February 2020
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Headshot of Karina Salazar
Karina Salazar named a Forbes 2019 College Admission Influencer

Congratulations to Higher Education Assistant Professor Karina Salazar on being named a 2019 College Admission Influencer by Forbes . Salazar was nominated for her research work that analyzes whether the enrollment management practices of public universities undermine access for underserved student populations.
"Each [nominee], in their way, is turning a critical eye to the policies and practices in admission and encouraging educators to consider new approaches and to challenge long-standing structures."
David Yaden headshot
David Yaden elected vice president of the Literacy Research Association
Professor David Yaden is the newly elected vice president of the Literacy Research Association , a non-profit organization and community of scholars dedicated to promoting research that enriches the knowledge, understanding, and development of lifespan literacies in a multicultural and multilingual world. Yaden will subsequently serve as president-elect in 2021 and president of LRA in 2022.
College of Education Educational Leadership alumni recognized as 2019 40 under 40 honorees

Congratulations to Marana Unified School District Principal David Mandel and Arizona 360 Host and Producer Lorraine Rivera on being named 2019 40 under 40 honorees by the Tucson Hispanic Chamber of Commerce ! Rivera holds a master’s degree in educational leadership and Mandel holds a doctorate in educational leadership and policy.

As principal of Marana High School , Mandel has diligently worked to develop and create an inclusive school culture represented by a clear and compelling vision for the school’s community: Empower students to engage in our community and innovate in their world .

Currently the host and producer of Arizona 360, Arizona Public Media 's statewide public affairs program, Rivera has spent her career reporting on key issues in Southern Arizona, including border relations with Mexico, gun rights, education funding, the opioid crisis and immigration. 
Lorraine Rivera headshot
David Mandel headshot
letty molina-gutierrez
Letty Molina-Gutierrez wins 2019-2020 NACADA UA Excellence in Academic Advising Award

Congratulations to Senior Academic Advisor Letty Molina-Gutierrez on winning the 2019-2020 NACADA UA Excellence in Academic Advising Award in the Emerging Professional category. This award is given annually to only one advisor at The University of Arizona for those who have less than three years of direct advising experience.

Molina-Gutierrez also went on to be named the NACADA Winner of Region 10 Excellence in Advising - New Advisor.

We are so proud of you, Letty, and are so lucky to have you as an advocate for our students! Thank you for all of your hard work and dedication to the college.
headshot of Michelle Aguilera
Michelle Aguilera awarded Maria Teresa Velez Marshall Foundation Dissertation Fellowship Award

Congratulations to TLS doctoral student Michelle Aguilera on winning the Dr. Maria Teresa Velez Marshall Foundation Dissertation Fellowship Award for the 2020-2021 academic year.

This award is given annually to graduate students who, through their teaching, research, or outreach and service, has demonstrated a commitment to furthering diversity in education, higher education, and the community at large. The working title of Aguilera's dissertation is Language socialization, linguistic agency, and the verbal play of young children .
Learn how to share your news and research across the country through The Conversation

The University of Arizona recently joined a number of the nation's most prestigious universities as a member of The Conversation , an independent, not-for-profit news source committed to communicating the work of scholars. The Conversation makes all of its articles available at no charge to news organizations and The Associated Press distributes the articles to newsrooms across the country.

To date, more than 40 faculty members and researchers affiliated with the University have published a total of 52 articles on The Conversation, garnering more than 1.76 million reads cumulatively. The following are a few recent examples:
You can see all of the articles and authors  here .

To help our scholars better understand the process and learn how to get involved, The Conversation will visit the College of Education on Tuesday, February 4 at 10 a.m. in the Worlds of Words (room 453). Faculty, researchers and communicators are encouraged to attend a session at their college or any other. Learn more about The Conversation
The Conversation logo
Barry Posner
Cultivate leadership with the American Association for University Women

The AAUW Tucson branch is hosting world-renowned leadership educator Barry Posner for a luncheon on this Saturday, February 8. Posner will speak about his book, The Leadership Challenge , a best-selling book about leadership.

Learn more and register at bit.ly/35Q9qE3. Contact Laurie Sheldon ( lsheldon@email.arizona.edu ) for any questions.
What's new?
Tucson Electric Power to Invest $25,000 in Solar Energy at the Cooper Center

Last month, TEP announced they will invest $25,000 to develop a solar-powered learning resource at the Cooper Center for Environmental Learning , also known as “Camp Cooper.” The new system will help power the camp while serving as a centerpiece for lessons about renewable energy. This gift will help to educate and inspire the next generation on the importance of solar energy and the wise use of energy in all forms.

"Our vision for the future of facilities at Camp Cooper," explains director Colin Waite , "is to develop them as a sustainable model of how to live more lightly on the planet and in harmony with natural systems. What better place for us to begin this new phase of development than to address how we power our learning center?"
solar panels with mountains in background
AWARDSS program welcomes new 2020 cohort

The Access, Wellness and Relational Determinants of Student Success program welcomed their 2020 cohort this January! The AWARDSS training program provides students with mentored experiences in conducting research relevant to U.S. education, designed to increase participation of underrepresented students in doctoral studies. The AWARDSS 2020 fellows spent time orienting themselves to the program by designing research questions that highlight the many strengths and considerable needs of surrounding communities. Fellows visited agencies and schools right here in Tucson and Nogales, Arizona. They also immersed themselves in the educational and cultural components of the Tohono O’odham Nation.
Group shot of 2020 AWARDSS students
Native graduate students deliver presentations about oral traditions

In December, students from Associate Professor Sheilah Nicholas ’ spring 2019 course TLS 642: Oral Traditions Across Societies presented their final projects to Native American students at the university’s Native American Student Affairs . Graduate student presenters were Cynthia Ryman-Japanese Ikebana (presented Connecting Heaven, Earth and Humanity ); Sarah Entrada—Mis Quince Años (presented Finding Myself ); Lynn Tchida (presented “Storying” Beadwork: An Indigenous Oral Tradition ); Cecilia Serrano (presented Dichos Mexicanos/Mexican Proverbs ); Reena Joseph (presented The Sacred and Ancient Tradition of Yoga ); Alaa Shakoori Mohammed (presented Arabic Poetry as Oral Tradition ); and Kelly Strachen (presented Chaco Culture ). A NASA Faculty Fellow, this event was one of Nicholas’ Faculty Fellow projects. 
Sheilah Nicholas with students
Pathways to Teaching program begins this semester

After 10 years of developing the program, Pathways to Teaching is finally underway ! Orientation kicked off earlier this month with group exercises and a presentation from Program Director and TLS Department Head Marcy Wood .
Pathway to Teaching students at desk
Pathways to Teaching round circle
KGUN visits Worlds of Words to talk about WOW Teen Reading Ambassadors

Veronika Vernachio of KGUN 9 visited Worlds of Words to talk about the WOW Teen Reading Ambassadors pilot program that offers high school students a college experience at The University of Arizona. Vernachio spoke with WOW Associate Director Rebecca Ballenger and local high school student Gregory Medina-Kenyon about the program. Medina-Kenyon, who helped start the program in 2018, was recently accepted into Stanford University and says he “owes a part of it to the WOW program.”
Faculty and student presentations
Desiree Vega and students present at AERO Annual Meeting

Associate Professor Desiree Vega and her students co-presented a poster titled Examining the role of Arizona’s English-only legislation on English Language Learners’ (ELL) placement in special education at the Arizona Educational Research Organization Annual Meeting in Tempe, Arizona on December 6, 2019. Student co-presenters included Alaina Puff, César Villalobos, Lauren Howard, and Dylan Barton.
Desiree Vega with two students
Desiree Vega, César Villalobos, and Alaina Puff
Matt Ostermeyer at ANZALS
Maintaining student enrollment through meaningful student-faculty relationships

Assistant Professor of Practice Matt Ostermeyer traveled to Queenstown, NZ to present at the Australia and New Zealand Association for Leisure Studies Conference in mid-December last year. His presentation, titled Pairing a Recreation Programming Course with Student Retention Initiatives , focused on research that indicates students who have meaningful relationships with faculty outside the classroom are more likely to maintain enrollment.

To develop meaningful student-faculty relationships outside of the classroom, the University of Arizona developed and supports a program called Faculty Fellows . It is a group of 55 dedicated faculty who are placed in dorms and cultural/resource centers across campus. The three overarching program goals include: 1) Foster students' connection to UArizona as a whole, 2) Help make a large school feel much smaller, and 3) Create avenues for student-faculty relationship building.

A partnership was recently forged between the Faculty Fellows program and an academic course called TLS 355: Planning Community Events and Recreation Programs. Each student group in the course is paired with a Faculty Fellow at the beginning of the semester and assists them in planning, executing, and evaluating an event in their assigned campus site.

The partnership has afforded the individual Fellows additional support to put on higher quality events for the students at their sites. Additionally, the Faculty Fellow program gains access to meaningful evaluation data, because it is a required piece of the enrolled students’ project. Likewise, the students in the class benefit from having access to an established budget, built-in target audience, and feeling like they are a part of an overarching campus initiative.

Ostermeyer’s presentation explored the successes and struggles of this specific partnership from an instructor and Faculty Fellow perspective, with hopes of spurring ideas for applications and potential, similar partnerships at the attendees’ own institutions.
Ed Leadership students present at UCEA 2019 Annual Convention

Last November, Assistant Professor DeMarcus Jenkins invited a group of students to present at the University Council for Educational Administration 2019 Annual Convention . This was the largest group of students from the program who attended UCEA in several years. Some of the presenting students included Angela Cruze, Jessica Bernal-Mejia, Kent Thompson, Madiha Imran, and Tamela Thomas. They each presented on a variety of issues within the field of educational leadership. 
Faculty publications
Dean Marx
Ron Marx shares college career experiences as part of Education Review Acquired Wisdom series

Professor and Dean Emeritus Ron Marx ’s article Feel free to fail once in a while: We all do! That's how we learn from life's lessons was recently published in Education Review as part of their Acquired Wisdom series

“This collection began with an invitation to one of the editors, Sigmund Tobias , from Norman Shapiro, a former colleague at the City College of New York . Shapiro invited retired CCNY faculty members to prepare manuscripts describing what they learned during their college careers that could be of value to new appointees and former colleagues. It seemed to us that a project describing the experience of internationally known and distinguished researchers in educational psychology and educational research would be of benefit to many colleagues, especially younger ones entering those disciplines. We included senior scholars in the fields of adult learning and training because, although often neglected by educational researchers, their work is quite relevant to our fields and graduate students could find productive and gainful positions in that area.”

Marx, R. W. (2019). Feel free to fail once in a while: We all do! That's how we learn from life's lessons. Education Review, 26.
David Yaden headshot
A call to update policy, programming, and instruction for emergent bilingual learners

TLS Professor David Yaden and Language, Reading, and Culture graduate student Camille Martinez published a chapter entitled The education of young emergent bilingual children: An update and call for action in the newly released 4 th edition of the Handbook of Research on the Education of Young Children (2019) . In the chapter, which they wrote with Professor Mileidis Gort ( University of Colorado at Boulder ) and Professor Robert Rueda ( University of Southern California ), they “adopt the term emergent bilingual to more accurately designate those whose bilingualism is still emerging.”

Saracho, O. (Ed.). (2020). Handbook of Research on the Education of Young Children. New York: Routledge, https://doi.org/10.4324/9780429442827
Book cover of Astronomy Education
The importance of learner-centered teaching in astronomy education

The American Astronomical Society recently launched a new partnership with IOP to produce a series of ebooks about astronomy and astrophysics. One of the newest books in this line, Astronomy Education, Volume 1 , which was edited by TLS Assistant Research Professor Sanlyn Buxner and College of Science Associate Dean Chris Impey , was published in November 2019. The book garnered much attention at the 235 th Meeting of the American Astronomical Society in early January, where it was featured for a full-day workshop and an oral and poster session. 

In an AAS Nova article about the book, Editor Susanna Kohler writes, “The authors of Astronomy Education, Volume 1 provide insight into many different aspects of learner-centered teaching, like how to create student buy-in, how to develop appropriate course materials, and how to measure the impact your teaching strategies are having.”

Impey, C. and Buxner, S. (2019). Astronomy Education, Volume 1: Evidence based instruction for introductory courses. doi:10.1088/2514-3433/ab2b42
Jenny Lee headshot
Research finds that restrictions on U.S.-China collaborations could undermine research without enhancing security

Early last month, Professor Jenny J. Lee and Higher Education doctoral student John Haupt published the results of their research, The China Threat and the Future of Global Science , in Scientific American . Their findings, “indicate that the “China threat” narrative oversimplifies a complex reality. U.S. policies that restrict research collaboration with China will mostly undermine U.S. productivity and growth. Curbing scientific production to the interests of the U.S. might yield some immediate “benefits” (i.e., national security, global competition, etc.), but maintaining or increasing research collaboration would yield other, and perhaps greater, benefits for the U.S.’s role as a leading global knowledge producer as well as advancing global science.”
Addressing the teacher evaluation process

Last month, Educational Psychology (Division 15) of the American Psychological Association announced their second policy brief, Addressing Teacher Evaluation Appropriately , which was written by Professor Emeritus Thomas L. Good and EDP alumna and Utah State University Assistant Professor Alyson Lavigne . The brief focuses on teacher evaluation practices and policies in schools.

In the policy brief, Lavigne and Good argue that the most commonly used practices to evaluate teachers have not improved teaching and learning in U.S. schools. They have not done so because these approaches are problematic, including the failure to adequately account for context, complexity, and variation of teacher effectiveness and practice. With these limitations in mind, the authors provide recommendations for policy and practice, including the elimination of high-stakes teacher evaluation and a greater emphasis on formative feedback, allowing more voice to teachers and underscoring that improving instruction should be at least as important as evaluating instruction.
Thomas Good Headshot
Alyson Lavigne headshot
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Headshot of Makenna Clark
Student Spotlight

Name : Makenna Clark
Major : Literacy, Learning, and Leadership 
Minor : Educational Psychology 
Graduation : May 2020
Hometown : Peoria, AZ (but my family now lives in Madison, WI)
Spirit Animal : Giraffe

What led you to the University of Arizona College of Education?
I was interested in the University of Arizona College of Education because it seemed like a smaller tight knit community within a large university. I liked that I would see many of the same peers and professors within my classes, but also be exposed to a larger group once I stepped out of the college.

What have you learned in the College of Education that's made a difference to you?
Something that I learned in the college that has made a difference for me is the importance of mental health in schools. Many of my professors who taught classes for my educational psychology minor here have put an emphasis on making sure we take care of ourselves and they stress the importance of doing the same for our future students when we become educators.

Tell us about something you're involved with in the College of Education (or at the university) and how it's impacted your life.
On the college level, I am a peer mentor and a student ambassador and on the university level, I am a resident assistant in one of the dorms on campus. Being a peer mentor has made an impact in my life because I enjoy helping freshmen navigate the struggles of college and love celebrating their accomplishments with them.

What are your post-graduation plans as of now?
As of now, my plans are to go to graduate school to pursue a master’s in school counseling. I want to be a school counselor, so this is the right next step for me.

What advice do you have for students just getting started in the college?
My advice is to enjoy every moment of college and to make the most of it. Getting involved on campus helped me a lot and it made me feel like I had others to rely on when I needed support.

What is your favorite spot on campus and why?
My favorite spot on campus is the mall because you can always find a place to sit and relax. You can always find people enjoying life there and I love seeing the joy it brings to them.