Since 1984, Darlene Russ-Eft has been an on-going contributor to the Human Resource Development (HRD) field by “leading the profession through research” and the “development of new knowledge”. She is considered one of the founders of the field of HRD, with a passion for teaching and research that has awarded her with an Academy of Human Resource Development (AHRD) Hall of Fame honor.
This Hall of Fame award is unique in that it is only given to those who have received the AHRD Outstanding Scholar Award prior. Russ-Eft received this award in 1999 with evidence of scholarly publications that contribute to the fundamental theory and practice of HRD. This practice is more specifically seen in her books and articles that emphasize and highlight the role of program evaluation. At this time Russ-Eft was the Director of Research for Achieve Global, an international training provider. She also contributed to the development and adoption of the AHRD Standards on Ethics and Integrity (AHRD, 1999) and is currently co-chair of a task force working on revisions of those standards. She has served on the AHRD Board, as the vice president for research, and recently as president.
The focus of Russ-Eft’s research involves the connection of human resource development and program evaluation. At OSU, she engages in evaluation of educational programs and activities related to the Bioenergy minor program, the Science and Math Investigative Learning Experience (SMILE) teacher workshops, and the SMILE Summer Bridge program that introduces Bioenergy concepts.
Russ-Eft’s education and research efforts have allowed her to travel as well. As a graduate student, she served as a teaching assistant in undergraduate psychology courses. While a researcher at the American Institutes for Research in Palo Alto, she taught undergraduate courses in psychology. One of her recent travels for teaching has been to Bangkok, Thailand where she taught a course titled Ethics and Good Governance in Complex Organizations in the doctoral program in Human and Organizational Development at the National Institute for Development Administration (NIDA). Russ-Eft shares that she has also guest-lectured at other universities in the United States and internationally.
Russ-Eft has worked at Oregon State University’s College of Education since 2002. Today she continues her work as a Discipline Liaison in Adult and Higher Education (AHE) and a Professor in the doctoral program for Community College Leadership, Higher Education, and in the AHE Masters program. Russ-Eft shares how she “love[s] both research and teaching” and how she has “enjoyed the various research and evaluation projects that have been a part of [her] OSU position.” She emphasizes that she has especially “enjoyed teaching the various courses here; including Learning Theory at the masters level, Instructional Leadership at the doctoral level, Research Analysis and Interpretation at the doctoral level”, as well as her current courses. In addition, “advising both masters thesis students and doctoral advisees have been a highlight” for her.
Along with her love for teaching and research, Russ-Eft says, “for fun [she and her] husband, who is a retired Division Counsel (lawyer) for the Army Corps of Engineers, love to travel, hike, bicycle, and cross cross-country ski, and sing in a choir.”
-People of CoEd- This is Karla Rockhold. She is one of the advisors in the College of Education. With spring term being a busy time of the year, don’t forget that advisors are always here to help! Make an appointment with her if you have any questions. Karla is a great advisor, always positive, and works hard to answer any and all questions you may have. Call 541-737-4661 to make an appointment today!
The counseling program at OSU has come a long way since the founder, Professor Frank H. Shepherd, taught the first counseling course during the Spring Semester of 1917. This year, Oregon State University’s College of Education’s Counseling program is proud to announce the celebration of its 100th anniversary.
Entering the 100th year of counseling, Cass Dykeman shares, that “the centennial is a chance for all of Oregon to celebrate the pivotal role the citizens of the State have played in the continuous development of this profession, [which is] so vital to the health of the nation.” Cass Dykeman, the Associate Professor in Counselor Education at OSU’s College of Education, has been a part of the program’s development since 1998.
After receiving a Master’s in Educational Psychology with a School Counseling concentration and a Doctorate in Counselor Education, Dykeman pursued his passion in the following years as a counselor educator, and as an elementary school and high school counselor in Washington. Although he loves his current job, he admits that he “miss[es] playing football with the kids at recess. You don’t get recess teaching doctoral students!”
Today, Dykeman continues his work as an Associate Professor in the program. His favorite part of the program is working with doctoral students on their dissertations because, “helping advanced students create new knowledge is a thrill” for him. He enjoys the manuscript style of the dissertations, because many of the doctoral students publish their efforts in peer-reviewed journals. Rebecca Bolante is one of Cass’ prior students who has produced two peer-reviewed journal articles from her dissertation about Threat Assessment. Dykeman has already served as a major professor for 24 PhD graduates, and says, “[his] goal is to hit 50 by the time [he] retire[s].”
Dykeman understands that pursuing a doctorate is an overall large investment; but finds the Counseling program unique because, it has offered “distance hybrid education since 1933” and is ranked third oldest for continuously operating counselor education program in the world. Dykeman adds that, the program is “high quality and [has] a proven track record.”
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-People of CoEd- Meet Allison Dorko. She is a student in the SMED PhD program with a focus in math. Next year she is going to Oklahoma State University to teach math. “I love getting to work with the after school STEM club at Lincoln and Garfield elementary school”
Larry Flick– A Message from the Dean
“I am retiring from OSU after 23 years. My decision to retire is mostly personal in that my wife retired last July after 46 years as a high school teacher. It immediately became apparent that I too was ready for our next chapter. But my decision to retire comes at good time for the college. Eight years ago, the Department of Science and Mathematics Education merged with the College of Education and 4H moved to the College of Public Health and Human Sciences. It was a time of major changes across the entire campus. Now nearly a decade later, the college is very different from what it was. I see this as a good time for college faculty and staff to take stock of their significant accomplishments and look to what they want the college to be in the next decade.
Most immediately, my wife and I will be traveling at times other than summer. We have always enjoyed trips that involve view wildlife, hiking and interacting with the local culture. In July, we’ll be on the Bernese-Oberland Traverse in the Alps. September will be Tuscany followed by joining Global Volunteers in Siedice, Poland working with middle school children in using English while doing science activities. In December, we will be in a boat exploring the coast of Costa Rica and Panama and making a canal transit.” –Larry Flick
—- As we say our farewells, the College would also like to add that we are searching for a new Dean to follow in Larry’s footsteps.
We are seeking a collaborative, inspiring, and entrepreneurial leader to serve as the Dean of Oregon State University’s College of Education. The Dean will work closely with faculty and staff to achieve its vision to be an international leader in research and in the preparation of researchers, scholars, learning leaders, teachers, and counselors who make a difference by promoting innovation, social justice, and lifelong learning and thereby preparing citizens who are socially empowered, reflective, innovative, and caring members of increasingly diverse communities and the world. Learn more about the position.
Rebecca Bolante: Director of Threat AssessmentWhen trying to prevent a tragedy, OSU alumna and Director of Threat Assessment, Rebecca Bolante, says threat assessment is “not about finding someone who would do something bad, it is the opposite — it is about creating a supportive plan so their situation changes.”
Rebecca Bolante is a stellar graduate from the Oregon State University College of Education who was studying in the PhD in Counseling program when the Virginia Tech shooting occurred. This event sparked her interest in threat assessment, and she changed her research focus to answer the question, “How can we prevent something like this happening in Higher Education?”
In 2014, Bolante graduated from Oregon State University with a Ph.D. in Counselor Education and Supervision. Bolante continues her work as the Director of Threat Assessment Management programs at Chemeketa Community College in Salem, Oregon. Along with her Ph.D., her education background includes a Master’s degree in Rehabilitation Counseling and a Bachelor’s in Psychology with a minor in Criminal Justice from Western Oregon University.
Bolante was first introduced to the counseling program here at OSU when one of her professors spoke highly of the program. The flexible, hybrid program including both online and on-campus classes was perfect for her needs. Working full time and as a mother made finishing a degree more challenging, but her passion of caring for others, education, and research propelled her to earn her degree.
With her research on threat assessment, she learned the best tactics to prevent violence and continues to share these techniques with various professionals like counselors, law enforcement, human resources, and legal counsels . “The key to threat assessment”, she says, “is a team approach”. Overall her research created the Threat Management Resources program at Chemeketa. This program focuses on three parts: prevention (threat assessment), what to do during an event, and disaster behavioral health recovery, and can result in a certificate.
Currently, Bolante’s work at CCC is filling the need to provide the support, education, and training in Threat Management for working professionals. The program has even expanded to places outside of the state to provide the training where it is needed. Bolante’s work doesn’t just engage with the national conversation about mental health and safety nationwide, she contributes to it.
At the beginning of her research she thought that all campuses had threat assessment teams, given they are highly recommended by the Secret Service, FBI, and the U.S. Department of Education. In reality, most colleges and communities do not have someone like Bolante to help facilitate the aftermath of traumatizing events; however, she hopes that her workshops on how to set up a response room, to-go box, and other trainings will help see an increase. She believes campuses should all have threat assessment teams because “there is a need and it continues to grow”. Fortunately, here at Oregon State we have our own Threat Assessment Team with Oregon State Police lieutenant, Eric Judah, co-founder of the team, who also assists Bolante with various training.
After learning about the College of Education’s new Master of Counseling in Clinical Mental Health program, Bolante expressed interest in the online aspect. She shared that her last part of her academics was online and although she originally questioned how it would work out, she stated that “the online experience went very well…[because] it is very efficient to handle the details. I can see how it would benefit counselors in training”.
Some improvements that Bolante hopes for the future is more work in counselor education involving threat assessment and disaster behavioral health. Bolante admits that she “made an assumption that counselors have training [in disaster response], and although there is more now, it is a different skill set with emphasis on psychological aid.” She also emphasizes the importance in education about spirituality and belief systems because they play a significant part of responding to disasters since “people’s belief systems oftentimes get confused and unsure during these times”.
One thing she loves about her job is seeing people “get off the pathway to violence and receiving positive support”. Bolante shares that “if we could learn more about the warning signs and report them prior to an incident we could reduce mass violence.” With work keeping her busy and oftentimes dealing with dark topics, she knows how important self care is and enjoys gardening, music and family time.
Bolante is fortunate to have her hard work and determination supported by her family, husband, and children. Another person who is a continuing supporter of Bolante’s education and work is Dr. Cass Dykeman, a faculty member in OSU’s Counselor Education program. Bolante says that he has “been a champion for these initiatives” and together, they have created recent publications; including one this year.
First Lady Michelle Obama addressed the critical role of school counselors in helping students successfully complete high school and pursue post-secondary options recently when she was made an honorary school counselor at the annual American School Counselor Association conference
“College is for everyone,” according to Mrs. Obama. “Every student in this country needs some higher education, whether that’s a two-year degree, a four-year degree, or professional training of some sort.”
Unfortunately, with one of the lowest high school graduation rates in the nation, Oregon’s students will certainly struggle to achieve this goal, which is part of both the White House’s College Opportunity Agenda and Oregon’s 40-40-20 legislative mandate.
Research continues to show that the leadership and collaboration provided by school counselors not only increases student achievement and post-secondary matriculation through college and career readiness planning, but is instrumental in creating environments that help students overcome obstacles which are affecting their ability to learn.
In a recent letter to chief state school officers, Arne Duncan echoed Mrs. Obama’s call to action when he asked leaders to find “systemic and sustainable” support for school counselors.
School counselors are more important than ever to Oregon students, families, and school staff members with forty percent of our state’s children identified as being exposed “to the social-economic, physical, or relational risk factors that adversely impair their ability to develop the foundations of school success.” (Oregon Learns: Executive Summary-OEIB Report to the Legislature, December 2011.)
Before outlining the newest federal funds available to support, hire, and train school counselors; Mrs. Obama stated that school counseling “is a necessity to ensure that all our young people get the education they need to succeed in today’s economy.”
Only eight states have a worse counselor-to-student ratio than Oregon, and Mrs. Obama called the national average, “outrageous.” Making matters worse, Oregon has never established staffing or funding mandates for school counselors. While the importance of equitable student access to professional school counselors is at the forefront of a national conversation, Oregon’s educational leaders and politicians should take the necessary steps to ensure that its students are better prepared for academic success, social-emotional well-being, and college and career readiness through the resources and support provided by school counselors.
For more on this topic, please see a previous post: Where Are The School Counselors?.
Gene Eakin has a doctorate in educational psychology from the University of Oregon and worked in the public school for over 30 years, including 23 years in the Lebanon School District. He is the School Counseling Program Lead in Oregon State University’s College of Education and advocacy chair for the Oregon School Counselor Association (OSCA). Dr. Gene Eakin can be reached at firstname.lastname@example.org .
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Oregon has 70 schools with dual-language programs, with more on the way. Demand is booming for two reasons: research shows that dual-language programs work better for foreign-language speaking students than English-only programs.
But Esperanza de le Vega, the coordinator of Portland State University’s bilingual teacher pathway program, says there’s another big driver. “There is an educated population of sometimes bilingual, sometimes monolingual parents, who want this for their children. I think it’s great, because we have more allies,” she says.
But as programs mulitply and expand into middle and high schools, it gets harder for districts to find teachers who are both qualified in the necessary subject area, and who have the language ability.
Oregon State University language professor, Kathryn Ciechanowski, says school districts pursue candidates who are still in college.
“Our bilingual candidates are very often offered jobs before they even finish their programs,” she says, and adds, “we often advise students to think carefully about what they would like to have in their teaching positions, because there typically will be multiple districts trying to hire them — because of the need for bilingual educators.”
Read more on the OPB website: http://www.opb.org/news/article/bilingual-education/
STEM Workshops for Educators: Offered by OSU research faculty. Free. Lunch provided. Limited funds available to support lodging costs for participants more than 80 miles away.
Here’s the summer schedule of workshops:
- July 31-Aug. 1: Explorations in Nanotechnology for 6-12th Grade Educators.
- Aug. 11-12: Climate Change and Ocean Acidification.
- Aug. 14-15: Biological Motions through the Lens-An Advanced Light Microscopy Workshop.