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School of Education Newsletter, Volume 4, issue 2

Update from the Dean

Dr. Rachel Endo, Dean

Dear Friends of the School of Education,

The year 2022 has been challenging on many fronts. The Russian military invasion of Ukraine has been devastating and heartbreaking. The ongoing political vitriol across the nation about whose experiences, histories, and identities should be excluded versus included in official curricula has been exhausting and troubling, as are the blatant attempts among political leaders who endorse oppressive practices to censor, criminalize, and silence certain people because of who they are or who they appear to represent.

Before and during the COVID-19 pandemic, being part of the UW Tacoma School of Education community has been a personally and professionally affirming experience for me. More than ever, I am thankful for who we are and what we represent. We have a diverse and incredibly talented community of faculty, staff, and students who share a commitment to promote academic and inclusive excellence in all aspects of what we do. As you will see from this edition of our E3 newsletter with our featured stories, we are fortunate to have such exceptional educators and leaders in our community who are connected to the UW Tacoma School of Education.

I am also delighted to share that we have new faculty and staff colleagues who recently joined our community. Justin Gailey joined our team in February 2022 as our new Academic Advisor/Recruitment & Retention Specialist and Dr. Dawn Hardison-Stevens will join us in September 2022 as an Assistant Professor in Native American education. Two amazing UW Tacoma students, Eden Fenwick and Yennhi Truong joined our front-desk team in autumn 2021. Angela Rambo resigned as Director of Operations in March 2022 and we are in the process of filling this position.

I am proud of all of the accomplishments of our alumni, faculty, staff, and students, as well as community partners. The leadership team of the newly opened Kent Laboratory Academy, Dr. Stephanie Knipp, Narine Balayan, and Evan Barbour (along with Kendra Pratchett, who is still in the district but in a new principal role), have been awarded the Dean’s Distinguished Service Award for academic year 2021-2022 due to their extraordinary mentorship to our teacher candidates and supporting the growth of the School of Education over the past few years.

I am the most fortunate academic dean at UW Tacoma and thank all of you for supporting our alumni, faculty, staff, and students as we continue to live out our mission to Educate, Empower, Excel. Special thanks to Brian Anderson and the UW Tacoma Advancement Team, as well as Yennhi Troung and Donna Braboy, for supporting our newsletter updates.

Respectfully Yours,

Rachel Endo

Dean and Professor, School of Education

Welcome to Dr. Dawn Hardison-Stevens

Dr. Dawn Hardison-Stevens

The UW Tacoma School of Education is honored to share that Dr. Dawn Hardison-Stevens (Omushkeg Cree/Ojibway/Cowlitz/Steilacoom Council) will join us on September 16, 2022 as an Assistant Professor, specializing in Native American education.

Hardison-Stevens holds a PhD in Leadership and Change from Antioch University. Since 2015, she has served as Program Manager and Teaching Associate at UW in the College of Education, managing the Native Education Certificate Program. She has also taught for our UWT EdD program as a part-time lecturer, for both the mainstream and Muckleshoot cohorts.

She holds over 30 years of exceptional experience as an educator and leader in varied settings. She started her professional career in education with Shelton School District, where she held a range of roles, including as a secondary Social Studies teacher and TOSA.

Hardison-Stevens has scholarly interests in Indigenous literacy and writing; Indigenous research methodologies; and Tribal education.

Special thanks to Dr. Robin Zape-tah-hol-ah Minthorn and Dr. Chris Knaus (co-chairs), as well as Dr. Michelle Montgomery and Mr. Gabe Minthorn, for serving on the search advisory committee.

Welcome, Justin Gailey

Justin Gailey

The UW Tacoma School of Education is pleased to announce that Justin Gailey joined us in February 2022 as our newest Academic Advisor/Recruitment & Retention Specialist. His primary advising portfolio includes supporting current and prospective students in the Educational Administration and MEd for Practicing Educators programs.

Tell us a bit about yourself.

I am a native of the South Sound, having grown up in Olympia, WA. I got my BA in History from Pacific Lutheran University and Teaching Certification from Saint Martin’s University. Before working in higher education, I taught for 7 years, mostly, middle and secondary U.S. History, Geography, and Civics in various places in Washington, as well as time teaching in Budapest, Hungary. In my spare time I love to travel, read, and pet every dog I come across.

Do you have a favorite quote or reading that you would like to share?

“Not everything that is faced can be changed, but nothing can be changed until it is faced.” James Baldwin.

What drew you to the School of Education at UW Tacoma?

The School of Education at UW Tacoma’s commitment to equity and diversity and its focus on providing access to a wider range of students, specifically in the South Sound Region really matched with what I was looking for in an institution. I am excited to get to know the school more and see how to better serve our students.

Welcome, Eden Fenwick and Yennhi Truong

We are delighted to welcome two new outstanding student workers to the School of Education. After a very competitive process with several outstanding applicants, Eden Fenwick and Yennhi Truong were selected as front desk support staff in autumn 2021. We are grateful for their creative skills and outstanding contributions to supporting the daily operations of the UW School of Education.

Eden Fenwick

About Eden Fenwick

My name is Eden Fenwick. I am a sophomore and am just finishing my first quarter here at UW Tacoma. I will be majoring in Psychology and minoring in Criminal Justice. I am passionate about mental health advocacy and justice reform and hope to have a career in those fields. I am currently enrolled as a full-time student and work an off campus job as well. When I am not working or studying, I love to get out and hike in the rainy weather, or curl up at home with a good book. I moved to Tacoma from Los Angeles in 2018 and began my higher education journey at Tacoma Community College. I have fallen in love with Tacoma and found community here through on campus organizations like the Latinx Student Union and UW Tacoma NAMI, as well as off campus communities at various jobs I have worked since moving.

Yennhi Troung

About Yennhi Truong

My name is Yennhi Truong. I am a junior at UW Tacoma. After changing my mind multiple times, I realized that Business is the field for me, but it is not my only passion. Back in 2019, I was one of the 23 daffodil princesses representing Pierce County. Being able to create meaningful connections and memories with my community through volunteers is what brings value to my daily life. Thus, it is also why I chose to become a student assistant here on campus. I hope to fulfill the urban-serving purpose by truly connecting with my school, staff, and fellow students. While I’m new to the role, I’m not hesitant to improve my skills and offer my best to all those who need help.

 

 

 

Martinez Fellowship logo

School of Education revives Martinez Fellowship Program

The Martinez Fellowship Program was established by Holli and Edgar Martinez in 2008 to support the professional preparation and development of BIPOC teachers. It is managed by the Technology Access Foundation (TAF). The program is open to third-year undergraduate students, graduate students in teaching programs, and alternative-route programs. In addition to financial support, The Martinez Fellowship Program offers leadership development and professional networking opportunities in-state and across the country.

In autumn 2021, UW Tacoma's School of Education revived a partnership with TAF to support aspiring BIPOC teachers to attain their dream of becoming public school teacher-leaders. The School of Education is pleased that we will host 2 Martinez Fellows in June 2022 (final recipients will be announced soon). Martinez Fellows are from diverse backgrounds and communities, and come together around their shared passion for teaching; through a critical multicultural and anti-racist lens, eliminating the opportunity gap in Washington State’s most under-served schools.

Teacher Certification Faculty Program Director Julia Aguirre and Dean of Education Rachel Endo continue to collaborate with community and district partners to expand this dynamic partnerships. Learn more about the Martinez Fellowship Program: https://techaccess.org/martinezfellows/

Get to know Hani (Honey) Nur

Hani Nur

Hani (Honey) Nur is currently enrolled in our Educational Administration Program, which prepares “systems-focused school leaders who can transform historically inequitable structures and practices that contribute to disparate outcomes.” To learn more about this excellent program, visit the program website here: https://www.tacoma.uw.edu/soe/educational-administration-program

Tell us a bit about yourself including your current role. 

My name is Hani (Honey). I have been teaching for the past 8 years: 1 year as an ELL teacher, 5 years as a kindergarten teacher, 1 year as a fourth-grade teacher, and I am currently split between being a Social Emotional Interventionist (supporting student behavioral needs), a principal intern, and a Reading Interventionist.

I truly enjoy education and can say without a shred of doubt that I see myself doing this job for the rest of my life. I am a single mother of a 5-year-old boy. Teaching him academics as well as social skills is quite the challenge. Another aspect of my life is being the eldest sibling of 7 children. I spent a good portion of my life being a mom, caregiver, consultant, and everything in between for my siblings. I actually think my experience of being a nurturer for my siblings was one of the driving forces behind why I decided to pursue teaching.

My current roles have taught me that everything needs balance; they allowed me to combine my love of small group instruction  with a strong focus on social emotional support. A firm belief of mine is that students cannot learn without first having a solid foundation in social emotional skills. As an intern, I am given the opportunity to take my skills of social emotional learning and apply it on a school-wide level.

What drew you to the Educational Administration program at UWT for pursuing your certification? What are the key benefits of the program?

What drew me to the program was the emphasis on equity, inclusion, and anti-bias/anti-racist practices. We were taught how to effectively incorporate these critical traits in our studies, our work, and our dealings with students, families and staff. This personally helped me connect with individuals beyond the surface level conversations. Most significantly, we were taught to lead with our WHY and our authentic self.

This was important for me because my identity is beyond a simple conversation. It is seen and perceived before a conversation can even take place. However, through this program, I was taught the importance of leading with my WHY, being concise and precise in my explanation and to always focus on supporting the needs of student, families and staff through equitable and anti-racist/anti bias needs. This philosophy spoke louder about my character and my ability to be an excellent leader than a simple explanation of who I am and what I aspire to do.   

What is your biggest takeaway during your time while learning at UW Tacoma?

My biggest takeaway is knowing my WHY (the reason I want to be in my field) and being concise and precise. Knowing your WHY is a way to create a through-line to all the activities and engagements you will have with your staff, families, and students. It is the strongest motivating factor to helping you get your point across. It is an embodiment of your character and a glimpse into the leadership work you aspire to do. It also shows others you have direction and viable plans to attain your end goal.

The one thing I will never forget about this program is the importance of being concise and precise in what I say and what I write. On countless occasions, Dr. Kurt Hatch (Faculty Director of the Educational Administration Program) and my field supervisor brought this to our attention. At first it was a simple thought, but as we continued in our program, it became evident the impact words can have on others. As an administrator, your words are your most powerful tool. Sending long-winded emails with grammatical mistakes has a detrimental effect on the impact of your leadership. In being precise and concise, you are able to get your point across succinctly. Being direct and stating your words in a concise manner allows for less misunderstanding and more clarity in your dealings.

How did receiving a merit-based scholarship from the School of Education impact your education journey?

Receiving the scholarship has allowed me to continue my educational journey in a time when I needed the financial support. Attending graduate school is not an easy feat, especially when working full time, being a single mom, and supporting a family. It was more challenging with the unpredictability of COVID-19. Receiving this scholarship gave me flexibility in my finances and allowed me to continue my education without pause. That relief allowed me to pay my bills, care for my son and remove the financial obstacle of obtaining my degree.

Congratulations and Thank You, Kent Laboratory Academy Leadership Team

Kent Laboratory Academy Team

Rachel Endo, Dean of the School of Education at UW Tacoma, is delighted to announce the recipients of the Dean’s Distinguished Service Award for the 2021-2022 academic year: Dr. Stephane Knipp, Narine Balayan, Evan Barbour, and Kendra Pratchett. The team has generously supported the UW Tacoma School of Education, where they have coached, mentored, and supported teacher candidates in our Teacher Certification Program for over two years. Learn more about Kent Laboratory Academy here: https://www.kent.k12.wa.us/Academy

The UW Tacoma School of Education’s Dean’s Distinguished Service award “recognizes an outstanding individual [or individuals] whose service to the School of Education at UW Tacoma has led to positive and substantial impacts in the community and to the field” and will be presented to our community partners in spring 2022.

Below is a group quote from the team about the evolution of our dynamic partnership:

UW Tacoma’s School of Education has been such a responsive and supportive partner to the students and staff at Kent Laboratory Academy. It has been a joy to meet regularly with staff and faculty to identify the shared strengths and needs of our communities and to collaborate in sustainable and impactful ways. We are most proud of, that even amidst a global pandemic, our KLA educators have graciously opened our teaching and learning spaces and created a true lab experience with faculty, staff, and students to benefit and empower our KLA students’ learning experience. We look forward to our second shared celebration of learning with UW Tacoma in May 2022, where both organizations come together to celebrate the partnership and the impact it has on our communities. We are thankful to Dean Rachel Endo and the UW Tacoma School of Education, and our collective courage, to begin this partnership in early 2019 at the beginning of the pandemic. Next year, we look forward to continue building more personal relationships between our two schools and continue to share in the work that puts both UW Tacoma students and KLA students at the center.  

Below is more information about this year’s awardees, including their thoughts about our dynamic partnership. In summer 2021, Pratchett transitioned from Assistant Principal of Kent Laboratory Academy to a new role as Principal of River Ridge Elementary School, also in the Kent School District. We congratulate Principal Pratchett on her new role, and also, thank her for her ongoing engagement with the School of Education as an Advisory Board Member.

Dr. Stephanie Knipp, Principal, Kent Laboratory Academy

I have served in the field of education since 1993 in the elementary, middle, and secondary levels. I started as a high school English/Language Arts teacher, and for the past 15 years, I have served as a principal in both private and public schools, and most recently in the Kent School District at Kent Laboratory Academy.

Narine Balayan, School Success Coach, Kent Laboratory Academy

I was born in the family of educators, a classical trained pianist and fencing coach. When I was 9 years old, I found myself in the middle of the war between Armenia and Azerbaijan. Being Armenian born in Azerbaijan, my family had no choice but to find a new home in another country. I lived in Russia for a bit and then in Belarus where I graduated from Music College in 1999 with a piano performance major. In 2004, I graduated from the University of Washington with political science degree and later from Central Washington University with a Master's in Education. I joined Kent School district in 2006 as a high school ELL teacher. Throughout the years, I taught Social Studies and Psychology. In 2012, I joined the district central office as an ELL program specialist for Multilingual Education supporting ELL and Dual Language programs through professional development and curriculum planning. Last year, I was lucky to do my administrative internship with Dr. Stephanie Knipp, whose vision of Kent Laboratory school and exceptional leadership inspired me to join the Kent Laboratory Academy as a full time School Success Coach. I currently live in Federal Way with my husband and two kids, who attend Kent Laboratory Academy as fourth and sixth graders.

Evan Barbour, Assistant Principal, Kent Laboratory Academy

I have served in the field of education since 2006.  I have been fortunate to hold many roles in education as a teacher, instructional coach, interventionist, dean, and administrator. I am thankful to have worked with amazing educators and students in public schools in Honolulu, Spokane, St. Louis, Sea-Tac, and most recently, serve as an assistant principal at Kent Laboratory Academy under the leadership of Dr. Stephanie Knipp. 

Noteworthy

Below are selected accomplishments of alumni, current students, faculty, and staff in the School of Education. Alumni and current students with any news to share may e-mail uwted@uw.edu (include your name, program, contact information, and summary of your accomplishments; we also invite you to include a photo).

Julia Aguirre, Professor & Faculty Director for Teacher Certification Programs

PRESENTATIONS:

  • Aguirre, J. M. (2022, March) Transforming spaces for just, humanizing and anti-racist mathematics education. Keynote. Standards Institute Conference. Unbound Ed. Las Vegas, NV.
  • Turner, E., Aguirre, J. M., Carlson, M., & Suh, J. (2022, February). Centering equity in blended learning professional development with elementary mathematical modeling. Presentation at the annual Association of Mathematics Teacher Educators Conference. Las Vegas, NV.
  • Aguirre, J. M., Suh, J., Carlson, M., McVicar, E., Tate, H., & Turner, E. (2021, October). Mathematizing fairness, empathy and justice with mathematical modeling. Presentation at the Northwest Teaching for Social Justice Conference. Virtual.

PUBLICATION:

  • Turner, E. E., Bennett, A. B., Granillo, M., Ponnuru, N., Roth Mcduffie, A., Foote, M. Q., Aguirre, J. M., & McVicar, E. (2022). Authenticity of elementary teacher-designed and implemented mathematical modeling tasks. Mathematical Thinking and Learning, 1-24.

PUBLIC SERVICE VIDEO:

  • Aguirre conducted a virtual interview on racial and social justice in mathematics education for Region X, which encompasses the California counties of Riverside, San Bernardino, Inyo, and Mono. The excerpts from the interview covered a range of topics such as why mathematics, dismantling racism, addressing learning loss and deficit language, and student-centered mathematics instruction. Here is an example: “We can’t balance a racist system. We have to dismantle it.” Click here to view the full video.

K. Kawena Begay, Assistant Professor

PRESENTATIONS:

  • Beaudoin, K. M., Begay, K. K., & Feuerborn, L. (2022, February). Gathering voice to guide culturally and contextually relevant behavior systems. Mini-skills presentation at the National Association of School Psychologists Convention 2022. Boston, MA.
  • Begay, K. (2022, March). Identifying autism in girls. Presented to the school psychologist team in Puyallup School Districts.
  • Begay, K. (2021, November). Identifying autism in school settings: Culturally responsive assessment practices. Presented at the Arizona Association of School Psychologists Annual Conference. Phoenix, AZ.
  • Begay, K. (2021, December). Identifying autism in school settings. Presented to the school psychologist team in Puyallup School District.
  • Begay, K. K., Gabrielsen, T., Cutrer, B., & Finster, G (2022, February). A whole new world: Autism in girls. Mini-skills presentation at the National Association of School Psychologists Convention 2022. Boston, MA.
  • Feuerborn, L.L., Meador, M., & Begay, K. K. (2021, October). All hands on deck! Equity-centered SEL and how you can help lead it. Workshop presentation at the Washington State Association of School Psychologists (WSASP) conference. Spokane, WA.

PUBLICATION:

  • Yamauchi, L. A., Luning, R. I., &  Begay, K. K. (2021). Ho’oulu ka lālā no ke kumu: Engagement and learning of Indigenous students begins with effective teachers. Pacific Asian Education, 32, 1-14.

Kathleen Beaudoin, Associate Professor

PRESENTATIONS:

  • Beaudoin, K., Feuerborn, L. L., & Tyre, A. D. (2022, April). Engaging families and caregivers to promote equity in discipline practices and behavior supports in schools. Paper presented at the 19th International Conference on Positive Behavior Support. San Diego, CA.
  • Beaudoin, K., Feuerborn, L. L., & Tyre, A. D. (2022, April). Meaningfully engaging all students in culturally responsive PBIS implementation. Paper presented at the 19th International Conference on Positive Behavior Support. San Diego, CA.
  • Beaudoin, K., Begay, K. K., & Feuerborn, L. L. (2022, February). Gathering voice to guide culturally and contextually relevant behavior systems. Presentation at the annual convention of National Association of School Psychologists. Boston, MA.

D. Bracher, EdS in School Psychology student, Cohort 1

RECOGNITION:

  • Bracher was chosen as one of five Restorative Justice, Discipline, & Equity Strategy Coaches in the state of Illinois. She will be supporting schools as they engage in work on equity in discipline. These teams will create a strategic plan to implement restorative justice practices in the coming school year. Core faculty highlights include presentations at several conferences this year, including the National Association of School Psychologists annual convention in Boston, the Washington State Association of School Psychologists, the Arizona State Association of School Psychologists, and the annual Association of Positive Behavioral Supports conference in San Diego.

Gordon Brobbey, Assistant Professor

PRESENTATIONS:

  • Brobbey, G. (2022, March). Teacher evaluation and the professional development connection: Perspectives of special educators [Paper presentation]. American Council for Rural Special Education (ACRES) annual conference. Myrtle Beach, SC.
  • Brobbey, G. (2022, February). Dismantling systemic racism through a strength-based approach [Workshop presentation]. Community Engagement & Leadership Education Center, University of Washington, Seattle, Washington. Link to the workshop: https://www.youtube.com/watch?v=Yiphkl37u9s
  • Brobbey was also a moderator in 2022 for the presentation on February 23, 2022, “White Supremacy and Cancel Culture: Countering Right-Wing Attacks on Anti-Racism Work” by speaker Loretta J. Ross. A racial justice event hosted by UW Tacoma’s Office of Equity and Inclusion. Link to event: https://www.youtube.com/watch?v=fD5wgNJffkI

Rachel Endo, Professor & Dean

PUBLICATIONS:

  • Endo, R. (2022). From compliance to commitment: Centering equity-conscious recruitment frameworks to diversify the faculty ranks in teacher education. Action in Teacher Education, 44(2), 1-16.
  • Endo, R. (2022). Revolutionizing Japanese American literature for young adults: A review of WE HEREBY REFUSE: Japanese American resistance to wartime incarceration. Journal of Adolescent & Adult Literacy, 65(6), 1-3.
  • Endo, R. (2021). Asian/American women scholars, gendered Orientalism, and racialized violence: Before, during, and after the 2021 Atlanta massacre. Cultural Studies <-> Critical Methodologies, 21(4), 344-350.

Laura Feuerborn, Professor & Faculty Director for MEd and EdS in School Psychology Programs

PUBLICATIONS:

  • Feuerborn, L. L., Gueldner, B. A., & Tyre, A. (in press- 2022). Social and emotional learning and learning disabilities. In C. Okolo, N. Patton Terry, & L. Cutting. (Eds.) Handbook of learning disabilities (3rd Ed..). Guilford Press.
  • Tyre, A. D., & Feuerborn, L. L. (2021). Ten common misses in PBIS implementation. Beyond Behavior, 30(1), 41-50.

GRANT & PARTNERSHIP:

  • Feuerborn, L. L. (2022). Advancing an Integrated Approach to SEL, STEM, and Equity in Middle and High School. University of Illinois Extension and Public Engagement Connection Center. Subcontracted for $7,500.00. Total award: $60,000.
  • Feuerborn, L. L., & Meador, M. (2022). Intentional community partnerships centered on supporting the whole child. January ASCD WSASCD e-Briefs.

PRESENTATIONS:

  • Beaudoin, K., Feuerborn, L. L., & Tyre, A. D. (2022, April). Engaging families and caregivers to promote equity in discipline practices and behavior supports in schools. Paper presented at the 19th International Conference on Positive Behavior Support. San Diego, CA.
  • Beaudoin, K., Feuerborn, L. L., & Tyre, A. D. (2022, April). Meaningfully engaging all students in culturally responsive PBIS implementation. Paper presented at the 19th International Conference on Positive Behavior Support. San Diego, CA.
  • Feuerborn, L. L., Meador, M., & Begay, K. (2021, October). All hands on deck! Equity-centered SEL and how you can help lead it. Workshop presentation at the Washington State Association of School Psychologists (WSASP) conference. Spokane, WA.
  • Feuerborn, L.L., & Tyre, A.D. (2021, November). Leading equity-centered SEL in your building. Workshop presentation at the Arizona Association of School Psychologists (AASP) conference. Phoenix, AZ.
  • Tyre, A. D., & Feuerborn, L. L. (2021, November). Facilitating conversations about racial bias in MTSS problem solving meetings. Workshop presentation at the Arizona Association of School Psychologists (AASP) conference. Phoenix, AZ.

Collaborations with Office of Community Partnership (OCP) Tacoma Whole Child Coach, current M.Ed. student, and SOE faculty:

  • Meador, M., Bleasdale, J., & Feuerborn, L.L. (2022, April). Systems and practices for implementing social & emotional learning (SEL) in our current context. Presentation at the Northwest Positive Behavior Interventions and Supports (NWPBIS) Network. Tacoma, WA.
  • Bleasdale, J., Meador, M., & Feuerborn, L. L. (2022, April). Integrated implementation of PBIS and SEL in K-12 Schools. Presentation at the Northwest Positive Behavior Interventions and Supports (NWPBIS) Network. Tacoma, WA.

Robin Zape-tah-hol-ah Minthorn, Associate Professor & Director of EdD Program

PUBLICATIONS:

  • Pewewardy, C., Lees, A. & Minthorn, R. (Eds.) (April 2022). Transformational Indigenous praxis model. Teachers College Press.
  • Minthorn, R. Z. (2022)). Indigenizing doctoral programs: Embodying Indigenous community ways of being. In C. Pewewardy, A. Lees, & R. Minthorn (Eds.), Transformational Indigenous praxis model. Teachers College Press.
  • Minthorn, R. Z. (2022). Indigenizing narratives and honoring place in the academy. In M. Bonous-Hammarth (Eds.), Tales of two cities in one system: Bridging marginality in higher education. Palgrave MacMillan.
  • Minthorn, R. Z. (2022). Foreword. In J. Markides (Ed), Walking together in Indigenous research. DIO Press.

PRESENTATIONS:

  • Pewewardy, C., Lee, T., Minthorn, R. Z., Becenti, G., Calderon, D., Clark-Shim, H., Corntassel, J., Craig, A., Craig, C., Drywater-Whitekiller, V., Hardison Stevens, D., Mackey, H., Red Corn, A., Secatero, S., Trinidad, A., Whitlow, C., & Youngbull, N. (2022, April). Unsettling settler colonial education: The transformational Indigenous praxis model. American Educational Research Association: San Diego, CA.
  • Pewewardy, C., Minthorn, R. Z., Youngbull, N., Haynes Writer, J., & Whitekiller, V. (2022, April). The transformational Indigenous praxis model. Symposium on the American Indian. Northeastern State University: Tahlequah, OK.
  • Minthorn, R. Z. (Conference Keynote Speaker) (2022, April 8). Walking with our ancestors: Indigenizing the academy. Symposium on the American Indian. Northeastern State University: Tahlequah, OK.
  • Silverhorn Wolfe, A., Wagnon, J., Youngbull, N., & Minthorn, R. Z. (2022, April). Glorifying our roots: The legacy and impact of Gamma Delta Pi, Inc. Native American Sisterhood. Symposium on the American Indian. Northeastern State University: Tahlequah, OK.
  • Minthorn, R. Z., & Bill, D. (2021, February 24). Indigenous speakers series, hosted in partnership with UW Tacoma, Sapóoqis Wíit'as Consulting, and the Salish Sea Research Center.
  • Minthorn, R. Z. (Invited Presenter) (2021, October) Indigenous peoples day. San Juan College: Farmington, NM.

AWARD:

  • Minthorn is the recipient of the 2022 American Educational Research Association’s Exemplary Contributions to Practice-Engaged Research Award. Learn more here.

APPOINTMENTS

  • Elected Association for the Study of Higher Education, Board Member, Member-At Large, 2021-2023.
  • Editorial Board Member for Journal of American Indian Education, 2022-2027.
  • CAIIS (Center for American Indian Indigenous Studies) Advisory Board, 2021-Present.

Christopher B. Knaus, Professor

PUBLICATION:

​​Knaus, C. B. (2022). Educational apartheid: Resisting whiteness in South African schools. In D. Hucks, Y. Sealey-Ruiz, V. Showunmi, S. C. Carothers, & C. W. Lewis (Eds.), Purposeful teaching and learning in diverse contexts. (pp. 275-283). Information Age Publishing.

PRESENTATIONS:

  • Knaus convened 2 current EdD students and 1 UW Tacoma undergraduate alumnae for a panel presentation: Knaus, C. B., Hayashi-Saguil, Y., Butler, H., & Tamaami, B. (2022). Is everyone here toxic? Navigating colonial institutions with critical race love. Presented to the Annual Convening of the National Association for Multicultural Education, Remote Conference.
  • Knaus collaborated with Assistant Professor of Education M. Billye Sankofa Waters to convene a panel discussion with national colleagues: Smith, M., Wallace, J., Sankofa Waters, M. B., & Knaus, C. B. (2021). Dialogue, engage, collab, and educate to sustain the affirming blackness movement. 11th International Conference on education and social justice, Remote conference.

INTERNATIONAL RECOGNITION:

  • The National Research Foundation of South Africa recognized Knaus as a C1 rated researcher, an honor that will be celebrated at the University of South Africa’s 20222 Research and Innovation Virtual Awards Ceremony. This recognition is based on peer review of the global impact of the past 8 years of research and parallels the expectations of the US tenure and promotion review process. In remarking on Dr. Knaus’ international standing, peers noted that he is a “preeminent scholar in the field of critical race theory in education, and specifically in the area of Black leadership.” The report continued: “His writings expand over a variety of mediums from poetry, policy briefs, essays, journal articles, book chapters, and books, many of which are…co-authored, demonstrating his breadth of scholarship and strength of networking. This shows his awareness that scholarship is not for self, but community - and he has been consistent in bringing in diverse players to shape his ideas as presented in his work.” Reviewers specifically pointed to his collaborative book, with R. Rogers-Ard Black Educational Leadership which they described as a ‘profound and desperately needed contribution.”

Sheila Edwards Lange, Chancellor & Professor of Practice

PUBLICATION:

Elizabeth "Liz" Rangel, Academic Advisor/Recruitment & Retention Specialist

PRESENTATION:

Cynthia Requa, EdD alumni

RECOGNITION:

  • Dr. Cynthia Requa, a recent graduate of the EdD Program, has been named a 2022 Council for Higher Education Accreditation (CHEA) Fellow. The Fellows program is reserved for select candidates who have an acute awareness and interest in higher education quality assurance through the accreditation process. Dr. Requa was selected from a wide range of applicants and will complete an eight-week fellowship with CHEA in Washington, D.C.

José Rios, Associate Professor

PRESENTATIONS:

  • Dechaine-Berkas, J., & Rios, J. (2021, June). Collaborating to diversify the STEM teaching workforce in Washington State. Poster presentation at the annual UTeach Equity and Racial Justice Virtual Summit.
  • Flores, S., & Rios, J., (2021, June). Diversifying the STEM teaching workforce: Tools and processes for your institution’s journey. Presentation at the annual UTeach Equity and Racial Justice Virtual Summit.
  • Hadley, M., Flores, S., Phung, T., & Rios, J. (2021, June). Enhancing equity, diversity and inclusion in K-12 STEM teacher preparation. Presentation and workshop at the inaugural virtual Working Conference on Wicked Problems in STEM Teacher Preparation: Catalyzing change through strategic collaborations.
  • Baldwin, K., Nollmeyer, G., & Rios, J. (2021, November). Building a K-12 teacher preparation environmental and sustainability education microcredential. Presentation at the annual E3 Virtual conference.
  • Rios, J., Baldwin, K., Nollmeyer, G, & Hadley, M. (2022, January). Examining diversity and equity in STEM teacher preparation: One institution’s journey. Poster presented at the annual Hawaii international conference on education. Waikoloa, Hawaii.
  • Rios, J., & Dechaine-Berkas, J. (2021, October). Diversifying the STEM teaching workforce: Tools and processes for your institution’s journey. Presentation at the annual critical questions in education conference. Cleveland, Ohio.
  • Rios, J. (2021, October). The community science and engineering walk: Seeing science and engineering all around us. Presentation at the annual NSTA Area Conference on Science Education. Portland, OR.
  • Rios, J., Baldwin, K, & Nollmeyer, G. (2021, October). Faculty engage in a diversity campaign to improve STEM teacher preparation. Presentation at the annual NRMERA Conference. Sun Valley, ID.

GRANTS:

  • Co-Principal Investigator, (2018-2022). Title V Grant. Theory to Practice: Elementary STEM Teacher Preparation for Hispanics (ESTPH; $2,750,000; $140,646 - subaward).
  • Project Leader, (2016-2022). NSF Grant. The Next Generation of Science, Technology, Engineering, and Mathematics (STEM) Teacher Preparation in Washington State (NextGen-WA; $3,000,000; $66,853 - subaward)

APPOINTMENT:

  • Rios currently is serving on the advisory boards for Washington State LASER (Leadership and Assistance for Science Education Reform) and the Energy and Equity Project at Seattle Pacific University.

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