Annual Report 2009-2010

Annual Report 2009-2010

Message from the dean
If we are to maintain and improve our standard of living, we must do a better job preparing our children and young people for work and for healthy productive living. That means better education for all children and serious leadership for change.

We know that the most important factor in education is the quality of teaching and school leadership and, since we are responsible for preparing teachers and school leaders, we have an especially significant responsibility to lead change. The Graduate School of Education is leading as we seek to improve our teaching, our service to the community, and the research we do to add to the knowledge base.

Our leadership is multifaceted, but what is most important is our engagement with our partners in the field. All educators must work together to learn from one another and to collaborate in improving our work at all levels. The problems of education are shared by all of us and the solutions lie in our collective wisdom, perseverance, and hard work.

This annual report of the Graduate School of Education is but a snapshot of some of the ways we work with the community to improve education and social services. Through these efforts we operationalize PSU’s powerful motto, “Let knowledge serve the city.” This motto is not meant to imply that those of us in higher education have the answers and that we need simply share those answers with the community. Rather, it means that we need to work closely with community partners to learn together to create positive change. In the field of education we have a constant flow of ideas among our students, faculty and community partners and, as you will see in this annual report, we are learning and leading change together. In that spirit we thank you for taking the time to learn about our work and we welcome your comments.

Randy Hitz, dean

GSE earns NCATE accreditation for fifty-first consecutive year
So you’ve considered all your options, picked the career of your dreams, found the program that meets your goals, lined up financial aid, taken all the prerequisites and tests and applied to the school. But wait, how do you know your program is going to be really good? After all, you’re making a considerable commitment here.

What’s the guarantee?

The GSE has been accredited continuously by the National Council for Accreditation of Teacher Education (NCATE) since 1959—just after they began offering accreditation. Accreditation is the profession’s mechanism to guarantee high-quality teacher, specialist, and administrator preparation. Professional accreditation of schools and colleges of education assures institutions like PSU are held to the highest standards. The GSE isn’t just the largest teacher education school in the state, we also work hard to continuously improve our processes. Accreditation ensures that we provide many benefits for our students:

• We support learning, make clear our expectations, and give helpful feedback
• We verify each candidate’s qualifications and ensure that the teachers, counselors, and administrators we prepare are adequately equipped for their new professional roles
• We verify program effectiveness so that we can maintain our reputation for high-quality programs
• We identify areas for program improvement, showing our commitment to quality

Accreditation takes place every seven years
The initiative to update and expand the GSE’s assessment system began in fall 2006 and proved to be vital during our accreditation process this year. Our assessment system has evolved into a variety of measures: performance evaluation of our candidates, their evaluation of us, and surveys of principals, former graduates, and cooperating teachers.

In early fall 2009, using collected data, the GSE, led by Associate Dean Steve Isaacson, prepared and submitted accreditation reports to NCATE and the Oregon Teacher Standards and Practices Commission (TSPC). New this year was a paperless system—an electronic exhibit room—created to collect data and store assessment tools and reports that showed evidence that we had met state and national standards. The exhibit room was made available on a website that could be viewed both internally and externally by the accrediting team. In November 2009, a joint team from both national and state accrediting bodies visited the PSU campus to interview faculty, students, and community partners.

Highest marks for three areas
The team of visiting examiners was very impressed with the GSE and its faculty. The GSE met all six NCATE standards, both for initial- and advanced-level programs. Those standards address candidate knowledge, skills, and dispositions; our assessment system; field experiences; diversity; faculty qualifications and scholarship; and GSE governance and resources. Each standard receives one of three ratings: unacceptable, acceptable, and target. It is unusual for examiners to award target (outstanding) ratings, but the GSE received three. The Board of Examiners commended us for faculty scholarship, unit leadership, and resourceful management of our budget. In its report, the Board of Examiners specifically praised our support of faculty research; collaboration with our preK–12 practitioners and advisory bodies; our centralized marketing and recruitment efforts; and the use of self-support revenue to strengthen exemplary teaching, scholarship, and service.

This year, the GSE was also evaluated by the Oregon TSPC—the state’s education licensing board. TSPC’s evaluation was very positive. The GSE received a 61 out of a possible 62 in the state standards portion for teacher preparation programs. TSPC also approved PSU for continuing accreditation.

Assessment practices are key

The result of four years of assessment data and our recent reaccreditation are motivation to continue evaluating what we do and how we do it. We strive to reach an even higher standard of preparing our graduates with the knowledge, skills, and dispositions to be the very best education professionals in the nation. We continue to enhance the diversity of our faculty, our candidates, and our candidates’ abilities to address the needs of a increasingly diverse population of preK–12 students. In this rapidly changing world, we know that the best thing we can give our candidates is the ability to evaluate their own skills through assessing student growth and reflecting on their impact on student learning.

GSE students receive over $100,000 in scholarships and awards (2009-2010)
Thirty-nine GSE students earned scholarships awarded through private gifts totaling $79,500. An additional twenty-two competitive awards were made from public funds that totaled $33,000 plus tuition support.

  • Natalia Acuna—Teach for Diversity Scholarship, $1,000
  • Scott Aronson—Benenson Scholarship, $2,000
  • Viktoriya Asabin—Teach for Diversity Scholarship, $1,000
  • Meriba Ascencio—Fred Thompson Scholarship, $1,000
  • Nicole Ayala—Oregon Laurels Graduate Scholarship, tuition remission
  • Daleena Blair—Marta and Ken Thrasher Scholarship, $2,000; Friends of the GSE Scholarship, $1,000
  • Timothy Bradley—Janette Drew Endowed Scholarship, $3,000; Teach for Diversity Scholarship, $2,000
  • Abby Braeckel—Janette Drew Endowed Scholarship, $3,000
  • Lacy Cagle—GSE Scholarship, $1,000
  • Jennifer Callow—Ames Scholar, $5,000
  • Jesse Cannelos—Ames Scholar, $5,000
  • Anna Capacci—Founders Endowment in Special Education, $1,000; Friends of the GSE Scholarship, $1,000; Special Education Scholarship, $500
  • Christina Capuzzi—Teach for Diversity Scholarship, $3,000
  • Sarah Casaletto—Norbert Gilles Endowed Scholarship, $1,500; Sheldon Maron Endowed Scholarship, $1,000; Marta and Ken Thrasher Scholarship, $1,950; Teach for Diversity Scholarship, $2,000
  • Vanessa Ceccarelli—GSE Scholarship, $1,000
  • Christopher Cook—Jorgensen Family Endowed Scholarship, $1,400
  • Kathleen Coolman—Capps Family Scholarship, $1,000; Sandy Kaplan Scholarship, $1,000
  • Darcy Davidson—Ames Pathway Scholarship, $2,000; Eleanor Hardt Memorial Endowed Scholarship, $1,000
  • Melissa Donnini—Curriculum and Instruction / GTEP/BTP Scholarship, $1,000
  • Mark Duyck—Mary Kinnick PACE Scholarship, $1,000
  • Jessica Flores—Teach for Diversity Scholarship, $1,000
  • Sarah Gaither—GSE Scholarship, $1,000
  • Patricia Garcia-Gallardo—Teach for Diversity Scholarship, $3,000
  • Dora Godinez—Teach for Diversity Scholarship, $2,500
  • Daniel Gola—Wayne Larson Endowed Scholarship, $1,500
  • Jennifer Goslin—GSE Scholarship, $1,000
  • Rosina Hardy—Eleanor Hardt Memorial Endowed Scholarship, $1,000
  • Kaitlin Howell—Barbara Ann Kisinger Scholarship for Elementary Education, $1,000
  • Tracy Kosmecki—Ames Scholar, $5,000; Teach for Diversity Scholarship, $1,000
  • Patrick Kreipe—Friends of the GSE Scholarship $1,000
  • Ann Licurse—Helen Farrens Library Media Scholarship, $4,400
  • Hong Liu—Teach for Diversity Scholarship, $3,000
  • Elissa Lockman Turner—Joe Kaplan Scholarship, $1,000
  • Sarah Lundy—Oregon Laurels Graduate Scholarship, tuition remission
  • Dana McArthur-Maggard—Eleanor Hardt Memorial Endowed Scholarship, $1,000; Sandy Kaplan Scholarship, $1,000
  • Kimberly McCoy—Teach for Diversity Scholarship, $1,000
  • Patrick Milligan—Teach for Diversity Scholarship, $1,000
  • Travis Morgan—Teach for Diversity Scholarship, $3,000
  • Olivia Murray—GSE Scholarship, $1,000
  • Rockwell Near—Ames Scholar, $5,000
  • Ian Niktab—Teach for Diversity, $1,500
  • Jessica Pierce—Friends of the GSE Scholarship, $1,000
  • Treasure Porth—Oregon Laurels Graduate Scholarship, tuition remission
  • Rosemary (Katy) Relaford—Friends of the GSE Scholarship, $1,000
  • Rosalia Rincon—Teach for Diversity Scholarship, $1,000
  • Martha Rodriguez—Eleanor Hardt Memorial Endowed Scholarship, $1,000
  • Guadalupe Rubio—Teach for Diversity Scholarship, $1,000
  • Virginia Sanchez—Mary Kinnick PACE Scholarship, $1,000
  • Alissa Singletary—Eleanor Hardt Memorial Endowed Scholarship, $1,000
  • Hailee Smith—Elva Coombs Endowed Scholarship, $1,000
  • Jodie Thiel—GSE Scholarship, $1,000
  • LeDung Nguyen Tran—Ames Scholar, $5,000
  • Olga Volnycheva—Teach for Diversity Scholarship, $2,000
  • Haley Weiner—Art Terry Scholars, $500
  • Marrla Wilkinson—Janette Drew Endowed Scholarship, $3,000
  • Lana Wright—Teach for Diversity Scholarship, $2,000
  • Hye Jung Yang—GSE Scholarship, $1,000; Teach for Diversity Scholarship, $3,000


  • Jeffrey Knoblich—Carol and Larry Burden Endowed Student Recognition Award

Other PSU scholarships

  • Adela Genoves—Robert Noyce Scholarship
  • Patrick Kreipe—Robert Noyce Scholarship
  • Rockwell Near—Robert and Rosemary Low Memorial Scholarship, $1,500
  • Adam Smith—Robert Noyce Scholarship
  • Stephanie Van Raden—Robert Noyce Scholarship
  • Haley Weiner—Peer Mentor Scholarship
  • Heaven Woods—Annie Spencer Scholarship $3,000

You too can help future generations. For more information or assistance on planned giving, or to set up a named scholarship, contact Sandy Wiscarson, 503-725-4789.

GSE student selected as 2010 SYLFF Fellow

The Oregon University System SYLFF Graduate Fellowships for International Research committee has selected Zafreen Jaffery, Graduate School of Education doctoral student, as a 2010 SYLFF Fellow. The fellowship is awarded annually to exceptional students from diverse backgrounds and fields. Fellows “demonstrate sustained commitment to international concerns and pursuits, exemplify broad vision as well as a focus on a specific issue, and exhibit leadership in collaborating with others in cross-cultural contexts.”

The fellowship is given for one academic year of full-time pursuit of a graduate degree in an Oregon University System institution. Dependent upon the individual Fellow, award monies may be applied to tuition and fees, living expenses, research costs and travel associated with the conduct of research, and other expenses related to graduate study.

Please join us in congratulating Zafreen on this well-deserved fellowship.

GSE students capture top PSU awards
GTEP graduate honored with PSU Commendation Award

From fall 2009 to spring 2010, Ms. Voskes conducted her student teaching in the sixth grade at Conestoga Middle School in Beaverton, split between two subject areas, language arts and social studies. Supervising teacher Terry Brown says, “She is the very best middle school candidate I have worked with in the seven years I have participated in this program, and with 22 years as a public middle school administrator, I can say without hesitation she is ready, extremely capable, and would be a superior asset to any staff.”

Ms. Voskes is a political science graduate of the University of Oregon, where she participated in two internships, one with the Holt International Adoption Agency in Eugene and another as a camp director in Italy for American teenagers whose parents were serving in the U.S. military in Afghanistan. As a member of the National Political Science Honor Society, her background and the GTEP program helped her create language arts and social studies projects that gave her sixth graders insight into local and global issues.

At Conestoga Middle School, she distinguished herself by choosing special projects that deeply engaged her students. She founded the Conestoga-Kipture School Exchange Program, in which she identified a small school in rural Kenya and contacted them about participating in a pen-pal program. She organized the letter-writing project with her students and personally paid the postage to send the letters to Africa. The Beaverton students were thrilled to get responses to their letters from the Kenyan children. In May 2010, she won a Daughters of the American Revolution (DAR) Teaching Scholarship for passionate history teachers at the secondary level from the Beaverton chapter of DAR, and plans to use it to fund a continuation of the pen-pal project.

Another project she designed for the sixth graders engaged the students’ interest in the 2010 Winter Olympics in Vancouver. She created minilessons around poetry construction and had her language arts students write poems about the Olympic events. Students then compiled them into a publication and conducted readings. Cooperating teachers Linda Fetzer and Kathy Lorentz give Ms. Voskes high marks for her creativity and achievements at their school. “This project was incredibly thorough and motivating for all of the students,” they say.

GSE professors took notice of her skills as well. Dr. Susan Lenski invited her to participate in a special teacher-as-researcher project. The focus of the project was to research and identify student voices in writing.

In addition to her teaching license, Ms. Voskes has earned a Master of Education in Curriculum and Instruction. “She is an outstanding example of a GTEP graduate,” says Professor Gayle Theiman, her supervising teacher, who recommended her for the PSU Commendation Award.

Ms. Voskes is grateful for her experience in GTEP. She says, “PSU and GTEP have done so much for me over the past year, and I am so grateful for their support and guidance in getting me where I am today.” Ms. Voskes has accepted a teaching position in Issaquah, Washington, and has moved to Seattle to begin her first school year there.

Doctoral student, Suad Alazzam was the recipient of the PSU Commendation at the EdD level. Read more about Dr. Alazzam and her research.

PACE graduate collects top university award
GSE master’s graduate Mark Duyck was awarded the President’s Award for Community Service for his work with veterans with disabilities. He is a physical therapist assistant, a licensed healthcare provider who works with a physical therapist.

Mr. Duyck is a graduate of the Postsecondary, Adult and Continuing Education master’s program (PACE) and earned both PACE graduate certificates, Teaching Adult Learners and Student Affairs. He is currently providing assistance to students with disabilities at Chemeketa Community College in Salem and works with both the Salem and Yamhill Valley Chemeketa campuses. He is also teaching distance courses in physical therapy for Lane Community College.

Mr. Duyck grew up on a farm, where he learned that working hard often produces successful results. He attributes that lifestyle with his success throughout his school years.

“The work ethic I learned at a young age has led me to a lifelong education journey through three private universities, two community colleges, and the completion of my graduate degree,” he says. “I’ve learned to identify good teachers who really care, who have instilled in me the tools to become a successful student.”

Mark Duyck’s final paper, “Strategies to Facilitate Success for Student Veterans Affected by Hearing Loss and Traumatic Brain Injury,” identifies successful ways to support the increasing population of returning veterans on PSU’s campus.

Mr. Duyck participated in three internships during his master’s program, working in the disability services departments at OHSU, PSU, and Chemeketa Community College. He attributes these experiences with helping him find his current teaching positions. The PACE master’s program has opened several doors for him, in spite of the current economic climate. He will continue to work as a licensed physical therapist assistant while exploring his teaching opportunities.

PACE students bring to their program unique perspectives on learning that are informed by their more advanced career experiences. Mr. Duyck, who is also a member of Kappa Delta Pi, has a strong start on his future as an educator in the field of physical therapy. “Through my own critical reflection and personal assessment, I was led to my vocation of nurturing and planting seeds of knowledge and fitness in my clients,” he says. “In addition, my clients and students have rewarded me with their gift of teaching me. My advocacy work has called me to esteem the human dignity of the marginalized, veterans, and individuals with disabilities.”

The PSU Commendation Awards were established to recognize and encourage outstanding academic achievement and service among students. Each year PSU awards one Commendation Award to an undergraduate and a graduate student from each school or college. Commendation Award recipients are also considered for the annual Awards of Excellence, which are given to one undergraduate and one graduate student from the whole University.

Doctoral graduate specializes in English-language curriculum
Tracing the trajectory of English language as a school subject in the Jordanian public education system provided a rich doctoral dissertation topic for recent graduate Suad Alazzam-Alwidyan, an educational linguist from Jordan. Prior to enrolling in the GSE Curriculum and Instruction doctoral program, Dr. Alazzam-Alwidyan attended classes in the PSU Applied Linguistics Department and earned her master’s degree in Teaching English to Speakers of Other Languages (TESOL) in 2004. Now with her doctoral degree in Curriculum and Instruction from the GSE, she will shed light on approaches to improving the teaching and learning of English in Jordan.

Educational journey in Jordan

As a native of Jordan, Dr. Alazzam-Alwidyan grew up in a large family where education was a high priority. She and her peers began learning English in fifth grade (offered there today beginning in first grade). She excelled in the national educational system and graduated with top marks. On her 12th-grade General Secondary Examination (the Tawjihi), she earned fourth place in the Literary Stream for all of Jordon that year. She attended Yarmouk University to study English language literature and was valedictorian of her class.

Graduate studies in America
In 2007 Dr. Alazzam-Alwidyan won the Oregon Laurels Scholarship for merit, which she applied toward her doctoral work at PSU. “My bachelor’s degree was very theoretical,” she says. “I wanted a graduate program that was more hands-on, and I was interested in the TESOL program because I wanted to understand how to approach teaching English in an applied way. The GSE Curriculum and Instruction program provided me with further applied learning opportunities.”

Dr. Alazzam-Alwidyan excelled in her studies of English in Jordan, which she says has one of the best public educational systems in the Middle East. However, it was in the United States that she came to better understand the context of teaching English not only as a second language but also as a foreign language and as a lingua franca. Through her graduate studies at PSU, she has acquired more effective language teaching methodologies and became familiar with different pedagogic approaches. “Teachers [in Jordan] need a new set of skills,” she says. “Before the 1990s, the Ministry of Education’s priority was ensuring that all children have access to the public education system. In the past two decades, however, the emphasis has been on improving the quality of the educational experiences of the students. Adopting a learning outcome-based approach to curriculum and instruction has been a major shift in direction the Ministry of Education has undertaken in order to improve the quality of public education.” Clearly, there is much work to be done on teacher development in Jordan, and she is anxious to be a part of it. “Conceptualizing the curriculum as an ongoing process of renewal is a new way to reinforce the flexibility of teaching, learning, and assessing the intended content and skills in a given discipline,” she says.“It’s a big change.”

Her interest in comparative education, as particularly relates to curricular and instructional practices, expanded when her own children entered school in the United States. They did not bring home a national textbook as she had in Jordan, but instead a steady stream of worksheets, projects, and assignments. This was in stark contrast to her prescribed studies in Jordan, where a single textbook for each grade level is used throughout the country. Historically, teachers taught by rote through a nationally adopted curriculum with minimal supplemental materials or differentiation for students’ abilities.

Dr. Alazzam-Alwidyn sees rearticulating the English-language curriculum in Jordan as a key component in helping adapt English as a tool for achievement and integration in an English-dominant global society. Her doctoral dissertation is entitled “A Critical Analysis of the Jordanian National English Language Curriculum Planning Discourse.” She said: “My dissertation examined the development of the planned, national English-language curriculum in Jordan since the early 1990s in order to better understand where we came from, where we stand right now, and the direction to take going forward.” Her agenda includes follow-up field research that will involve evaluating the “taught” rather than the “planned” English curriculum.

Other research interests

Before deciding on her doctoral dissertation topic, Dr. Alazzam-Alwidyan interviewed other Muslim/Arab women on PSU’s campus. “Opportunities have opened up for females to come to the U.S. and study,” she says. She was interested in how their English competence from their native countries facilitated or hindered their adjustment to both the American culture at large and the U.S. higher education academic culture in particular. From these interviews, she learned that her colleagues face Western stereotypes about their culture(s)—how society holds inadequate expectations of what women are capable of achieving and how social arrangements limit what women can do. “As a newcomer, you have to build awareness of the host country’s cultural codes and thought patterns; this will at the same time make you more conscious of your cultural self. As you work on understanding differences, you will also be finding a lot of commonalities which will gradually make you feel more at home in your new context. Language is certainly an important tool throughout the process.”

Why is PSU such a great context in which to acquire intercultural values? “Portland State is one of the most popular universities in the Middle East,” Dr. Alazzam-Alwidyan says. “The different diversity aspects on campus encourage an atmosphere of inclusiveness as well as provide endless opportunities to learn about difference through interacting with others.”

The Black Iris
Suad Alazzam-Alwidyan is also an artist. This colored pencil rendering of the national flower of Jordan, the black iris, or al sawsanah in Arabic, symbolizes growth and renewal. She used it in her doctoral presentation as a metaphor representing the different aspects of change and renewal in a country steeped with the traditions of the past.

Education in Jordan
Education has been a key player in Jordan’s successful transformation from an agrarian, subsistence-based economy to a modern industrialized economy. A reform of the education system, begun in the early 1990s, was a critical step in moving toward that goal. The country has a very high literacy rate of 89 percent, and free public education is well-supported both politically and socially. Boys and girls have equal access all the way through baccalaureate degrees but are segregated by sex in schools. Advancement through the education system is based on summative exit exams, the most decisive of which is the national General Secondary Examination (the Tawjihi) at the end of the 12th grade. In 2003, the government of Jordan began another education reform effort with the goal to move from an industrial economy to a more global “knowledge economy.”

GSE students devote thousands of hours to the community
Impact on the community
Each year, hundreds of GSE students devote thousands of hours to the community. They are not only practicing their skills, but also are helping the most vulnerable citizens in our community. While the largest group (Graduate Teacher Education Program and special education students teachers) is placed in schools, many also intern in social service and government agencies. The hours delineated below are based solely on the requirements for GSE programs; they do not include additional hours people provide at their student teaching/internship site or any outside volunteer work students have performed in the community or as requirements for other PSU classes.

Practicum/student teaching/internship placement hours for 2009-10:

Graduate Teacher Education Program: estimated minimum of 168,000 hours annually
Added endorsements and authorizations: estimated minimum of 6,100 hours annually
Special education: estimated minimum of 100,600 hours annually
School counseling: estimated minimum of 20,000 hours annually
Educational leadership: estimated minimum of 45,000 hours annually
Library media: estimated minimum of 2,400 hours annually
Counselor education: estimated minimum of 4,800 practicum hours and 28,800 Internship hours for a total of 33,600 annually

Total hours of service to our community is an estimated minimum of: 375,700 hours annually.

Philanthropy in action—planned giving for scholarships and research
In appreciation of the doctorate in educational leadership that she attained at PSU, Gayle Thieman, EdD ’00, associate professor in the GSE, has established two endowments as part of her estate planning. The first endowment will support research to promote education for democracy and civic engagement, and the second will provide financial assistance for prospective secondary classroom teachers. “One of my core values is to support family, and the GSE is part of my family,” says Dr. Thieman. “These endowments are a legacy of scholarship and an example of stewardship to my own children. Making a planned gift is something that anyone can do now; you don’t have to wait.”

Prior to joining the faculty at PSU, Dr. Thieman was a secondary social studies teacher and administrator. In 2007–08 she served as president of the National Council for the Social Studies. Social studies is her passion, and the endowed fellowship will support activities such as action research with teachers in social science education and civic engagement projects.

As an undergraduate student and full-time mother, Dr. Thieman realized first-hand the financial obstacles that teacher education students face. As a GSE scholarship application reader and GTEP cohort leader, she was struck by the overwhelming number of worthy candidates facing a lack of sufficient funds. She too had benefitted from scholarship assistance when she was in school, so supporting a scholarship is her way of paying it forward. She recognizes the importance of outstanding educators who can effectively teach the diverse population in today’s schools.

Dr. Thieman derives much pleasure from teaching the next generation of students and didn’t want to wait for the endowment to be fully funded in order to support students. She has begun her scholarship now through a payroll deduction plan. The Thieman Scholarship is intended to support teacher education candidates who have extensive multicultural experience. Preference for the scholarship is given to students who plan to teach in the social sciences.

“A small amount taken out of my paycheck regularly makes it easier to accumulate funds for the scholarship,” says Dr. Thieman. “It will be so much fun to watch the growth of the students I can help now.”

You too can help future generations. For more information or assistance on planned giving, or to set up a named scholarship, contact Sandy Wiscarson, 503-725-4789.

PSU alum Stephan Gilchrist gains top post at UW-Extension
Stephan Hiroshi Gilchrist, EdD, ’06, has been chosen as the chief diversity officer and director of the Office of Equity, Diversity and Inclusion for the University of Wisconsin Extension and University of Wisconsin Colleges effective February 15, 2010. He holds a doctorate of education in educational leadership and a master’s in conflict resolution from Portland State University. He also has a master’s in environmental leadership from Southern Oregon University and a bachelor’s in international business and Japanese from California State University, Fullerton.

On accepting his appointment, Dr. Gilchrist stated he was drawn to this position because it closely aligned with his own values. “Creating a strong pluralistic democracy where people have the opportunity to participate fully is of the highest importance for the future of our country. The UW-Extension and UW Colleges with their statewide presence offer an excellent opportunity to make a difference in all our lives in these areas of equity, diversity, and inclusion.”

The UW Extension is part of the University of Wisconsin system, serving the entire state with a variety of year-round educational programs. It has four divisions: Continuing Education, Entrepreneurship and Economic Development, Cooperative Extension, and Media Innovations (which includes Wisconsin Public Broadcasting).

Dr. Gilchrist, who has been in Wisconsin less than a year, says, “It is wonderful being part of the University of Wisconsin system and the many opportunities it provides. My doctoral education at Portland State has served me well in my current work as Chief Diversity Officer with UW Colleges and UW Extension.”

He is enthused about new opportunities for community engagement provided at UW Extension and is enjoying settling down in Madison.

PSU Executive Leadership program announces new Oregon school administrators
Those who successfully completed the PSU Executive Leadership program have acquired new administrative positions in Oregon school districts. This is a partial list of fall 2010 appointments. Congratulations to all! PSU is well-represented in the state of Oregon, with the majority of the state’s school administrators having gone through our Initial Administrator Licensure or Continuing Administrator Licensure programs.

  • Brent Belveal—Principal at South Albany High School, Albany School District
  • Tara Black —Associate director of elementary programs, Tigard/Tualatin School District
  • Brian Burke—Assistant principal at Sherwood High School, Sherwood School District
  • Christina Chapman—Principal at St. Paul Elementary School, St. Paul School District
  • Larry Didway—Director of human resources, Oregon City School District
  • Michael Esping—Principal at Oak Creek Elementary, Lake Oswego School District
  • Trevor Flaherty—Assistant principal at Linus Pauling Middle School, Corvallis School District
  • T. J. Fuller —Associate principal at Rigler Elementary School, Portland Public Schools
  • Nanette Hagen—Superintendent, Oakland School District
  • John Hunter—Assistant principal at West Albany High School, Albany School District
  • Kirk Kolb—Principal at Parkside Elementary School, Grants Pass School District
  • Cynthia Moffett—Principal at Elmonica Elementary School, Beaverton School District
  • Mike Nelson—Principal at Molalla River Middle School, Molalla River School District
  • Audrea Neville —Assistant principal at Brown Middle School, Hillsboro School District
  • Karen Pinder—Principal at Laurelhurst Elementary School, Portland Public Schools
  • Cindy Quintanilla —Director of secondary programs, North Clackamas School District
  • Clint Raever—Assistant principal at Toledo High School, Lincoln County School District
  • Damian Reardon—Principal at Walt Morey Middle School, Reynolds School District
  • Dave Richardson—Assistant principal at Parkrose High School, Parkrose School District
  • Richard Shaw—Athletic director at South Albany High School, Greater Albany Public Schools
  • Brian Sica—Assistant principal at Hillsboro High School, Hillsboro School District
  • Kevin Spooner—Principal at Oak Grove Elementary School, North Clackamas School District
  • Michael Sweeten—Principal at Holcomb Elementary School, Oregon City School District
  • Rebecca Torres—Associate principal at Sellwood Middle School, Portland Public Schools
  • Angela Tran—Principal at Hazeldale Elementary School, Beaverton School District
  • Joe Vore—Principal at Myrtle Point High School, Myrtle Point School District
  • Kathleen Walsh—Principal at Rex Putnam High School, North Clackamas School District
  • Carol Whitten—Principal at Uplands Elementary School, Lake Oswego School District
  • Wendy Wilson—Principal at John Wetten Elementary School, Gladstone School District

Administrators honored
PSU alumnae were honored at this year’s annual conference of the Confederation of Oregon School Administrators (COSA) held in Seaside, Oregon, in June. Paula Radich, MS ’74, superintendent of Newberg School District, was named OASE Superintendent of the Year. Catherine Carnahan, CAL ’07, principal of Duniway Middle School in McMinnville, was honored as NASSP National Principal of the Year, as well as OASSA/OESPA Middle School Principal of the Year. Congratulations to our alumnae!

Carnegie Scholars begin new study
Why use creative activities in the professional classroom? Two GSE faculty will join a colleague from the School of Business Administration in a new project sponsored by the Carnegie Foundation Leadership Program to study the effectiveness of hands-on, creative lessons on student learning. Dr. Candyce Reynolds (Educational Leadership and Policy), Dannelle Stevens (Curriculum and Instruction), and Dr. Ellen West (School of Business Administration), were recently selected through a competitive, peer-reviewed process to become CASTL Scholars, (Carnegie Academy for the Scholarship of Teaching and Learning.)

The three PSU faculty members were also selected to attend the Carnegie Foundation’s leadership institute in June. The institute is dedicated to finding ways to cultivate innovative teaching practices while studying the effectiveness of these practices with students from a variety of disciplines. Their activities included building a Rube Goldberg device as a way to explore creativity.

“The CASTL Institute was fabulous,” says Dr. Reynolds. “There was a cross section of faculty from a variety of fields, and we received excellent feedback from our mentor on our project.”

Creativity in lessons has been both lauded and criticized. Some feel it is irrelevant and frivolous, while others cite it as an effective tool that challenges higher level thinking processes and deepens learning. While many students informally relate the value of creative activities in their lessons, the trio wanted more concrete evidence. Their plan is to “measure the impact through analyzing actual student work using common rubrics and by analyzing student reflections in focus groups.”

The cross-disciplinary study began this summer and will continue through spring 2011 at PSU in three separate classes: Research Methods in Education, Developing Creativity and Innovation in Business, and Action Research. The group will employ a variety of creative techniques, including improvisational acting, writing, drawing, graphic arts, music, poetry and film. While business and education lessons differ, all will study the following criteria:

  • Risk taking
  • Innovative thinking
  • Connecting, synthesizing and transforming
  • Transfer
  • Acquisition of course competencies

How will they measure the outcome of their work? Drs. West, Stevens and Reynolds will spend this school year working together to study and document the effectiveness of creative lessons using the Creative Thinking and Integrative Learning VALUES rubrics derived from the American Association of Colleges and Universities. Dr. Stevens says, “It is really a very interesting project because people scoff at whether we can really measure the illusive construct, ’creativity.’ We just want to see what we can find out.”

The trio hopes their findings will prove a useful measure of the impact of creative processes for other disciplines throughout the PSU campus. In October, Drs. Reynolds, Stevens, and West will present their findings to the International Society for the Scholarship of Teaching and Learning in Liverpool.

Find more information on CASTL projects on the Carnegie Foundation website.

Counselor ed professor supports foster care alumni
Each year thousands of youth “age out” of the foster care system. At age 18, foster parents no longer receive funding to support them. So what happens next?

If they are part of the state system, these “foster alumni” are ushered into independent living programs and assisted with some job placement services and training. A lucky few may continue to be supported by foster parents and/or go to school, but the majority face life decisions and goal planning for which they may be ill-prepared.

As difficult as it is for all young people to enter the workforce, it is significantly more challenging when they come from unsupported backgrounds. Youth in foster care are among the most vulnerable and diverse of the population, often having physical and mental disabilities, psychological challenges, and histories of post-traumatic stress and trauma. Their chances of growing into happy adults with a good quality of life are compromised, not surprisingly, by their experiences in foster care.

Most children are placed in foster care after suffering physical or mental trauma, and therefore have a higher incidence of physical impairments and mental health disorders than their peers in the general population. Foster care alumni are three times more likely to experience depression than other youth in the same age group. Higher incidence of drug addiction, pregnancy, incarceration, and unemployment are all factors. Faced with these challenges, planning for the future takes a back seat to day-to-day survival.

Preliminary studies indicate that better access to mental health services, career guidance, and life-skills classes can have a profound impact on foster children and foster alumni. But which services should be offered, and to whom? Professor Tina Anctil, in the GSE’s Department of Counselor Education, is conducting new research that seeks to answer these questions. Dr. Anctil was able to explore the unique transition issues of young adults with foster care backgrounds through access to the Casey Family Programs National Alumni Study. In her work, she observed a higher incidence of physical, social, and emotional impairment in this population. Dr. Anctil’s experience as a rehabilitation counselor and school counselor educator gave her unique insight into working with this group, but there is scant research available to identify best practices.

“After leaving foster care, these youth are focused on managing their basic living needs, such as housing, food, and employment, rather than exploring their long-term career goals. Since many youth also have mental and physical health impairments, coupled with inadequate academic skills resulting from multiple school changes, the transition into adulthood is quite challenging.”

Dr. Anctil believes that foster alumni have great capacity for resilience and the outlook for their lives can be positive. A recent study she conducted with colleagues at Casey Family Programs (2007), suggests that the impact of negative factors experienced by foster children can in many cases be mitigated by subsequent mental health supports provided to them as young adults. The study also suggests that youth with fewer risk factors stand a better chance of success than youth with multiple factors, but both will benefit from additional services.

Dr. Anctil is working on a project called Career Possible Selves for Alumni of Foster Care. Using a $5,000 grant provided last year by the PSU Office of Research and Sponsored Projects’ (ORSP) Research Stimulus Program, she had the opportunity to further investigate and develop approaches to improving outcomes for this high-risk population. Her work included an evaluation of the needs of this population, as well as an assessment of current systems and practices in order to determine best practices for rehabilitative treatment. The long-term goal is to help foster alumni set goals, plan for their future, and thus be able to envision success.

Last year, Dr. Anctil interviewed 15 youth who “aged out” of foster care in a project funded by ORSP. Many of the youth had dropped out of high school and were working on their GEDs. A few were already young parents, focused on not repeating the mistakes of their own parents. All of the youth were focused on their career goals, but few had adequate career decision-making skills, such as knowledge of the working world, an awareness of their strengths and weaknesses, and an understanding of the college application and financial aid process.

One young woman’s story
A 21-year-old woman shared her story of being in four foster care homes between the ages of two and 18. She is now a mother of a three-year-old who lives with her boyfriend’s mother, “until I get more stable and I’ll be able to have her,” she says. She has spent time in juvenile detention for selling drugs and is currently focused on passing her GED exam. This is difficult because she reported living in three different places in the last three months, the last of which was with her biological mother. She has a dream of owning a day care center. When asked what kinds of support were available to her in order to reach her goals, she said, “I just always like my family around. If they’re supporting me, I feel like I can just get through it.” She went on to share that she hopes to take child care classes at the community college, and that she would get help from her independent living case manager to apply for and, hopefully, receive some financial help.

These studies have positioned Dr. Anctil well for future funding. A grant from the GSE Research Advisory Council will allow her the time to develop and submit proposals for funding to the National Institute of Drug Abuse and the Institute for Education Sciences. “I am grateful for the grant provided to me by the GSE Research Advisory Council. It has enabled me to more fully focus on this important work,” says Dr. Anctil.

Clearly, many changes to the child welfare system are needed, including adequate mental health services and career development services in order to make a difference in creating happy, thriving adults out of those who start life in the foster care system. Dr. Anctil’s work aligns perfectly with the GSE’s mission to “enhance the intellectual, social, cultural, and economic qualities of urban life” in our community.

Dr. Jason Ranker granted tenure
Dean Randy Hitz recently announced that Dr. Jason Ranker has been promoted by President Wiewel to associate professor with indefinite tenure. Dr. Ranker works in the Department of Curriculum and Instruction in the Graduate School of Education. Professor Ranker teaches a variety of courses, including Integrated Methods of Language Arts; Literacy in Early Childhood Education; Literacy in Elementary Education; Language, Literacy, and Culture; and Media Literacy.

Congratulations to Dr. Ranker for this accomplishment.

Dr. Kenneth Peterson receives Hoffman award

Professor Ken Peterson is this year’s winner of Portland State University’s George C. Hoffman award for excellence in teaching, scholarship, and service. The Hoffmann Award is given annually to a PSU faculty member in recognition of distinguished contributions to the university in instruction, university service, and scholarship. A committee of previous recipients selected Dr. Peterson for his work performed in the “spirit of humanism, civility, and collegiality with particular dedication to students and loyalty to the University.”

Dr. Peterson is a professor of curriculum and instruction in the GSE and a cohort leader in the Graduate Teacher Education Program (GTEP). Prior to his position at PSU, he taught at the schools of education at the University of California, Berkeley and University of Utah. He was a former classroom teacher, and has over 35 years of experience in educating new teachers and conducting staff development for experienced educators.

Enthusiastic colleagues in the GSE collaborated to nominate Dr. Peterson for the Hoffman award. According to Professor Ron Narode, “I can honestly say that there is no member of our department who has done more for his colleagues and for our students than Ken has. I am not exaggerating when I state that students revere him for his teaching.”

That sentiment is echoed by the many students Dr. Peterson has coached over the years. In preparing the application, the committee reviewed hundreds of testimonials from teachers who appreciated the boost Dr. Peterson gave them. A student from his Classroom Management course wrote:

“I do not have the words to express my gratitude to you. This class has been a ray of sunshine for me this term. You, and the techniques you teach, are exactly why I want to be a teacher. I only hope I can be 1/5 of the teacher you are.”

Dr. Peterson has conducted research in teacher evaluation for more than 25 years. He was principal investigator for three U.S. Department of Education grants that studied innovative teacher evaluation for school district career ladder systems. Dr. Peterson has been a consultant or presenter to more than 65 school districts and state- and national-level educational organizations. He is a prolific scholar who has written three books and dozens of articles on teacher evaluation. He is currently writing about classroom communication and management and evaluation of science education projects for the University of California, Davis.

Dr. Regina Moreno named assistant professor
The GSE is proud to announce that Dr. Regina Moreno has accepted the position of assistant professor in the Department of Special Education. Dr. Moreno is a 2010 graduate of the GSE EdD program and has been a member of the GSE Special Education department for nearly six years, serving as an instructor, adjunct, and fixed-term faculty member.

Dr. Moreno is a dedicated, well-respected expert practitioner in the field of special education related to the education of individuals with significant disabilities and Autism Spectrum Disorders. She has successfully worked in the field for over 30 years, serving local educational communities in both Oregon and Washington. Dr. Moreno’s research interests include student program development issues, such as:

  • The application of Universal Design for Learning
  • Aligning the principles of IDEA in IEP development
  • The use of evidence-based instructional strategies and staff development
  • Collaboration related to the education of students with significant disabilities

Dr. Moreno is looking forward to continuing her scholarly work and community service on behalf of individuals with significant disabilities and Autism Spectrum Disorders.

Please join us in welcoming Dr. Moreno to her new role in the Department of Special Education.

President’s Diversity Award honors Pullen of the GSE
Staff member Lynda Pullen and three others were honored in a ceremony in Smith Memorial Student Union as PSU celebrated the Sixth Annual President’s Diversity Awards. Ms. Pullen was cited for “assisting students from diverse backgrounds in navigating the sometimes bureaucratic, and therefore sometimes difficult systems that they can encounter at the university.” Lynda Pullen, who joined PSU in 2002, is the advisor for GSE’s International Teacher Educator Program, the Bilingual Teacher Pathways program, the Bilingual Special Educator program, and the Pathways program.

This marks the fourth year in a row that a member of the GSE has received this honor with previous awards going to GSE Professors Julie Esparza Brown (’07), Yer Thou (’08), and PACE Student Carmen Anderson (’09).

Professor Tom Chenoweth tapped for US Race to the Top review team
Billions at stake for education

May 2009 marked the announcement of two winners of the national Race to the Top Funding program. Phase I of this landmark program is complete with Delaware and Tennessee each collecting large portions of the $4.35 billion earmarked for education from the Obama administration’s stimulus package. The program’s 49-member review panel included PSU Professor Tom Chenoweth from the Graduate School of Education’s Department of Educational Leadership and Policy. Peer reviewers were selected from distinguished educators, policy makers and scholars throughout the nation and have been quietly working on the high-profile school reform initiative since January.

Dr. Chenoweth applied to the panel last summer and was chosen from over 1,500 candidates nationwide. He was the only person from Oregon to serve on the panel. He teaches in the Graduate School of Education’s Administrative Licensure and the Doctoral Programs. The screening and review process was exceptionally rigorous, but Dr. Chenoweth says it was well worth it. “It was the most transparent process I’ve ever been involved in,” says Dr. Chenoweth. “The ideas from these applications inform my teaching [at PSU] and I know where we are headed as a country.” He remarked that he is glad he had the opportunity to meet colleagues of exceptional caliber on the peer review committee and gain a new perspective on his work. “I was excited to participate in something that had national impact,” he said.

Dr. Chenoweth was well-suited to the task. He received his doctorate from Stanford University and is a former public school teacher and principal. His primary interests lie in the areas of school leadership, teacher supervision and evaluation, and school change. He was a teacher leader in San Francisco’s alternative/magnate schools movement and is one of the cofounders of the acclaimed Rooftop School. He also served as a satellite center director, university mentor, and a national policy board member for Henry Levin’s Accelerated Schools Project that reached over 1,500 schools across the nation. He is the coauthor, with Robert B. Everhart, of the well-received book Navigating Comprehensive School Change: A Guide for the Perplexed (2002). As part of his community outreach, he coaches teachers and staff at Rosemary Anderson High School, an inner-city alternative high school in North Portland.

The Race to the Top Funding program spawned a mad dash among states to lobby and pass laws, and rapidly implement new programs in order to bolster their applications. Forty-one states applied, including Oregon, which placed 34th. Colorado was the only state west of the Mississippi river to make it into the final 16.

The $4.35 billion was the single largest investment in educational reform ever made by the federal government and represents a huge change in the approach for distributing federal dollars.

“They’re trying to give the money to reward innovative ideas,” says Dr. Chenoweth. “It’s more competitive, but also more positive. It’s turning educational funding on its head. The hope is that states would look at the winners and see how they did it.”

How were state applications evaluated?
A 500-point rating system was established and applications were evaluated on five central criteria:

  • State success factors—States needed to have a strong commitment of support from all stakeholders and state leaders. Governors and top state officials needed to be on board, as well as legislators, school districts and teacher unions.
  • Standards and assessments—States scored higher if they based assessments on regional or national standards rather than state or local standards.
  • Data systems supporting assessment—Sophisticated data systems currently in place in some states help teachers in classrooms with real-time data enabling them to adjust lessons accordingly.
  • Great teachers and leaders—States that had innovative ways to train and license teachers scored higher, as did states with annual teacher evaluations linked to student achievement and growth.
  • Turning around low-achieving schools—States needed to have a rigorous plan in place to assist and reform struggling schools.

All of the Race to the Top applications are available for review on the USDE website along with comments from the peer review committee and the videos of the 16 finalists’ presentations. Many states now have the opportunity to view the successful applications and will revise their proposals to apply for Phase II, which still has $3.4 billion in funds available.

Highlights from the winners


  • Under a new law, half of teachers’ evaluations will be based on student growth
  • Data system for tracking student growth
  • Districts, along with organizations such as Teach For America, would be able to license teachers


  • State education secretary now has veto power over turnaround plans for low-performing schools
  • Proposed “data coaches” to work with teachers
  • To view all Race to the Top applications and videos, go to the US Department of Education website.

Department of Special Education welcomes new assistant professor
The GSE is pleased to announce that Dr. Sheldon Loman will be joining the Department of Special Education this fall as an assistant professor. Dr. Loman received his PhD in special education from the University of Oregon, with the focus of his work on instructional practices for people with severe disabilities, educational systems change, and positive behavioral interventions and supports. Prior to his doctoral work he completed a master’s degree in special education with an emphasis on moderate/severe disabilities from San Francisco State University and received his bachelor’s degree in psychology from the University of Hawaii.

Dr. Loman is passionate about preparing educators to support people with significant disabilities in inclusive settings. For several years he taught in a diverse urban school district in California and was an instructional coach for a fully-integrated service delivery model that supported students with significant disabilities in general education settings. He has extensive experience in person-centered planning; augmentative/alternative communication (AAC); and collaborating with families, support service providers, and community agencies.

As a member of the GSE, Dr. Loman is interested in pursuing a research agenda that focuses on organizing school systems and environments to incorporate evidence-based instructional practices for individuals with significant disabilities. Currently he is interested in linking initiatives such as response to intervention (RTI) and school-wide positive behavioral interventions and supports (SWPBIS) together as a way to improve a school’s capacity to support individuals with special needs.

Please join us in welcoming Dr. Loman to the GSE.

Educational Leadership and Policy Department welcomes new assistant professor
Dr. Moti Hara joins the faculty of the Educational Leadership and Policy Department in the Graduate School of Education, after earning his PhD in Advanced Quantitative Methods from UCLA’s Graduate School of Education and Information Studies. His main areas of research interest include the thoughtful and thorough application of advanced statistical methods particularly in the analysis of longitudinal data, multi-site evaluation studies, and application of Bayesian Statistics.

Prior to coming to PSU, Dr. Hara completed his NIDA/NIH-funded Pre-doctoral Research Fellowship with UCLA’s Integrated Substance Abuse Programs (ISAP). During his two years at ISAP, Dr. Hara actively collaborated with members of its Statistics Core on methodological applications within the context of substance abuse research. Earlier in his graduate training, Dr. Hara spent four years at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), where he worked on analyses of large-scale assessment data from urban school districts.

While tackling methodological challenges in different substantive area contexts has helped Dr. Hara realize how research methodology transcends disciplinary borders, he comes to PSU eager to refocus his attention once again on educational research. He attributes part of his yearning for educational research to his own upbringing: originally born in Japan, he spent seven years of his early childhood in Sweden, and completed his higher education in the U.S. As a beneficiary of three distinctly different education systems, Dr. Hara hopes to make a positive contribution to the continuing changes and advancements of the Oregon educational system.

New Service-Learning Graduate Certificate offered
Here and abroad PSU students are creating an impact in the community.

Service-learning (sometimes called community-based learning) is a unique pedagogical approach to teaching and learning based on early work by John Dewey, the “father of experiential education.” A new graduate certificate was recently approved and is well-situated within the GSE’s master’s degree in Postsecondary, Adult, and Continuing Education (PACE). PSU is a nationally recognized leader in service-learning and community engagement, so the idea of a graduate certificate in service-learning was a logical fit. Indeed, PSU is one of only a few higher education institutions noted by the Carnegie Foundation as an “engaged campus.”

Nationally renowned scholars in the field teach in the program, including Dr. Dilafruz Williams, winner of the prestigious Thomas Ehrlich Engaged Scholar Faculty Award; Dr. Christine Cress, who annually works with over 30 colleges nationwide on integrating the curriculum and assessing service-learning; and Dr. Candyce Reynolds, who is a Carnegie scholar. Other faculty working in the program include Dr. Stephanie Stockamer, and Professor Janelle Voegele from the Center for Academic Excellence.

The new 18-credit Service-Learning Graduate Certificate will provide an option for people who may already have a degree in another area. It can also serve as a specialty area for those working toward the master’s degree in Postesecondary Adult and Continuing Education (PACE), a program with over 150 currently enrolled students. To date, there are fewer than three programs nationally that offer graduate-level education in service-learning. Because of PSU’s expertise in this area, the Center for Academic Excellence (CAE), the PACE graduate program, and the Oregon Campus Compact (OCC) receive inquiries each week regarding graduate-level training in service-learning and community engagement. It is anticipated that future course offerings will be hybrid or fully online to better facilitate regional, national, and potentially international student enrollment.

“Students are drawn to these courses because of their passion for service, their understanding of the growing momentum of community-based learning in education, and simply out of curiosity,” says Dr. Stephanie Stokamer. “Many have already done extensive service work during their undergraduate schooling or are already working in the field of service-learning but want to have an academic understanding of the challenges and opportunities of this approach.”

This program was developed by the Educational Leadership and Policy Department as a means to ensure that students are well prepared to serve the community here and abroad. It has been instrumental in forming valuable partnerships.

Service-Learning students gain experience in India
On a trip they’ll not soon forget, 10 GSE students traveled to India in February 2010 with Professor Dilafruz Williams to work on community projects. The 3-credit class, Service-Learning in India: Cultural Understanding and Engagement, convened in Madurai and included students representing multiple programs in the GSE: a doctoral student, a curriculum and instruction master’s student, nine students from the Educational Leadership and Policy program, four students from Leadership in Ecology, Culture, and Learning, and four PACE students.

Offered in partnership with Lady Doak College, the students stayed on the campus and worked with several organizations, including the Love and Care orphanage, a special education school, and the Russ Foundation Village renewal program. A highlight of their trip was a visit to Mother Theresa’s residence and the home she set up for destitute women.

“We reflected daily on our experiences,” says Dr. Williams. “Students were enamored by India and her culture; at the same time they were shocked and stunned by the enormity of the social and environmental problems they witnessed. This has been a transformational experience for students, even for those who had previously been abroad.”

What students say
The students’ experience in India has had a profound impact on their view of the world. “I learned about patience, learned not be judgmental about what’s right and wrong,” says one student. As they complete work on the Service-Learning Graduate Certificate, students continue to reflect on their experience in India and how it relates to the local community. “I am facing a new reality here; I am looking at things differently now.”

Online delivery provides easy access to GSE programs nationally
The Graduate School of Education is committed to making its programs accessible to students in all areas of the state of Oregon, throughout the region, and nationally. One way we are doing this is by offering an increasing number of programs that offer the flexibility of being partially or entirely online. Distance delivery modes are chosen based on the specific needs of our students, the faculty, and the course content. GSE distance education programs include professional development, endorsements, graduate certificates, and degrees.

An example of the GSE’s effort to meet the needs of students and educators in the region is the Visually Impaired Learner (VIL) licensure program offered through the Special Education Department. There is a high demand for these specialists, but very few preparation programs exist across the country. By offering a distance program, with a summer face-to-face component, the VIL program has been able to enroll students from across the country. “In the eight years that we have been doing distance education, we have placed nearly 100 new teachers in areas of the country that have either never had or have been unable to fill vacancies for a number of years,” says Director Jim Bickford. “In addition to supplying teachers for Washington and Oregon, most of our students come from outside the area: Hawaii, Idaho, Alaska, Kansas, Indiana, Montana, California, Maryland, Georgia, Florida, Texas, and even states that may have programs, but are campus-based rather than distance education.” Currently, the VIL has developed a consortium of states that are providing support and students to the program.

Distance education creates opportunities for students in rural communities to access more programs than they would normally be able to participate in. There is an ongoing need for special education services for rural districts. A new program called the Blended Early Education Specialist (BEES) provides access to early intervention special education licensure courses for educators in rural districts.

The GSE offers the library media endorsement and masters degree in a hybrid format also. This program is only offered by two other institutions statewide; therefore, it is critical that it be accessible to people in all parts of the state.

Serving students off-campus is not only an important part of the GSE tradition, it is an increasing trend in education as students worldwide deal with juggling multiple roles and transportation issues. Distance education creates opportunities for students anywhere to be able to access the programs and courses they want and need. According to Eduventures, a national education research firm, the online education market is expected to grow to 18 percent of the higher education market by 2013. Much of that growth is attributed to graduates and adult students rather than undergraduates.

For a partial listing of distance education programs visit the GSE Continuing Education website.

1. Garrett, R. (2008), Online Higher Education Market Update 2008. Eduventures, LLC.

PSU Child Development and Family Services to expand
A new study will begin the planning process for expansion of Child Development and Family Services on the PSU campus. Helen Gordon Child Development Center Director, Ellie Justice, announced an initiative funded by the PSU Student Building Committee to develop plans to expand capacity on campus to serve more young children and their families. Plans will include space for an additional 150 children in full and part-time child care somewhere on or near the PSU campus. This will add to PSU’s capacity for full and part-time child care programming and add space for additional family support services. Currently, two facilities are located on campus: the Children’s Center in Smith Memorial Student Union supports 60 families each term with full and part-time child care. Another 200 are enrolled at the Helen Gordon Child Development Center, on SW 12th Avenue. Other services to families are offered at PSU through the office of Student Parent Services and include counseling, resource and referral for on and off campus services and programs, financial assistance for off-campus child care, advocacy, and emergency loan assistance.

“PSU’s capacity to serve children and support their student and faculty/staff parents has not kept pace with the dramatic increase in the University’s enrollment over the past decade,” says Director Ellie Justice. “The appointed task force and designated funds will help us make some significant headway in addressing the well-documented needs of our community.”

Child care at PSU originated in 1971 after a committed group of student mothers staged a sit-in in the university president’s office. The university identified a space and opened a small child care program on campus. In 1974, the full-day program relocated to the current location of Helen Gordon Child Development Center, which was recently renovated and expanded. There was still a need, however, for a part-time facility for students who did not need full-time care. Students were so passionate about the need for child care that they voted to increase their student fees to pay for a new campus center. The university opened the ASPSU Children’s Center in March, 1999. Student fees fund both programs to support on-campus child care for PSU students and to make child care costs more affordable for student-parent families.

With steadily increasing campus enrollment and high numbers of students with families, there is a growing need for family support and family friendly spaces on campus. A large percentage of PSU students are nontraditional with an average age of 27.5 and require support services for families that include child care. A recent campus child care survey revealed that 62 percent of respondents indicated that they would use campus child care if space was available. In the same study, 52 percent stated that they are not able to enroll in as many classes as they need due to lack of available child care. Over 500 families are currently on the waiting list for child care on the PSU campus. There is an urgent call to address the articulated and documented need for increased services on-campus at an institutional level.

The strategic planning and architectural design process will begin in fall 2011 with the assembly of a task force appointed by President Wim Wiewel. A presidential task force on child development and family support was appointed and charged to determine the needs of the campus community and develop a strategic plan that addresses the current and future needs. The specific charge for the task force will be to respond to the data gathered from the 2009 PSU Campus Child care Survey and to develop a strategic plan to address campus needs. This will enable Child Development and Family Services and other campus leaders to align their efforts with long term goals and to implement phases of the plan as opportunities become available. The development of the strategic plan will coincide with the 2011-2012 funding allocated for program expansion.

PSU Community Counseling Clinic offers low-cost services to anyone
As part of the GSE’s Counselor Education program, students and staff operate an on-campus community counseling clinic that serves anyone in the community, regardless of income. Students, supervised by professional staff and interns, have the opportunity to practice their skills by interacting with real clients. Each day, the clinic receives from five to 25 calls from community members seeking mental health and other assistance. Because of the recent decrease in available low-cost services in the Metro area, and the increase in unemployment and uninsured community members, there is a greater need than ever for affordable counseling. The clinic charges $15 per session, but will negotiate fees in cases of financial hardshipClinic staff work with each caller to determine the appropriate services and if the clinic is not a good fit, they work to help them find other available resources in the community. This kind of “triage” work is a valuable, though time consuming experience for the counseling students. They may spend hours on the phone helping a caller who may need medication or addiction treatment at another facility.

The Community Counseling Clinic also provides group services to clients as they wait for individual counseling to become available. Counseling groups are organized in a variety of ways. They can be of a general nature or may be specific to certain population or skill sets. Examples of special groups are the “help for daddies” group for single fathers working on relationship and parenting skills, or a “discovering yourself” group where women use art therapy techniques to develop confidence, esteem, and social support.

Currently, the clinic is working with clients from ages four to 86 and all points in between.

P20 Initiative launches primary report
As outlined in the January 2010 GSE newsletter, the P20, or ‘Cradle to Career Initiative,’ has been in the beginning stages of development this year. (See Jan 2010 GSE news). Stakeholders from preK12 schools, businesses, social service agencies, community organizations and higher education have been involved in working on a strategy to align efforts to successfully move individuals from birth to eventual employment. Committees will be gathering data on social and academic factors impacting the movement from cradle to carrier, which will inform and focus the project’s leaders on next steps. On November 4, a report will be published that will be an ever-changing foundational document for moving the initiative forward.

The new Cradle to Career Initiative is part of a 10 university/city network across the country focused on bringing universities into more positive strategic relationships with the cities they serve. Five goals for the Portland-metro Cradle to Career Initiative have been identified. All students will:

Goal 1 – Be prepared for school
Goal 2 – Be supported in and out of school
Goal 3 – Succeed academically
Goal 4 – Enroll in postsecondary education or career training
Goal 5 – Graduate and enter a career

Cradle to Career is one of President Wiewel’s initiatives. The GSE has been helping to initiate this project. Partners include the Leaders Roundtable, the Portland mayor’s office, the Multnomah County chair’s office, United Way and the Coalition of Urban Serving Universities. While the GSE has been instrumental in initiating the beginning stages of the project, it is anticipated that future involvement for the school will move into development of data resources and research work in order to facilitate additional strategies for the ongoing project.

GSE partner Janet Dougherty-Smith retires
Janet Dougherty-Smith, a GSE alum, is retiring from the Clackamas Education Service District after many years as the Early Childhood/Special Education director. She modeled a relationship-based climate for her staff and is a valued partner to the GSE.

Ms. Dougherty-Smith graduated with a bachelor’s degree with a license to teach elementary school. Her first teaching job was in Idaho. Every year, she had students with special needs, so she decided to start taking classes in special education. She moved to Oregon and finished her master’s degree in special education at PSU. During her time at PSU she worked with children who had autism.

In 1985, Ms. Dougherty-Smith became the coordinator of special education and early childhood special education at the Clackamas ESD. In 1997, when these two programs became very large, she became the director of the Early Childhood Department, which included the early intervention/early childhood special education and Oregon Head Start prekindergarten programs. In more recent years she added the Childcare Resource and Referral program and the Children’s Insurance Program to the department.

Ms. Dougherty-Smith’s partnership with Portland State University began as a master’s student and continued until her recent retirement from Clackamas ESD. Since the initialization of the Early Intervention Special Education program in Special Education, Ms. Dougherty-Smith has referred more that 25 of her educational assistants to our program. In addition, Clackamas ESD has employed more than 90 percent of those individuals as early interventionists/early childhood special educators. Those individuals continue their association with PSU as cooperating teachers, supervisors, and adjunct Instructors.

Ms. Dougherty-Smith modeled her values to her staff so they could model those to young children with special needs and their families. Those values include:

• Children should attend the regular preschool in their neighborhood regardless of the child’s ability level or the family’s income level. This has greatly influenced the Clackamas programs.
• All children should have access to good childcare and health insurance. She has worked hard to make sure this happens in Clackamas County.
• Everyone in the early childhood community should work for the good of ALL children. What is good for any child is good for kids in OHSPP and EI/ECSE.
• All of the Clackamas ESD early childhood programs should see each other as one program. Again, we are concerned about the needs of ALL children.

Friends of the GSE

The mission of the Friends group is to support the GSE by building a sense of community and pride through expanding and maintaining connections with alumni and friends. Composed of alumni, retired faculty, and interested community members, the Friends are a non-dues-paying volunteer group that meets four times each year. In partnership with the school, they host events such as PSU Weekend Breakfast Roundtable, Educators Night at the PSU Opera, and the annual stewardship reception for thanking donors and recognizing scholarship recipients. They also volunteer at the school’s academic commencement and give a welcome to the graduates.

For the last eight years, the Friends have raised scholarship funds to support students preparing for teaching careers in the high-need areas of special education, math, science, and/or ESL/bilingual education. Jane Morrow, current chair of the Friends, describes their work as friend-raising and fund-raising. She says, “The meetings reinforce our belief in the Graduate School of Education and leave us inspired by the current students and encouraged by the wonderful work of the faculty, who are leading programs that are making a difference in the community.”

Your invitation to join the Friends is always open, and all are invited to learn more about the school by attending meetings or events.

For more information, contact Sandy Wiscarson, Graduate School of Education, PO Box 751, Portland, OR 97207-0751; phone 503-725-4789; or email

Gifts to the GSE 2009-2010

The Graduate School of Education is grateful to all its generous supporters.

Honor Roll of donors—lifetime cumulative gifts of $25,000 and above

  • Barbara and Gary Ames, Ames Family Foundation
  • Wilna Anderson
  • Alexander Benenson
  • Carol and Larry Burden
  • Carnegie Corporation of New York
  • Janette Drew, Janette G Drew Trust
  • Estate of Fred Thompson
  • Michael and Marjorie Fiasca
  • Gray Family Fund, Oregon Community Foundation
  • Ulrich Hardt
  • Hewlett-Packard Company Foundation
  • Intel Corporation
  • Harold and Joan Jorgensen
  • Jane and Robert Morrow
  • Oregon Writing Festival
  • Portland Association of School Librarians from estate of Helen Farrens
  • Spencer Foundation
  • The Boeing Company
  • The David Kimmel Foundation
  • The Oregon Community Foundation
  • Marta and Kenneth Thrasher
  • Mary Elizabeth York

The following alumni, faculty, staff, friends, associations, corporations and foundations made gifts to the school from July 1, 2009 through June 30, 2010.

Dean’s Circle, Platinum

  • Barbara and Gary Ames, Ames Family Foundation
  • Intel Corporation
  • Mary York

Dean’s Circle, Gold

  • American Cancer Society
  • Estate of William Gordon
  • Ulrich Hardt
  • Marta and Kenneth Thrasher

Dean’s Circle, Silver

  • David and Celia Capuzzi
  • Jane and Robert Morrow

Dean’s Circle, Bronze

  • J C Milne Real Properties
  • Janine Allen and Ernest Ogard
  • Alexander Benenson
  • Roger and Jan Capps
  • Charles Clemans and Nancy Hungerford
  • Joseph Kaplan and Betsy Davenport
  • Colin and Patricia Dunkeld
  • Jonah Edelman
  • Jacob Hacker and Oona Hathaway
  • Randy and Lynn Hitz
  • Harold and Joan Jorgensen
  • Virginia and Arthur Kayser
  • Cheryl and Hanoch Livneh
  • Frederick Miller and Karla Wenzel
  • Piece of Cake, Inc., Marilyn DeVault
  • Charles Smith
  • Richard and Joann Sonnen
  • Paula and Keith Stanovich
  • Gayle and Donald Thieman
  • Anna Mae and Michael W Tichy
  • Mary Kinnick and Mary Beth VanCleave
  • Sandra Wiscarson

Dean’s Circle, Builder

  • Nancy Benson
  • Scott and Bridget Dawson
  • Robert and Shelley Everhart
  • Les and Nancy Fahey
  • Michael and Marjorie Fiasca
  • Steve and Mary Brannan
  • Linda and Eugene Holt
  • Ellie and Dean Justice
  • Steven Kingsley
  • Richard and Adela Knight
  • Stephanie McBride
  • N By NE Health Center
  • David Sampsell
  • Bruce and Nancy Samson
  • Joy Spalding
  • Stephanie Wahab
  • David and Nolene Wheeler
  • Wim and Alice Wiewel
  • Peter and Jo Ann Wight

Connector – Up to $499

  • Gary Albright
  • Marlene and Mark Cvetko
  • Davis Enterprises Inc.
  • Amy Driscoll
  • Berrin Erdogan
  • Maureen Fallt
  • Leeza Maron and James Greenblatt
  • Kristi Hace
  • Betty and Larry Hittle
  • Richard Hobbs
  • Loren and Martha Hotchkiss
  • Alison Justice
  • Sybil Kelley
  • Merle and John Kovash
  • Jane and Calvin Malmquist
  • Gail Maron
  • Gregory and Sonya Morgansen
  • Gail Parnell
  • William Parnell
  • Philip and Laura Pridmore-Brown
  • Miriam Reshotko and Lee Gordon
  • George and Claire Rives
  • Gary and Jean Salyers
  • Levonne Sedgwick
  • Joanne and Richard Shipley
  • John and Katie Spathas
  • Richard and Joan Swee
  • The Tomodachi Foundation

Supporter – Up to $249

  • Sharron Akins
  • Rebecca Albright
  • Kim Allen
  • Jamie and Michael Anderson
  • John Anderson
  • Judy and James Arbogast
  • Candy and George Armstrong
  • Benjamin and Paula Arthur
  • Linda Atiyeh Anderson and Rainse Anderson
  • Ruthann and James Audritsh
  • Sharon Baker
  • Anne Bayer-Tessler and Steven Tessler
  • Ronald and LaRae Bogh
  • James Booth
  • Tony Bornstein
  • Paula and Robert Bowlby
  • Donna and L. Brady
  • Susan Brown
  • Elaine Carlson
  • Christine Chaille’
  • Carol Chislett
  • Richard and Heide Cole
  • Sheila Couey
  • Stephan and Dolores Cragg
  • Carol and Michael Daley
  • Edward and Sally Daly
  • Jennifer Darlington
  • Margery Davies
  • Linda DeVries
  • Denise and Mark Downing
  • Edna and Lawrence Easter
  • Nancy Falconer
  • Kevin Gardner
  • Trina and Dan Gardner
  • Susan Gerritz
  • Jeremy Geschwind
  • Eloise Gibson
  • Stephan Gilchrist
  • Elizabeth and Willis Gill
  • Sandra and Earl Gjelde
  • J. Arden Godshall
  • Carol Greene
  • Marsha and Michael Gustkey
  • Marjorie and Gilbert Gwilliam
  • Melanie and Mark Hambelton
  • Katherine Hasenauer
  • Ruth and Paul Herrington
  • Betty Hirsch
  • Penney and Lester Hoodenpyle
  • James Huntsman
  • Ann Hutchinson
  • Stephen Isaacson
  • Dirk and Gayla Iwata-Reuyl
  • Mary Jackson
  • Betsy Jeronen
  • Andrew and Julie Job
  • Rick Johnson
  • Jean and Richard Josephson
  • Nancy Kardonsky
  • Helen and Richard Keagle
  • Maureen Kenny
  • Dianna and Gene Laughlin
  • Arnold and Claudia Leppert
  • Lincoln Beach Thriftway
  • Nancy and Christopher Longaker
  • Elaine and Kenneth Mattson
  • Sarah and John Mazzocco
  • Jean McCloskey
  • Sandra McCune
  • Sean and Ashlee McCusker
  • Jane McGraw
  • Douglas McKillips
  • Marietta Miick
  • Henry Milczuk
  • James Miller
  • Carol and John Mitchell
  • Earl Molander and Ann Bremer
  • Mary and Christopher Moller
  • Suzanne and Kevin Moore
  • Clarence and Dorothy Morgan
  • Leslie and Thomas Munson
  • Ronald Narode and Sarah Cleveland
  • Paul Nelson
  • Peggy and Robert Nitschke
  • Cecilia Nowack
  • Patricia Numrich
  • Ned and Adele Olson
  • Maurine and William Otos
  • Antoinette Parque and Wayne Trantow
  • Alden Peterson
  • Lynn and Vernon Peterson
  • Ronald Petrie
  • Ronald Plamondon
  • John Poff and Sharon Russell-Poff
  • Veda and David Pollack
  • Karen and Duane Pollard
  • Susan and Roger Price
  • David Reese
  • Leslie Rennie-Hill and Kenton Hill
  • Trina and Bradley Robertson
  • Craig and Sue Roessler
  • Harold and Anna Rosene
  • Barbara Ruben
  • Linda and Thomas Samek
  • Jennifer Samsom
  • Tom Sargent
  • Gay and David Schnebly
  • Gerald and Margaret Scovil
  • Marion Sharp
  • Virginia Shipman and Richard Kaiser
  • Elisa and Earl Slee
  • Pati Sluys
  • Kenneth Stedman
  • Paul Steger and Patricia Ferguson-Steger
  • Andrew Stern
  • Charles Steury and Samyak Yamauchi
  • Carol-Wray Sturgill
  • Mary Sumoge
  • Shirley and John Sutton
  • Gerald Swanson
  • Terri Theisen and Walter Williamson
  • Vicki Thomas
  • Merlynn and Bruce Thompson
  • Genevieve Tremblay
  • Susan Ward-McCurdy
  • Elizabeth and James Wassom
  • Anne and Philip Wax
  • Richard West
  • Jerry and Lucille Wilkins
  • Catherine Williams
  • Dilafruz Williams
  • Christina and Reed Wilson
  • Maryann Wilson
  • David Woodford
  • Joann and Leonard Workman
  • Gretchen Yost
  • Helen and Creighton Young
  • Madeleine and Daniel Zywicki

Friend – Up to $99

  • Teresa and Bruce Abel
  • Virginia and Bruce Adams
  • Marvin Aikens
  • Susan and John Alin
  • Linda Allen
  • Kathryn Alsworth and Michael Sprinker
  • Janet Amundson
  • Carla and Paul Anderson
  • Lu Ann Anderson
  • Ray and Nancy Annas
  • Anonymous
  • Marc Appell
  • Dixie Arata
  • Denise Archer
  • Erin and Enrique Arias
  • Suzanne and Terry Armentrout
  • Jennifer Artman
  • Tara Asai
  • Janet Baillie
  • Cindy Baker
  • Laurence Baldwin
  • Elaine and Melvyn Ball
  • Joseph Ballman
  • Lou and Richard Barela
  • Donna Barker
  • Bonnie Bartos
  • Julie Bauder
  • Gretchen Berretta
  • Christina Bialas and Larry Minor
  • James Bickford
  • Erline and Larry Binkerd
  • Elizabeth Binyon
  • Gregory Bittick
  • Kathy Black
  • Jacqueline and John Blalock
  • Rachel Bliss
  • Tom and Joanne Board
  • Alison Bostrom
  • Teri and Edward Boyatt
  • Lonnie and June Breninger
  • Barbara and William Briare
  • Margie and Gerald Brickley
  • Carolyn and Buddy Brock
  • Joanne Brooks-Crutcher
  • Carol and Robert Bruce
  • Joanne Bruno
  • James and Mary Ann Buck
  • Thomas Buck
  • Diane and Alan* Budner
  • Jewel Bundy
  • Erin Burns
  • Cheron and Craig Calder
  • Frances and Richard Cansler
  • Paula Carder and John Schnabel
  • Bette Carlisle
  • Catherine and Craig Carlson
  • Linda Carpenter
  • Rowanna Carpenter
  • Betty Carrithers
  • Amelia and Michael Caruso
  • Ellery Castro
  • Clarion Research, Inc.
  • Joseph and Linda Clarke
  • Frederick Clayton
  • Davene Cohen
  • Mary and Joel Cohen
  • Lara Colburn
  • Lynn Conley
  • Kathryn Cooper
  • Shannon Cooper-Campagna and David Campagna
  • Lisa Craig
  • Andrea and Randall Crouse
  • Mary and Michael Davies
  • Dawn Davis
  • Gloria Davis
  • Joanne and Jim Davis
  • Stephen and Susan Deagle
  • Martha and Lawrence Decherd
  • Sandra Detroit
  • Alodie and Donald Didier
  • Nancy and W. Diehl
  • Leonora Dimeo-Ediger and Donald Ediger
  • Jennifer Doncan
  • Joyce Dougherty and Patrick Gardner
  • Allison Dumble Mudrick
  • Marci Edwards
  • Kathryn and Garry Eisenzimmer
  • Debra Elliott
  • Judith and Randy Emberlin
  • Andrew Emert
  • Bonnie and Daniel English
  • Francene and Stephen English
  • Pamela and Eric Erickson
  • Vicki and H. Eustice
  • Cindy Ewers
  • Wendy and James Fenner
  • Sharon Fisk
  • Kathleen Flanagan
  • Janet and William Ford
  • Luanne and Stephen Fordney
  • Marilyn Forse
  • Kerry Forsell
  • Laurie and Roger Fosmark
  • Bradley Fritts
  • William and Marlene Fuller
  • Andrea and Arthur Furber
  • Cindy Gallegos
  • Dalton and Nova Garing
  • Erin Garvin
  • Chris and Deborah Gaslin
  • Sandra Geiseman
  • Shari Gent
  • Suzanne and Geoffrey Gilmore
  • Jayne and Rodney Glidewell
  • Elizabeth and Larry Goble
  • Yoshimi and Lawrence Golden
  • Judy and Paul Grauer
  • Loulie Gray
  • Edward and Teresa Green
  • Terri Greenfield
  • Maralee Greeno
  • Marcia Gregor Garrick and Osmond Garrick
  • Amrit and Jagdish Grewal
  • Teri and Matt Griffin
  • Paula Gubrud-Howe
  • Marion Hackman
  • Evelyn Haertel
  • Marlene Hagen
  • Sally and Earl Haggart
  • Adnan Hamideh
  • Tercita Hamilton
  • Eun-Chung Han
  • Vui Han-Mar
  • Nancy and Randolph Hansell
  • Marilyn Hanson
  • Robert and Peggy Hanson
  • Mary and Michael Harding
  • Jane and Darrell Harris
  • Nora Hatfield
  • Lynne and Robert Heath
  • Mary and Daniel Heath
  • Marsha Heims
  • Mary and Joseph Henderson
  • Jean Henry
  • Robert and Cora Henshaw
  • Nalota Herms
  • Gordon and Sandra Hickey
  • Verna and Ronald Hilburger
  • I-Pin and Jane Ho
  • Martha and Stanley Holm
  • Madeleine and David Holmberg
  • Monica Honegger
  • Margaret and Alton Hooten
  • Christine and Matthew Horne
  • Heather Hummell
  • Michael Humphreys
  • Nancy and Donald Humphries
  • Crystal Huntington
  • John Huntsberger
  • Jonathan Huwe
  • Wendy and George Inness
  • Frederick and Mildred Jackson
  • Marilyn Jackson
  • Jessica Jacobsen
  • Jonathan Jeans
  • Ruth Jensen
  • Nancy and Philip Johnson
  • Sue Johnson
  • Deborah and Bryan Jonathan
  • Bonnie Jones
  • Hazel and Gerald Jones
  • Robin and Wayne Jones
  • Sharon and Alan Jones
  • Carolyn Jones Christoferson and Carl Christoferson
  • Janet Kahn
  • Daniel and Kathryn Kelleher
  • Nancy and Thomas Kelly
  • Viola Kerhoulas
  • Pamela Kirkaldie
  • Iris and Russell Kissir
  • Alice Koenig
  • Diane and Dirk Koopman
  • Elizabeth Koshy-Pierson and Paul Pierson
  • Marietta and Glen Kuykendall
  • R. Lamb
  • Ellen and J. Russell Langwig
  • Annabelle and Bruce Lavier
  • Janice and William Lee
  • Jessica Leonard
  • Diane Lewis and Rex Ratashak
  • Lewman Vineyard
  • Gloria and James Linakis
  • David and Carolyn Lindsey
  • Richard and Marie Little
  • Andrew Lockwood
  • Britt-Mari Lord
  • Shelley Loring and Spencer Barker
  • Lucille Lowery
  • Evelyn and David Lowry
  • Jesse Lucas
  • Margaret and John Luccio
  • Victoria Lunghofer
  • Arland and Sharon Lyons
  • Rebecca Macy and James Reynolds
  • Susan Maksymowicz
  • Patrick Mangan
  • Matthew Maris
  • Laurie Mason
  • Sheila Mason
  • Frank Mathews
  • Terri Mazzilli-Roth
  • Barbara and Thomas McAllister
  • Ellen McCarthy
  • Ruth and Dale McCullough
  • Sue McGraw
  • Cheryl and James McGrew
  • Roberta and Frank McKay
  • Doris and Robert McQueen
  • Lowell McVicker and Gertrude Bernstein
  • Rollee Merrifield Jones and Michael Jones
  • Emily and Josh Mickelsen
  • Andre Middleton
  • Anne Mileham
  • Mark and Michelle Miller
  • Winston and Anne Miller
  • Frances Moga
  • Sarah Montambo
  • John and Maureen Moore
  • Roland Moore
  • Sherrill and Charles Moore
  • Marisol Morales-Ohnemus
  • Jessie and Samuel Morehouse
  • Anne-Grethe and Major Morris
  • Betty and Dean Morrison
  • Ann and Steve Morton
  • Antoinette and James Mountain
  • Sharon and George Mowry
  • Michele and John Mudd
  • Sandra Mueller
  • Kent and Kay Mulkins
  • Hazel and Wallace Murdock
  • Karen Murphy
  • Chris Murray
  • Kyle Nagelmann
  • Vicki and David Nebel
  • Barbara Neeley
  • Glenda and Paul Neerman
  • Sonia Nelson
  • Barbara and Jerry Newmark
  • Matthew Nicely
  • Seth Niederberger
  • Pamela and F. Nofziger
  • Emma Nollette
  • Marie and Robert Oberg
  • Mary Oberson
  • Christy O’Brien
  • Albert and Eloyce O’Connor
  • Aina and Michael O’Malley
  • Harold and Elsie Onishi
  • Faye Orme
  • Kathleen Orton
  • Rebecca Orwoll and James Orwoll-Harris
  • John and Kazuko Page
  • Charlotte and Garry Painter
  • Linda Pardun
  • Judith Parsons
  • Julia Partlow
  • Sam Partovi and Janine Jartovi
  • Rick and Laure Patrick
  • Aaron Pearlman and Sacha Reich
  • Margaret Pedersen and Robert Millette
  • Theresa and Pat Peick
  • Barbara and Bill Pennell
  • Crystal Pillifant
  • George and Suzette Polas
  • Jeffrey Powers and Jill Nave
  • Rica Price
  • Kathleen Quinley Carlile
  • Maureen Quinn
  • Helen Quirino
  • Carol and Ibrahim Qutub
  • Paul Rager and Alba Enriquez-Rager
  • Aaron Ramsey
  • Esther and E. Reschke
  • Eli Reshotko
  • Barbara Rhiger
  • Margaret Robinson
  • Marilyn and Kenneth Robinson
  • Patricia Robinson
  • Elinore and James Rogers
  • Jose and Kathleen Romero
  • David and Kathy Root
  • Mary and James Rose
  • Lisa Rosenthal and Leonard Orzol
  • Barbara Rossi-Underriner and David Underriner
  • Susan and Kenneth Rossow
  • Sarah Rowley and Garry Neil
  • Kelly Russell
  • Steven and Kathi Saari
  • Deborah Samuels
  • Judith Sandoval
  • Barbara Schiewe-Bolstad
  • Cynthia Schnabel
  • Shirley and Michael Schrunk
  • Jean Scott
  • Kerri and Gordon Scott
  • Mairi Scott
  • Kay and Gregg Seiler
  • Kimberly Sheridan
  • Lynne Shinto
  • Joye Shoemaker
  • Wanda and Morris Silverman
  • Bernetta and Michael Simpson
  • Rosemary Sloop
  • Silvia Smart
  • Dale and Leilani Smith
  • Genevieve and Harold Smith
  • Ruth Smith
  • Tammy Smith
  • Timothy and Paula Smith
  • Michael Snyder
  • Brian and Sydette Squire
  • Margaret St. Pierre-Graves
  • Morris Stein
  • Dannelle Stevens
  • Emily Stevens
  • Patricia Stewart
  • Janet Stinson
  • Juliette Stoering
  • Stephanie Stokamer
  • Karen and Michael Strejc
  • Cynthia and Eric Strid
  • Donna Strom
  • Timothy Strom
  • Richard and Lolita Stuthard
  • Caroline and Michael Sullivan
  • Helen and Terry Sutfin
  • Amy Swanson
  • Russel and Elaine Sweet
  • Cary Takara
  • Jean and Larry Tang
  • Sandra Tashima
  • Elizabeth Tate
  • Jane and Donald Taylor
  • Wendy Temko
  • Thais Thomas
  • Carol and Alan Tipton
  • Kathleen Tischler
  • Beverly Tolman
  • Dennis Torresdal
  • Leslie Torresdal
  • Clifford Townsend
  • Michele Turner
  • John and Marilyn Ubik
  • Virginia and Paul Vanture
  • Amy Veltman
  • Janice and David Vigna
  • Sydney Voorhees
  • Kris Voss-Rothmeier
  • Heather Walenter
  • Jane Walgren
  • Penelope Walter
  • Julie Watkins
  • June and Sanford Watzman
  • Carolyn and Craig Weaver
  • Ellen and Eric Weeks
  • Kathleen and Robert Weigant
  • Delia and John Weinheimer
  • Peter Weisel
  • Joan Welch
  • Jeannine Welding
  • Charlotte Wells and Doug Kaiser
  • Jennifer Wells
  • Kenneth Wenzel
  • Kristen Wessel
  • Laura West-Vanderpool and Robert Vanderpool
  • Elaine Wheeler
  • Ruth and James Whitcomb
  • Vera White
  • Barbara Wiegele
  • Matthew Wilding
  • Joanne Wilkie
  • Teri and Boyd Williams
  • Alice and Albert Willis
  • Margaret and David Willis
  • Thomas and Cheryl Wolbrecht
  • Loreta and Wilbur Wood
  • Patricia and Jeffrey Wright
  • Tracy Wygant
  • Joseph and Mary Wykowski
  • Catherine and Charles Wyrick
  • Judith York

Every effort was made to ensure the accuracy of this list. Please contact the Development Office, 503-725-4789 or email Sandy Wiscarson with any updates.

In-Kind gifts to the GSE

  • Christine Chaille

In-Kind gifts to Helen Gordon Child Development Center 2010

  • 20/20 for Site, LLC
  • A Cena Ristorante
  • AC/Mac
  • Ahearne Cycles
  • Gary Albright
  • Amrita: A Sanctuary for Yoga
  • Annie Bloom’s Books
  • Denise Archer and Jason Wehling
  • The Arrangement
  • Jennifer and Mark Artman
  • Atomic Art
  • Beaverton Pizzicato
  • Biokleen
  • Blush Beauty Bar
  • Body Waves Therapy
  • Tony Bornstein and Robyn Gregory
  • Kim Brown
  • Alan Cabelly
  • Campbell Salgado Studio
  • Chowderheads, LLC
  • Close Knit
  • Elaine Cohen
  • Dan’s Guide Service
  • Dirty Blonde Designs
  • The Dragontree Holistic Day Spa
  • Eleni’s Philoxenia
  • Enchanted Forest
  • Evergreen Curling Club
  • Mayumi Finley
  • Foot Traffic
  • Rebecca and Alan Galloway
  • Andrea Garza
  • Georgie’s Ceramic and Clay
  • Gino’s Restaurant and Bar
  • Goose Hollow Inn
  • Grasshopper
  • Lynn Green
  • Guayaki Sustainable Rainforest Products, Inc.
  • Gymboree Play and Music
  • Kevin and Kristi Hace
  • Jennie Hake
  • Hall Pizza and Pub
  • Hall Street Grill
  • Hart Road Pizza and Pub
  • Hawthorne Fish House
  • Headwaters Cafe
  • Higgins Restaurant and Bar
  • Hollywood Burger Bar
  • Hollywood Dance
  • Hotel Monaco
  • JC Penney Portraits
  • Alison Justice
  • Dean Justice
  • Ellie Justice
  • Lan Su Chinese Garden
  • Laughing Bear Log Cabin
  • Dr. Peter Leitner, Chiropractic Physician
  • Lil’ Kickers at Portland Indoor Soccer
  • Linnea Osterberg, Photographer
  • Lutra Press
  • M.E.T.A. LLC
  • MaBop Designs
  • Magnum Opus
  • Scott and Christina Marshall
  • Sheryl McDonald
  • McMenamin’s Grand Lodge
  • Jennifer Mercede
  • Mimosa Studios
  • Erin and Scott Mulkins
  • Nautilus Inc.
  • Tommy and Maria Navarre and Max Maser
  • North Clackamas Aquatic Park
  • Northwest Children’s Theater and School
  • Old Wives’ Tales
  • Oregon Children’s Theater
  • Oregon Coast Aquarium
  • The Oregon Historical Society
  • Oregon Shakespeare Festival
  • Oregon Zoo
  • Paloma Clothing
  • Eric Peterson CFI
  • Pink Martini
  • Pittock Mansion
  • Plover Organic
  • Portland Beavers
  • The Portland Ballet, Academy and Youth Company
  • Portland Columbia Symphony Orchestra
  • Portland Marriott Downtown Waterfront
  • Portland Nursery
  • Portland Pilates Collective
  • Portland Roasting
  • Portland Rock Gym
  • Portland Spirit
  • Portland State University Outdoor Program
  • Portland Trail Blazers
  • Portland Youth Philharmonic Association
  • Belinda Potts
  • Philip and Laura Pridmore-Brown
  • PSU Campus Recreation
  • PSU Transportation and Parking Services
  • Red Star Tavern and Roast House
  • Justin Rock
  • rumi simone spa salon boutique
  • R-West
  • S.O.I.L.
  • Saint Cupcake
  • Michael Santillan
  • Jodi and Alexander Schoenen
  • Julie Serote
  • Phanny Shorey
  • Signature Imports
  • Nan Siringer
  • Smiles Northwest
  • Soluna Grill
  • Southwest Community Center
  • Sky and Itzel Spehar
  • Studio Blue
  • Sunset Lanes
  • Tears of Joy Theater
  • Laura Torgerson, ND
  • Thinker Toys
  • Tillamook County Pioneer Museum
  • The Title Wave Used Bookstore
  • Tropical Salvage
  • Julie Watkins
  • Kristin Wessel
  • Jack West
  • Westside Dance and Gymnastics Academy
  • Widmer Brothers Brewing Co.
  • Yellow Rose Texas Barbecue
  • Yoga Pearl
  • Zipcar

New grants this year

Summary: increased capacity
Reductions in state school funding to support the GSE are creating fiscal challenges. Fortunately, our efforts to support research and grant acquisition are succeeding. In fiscal year 2009-10, GSE faculty submitted 24 proposals, almost twice as many as the previous year. Of these, 11 proposals were funded: (three of which were submitted in fiscal year 2008-09). These will bring in $930,123 over the next four years. Six larger, federal grants submitted this year, worth approximately $2,790,000, are still pending decision.

Awards over $25,000 funded in fiscal year 2009–2010

David Allen—SPED
Blended Early Ed Specialists (BEES) Project
U.S. Department of Education

Dilafruz Williams—Educational Leadership and Policy
Effects of Garden-Based Learning on Academic Outcomes
Spencer Foundation

Pat Burk—Educational Leadership and Policy
Linda Jessell—Center for Student Success
Cradle to Career P-20 Initiatives
United Way of the Columbia Willamette

Faculty enhancement grants for 2009–2010

Swapna Mukhopadhyay
Socially Relevant Mathematics Education

Nicole Rigelman
Improving Math Teaching and Learning—Building University and School Partnerships

Janine Allen
Student and Parent Perspectives on Academic Advising

Dot McElhone
Conceptual Press Discourse During Reading Comprehension Instruction

Julie Esparza Brown
Learning from Their Mistakes: The Educational Utility of Using a Metalinguistic Question Paradigm to Assess ELL Students’ Abilities to Identify, Correct and Explain Their Own Language Errors

Year in review
Graduation rates increase

The GSE nearly doubled in its production of graduates from 1999 to 2009. Since then we have chosen to stabilize enrollment and focus on increasing quality and productivity in other areas, such as research. So, for the foreseeable future we will graduate between 500 and 550 people each year from the GSE. In addition to these graduates, we also have nearly 200 people completing graduate certificate or licensure programs, the largest of which is our program to prepare school administrators.

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