Objective 1: Timely responses and more individualized and robust feedback given to students in Master, Specialist, and Doctorate programs.
Committee Member for Doctoral Student Becky Gerdes
I served as a committee member for a doctoral student. This student is actually completing her degree from Bethel University. Julie Carlson had agreed to be on her committee and asked me to serve as well as she was going to be away on sabbatical. I, along with the other committee members met with the student several times to offer advice and guidance about setting up her research.
Committee Member for Doctoral Student Brian Jones
I agreed to serve as a committee member for a current student in both my doctoral class and a master's level elective - Critical Race Theory in Education. Brian has certainly shown that he is not only interested in learning more about Critical Race Theory, but implementing his learning about the tenets to make a positive difference for students of color in MNSU's admissions office. Brian and I have developed a relationship that allows us to talk freely and frankly about institutionalized racism and strategies to interrupt it.
Accommodating a Master's Student
Because of changes we made to a first draft of a schedule EDLD 641 - Critical Race Theory in Education was moved from a summer course to a fall course. As a result, a student who had planned on taking the course in her final semester was left without options as she had already taken the courses that were available. We quickly moved to accommodate her request by offering to let her take the course as an independent study with me.
Because of changes we made to a first draft of a schedule EDLD 641 - Critical Race Theory in Education was moved from a summer course to a fall course. As a result, a student who had planned on taking the course in her final semester was left without options as she had already taken the courses that were available. We quickly moved to accommodate her request by offering to let her take the course as an independent study with me.
Writing Letters of Recommendation
On several occasions, students have asked me to write letters of recommendations for doctoral programs or jobs. This particular student had recently graduated with a Master's degree from MNSU and was in the process of applying to doctorate programs at two other institutions when I suggested that she consider the doctorate program at MNSU. Frankly, our program had not been on her radar. After doing some research about what MNSU's Ed.D. had to offer, she decided to apply. I was more than happy to write her letter of recommendation.
On several occasions, students have asked me to write letters of recommendations for doctoral programs or jobs. This particular student had recently graduated with a Master's degree from MNSU and was in the process of applying to doctorate programs at two other institutions when I suggested that she consider the doctorate program at MNSU. Frankly, our program had not been on her radar. After doing some research about what MNSU's Ed.D. had to offer, she decided to apply. I was more than happy to write her letter of recommendation.
Objective 2: Supervising Student Teachers of Color
|
As all of the other university supervisors were white people, I was asked by Dr. Elizabeth Finsness to supervise two student teachers of color. Gloria Fahnbulleh (left) taught 3rd grade at Cornelia Elementary in Edina and Vanness Buth (above) taught 3rd grade in Peter Hobart Elementary in St. Louis Park. Both of these aspiring teachers were exceptional in their abilities to form relationships with students and to hold them to high expectations academically and behaviorally. I reviewed their lesson plans and observed each of their classrooms multiple times while taking scripted notes. I provided instructional advice and coaching support as well as documented their performance in Tk20.
|
Objective 3: Chair Curriculum and Instruction Advisory Board.
Curriculum and Instruction Advisory Board - Repository of Groundings and Strategies
After several meetings and conversations with Dr. Timothy Berry and Dr. Elizabeth Finsess, I learned about the need for our overwhelmingly White female teacher candidates to be provided with more in the way of racial consciousness. I felt that it would be important to chair the Curriculum and Instruction Advisory Board to create a mechanism to influence each department to embed racial equity in its curriculum and instruction. As a result, we on the CIAB have built a repository of Groundings to be shared with departments for use or for examples of how racial equity can be purposefully integrated into every class session. See the link below:
Repository of Groundings and Strategies
After several meetings and conversations with Dr. Timothy Berry and Dr. Elizabeth Finsess, I learned about the need for our overwhelmingly White female teacher candidates to be provided with more in the way of racial consciousness. I felt that it would be important to chair the Curriculum and Instruction Advisory Board to create a mechanism to influence each department to embed racial equity in its curriculum and instruction. As a result, we on the CIAB have built a repository of Groundings to be shared with departments for use or for examples of how racial equity can be purposefully integrated into every class session. See the link below:
Repository of Groundings and Strategies