allison Hoffman, Kristin Dravus, Janik Blau, Kendra Bacon, Kaylee DeBeukelar, Autumn Itzen, Sarah Kyle, Talitha Goomey, Ashton Cadman, Sierra Kanvick, Jacquelyn Weatherbee, Josefa Kielar, Caleigh Rose, Erika Wendt, Maggie Bollig, Bela Raymundo

Harvey A. Uber Scholarship
Donor: Edith “Edie” M. Anderson
Recipients: Kelan Klug, Cecelia Niggemeier, Renee Anderson, Reagan Crist

Louise S. Ulm Scholarship
Donor:  Louise S. Ulm
Recipients: Madison Custer, Zoe Zeman, Jessica Schueller, Allison Haase

Caren Wesson Award
Donors: Multiple individuals
Recipients: Aubree Bahr, Alexandria Amerson

If you would like to help fund Student Success, please visit the ɱ貹.

Research Looks at Impact of Key Reading Exam

Learning to read is vitally important for children.

In 2014, the Wisconsin Legislature in State Statute 18.19 (14), mandated all elementary education, early childhood, reading teacher and reading specialist candidates who wish to certify in the state must earn the cut score (passing) on the Foundations of Reading (FoRT) test. The Wisconsin FoRT is the same examination as the Massachusetts Test for Educator Licensure (MTEL) Foundations of Reading Test; this exam was chosen because legislators believed Massachusetts to have a high-quality K-12 education system, according to Kristine Lize director of the School of Education’s EAA English Education program and former coordinator for the FoRT.

Since implementation, concerns and questions about the FoRT and the benefits of the requirement for certification have been raised.

51 and other Schools of Education in the University of Wisconsin System discovered that many teacher candidates struggled to earn the cut score on the test both in the state and in similar exams across the nation.

As a result, The UW System commissioned a FoRT work team of literacy instructors across the system to collaborate to support teacher candidates as they prepare for the exam.

Through her engagement with them as they prepared, Lize got to know many of the students who struggle with the test. “Some of them have straight As and have met all program expectations, but struggle with demonstrating their knowledge in this high stakes test; they are prepared, knowledgeable, and so desperately want to be teachers, but find the four-hour computer-based test creates a lot of anxiety.”

As a result, Lize and other faculty representing the UW Schools of Education organized a research project to better understand the impact of the FoRT on both teacher candidates and teachers’ self-efficacy and self-identity.

Education student Amy Deibert (white woman) reads aloud to third-grade students at Salem Lutheran School as part of her Literature for Young Children class
Education student Amy Deibert reads aloud to third-grade students at Salem Lutheran School as part of her Literature for Young Children class.

The study results were published in the Wisconsin State Reading Association (WSRA) Journal in August 2021 and shared at both the Literacy Research Association convention in November 2021 and the WSRA convention in February 2022.

Survey results showed that 249 of the 451 respondents (55%) passed the FoRT on the first attempt. In comparison, according to data collected by the Department of Public Instruction, 12,894 of the 19,458 test takers (66%) passed the FoRT on the first attempt since the start of testing in Wisconsin.

As for how the test made them feel about themselves and teaching, those who passed the test on the first or second attempt had positive feelings. Those who had to take the test more times and/or still hadn’t passed it yet had more negative feelings.

These were reflected in the more open-ended questions in the survey.

“I’ve always been good at taking tests, so it didn’t make me feel strongly one way or another,” one wrote. “I have never been a good test taker so I felt that a test shouldn’t determine if I am a good teacher or not,” wrote another.

The study also looked at how teacher candidates prepared for the test and how much time they spent preparing.

All this is happening in the context of teacher shortages in Wisconsin and across the country. A recent EdWeek Research Center national survey found that 15% of district leaders across the nation are facing “very severe” staffing shortages, while 25% said they’re “severe” and 37% classified staffing challenges as moderate.

(In 2019, in the face of a teaching shortage, the statute was amended to allow special education teacher candidates to certify by completing a FoRT alternative. Only special education teacher candidates who studied at an educator preparation program that received approval from the Department of Public Instruction were eligible. These candidates were allowed to demonstrate their understanding of how to teach reading through an alternative measurement including coursework, coaching and feedback, and a portfolio.)

Whether shortages will impact the use of the FoRT remains to be seen, said Lize.

The UW System FoRT team will continue its work to support teacher candidates. Among their projects is an update of free online resources and modules published in August 2021 to include content related to the new version of the test, the FoRT 190, which teacher candidates will start taking in August 2022.  Login information for the modules can be found at uwm.edu/fort under the heading NEW Foundations of Reading Self-Paced Modules.

Annie Marcks, who became FoRT coordinator in June, is teaching FoRT classes and offering small group tutoring for students taking the test. The Women’s Giving Circle, a group of education donors who pool their efforts, is supporting the work by offering scholarships to the students who take part in the tutoring to help offset the cost of the FoRT.

If you would like to help fund Research, please visit the ɱ貹.

Freeland Looks Forward to Leading Electa Quinney Institute

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Now three weeks into the job, Mark Freeland is settling into his role as the new director of the Electa Quinney Institute at UW-Milwaukee.

Freeland comes to 51 from South Dakota State University, where he was the co-coordinator of the American Indian and Indigenous Studies Program. That program provided the academic component for the Wokini Initiative, a program to redistribute land-grant funding to support Indigenous students.

Freeland replaces Margaret Noodin, who stepped down to concentrate on her roles as associate dean of humanities in the College of Letters & Science and professor of English.

To read the rest of the story, visit the 51 Report webpage.

How to Choose a Major … and Plan a Future

School of Education News graphic

First year student Daniel Miller had a general idea of what he might be interested in studying, but he wasn’t sure what specific major he wanted.

Jasmine Salton, a senior in education, had her major nearly completed, but still thought she could benefit from learning more about organizing her busy life and fine tuning study skills.

Both say they’ve benefited from the School of Education’s Educational Psychology 110 course – Planning Your Major and Career.

The goal of the three-credit course, which is open to all undergraduates, is to help students choose a major at 51, but also helps them explore their interests, abilities and goals to choose a major that suits them.

“I knew I wanted to be somewhere in the STEM (Science Technology Engineering and Mathematics) area,” says Miller, “but I didn’t know the major.” With the help of the course, which he took in the fall semester of 2021, he decided to major in mathematics, which gives him options in a number of career areas.

Salton, who works as a receptionist at the front desk of the Office of Student Services, as well as attending school, said the course helps juggle her multiple obligations.

“Students always ask to spend time on study strategies, planning, and time management,” said Vittoria Sipone, an Educational Psychology doctoral candidate who is one of two graduate student mentors for the course. “They really appreciate going over the resources 51 offers – mostly they ask about the Klotsche Center and the library.” The other graduate student mentor teaching assistant is Megan Herdt. They work with a team of Educational Psychology graduate students to teach the course.

Faculty mentors for the course are Nadya Fouad, university distinguished professor and Mary and Ted Kellner endowed chair of Educational Psychology, and Jacqueline Nguyen, associate professor of Educational Psychology. They offer a weekly class that provides pedagogical support and content knowledge to the teaching assistants.

Miller said he found tips like how to email a professor helpful as well as class discussions about mindsets and insecurities that can unconsciously limit career exploration. “Sometimes people think they’re not smart enough or the wrong gender for certain fields.”

Years of research have shown many undergraduates struggle in figuring out a major and a career. Fouad and her colleagues in their research have demonstrated the value of Ed Psych 110 and similar courses in helping students with these decisions.

For example, an article Fouad and colleagues wrote that is now in press for Career Development Quarterly showed that a 16-week career exploration course had a significant positive impact on decreasing students’ career indecision. This was based on data from 102 students who took the Ed Psych 110 course.