Looking for contract work as a Web Designer/Developer?
OSU College of Education is seeking proposals for the redesign and redevelopment of the College of Education’s (CoEd) online web presence. We seek a Web Designer/Developer who is familiar with Drupal 7 and/or is familiar with web development and implementation for marketing purposes. The project is estimated to take up to 12 months in duration. To apply, please view the form and proposal request below. Submit materials to maia.farris@oregonstate.edu by September 30, 2021.
You are the leaders of the next generation. Go out there and be amazing teachers, counselors, educational leaders and researchers. We’re rooting for you. https://commencement.oregonstate.edu/ceremony-2021
Save the date for this year’s 2021 Commencement which will take place on Saturday, June 12 for Corvallis and Ecampus students. The virtual events will begin with the university’s main commencement celebration from 10:30-11:30 a.m. PDT, followed by pre-recorded school and college ceremonies. The OSU Cascades commencement will take place on June 13 at 9:00 a.m. PDT.
Although virtual, we commit to enable engaging, student-driven Commencement events with personal touches that allow you to be featured if you choose to participate this way. Visit commencement.oregonstate.edu for more information.
> Celebrate with the College of Education with #OSUCoEdGrad and win!
Let’s celebrate together. When you post your grad photos on Instagram, Facebook, or Twitter, use the hashtag #OSUCoEdGrad and tag @osucoed.
Those who tag us and use the #OSUCoEdGrad will be entered into a SWAG giveaway. The 3 random winners will be contacted and mailed College of Ed SWAG items
> Submit a video by May 15th and win a prize!
Represent the college and be highlighted in the college’s virtual commencement video. The University is looking for students to submit a very short video clip (film horizontally) and answering one of the questions below in a complete sentence. Submit videos to maia.farris@oregonstate.edu by May 15th and be entered to win a SWAG giveaway. If you have questions, please email maia.farris@oregonstate.edu
Why are you excited to be a teacher, counselor, leader in education, and/or change agent?
What album, book, or movie has shaped who you are as a person?
How have you surprised yourself while in college?
What goal have you achieved that felt really far away your first year in college?
What was the best class you took in college, and why?
What’s something that you loved doing as a kid that you still love doing as an adult?
Best place to study on campus?
Make up your own question/answer
> #BeaverGrad checklist:
Confirm your degree
Update your address to receive a celebration package from the University that contains a cap, tassel and diploma case
After degrees are conferred, you will be contacted regarding ordering your diploma. More details can be found here.
Congratulations on this big achievement, class of 2021 Beavers. You’re the next generation of teachers, counselors, researchers and leaders in education.
Join the quarterly Alumni Newsletter and follow us on social media to stay in the loop about upcoming community events, professional development, and more. Please keep in touch and let us know where you are and what you’re doing. We’d love to feature you in an upcoming newsletter!
In Oregon State University’s College of Education, nearly 100 students in teacher preparation programs this year have faced an extraordinary challenge: learning how to be K-12 teachers in the midst of a global pandemic that closed schools, left many children learning from home and tested even the most seasoned educators.
Oregon State’s future teachers have embraced the moment with grace, flexibility, creativity and perseverance.
“What we have asked of them is just incredible,” said Sara Wright, senior instructor and program lead for the Undergraduate Double Degree and Master’s of Science programs. “I have been really impressed with how they’ve faced this challenge.”
The pandemic has offered important lessons for current and future teachers about educational equity, such as disparities in student access to the Internet; use of technology as a tool for student engagement; collaboration with other teachers; and adapting instruction to meet learners where they are.
Kiley Pugh is student-teaching science to middle- and high-schoolers in Corvallis this year. The shift to virtual instruction helped her learn how to present material and engage with pupils in many different ways, and Pugh is excited to put those skills to use as students return to in-person instruction, she said.
“It really forces you to think about how students learn,” said Pugh, who is pursuing a master’s in science education. “I think this experience will make me a more flexible teacher. Things just aren’t always going to go according to plan. And I’ll have a really good understanding of how to use technology in an in-person classroom after this.”
College instructors have mastered new methods for pupil engagement in an online world alongside the teacher candidates they are supervising. College faculty have also shared their skills and knowledge with the broader education community, developing a web page with resources and support for K-12 teachers and rapidly rolling out a new seminar on teaching with technology for OSU students and faculty as well as teachers in the community last spring and summer.
Sara Wiger, a doctoral student who supervises teaching candidates and also works as an intervention specialist at Husky Elementary School in Corvallis, said her teaching candidates have demonstrated a tremendous ability to engage with their students, even though they didn’t get much if any actual classroom time with them in the fall and winter.
“You could tell they missed being with their students, but they still found ways to connect with them and learn who they are,” Wiger said. “They gained a lot of important teaching skills they wouldn’t normally get, such as learning how to adapt the curriculum to make it work for learners in a variety of settings and situations.”
“One of my teaching candidates used Google Slides to adapt a reading lesson for use online, building all of the steps of the lesson, such as vocabulary prompts, into the slides,” Wiger said. “It made it very accessible to all learners and everyone could participate.”
College of Education administrators and faculty have worked tirelessly to ensure that teaching candidates had appropriate field placements and met the requirements needed to earn their degrees and teaching licenses.
The flexibility of the program allowed Marjorie Baker, an undergraduate pursuing a double degree, to complete her final year of college at home in Kotzebue, Alaska, rather than return to Corvallis. She is student teaching kindergarten in her hometown this year. She hoped staying home would give her a better chance for in-person teaching, which she has been doing since January.
Marjorie and Kelsy in Alaska
“We have been in-person since mid-January,” Baker said. “I am so glad to have this in-person experience during my student teaching year. I feel like it has been a much better representation of what teaching in the future will be like.”
Kelsy Weber, who is pursuing a master’s in mathematics education, also ended up in Kotzebue at the last minute after her original student teaching placement fell through. Weber, a native of Vale, Oregon, is teaching high school math. In Kotzebue, COVID case counts determined whether classes could be in person or not. Weber quickly learned to plan her lessons in multiple formats, in case conditions changed.
“We really didn’t know from day to day how things were going to go, so we learned to adapt,” she said. “And I’m learning a lot about what my students need from me as a teacher.”
In a virtual world, teachers cannot rely on traditional instructional approaches. They also can’t rely on body language and facial expressions for cues about pupil engagement, said Associate Dean Randy Bell.
As a result, student teachers this year have learned to innovate with technology, getting creative in their use of Zoom breakout rooms and relying extensively on chat messaging to engage with their students. In some cases, they were also able to assist their cooperating teachers with the technological aspects of virtual school.
“Our students have skills that really help in this online environment,” Bell said. “It has been amazing to see our students teaching lessons while simultaneously monitoring and responding to students in a chat. It’s a very complicated and challenging way to teach and our student teachers have risen to the occasion.”
The MAT Clinically Based Elementary program and some of our students are featured in the spring issue of the Oregon Stater, OSU’s alumni magazine. We’re so glad for the opportunity to share the work we’ve undertaken, especially with our district partners.
You’ll see several of our wonderful teacher candidates featured: Kimberly Skinner (Beaverton School District, Class of 2020), Daniel Dai (Portland Public Schools Dual Language Teacher Resident, Class of 2021), Laura Plomer (Hillsboro School District, Class of 2022), and Madeline Elmer (Beaverton School District, Class of 2021)
The National Science Foundation (NSF) awarded a $2,779,198, five-year grant to Portland State University and the Teachers Development Group (TDG) for a study that aims to improve math teaching and learning.
The project — titled Co-Learning Math Teaching Project: Collaborative Structures to Support Learning to Teach Across the Professional Teaching Continuum — will got underway in November. Experts from West Linn-based nonprofit TDG will lead a research team from five universities: PSU, Oregon State University-Cascades, Montana State University, University of Washington and University of Maryland-College Park. TDG seeks to improve students’ math achievement and understanding through math educators’ professional development.
This project focuses on the clinical preparation for teacher candidates and professional development for experienced math educators. The project will implement collaborative learning structures that seek to enhance teacher candidate’s learning and collaboration with cooperating teachers (mentors working in the field) to improve outcomes for middle and high school students. Through observation, interviews and other forms of data collection and analysis, the research project aims to create a model that supports mentors and teacher candidates to “co-learn” ambitious mathematics teaching through focusing on justification and generalization. Additionally, the Co-Learning Math Teaching Project will focus on how educators learn to teach more equitably, gaining greater knowledge of the structural oppression and systemic racism that many of their students face.
Senior Instructor, Melinda Knapp, is the OSU-Cascades partner listed in the description.
Cass Dykeman, Counseling Professor at the College of Education, is getting out there to help the community.
He says: “I was a volunteer at the Covid Vaccine Clinic this morning at Reser Stadium. I thought it might be great to show CoEd personnel at work to aid the vaccination effort. A lot of my family is involved with health care and I wanted to do something too. So when the call went out for volunteers to help with the vaccine clinic this morning at Reser Stadium I signed up to ferry people that needed assistance getting from the parking lot to Gate C via one of OSU’s golf carts since I am approved for driving with the motor pool. It was cold but it felt great to help out in any way I could. The clinic was extremely well run and I would encourage any of my CoEd colleagues to volunteer too!”
At this event, President Alexander announced the creation of the President’s Commission on the Status of Black Faculty and Staff Affairs to be co-chaired by Terrance Harris, the director of the Lonnie B. Harris Black Cultural Center, and our very own, Dr. Tenisha Tevis, an Assistant Professor in Adult and Higher Education at the College of Education.
Dr. Tevis is also the 2021 recipient of the Frances Dancy Hooks Award which recognizes Oregon State students, staff or faculty who exemplify Frances Dancy Hooks’ work: building bridges across cultures, showing courage in promoting diversity, and proudly “Walking the Talk.”
Can middle schoolers learn computer science concepts using tabletop games? How about during a pandemic, when classroom interaction takes place remotely?
Oregon State University researchers are working closely with teachers to develop an innovative curriculum designed to broaden participation in computer science classes.
Associate Professor and Education Ph.D. Program Chair, Soria Colomer, speaks in the podcast below.
“Soria Colomer was the one giving advice there. She is an associate professor of education and the English-language learner consultant on the grant. “
This message has been approved by all governance committees within the College of Education. It aligns with the vision, mission and values of the college.
In the College of Education, our efforts toward equity are a work in progress. We acknowledge that in our history and present we have made mistakes, but we commit to engage in anti-racism work to better serve the needs of Black, Indigenous and People of Color (BIPOC) in our community. This commitment includes ongoing action, initially split into five foci, that has been integrated into our governance structure. To serve the needs of the BIPOC community, we will employ equitable student recruitment and retention practices; examine pedagogy and update syllabi for non-bias and inclusive practices; engage in faculty/staff forums and trainings; review College research and scholarship support structures and policies, and create a welcoming environment in Furman Hall and beyond.
We as a College of Education commit to these actions by
Holding re-occurring “Call to Action” open sessions for faculty and staff to explore and discuss concerns and actions needed to further our efforts addressing racism.
Participating in DEI-focused leadership training (Leading Change for Diversity, Equity and Inclusion) by all leadership team members.
Requiring search advocates for every competitive hire and creating a College policy to support equitable search practices for all college hiring.
Examining and improving equity in student recruitment and retention practices.
Reviewing course syllabi and pedagogy across programs to identify equity-focused changes.
Holding anti-oppressive conversations and training for faculty and staff that focus on specific identities (e.g. Black, Indigenous, Latinx, Trans, Disability, national origin, etc.).
Reviewing College research and scholarship support structures and policies to better support equity work, with explicit attention to serving the needs of the BIPOC community.
Building structures and practices that support and highlight College research and scholarship that uncover and promote the alleviation of inequity, with explicit attention to the needs of the BIPOC community.
Charging an ad hoc governance committee to explore changes to create a community and space that are welcoming for BIPOC students, faculty, and staff.
For more ideas, keep an eye out for information on our upcoming forums. Send questions, comments, concerns to coed-action@oregonstate.edu
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