Dr. Thomas (Thom) Field – Counseling Program Chair and Associate Professor
Thomas Field, PhD, is an Associate Professor in the College of Education at Oregon State University. He has taught graduate counseling students since 2011 and previously worked as a faculty member at Boston University School of Medicine. His research focuses on the integration of neuroscience into counseling practice, and professional and social justice advocacy. During his academic career, he has published more than 30 peer-reviewed articles. He has also authored two books on the topic of neuroscience integration. He has received grant funding from agencies that include the Substance Abuse and Mental Health Services Administration (SAMSHA). His research and teaching has been recognized nationally. In 2019, he received the Counselor Educator of the Year award from the American Mental Health Counselors Association. He is also a current standards revision committee member of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the recognized specialized accreditation body for counseling. In addition to faculty responsibilities, he has actively helped clients with mental health concerns since 2006. He has provided counseling to more than 1,000 clients during his career and currently maintains a small private practice where he sees adolescents and adults. He is board certified as a counselor and clinical supervisor by the National Board of Certified Counselors and affiliates.

Dr. Beth Rankin – Professor of Practice | Double Degree Program
Beth Rankin joins us from the University of Kansas, where she completed her Ph.D. in Curriculum and Instruction in 2021. Her dissertation explores secondary traumatic stress in K-12 educators. She also holds an M.S. in Curriculum and Instruction and a B.S. in Elementary Education from the University of Kansas. Beth brings knowledge and experience in K-12, as she has taught elementary school for five years, from kindergarten through fifth grade in Kansas. She has also served as an instructor at the University of Kansas, and she has specialized knowledge of support for ELLs. She has taught a variety of classes, including Curriculum & the Learner in the Elementary School; Student Teaching Seminar; Differentiating Curriculum & Instruction; Assessing English Language Learners; Reading & English Language Learners; Practicum in Teaching English to Speakers of Other Languages.

John Scholl – Executive Assistant to the Deans
John grew up in Austin, TX, and moved to Eugene, OR in 2009 where his wife, Julie, is from. They have three young school-aged kiddos and are eager Beavers for the new job and town. John has a BSE in Kinesiology and M. Ed. in Sports Management and has worked in non-profit, public, private, and Higher Ed settings in a variety of different leadership and support roles. His most recent position was with PeaceHealth as a Sr. Quality Facilitator. John’s interests outside of work is lots of family time, ministry-related pursuits, going to any live event, and all kinds of recreational fitness pursuits.

Dear Friends and Colleagues of the College of Education,

The family of Professor Mike O’Malley has asked that we share the details of the funeral services.

Services will be held Friday, July 16, at 11am at St. Mary’s Catholic Church in Corvallis, 501 NW 25 St, Corvallis, OR, 97330. All are welcome.

The passing of Mike O’Malley, a beloved faculty member, is a tremendous loss to the College and community, and we share our deepest condolences with his family and loved ones.

Susan — Susan K. Gardner, Ph.D. (she/her)
Dean of the College of Education


Make a gift

In lieu of flowers, please consider a gift to Mike’s scholarship fund. Gifts can be made to the OSU Foundation at osufoundation.org or mailed to OSU Foundation, 4238 SW Research Way, Corvallis, OR 97333. Please indicate that the gift is in memory of Mike O’Malley.


Event: Sept. 30, 2021 fall community gathering

Join the College of Education and the community at this fall gathering to celebrate Mike’s work and life at OSU. We hope to unveil a dedicated memorial rose bush at this time on the College of Education property.

Attendees will be supported by Counseling and Psychological Services (CAPS) and the Office of the Dean of Students at this event to facilitate an informal gathering space to remember, support, and share stories of Mike’s legacy.

Event details

Mike O’Malley’s obituary

https://www.gazettetimes.com/news/local/obituaries/michael-joseph-omalley/article_a86bcfa0-d6af-5513-b425-a66afb52ef87.html

Valley Library e-book collection in memory of Mike’OMalley

Click here for book collection list.

Things Overheard at OSU post about Mike

https://www.facebook.com/groups/OSUOverheard/permalink/10159180384234000/

Funeral Services Recording

Zoom meeting

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. “

-Robertson

🎧 Listen now to Engineering Out Loud » beav.es/JGm

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

A podcast created by KOIN news 6

Justin Roach, program lead of the MAT in Clinically Based Elementary and Chelsey Williams, continuing education manager were featured in a KOIN Podcast: “Coronavirus Podcast: What can we learn from distance learning?
 
Listen to learn more about how far distance learning has come since last spring, what needs improvement and a glimpse into how education is changing.  Both Roach and Williams delve into remote learning during COVID times. This is a hard time to be a teacher, which is why the college is working to provide K-12 teachers with a variety of synchronous and asynchronous resources.

Photo of Gloria Crisp

Congratulations to faculty member Gloria Crisp for receiving the 2020 ASHE Mentoring Award. Crisp is a Professor and Program Chair of the Adult and Higher Education programs at Oregon State University.

ASHE (Association for the study of Higher Education) awards recognize exemplary achievements and contributions to the study of higher education through research, leadership, or service to ASHE and the field of higher education. Crisp has a long record of sustained, wide-reaching, and transformative mentoring of emerging scholars. Above and beyond mentorship as a condition of academic service, Crisp has studied mentorship as a mechanism for addressing inequities facing marginalized groups and, most notably, has extended this line of inquiry into her everyday practice. In ASHE, she has consistently mentored new faculty members as chair of the Early Career Faculty Workshop. 

Additionally, Crisp has recently published their research on Empirical and Practical Implications for Documenting Early Racial Transfer Gaps with co-authors and AHE doctoral students, Charlie Potter and Rebecca Robertson. The chapter reveals racial and ethnic inequities in transfer.

We congratulate you for your hard work, Gloria!

Emergent bilingual students now make up 10 percent of the state’s K-12 student population. These students are learning English on top of their regular school subjects, yet many Oregon teachers don’t have the specialized training or certification to meet their needs. But that’s changing.

Thanks to a new, 5-year, $2.5-million grant from the U.S. Department of Education to Oregon State’s College of Education, more Oregon teachers will soon be able to earn their English for Speakers of Other Languages (ESOL) endorsement without having to pay the $10,000 tuition. The grant will also help these teachers work with community resources to build bridges with families of emergent bilingual students.

The TEAMS approach to multilingual education

Known as TEAMS (Teachers Educating All Multilingual Students), the new program will train 80 teachers in the Beaverton, Bend-La Pine, Springfield, Greater Albany and Corvallis school districts to better understand the languages, families and community cultures of their students.

“We know that if teachers don’t have the proper training to support emergent bilingual students, they are not as academically successful,” says María Leija, an Oregon State instructor and TEAMS grant coordinator. “Teachers don’t need to know their students’ languages, but they do need to understand the components of human language — syntax, semantics, pragmatics, phonology and morphology — and the resources that are available to support them.”

For example, a Spanish-speaking student might spell the word coyote with two Ls instead of a Y because a double L in Spanish is pronounced the same as a Y in English. Knowing these linguistic nuances, a teacher can better help students understand errors.

Teachers feel the need

“Teachers have been asking for resources to teach English learners more effectively,” says Karen Thompson, an assistant professor who is leading TEAMS. “This program will ensure that teachers have the best possible preparation for working with this group of students.”

Two cohorts of 40 teachers each will complete six online courses through the College of Education over 18 months, culminating in the ESOL endorsement. The grant also includes funding for a facilitator in each district who will foster connections to local community organizations engaged in cultural understanding. The facilitators and district participants will collaborate with these organizations to co-design education-focused events that deepen a teacher’s ability to engage the parents and wider community of emergent bilingual students.

“Research shows that involvement of parents has a huge impact on student success,” says Leija. “Therefore, we want parents to be an asset, and we want teachers to better understand how they can engage parents.”

If a class is studying a unit on plants, for example, and a teacher knows a student’s parents use plants in traditional healing, the teacher might invite the parents into the classroom to share how plants are used in that culture.

The excitement is palpable among teachers. “We had 27 of our teachers apply for eight slots, so we decided to fund two more teachers through our state transformation grants,” says Heather Huzefka, director of federal programs and student services at the Albany district. “When learning like this occurs, it doesn’t stay just with that teacher in that classroom — knowledge and experiences are shared with other teachers, which has the ripple effect of supporting even more students.”

After earning their ESOL endorsements through Oregon State, these teachers will be poised to make a huge difference for emergent bilingual students. Oregon’s student population may be changing, but Oregon State’s commitment to education for all never will.

A fifth grade boy who hasn’t been engaged in science class suddenly perks up when the after-school lesson involves a visit to a local bakery where he gets to use a mortar and pestle to grind wheat berries into flour for bread making. It turns out the boy helps his Latina grandmother grind corn at his home. Instantly, science is connected to something he can relate to, and a light bulb blinks on.

A third grade girl from the Dominican Republic visits a local tire shop where she gets to use shiny tools like pressure gauges and tire tread measuring devices, and a connection is made in her young mind that math is all around her and much more than the inky symbols printed on worksheets in a classroom.

A group of elementary students learn fractions at a Mexican bakery where they slice up pastries, weigh the portions on a scales, then literally eat what they’ve learned. A weightlifter pumping iron at a local gym fascinates students, and a science lesson about force and weight is driven home. At a Laundromat, students get to disassemble a washing machine and learn about pulleys. A local car dealership serves cookies while students inspect a car that mechanics have put on display in preparation for an after-school lesson

These are all examples from an after-school STEM (science, technology, engineering, and math) learning program/teacher preparation course/research project called FIESTAS that was launched four years ago by OSU College of Education faculty SueAnn Bottoms and Kathryn Ciechanowski and 4-H faculty Ana Lu Fonseca. Since then, the project has grown into a multi-faceted en

terprise that could become a national model for successful STEM learning and teacher education

FIESTAS stands for Families Involved in Educational Sociocultural Teaching and STEM. As the name implies, it is about engaging students from diverse sociocultural backgrounds in STEM learning by involving their families and tapping local businesses to serve as real-world classrooms and hands-on labs.

The experiences help students – and future teachers – see how STEM subjects are woven throughout local communities. FIESTAS is also demonstrating that successful STEM teaching depends on a wide range of factors that go well beyond the walls of any school classroom.

FIESTAS started when Bottoms and Ciechanowski partnered with two 4-H after-school clubs and later the local Boys and Girls Club of Corvallis. Their goal was two-fold: 1) expose underserved youth to STEM related projects to increase interest in STEM, and 2) engage preservice teachers (PSTs) in culturally and linguistically diverse settings.

Four years later, the program has grown exponentially and is benefitting students, parents, local businesses, and the 50-plus PSTs who work with students in two dual-immersion elementary schools each year.

“When we started FIESTAS, it was just two after-school clubs, but it has grown all these tentacles and taken on a life of its own because it really resonated with people,” says Bottoms. “Our PSTs find it very rewarding, and parents like it because they hear what’s going on with their kids. It’s so exciting it keeps me going and energizes me.”

Part of what excites Ciechanowski and Bottoms is seeing how the kids – and the PSTs – connect with and learn from the local businesses.

“The community response to this has been amazing,” says Ciechanowski. “There is all this expertise in the community, and when we do a better job connecting teachers to this expertise, we are better at teaching STEM.”

The PSTs meet briefly with the community partners ahead of time to frame the lessons and offer pedagogical expertise, like how to set up activities at stations for hands-on learning.

“And then the businesses just run with it,” says Ciechanowski. “Many are surprised by how well the kids behave, but that’s one of the keys: if you engage children in real-world, authentic ways, they are learning, because they’re not just reading about it – they’re doing it in context.”

By working with people in the local community who use math and science every day, the students see STEM integrated in everyday life, and not something separate.

“We might not identify these individuals as scientists or mathematicians, but they are using science and math every day, so we help kids see that connection,” Bottoms says.

FIESTAS also has a diversity component aimed at helping budding teachers experience first-hand how kids from different sociocultural backgrounds learn in different ways. The program is intentionally targeted at schools with diverse student populations.

“Teachers are generally white, female, and monolingual,” says Bottoms. “We help them broaden their understandings by creating equitable experiences so teachers teach better because they understand kids might not have backgrounds like theirs. Diversity is big and complex and involves religion, race, socioeconomic background, and much more, and as a teacher, you have to understand that the community of children you’re teaching reflects this complex diversity.”

This diversity is also connected to families, which is why FIESTAS reaches out to include the families of the students.

The mother of a Fourth Grade girl told the researchers how her daughter, who ‘hated’ math and refused to do her homework, is now telling people she wants to be an engineer when she grows up. The mother credits the change to FIESTAS, which actively works to communicate with families and sometimes sends videos of the children engaged in the local lessons home with students so their parents can learn, too.

“Parents are partners in this,” says Bottoms. “I always tell the PSTs that kids come with families, and every family is not like your family.”

FIESTAS also has a research component. In addition to the undergraduate PSTs, doctoral and master’s students are involved in data collection and analysis, and Bottoms and Ciechanowski have presented their findings at conferences and published in journals.

“This is a community based research project,” says Ciechanowski.

Bottoms uses the term, “praxis,” or the intersection of theory and practice. “This is what a theory looks like when you put it into practice – an innovative way of preparing teachers to do science and math.”

The researchers have learned that exposing students to STEM in their own community sparks interest and ignites passion, and that STEM learning works best when rooted in the sociocultural relevant contexts of children’s lives. The program is also helping develop teachers who have a deeper understanding of STEM teaching, diversity, community learning, and more.

“We see from our own analysis of the PSTs who are part of FIESTAS that the experience is shifting their perspectives and making a difference in how they approach teaching,” Bottoms says.

The program has been so successful and grown so fast that Bottoms and Ciechanowski are searching to find funding to hire a program coordinator and to support new doctoral students. They believe FIESTAS is so unique and successful that it could be replicated in other communities across the country.

“We’re underfunded because FIESTAS is so unique that it doesn’t fit into a box,” Bottoms says.

Although programs in other parts of the country include some of the “tentacles” of FIESTAS – activities like family math and science nights, no other program incorporates so many different threads or maintains such long-term connections with community partners, Ciechanowski says.

“The difference between our program and others is the level of complexity and the long-term aspect of FIESTAS,” says Ciechanowski. “Universities are often criticized for going out into a community to do research and then returning without necessarily giving anything back to the community. What we’re trying to do differently with FIESTAS is build long-term relationships that benefit all partners.”

By: Maia Farris

Fabiola: advisor
Fabiola Sandoval-Morado

Fabiola Sandoval-Morado has triumphed over unbelievable challenges growing up as an undocumented citizen in extreme poverty and a culture where she was the only non-English speaker in her community. “[Growing up], I thought I had to give up my language and my culture to be successful”, Sandoval-Morado shares; but today, she sees that “being bilingual bicultural has given [her] many career opportunities”.

Originally from Uruapan, Michoacán in Central Mexico, Sandoval-Morado came to the United States with her mother, to join her father, who was already residing in Gary, Indiana.  Arriving with no English-speaking background, she started kindergarten in the U.S. and remembers learning a lot of English from watching Sesame Street every morning. It was difficult for her to learn English as the only non-English speaker in her kindergarten class, in a school where bilingual education did not exist. Her parents did not want to raise any alarms about being undocumented by speaking spanish. As a result, they highly encouraged speaking English outside of the home, saying, “You are in America, you speak American!”

Sandoval-Morado felt torn between her two cultures, asking herself, “Am I Mexican? Am I American?”, and feeling like she was never enough of either. This torn mindset made her decision to become a citizen difficult. Ronald Reagan’s IRCA amnesty of 1986 gave her the opportunity to legitimize her status.  She became a Legal Permanent Resident the Spring of her Junior year in High School, and she realized that college could be a reality for her.   But it wasn’t until in 2008, that Sandoval-Morado decided to go through the process of becoming a citizen of the United States. She found it easy to pass the US History & Civics and English Language exams, stating that “even though I walked two cultures, my education has been in the United States.” Today, she has dual citizenship in the U.S and Mexico, embracing her two cultural identities.  

After high school, Sandoval-Morado made the brave decision to leave her family and go to college in Kalamazoo, Michigan, where she received her Bachelor’s in Psychology and Fine Arts. Raised in a single parent household by her mom, it was tough to leave because she was a second provider for her family and she felt very under-prepared as a first generation college student.

Growing up in the midwest, she agreed with the popular opinion that “multiculturalism is a detriment” and believed that she “needed to be more American to be accepted.” It wasn’t until after she graduated from Kalamazoo and started her graduate studies at Oregon State University, that her point of view changed entirely.

When Sandoval-Morado started her family, she had to stop her graduate studies and go to work to support her family. Finding a job as a Department of Human Services as a Temporary Assistance for Needy Families (DHS TANF) worker made her realize that she could “embrace her multiple identities” in Oregon as a bilingual speaker and bicultural parent, helping families access Safety Net services.

Today, Sandoval-Morado has returned to Oregon State University as the Academic Advisor and Outreach Specialist. She is open about her story as a previously undocumented citizen in hopes that she can be an ally to students who may come from similar multicultural and multilingual backgrounds. Growing up feeling that she “needed to be more American to be accepted” is a statement Sandoval-Morado shares, that she still hears from students today, and she wants to help change that mindset. As an advisor and outreach specialist, she wants to share her student’s language, concerns of being away from home, and the understanding of having to balance family and the importance of getting an education.

Her experience working as a DHS TANF worker lends her the expertise in her current job as an outreach specialist for the College of Education while working with under-represented students in the community and state who are considering becoming a teacher. Growing up, there were no bilingual or bicultural teachers as role models, which made Sandoval-Morado feel that “she didn’t have a future in education”. Today, being bilingual bicultural has added value to her career in making connections with individuals on a more personal level. There is a great need for bilingual teachers in the country, and Sandoval-Morado is an advocate to those who are interested in being bilingual teachers. Bilingual and dual-immersion education increases the level of parent participation, understanding, and minimizes the gap in miscommunication when educators can speak the same language, while also increasing student success in and out of the classroom.

Sandoval-Morado believes that “Education is one of  the biggest catalysts for social justice” and that it “brings out the best in a generation and creates what America is supposed to be.” Her goal for the College of Education surrounding this belief, is to increase the enrollment and retention support for underrepresented students in the College to match that of the University.

Sandoval-Morado has already submerged herself in our unique and diverse campus culture. She enjoys taking fitness and cardio classes, being a part of the DACA taskforce, and the Community Diversity Relationships group; all of which support “the mission of having a safe community regardless of where people come from.” Visit Fabiola Sandoval-Morado in Furman Hall and share your story, learn more about hers, and gain insight on how to become an educator.

 

“Elephants are what counselors should be—empathic and caring”

By: Maia Farris

Gene Eakin
Gene Eakin and an Elephant friend

The College of Education’s Counseling Program Coordinator, Gene Eakin, shares an impactful story about a veterinarian whose death was mourned for by a group of elephants. The veterinarian cared for the elephants, and when he passed away, the elephant herd was reported to have stood in front of the veterinarian’s house and bowed their heads. Eakin’s favorite animal is an elephant because he believes that “elephants are what counselors should be—empathic and caring”.

This year we are congratulating Gene Eakin who has been awarded the 2017 Leona Tyler award. This annual award was established by the Oregon Counseling Association to recognize individuals whose work has had statewide implications for counseling. Eakin is the 8th person from Oregon State to receive the Leona Tyler award.

(Past winners listed here http://or-counseling.org/Past-Awards )

Eakin has worked hard on both the state and national level to strengthen school counseling and connect people to the current issues that are especially found in K-12 schools. This past June, Eakin and his wife Twila celebrated 50 years as OSU Alumni.  As an alumus and experienced counselor educator, Eakin is passionate about his work in the counseling program. He is proud to share that in the counseling hybrid program (online and in person), 31 out of 35 students were working full time as they started their third year in the program. The hybrid format fulfills Oregon State University’s land grant mission in providing individuals from all areas of Oregon access to becoming a counselor.

Eakin’s counseling work has spanned forty-two years in Oregon working at Lebanon High School, West Salem High School, Lewis and Clark College, and Oregon State University. Being awarded the Leona Tyler award is unique and means a lot to Eakin, because previous award recipients have mainly been a part of the large population of clinical mental health counselors, and he is one of the few to be recognized for his work as a school counselor and school counselor educator.

He hopes that this award will give him a platform to “speak to the mental health needs of our children and adolescents.” Going forward, we need counselors who will advocate for these needs and have the empathic and caring traits of an elephant. There is an increase in the number of elementary school students who need this support; as elementary school counselors across the state report that more and more students’ lives have been affected by family trauma related to the recession and the resulting family poverty.

Award
Leona Tyler Award

Eakin says, “there are a limited number of mental health counselors in most communities providing services to children and adolescents and Oregon, overall, ranks 49th in provision of mental health services to our citizens.” Eakin expressed that “we need more school counselors doing the good work that they do and more school social workers doing the good work they do in order for Oregon schools to increase attendance rates, graduation rates, post high-school education matriculation rates, and improve the behavioral and mental health of our students.” With Oregon’s student-counselor ratio (510-1) ranking 39th, Eakin vows that he will continue to advocate for the school counseling profession and for the work they do in meeting our youth’s career and college readiness, counseling needs, academic counseling needs, and personal-social-emotional counseling needs.