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FALL 2010 THE UNIVERSITY OF ARIZONA
COLLEGE OF EDUCATIONTAKING EDUCATION TO NEW HEIGHTS
Ronald W. Marx
Dean and Professor ofEducational Psychology
Arizona and the nation are in turbulent times.
After more than a century of almost uninterrupted growth and expansion, we are beginning to explore many new ideas about how we organize and provide education for our children. Many of the changes are in reaction to our chaotic economy, but the roots of the current turbulence can be traced to U. S. Secretary of Education Terrel Bell’s A Nation at Risk, published nearly 30 years ago.
America was once the unchallenged leader in education. More of our students completed high school than those in other countries, and more went to college. Yet, our international position has eroded, and we must take action so that our democracy and economy can continue to thrive.
In this year’s issue of Imagine, you will read about how faculty, staff, and students in the College of Education are rising to the challenge. We are enthusiastically engaged with our partners in schools, colleges, and community agencies. For us, outreach, instruction, and research leverage each other to create a seamless agenda for action.
In the pages that follow, you will find many examples of how we are helping students and families as they strive to achieve their goals in education.
Ronald W. Marx
Take of a photo of this tag with your phone to see where it takes you! (You need the app from www.gettag.mobi.)
“America was once the unchallenged leader in education. Yet, our international position has eroded, and we must take action so that our democracy and economy can continue to thrive.”
FALL 2010
DeanRonald W. Marx
EditorAna Luisa Terrazas
WritersAna Luisa TerrazasGabrielle FimbresMargaret ReganJennifer P. RichStacey M. TurnerEric Van Meter
ProofreaderJennifer P. Rich
DesignPam Stone
Send items of interestfor publication andaddress changes to:
Ana Luisa TerrazasDirector of CommunicationsThe University of ArizonaCollege of EducationP.O. Box 210069Tucson, AZ 85721-0069
or by e-mail:[email protected]
www.coe.arizona.edu
IMAGINE is published for alumni and friends ofthe University of Arizona College of Education.
The University of Arizona prohibits discrimination inemployment and in its educational programs andactivities on the basis of creed, religion, sex, age,disability, veteran status, sexual orientation, genderidentity, or association.
If you need this information in an accessible format(Braille, digital, tape, or large print), please contactAna Luisa Terrazas.
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D O N O R S
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R E S E A R C H & FA C U LT y
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Creating a Culture of Success
Now, It’s Her Turn
Communicating Freely
We’re Addressing Pressing Issues
Intercambio Educacional
For Our Children
A Collection to Covet
Fellows & Scholars Reception
The Honor Roll
Honorary and Memorial Gifts
Adding Heart to the Curriculum
Transformative Advances
Grant Busters
La Familia with Norma González
Bilingual Education Pioneer
Alumni News
The Irrepressible Marilyn Ludwig
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We are green! Imagine is printed on recycled paper.
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ADDItIoNAl INforMAtIoN
www.thewildcatschool.com
Fostering RelationshipsO U T R E A C H
Creating a Culture of Success for Little Wildcatsby Gabrielle Fimbres
Students at our innovative charter school in the heart of Tucson are being groomed to be Wildcats.
From the time they walk through the doors as kindergarteners, students at Wildcat Charter School, 25 E. Drachman St., envision themselves as UA grads. “Nothing will keep you from the University of Arizona except your own choices,’’ Director Lina Susee tells her students, who primarily come from low-income families.
And more students are hearing the message, as the school expanded this year from middle school to K-8.
“Our vision was to add a high school, but we were seeing literacy and math issues when students were arriving in sixth grade, so we decided we needed to start earlier,’’ said College of Education Director of Outreach Sara Chavarria, who serves as school liaison.
“The vision is still K-12, but we’re really talking K-16, giving them the idea that they will be going to college,’’ she said.
Wildcat School was the vision of the late Tucson builder Bill Estes Jr., Dean Ronald W. Marx, and College of Science Dean Joaquin Ruiz. They envisioned a place of success for children who fell through the cracks at other schools.
While the school receives no UA funding, support is
provided through volunteer UA faculty and students. Little Wildcats learn about programs that will help pay for college, including Arizona Assurance.
The 193 students come from throughout Tucson, including the Pascua Yaqui and Tohono O’odham nations. When Richey Elementary School closed this year, many students found a place at the tuition-free school.
The school, which opened in 2006, features an innovative curriculum, small class size, athletics, after-school activities, and cultural development.
Most students will be the first to attend college in their families.
“Many come from a culture of failure,’’ Susee said. “We create a culture of success. We meet kids at their skill level and make sure
we honor them and their ability to grow. Every single kid can walk away feeling good
about what they did today.’’
Photos by Jen Ryder
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Hannah Jarvis sings songs with her kindergarten class, then reads them a kinder, gentler Little Red Riding Hood before the joyful bunch lines up for recess.
“I love it when Santiago stands up straight,’’ Jarvis, 19, calls out to the smiling boy as he waits in line.
Jarvis, a senior in the College of Education, is a Rodel Promising Student Teacher. She student teaches at Blenman Elementary School alongside mentor Jennifer Siberschlag, 30.
Siberschlag herself was a Rodel Promising Student Teacher at the UA in 2005 and has gone on to become the first Rodel Exemplary Teacher who was in the UA program as a student.
Jarvis is learning first hand how to inspire children from one of the best in the business. “I got into teaching to make a difference,’’ she said. “It’s a great feeling working with students who really need you.’’
Through the Rodel Charitable Foundation, Tucson’s best teachers are selected in a comprehensive process. Top students, who are committed to working in Title 1 schools, are paired with Rodel outstanding educators for student teaching.
Students receive a $1,000 tuition waiver, and after teaching in a Title 1 school in Arizona for three years, they receive a $10,000 savings bond. Rodel Exemplary Teachers, who mentor six students over three years, also receive a $10,000 savings bond.
Siberschlag said she learned so much from her own Rodel mentor, McClaire Brown, 49, when she student taught at Blenman. She is thrilled to pass her classroom wisdom on to Jarvis.
“We have so many children with so many diverse needs,’’ said Brown, a UA grad who has taught for 24 years. “Having higher expectations for them is key because they are so capable.’’ Since the program started at the UA, 22 savings bonds have been awarded to student teachers who have completed their commitment, said Shirley Fisher, director of field experiences at the College of Education. Philanthropist Emily Meschter made the program a reality.
“It’s hard to keep teachers in Arizona because of low salaries, but these wonderful teachers are staying in these schools, and they are really making a difference for children in this state,’’ Fisher said.
Now, It’s Her Turn!by Gabrielle Fimbres
Hannah Jarvis, McClaire Brown, Jennifer Siberschlag (left to right)
Photo by Jen RyderIM
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The country’s largest employer of sign-language interpreters and the College of Education have
joined forces to offer college credit via a world-class training facility dedicated to lifelong interpreter training.
Sorenson Communications is the leading manufacturer and provider of videophones customized for the deaf and hard-of-hearing. The company develops videophones that include a free video-relay service (VRS) that enables deaf and hard-of-hearing callers to conduct video-relay calls through a qualified American Sign Language interpreter.
Prior to video-relay technology, which the Utah company pioneered, deaf and hard-of-hearing callers used a teletypewriter, known as TTY. The caller contacted an operator, who typed messages and sent them back and forth between the two parties. The process was slow and tedious, and it often created misunderstandings.
With VRS, a deaf person can sign a message to an interpreter using a videophone attached to his or her computer screen. The interpreter then speaks the message to the hearing person on the other end of the line. The hearing person responds and the interpreter signs the response. The two callers can see each other, and response time is almost immediate.
Volk, who is not deaf, was born to deaf parents. She demonstrates how a video phone works with her parents, Janet and Wesley levingston.
But the success of the system depends on the quality of the interpreter.About a year ago, Sorenson developed the Video Relay Service Interpreting Institute (VRSII) in Salt Lake City, which provides professional development to interpreters — recent grads, seasoned interpreters, and interpreter educators — throughout the country.
This summer, our Department of Disability and Psychoeducational Studies (DPS) signed an agreement with Sorenson and VRSII to offer credit courses through the UA.
Sorenson Vice President of Interpreting Chris Wakeland notes, “The partnership provides the institute with the opportunity to offer students college credit for attending long-term training to prepare for the world of interpreting work. This is an exciting partnership, and we are pleased to be affiliated with such a nationally recognized program and institution.”
College of Education Associate Professor of Practice and VRSII Project Director Cindy Volk said,
ADDItIoNAl INforMAtIoN
Associate Professor of Practice Cindy Volk520-621-5208 | [email protected]
communicating freely innovative partnership changes interpreter education across the country
“This allows us to offer training at the institute for undergraduates and graduates throughout the United States and Canada. The impact of this innovative partnership on the field of interpreter education is immense.
“I traveled to the institute recently to teach in the school-to-work program. The focus of this training addressedthe ready-to-work gap that can exist between graduation and employmentas an interpreter.”
DPS Department Head Linda Shaw adds, “This extends our commitment to upholding high standards for qualified sign-language interpreters, so deaf people everywhere are afforded full access to communicate freely across the world.”
Students register through the UA Outreach College at www.outreachcollege.arizona.edu/outreach/vrs_institute.html.
rElAtED SItES
www.sorenson.comwww.vrsii.com
by Ana Luisa Terrazas
Photo by Jen Ryder
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Applying our research to pressing education issues is a priority for us at the College of Education. Every day, we collaborate with faculty, practitioners, and the community to shape public policy. Working with our Professional Preparation Board (PPB) — 40 education professionals and citizens from across Arizona — we have begun a series of policy briefs to outline some of our accomplishments.
“The PPB was formed in 1999 to address the challenges of ensuring teacher and administrator quality in the state and across the nation,” said Dean Ronald W. Marx. “Board members have provided guidance to all of our programs that lead to state certification in teaching and leadership. This new series of policy briefs, which we began over the summer, represents an important step toward establishing a foundation for future projects that improve education for all children.” The latest reports can be found online at www.coe.arizona.edu/policy_briefs. We’ll post additional briefs as they are released.
We’re Addressing Pressing IssuesNew series an important step in shaping policy
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UA educators inspire(and get inspired by) teachers from rural Mexicoby Eric Van Meter
In November, our SEED alumni will leave Tucson to fan out across Mexico, back to small schools in remote towns, taking with them a wealth of knowledge, new teaching strategies, and the experience of a lifetime.
Our college has been a collaborator in the Scholarships for Education and Economic Development (SEED) program since just after its launch in 2003. Administered by Georgetown University and jointly funded by the U.S. Agency for International Development and Mexico’s Oportunidades program, SEED provides scholarships to 20 Mexican teachers to live in the United States for 11 months.
While here, participants learn from each other and U.S. educators, observe classrooms, and discover ways to strengthen indigenous education for rural youth in Mexico. Workshops, lectures, and trainings cover a broad spectrum of topics, from computer skills to leadership and academic language development. This year, for the first time, the program also funded a six-month stay for 20 technical advisors from Mexico’s Secretaría de Educación Pública to improve their teacher training and guidance.
For many participants, this professional development is intrinsically linked with cultural preservation. “One of the big challenges that we encounter in our indigenous communities is that we are adopting other cultures and values, losing our own,” says Salvador Galindo Llaguno, one of the teachers in the current SEED cohort. “The opportunity to acquire new knowledge and to share
experiences with other teachers will allow me to implement new strategies for helping my students value their culture and revitalize their native language (Zapoteco).”
Ramón de la Cruz, another of this year’s SEED teachers, echoes Llaguno’s thoughts: “Our schools do not promote students’ cultures. Most parents think that their native language is not a valued medium for learning. My goal in this program is to acquire new tools to be able to have an impact in society. For example, I would like to create a cultural center where children and young adults can regain the cultural identity that they have lost.”
That kind of visionary thinking is characteristic of the quality educators selected each year for the SEED scholarships. “For many of these teachers, just getting to their schools is a journey,” notes College of Education Professor Norma González, one of the educators who works with SEED participants. “Teachers get to their schools on foot and have to stay through the week because there isn’t any easy way to get home. These are teachers who show exceptional commitment to their profession, and though the goal is to help them, we learn as much from them as they learn from us.”
Professor Richard Ruíz agrees. “Good teaching can happen even under difficult circumstances,” he explains. “Just because we have technology doesn’t mean our connections with students are better. We come away impressed and inspired by their dedication, their commitment, and their insights into pedagogy.”
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Building DreamsD O N O R S
A Better Country for Our Children:The Smith Endowment by Stacey M. Turner
Partners in life, Lester L. Smith and Roberta D. Wiley Smith shared a
mutual dedication to making this country a better place for children. Since retiring to Tucson in 1972, they worked tirelessly on behalf of children through a partnership with the College of Education.
The Smiths understood the vital role teachers play in children’s social rearing and initiated a unique teacher-education program designed to enable teachers to assist children in avoiding the use of tobacco, alcohol, and illegal drugs. They also endowed a faculty position in the College of Education to research the prevention of youth violence and substance abuse and to develop effective prevention programs for schools and communities.
Since 1998, that position has been held by Educational Policy Studies and Practice Professor Kris Bosworth, who said Lester Smith knew that “education is the answer.” He would continually ask her, “What are we doing for the kids?”
The Smiths provided leadership to others, as well, urging UA almuni, parents, and community leaders to lend their influence and resources to programs that support teachers and children. For many years, they led grassroots efforts to gain greater legislative support and state funding for public K-12 schools and for higher education. In 1999, they provided matching funds for the most successful College of Education campaign on record, the Smith Challenge, which resulted in a $1.5 million endowment to support scholarships for future teachers and outreach programs for children. The Smiths also became major supporters of our Project SOAR program, an outreach effort that pairs university student mentors with Tucson teens experiencing significant academic difficulties.
Lester and Roberta “Bobbie” Smith always eschewed the spotlight and preferred to focus on the programs their philanthropy supported and the social issues that made those projects important to the community. They fervently wished that others would follow their lead in supporting efforts that improve the quality of life for children.
Bobbie Smith died on June 19, 2010, almost seven years after her husband’s passing. Daughter Deanna Smith adds, “I’m grateful they left behind a legacy of love and caring for others. They believed that every child deserves a good education. Their morals and principles have set a goal for me to do what I can to help others.”
Thanks to the Smiths’ generous philanthropy, their memories and work to make the country a better place for children will continue in perpetuity in the College of Education.
Professor Kris Bosworth joined the College of Education to hold the Lester L. and Roberta D.
Smith Endowed Chair in Education with a focus on the prevention of substance abuse and other factors that put young people at risk. She designed and prepared the Protective Schools program in collaboration with Tucson LINKS, a Safe Schools-Healthy Students Initiative, and the Smith Initiatives for Prevention and Education.
“Everyday interactions and activities at school can make a tremendous difference in students’ academic and social success,” says Bosworth. “A school can be a powerful protective influence in the lives of its students, providing a positive environment that supports student academic and social growth.”
Protective Schools identifies 10 characteristics of schools shown to link prevention and resiliency factors with academic success. It was designed to help school administrators enhance the protective nature of their schools and to target opportunities to strengthen them.
ADDItIoNAl INforMAtIoN
Professor Kris Bosworth520-626-4350 | [email protected]
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A dazzling collection of original art from children’s picture books is in the hands of a retired middle- school librarian in Peoria, Arizona. She also happens
to have a signed, first-edition, first-printing book for every one of these impressive works of art.
Mary J. Wong, who was born in Flagstaff and is a three-time UA grad, started her collection when Jack Gantos gave her a Nicole Rubel illustration from his first Rotten Ralph book. Today, she owns more than 80 pieces of art.
She has amassed more than 3,000 signed first-edition, first-printing books in her collection of autographed children’s picture books and novels. Included in this much sought-after collection are signed Harry Potter books.
A lot of people in Arizona covet this collection, as do people across the United States. But Wong wants the collection to stay in Arizona, and she never wants it to be sold. Most importantly, she wants the collection to inspire people.
And that’s where we come in. The college’s Worlds of Words International Collection of Children’s and Adolescent Literature fits Wong’s interests perfectly. Her collection would enhance WOW’s existing 30,000-book library, the second largest such collection in the world. WOW is America’s most-fantastic collection of the world’s finest literature for children and adolescents. The library is a place where everyone who enters can gather the information, teaching strategies, and materials necessary to build world understanding, one child
AdditionAl informAtion
director of development Stacey m. turner 520-621-7143 | [email protected]. | www.wowlit.org
A ColleCtion to CovetAmazing collection of art and books to come to the College of educationby Ana Luisa Terrazas
at a time, through richly rewarding literary experiences. What could be more inspiring than that?
The library, which was formerly housed in the college’s basement, moved to the fourth floor last summer. The college is raising $1.5 million to renovate the space, which will include the climate control and security necessary to house the Wong Collection. Wong’s gift is contingent upon the renovation of the space.
Professor Kathy Short, WOW’s director, says, “There are only a few places in the world where readers can see original illustrations from their favorite picture books and view firsthand how illustrators create meaning through visual images.
“The addition of this significant collection grew out of Mary Wong’s commitment to the power of story in children’s lives. Her interest in the authors and illustrators who create books for children has taken her into their homes and studios to gradually build, piece by piece, an amazing collection of art and books that will be a centerpiece for the college and the university.”
Adds Wong: “It’s very exciting to be able to share my love and interest in children’s books and the art from these books with readers of all ages throughout Arizona.”
mary J. Wong with some of her favorite pieces of art
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Erasmus Circle Annual Reception
The beautiful and historic Arizona Inn was the gathering spot for members of the college’s Erasmus Circle as they celebrated education at our annual reception.
A few highlights:Award-winning classical guitarist Eduardo Minozzi Costa, a graduate student in the UA School of Music and a native of Brazil, provided the entertainment. He recently was awarded first prize in the Indiana International Guitar Competition.
Juliana Urtubey, a master’s degree candidate in the Department of Disability and Psychoeducational Studies, spoke about her educational journey and acknowledged her opportunities — a result of generous Erasmus Circle scholarships.
Dean Marx spoke to Erasmus Circle donors about the past year, highlighting the tremendous transitions in the college. He spoke about program advancements in early childhood education and higher education, the development of a leadership minor, and the major strides taken in our community outreach with the Paul Lindsey internship program, Project SOAR, Literacy for Life, and reauthorization of the Elementary and Secondary Education Act.
The evening’s featured speaker was Associate Dean for Professional Preparation and Professor Renée Clift, who focused on innovations in teacher preparation and the trials new teachers grapple with in the face of massive budget cuts to education programs nationwide.
The evening wrapped up with a visit from Erasmus of Rotterdam, personified by Senior Faculty Fellow John Pedicone. Erasmus’ message contained much praise for the incredible accomplishments of the College of Education in light of the current economic climate, and he encouraged all of us to leave no stone unturned in our determination to make the college’s mission a reality.
The Erasmus Circle, named for the Renaissance scholar whose work in education changed humanity, is a society that provides significant unrestricted financial support for the College of Education to advance the initiatives of the dean in scholarship, teaching, and research.
For more information about The Erasmus Circle, contact Director of Development Stacey M. Turner at 520-621-7143 or [email protected]. Or go to www.coe.arizona.edu and look for “Giving.”
UA President Robert Shelton, Dean Ronald W. Marx, and UA Provost Meredith Hay (left to right)
Associate Dean and Professor Renée Clift (left) and Emily Meschter
Michael Byrne and Dottie Larson, former board president of The Erasmus Circle
April 2010
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If we have inadvertently overlooked you or reported your gift inaccurately, please accept our sincere apologies and send corrections to Director of Development Stacey M. Turner at 520-621-7143 or [email protected].
Sincere thanks to donors making gifts between July 1, 2009, and June 30, 2010.
Donors making gifts of $1,000-$4,999
The Honor Roll
AASRA Scholarship Foundation
Alpha Delta Kappa
Ann & Fred Boice
Kris Bosworth
Esther Capin
Evelyn Carswell-Bing
Melvin Cohen & Molly Senor
John & Virgie Cortner
Gary & Barbara Cropper
Marty Demetras
Shirley Estes
Shirley Fisher
Nancy Goodwin
Michael & Charlotte Harris
David Harvey
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Ron & Anne Marx
Merrill Lynch & Company Foundation Matching Gifts Program
Richard & Mary Munroe
Barbara & Vernon Myers
Tom Nolan
John & Ellen Oakes
Sheryl Patterson
Pi Lambda Theta
Pima County Retired Teachers Association
Charles & Susan Ramsey
Raytheon Matching Gifts Program
Pat Roediger
Herschel & Jill Rosenzweig
James & Dee Ann Sakrison
Shirley Schoof
Richard & Jo Ann Smith
Robert & Olga Strauss
Richard & Patricia Tatlow
Danielle & Steven Thu
Ashwini Tiwari
Colin Waite
Reese & Nancy Woodling
Donors making gifts of $200,000 and more
Emily Meschter
Helios Education Foundation
Donors making gifts of $25,000-$199,999
Paul Lindsey & Kathy Alexander
Southern Arizona Foundation
Donors making gifts
of $10,000-$25,000
Albert Fessler
Community Foundation for Southern Arizona
Gudrun Godare & Kristen Danielson-Musgrove
Therese Berg
Donors making gifts of $5,000-$9,999
Anonymous
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San Xavier District
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AAsha Abdulkadir
Rachel Aguilar
Mary Allen
Ronald & Elizabeth Allen
Warren & Nancy Alter
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Martin Anderson
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GIftS IN trIBUtE
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Sharing KnowledgeR E S E A R C H & F A C U L T y
Adding Heart to the Curriculum
“The grant provides resources to put this focus in all of our classes — science, mathematics, social studies, and literacy,” said TLS Associate Professor Chris Iddings, who codirects the project.
College of Education Dean Ronald W. Marx adds that children begin learning at birth, though not all children have access to quality early childhood education tools or highly qualified educators. “This partnership increases the chances that all young children in Arizona will, indeed, be taught by excellent teachers.”
The new Emily Meschter Early Learning Center in the Flowing Wells School District is a great first step in the new strategy. Philanthropist Meschter, a longtime friend and benefactor of the college and Flowing Wells, donated $200,000 and helped raise an additional $50,000 toward building the center. The building includes an on-site classroom for our students studying early childhood education.
by Ana Luisa Terrazas
Photo by A.E. Araiza/Arizona Daily Star
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A new partnership between the College of Education and the Helios Education
Foundation will change the way early childhood teachers are prepared. In the collaborative project, family and community members will be included as educators of future teachers.
In the first year, with $347,000 in funding, professors, teachers, and community members will begin a redesign of the early childhood courses and language and literacy projects at the college. “Community and family will be the heart of the new curriculum,” said Teaching, Learning, and Sociocultural Studies Associate Professor Iliana Reyes, codirector of the project.
Also in the first year, faculty, staff, and community members from the Flowing Wells, Sunnyside, and Tucson Unified School Districts will work together to create opportunities for UA students to meet families throughout the community and to learn about effective teacher-parent-family communication.
Paul Luna, president and chief executive officer of Helios, said, “This unique partnership will help redesign early childhood teacher education coursework by engaging families and communities to create culturally relevant literacy and language activities in the early childhood classroom,” Luna said.
Teacher-education programs have rarely focused on understanding the histories, cultures, and social competencies of children, their families, and their communities.
TRANSFORMATIVE ADVANCES: NATIONAl SCIENCE FOuNDATION GRANTSFunding from the National Science Foundation is helping researchers at the College of Education change the future of education. NSF receives approximately 40,000 proposals each year and funds roughly one in four in its mandate “to help keep all the fields and disciplines of science and engineering
research healthy and strong.” NSF notes that because many of its funded researchers work at the frontiers of knowledge, their work often challenges current paradigms and results in “transformative advances.”
BUllYING BEYoND tHE SCHoolYArD
Disability and Psychoeducational Studies Associate Professor Sherri Bauman was awarded grants totaling $405,000 to research cyberbullying. The bulk of funding supports a three-year prospective study — the first longitudinal study in this emerging field of inquiry — to better understand the nature and effects of cyberbullying among children. Bauman’s ultimate goal is to provide scientific data as a foundation for effective prevention and intervention programs.
GEttING WISE ABoUt WAtEr
Teaching, Learning, and Sociocultural Studies (TLS) Assistant Professor Kristen Gunckel was awarded $157,000 as part of Reasoning Tools for Understanding Water Systems, a project that gives middle- school teachers tools to help students build model-based understandings of how water moves through nature and other systems. At a broader level, the project seeks to help future citizens — today’s students — understand water issues conceptually and practically, preparing them to respond to growing water- supply crises around the world.
CoMING toGEtHEr for tEACHEr EDUCAtIoN
TLS Department Head and Associate Professor Bruce Johnson was awarded a four-year grant of $2.2 million for Beyond Bridging: Co-education of Preservice and Inservice Elementary Teachers in Science and Mathematics, a project to transform the way preservice teachers, inservice teachers, and teacher educators work together to deliver math and science education. Johnson and his collaborators are in the second year of pilot programs at schools in the Tucson Unified School District.
forGING A NEW PAtH to MAtH
TLS Assistant Professor Erin Turner was awarded $575,000 as part of funding for Teachers Empowered to Advance Change in Mathematics (TEACH MATH), a project to transform preservice mathematics- teacher preparation and improve students’ math learning. The project combines research into current teacher-preparation methods with a longitudinal study that uses a staggered cohort model, leveraging findings from earlier cohorts to inform work with subsequent groups.
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DEAN’S offICEArizona Early Childhood Development for Early ChildcareSponsor: Arizona Early Childhood Development and Health Board$1,234,543Douglas l. Taren
Investigates the demand for childcare services and the capacity of providers to offer those services to Arizona families needing care. The project is geographically structured by the First Things First Regional Partnership Councils.
first things first External EvaluationSponsor: Arizona Early Childhood Development and Health Board $585,589ronalD W. Marx
Examines how
improvements in access to and quality of educational and health services impact young children’s development via a birth-through-age-five, 20-year longitudinal study. Arizona’s three state universities are working on this early childhood research program, headquartered at the UA.
DISABIlItY AND PSYCHoEDUCAtIoNAl StUDIES Arizona Children’s research and Advocacy ProjectSponsor: The Jacqueline Anne Morris Memorial Foundation$44,887richarD J. Morris
Supports Ph.D.-level school-psychology student research and related scholarship.
Focuses on disability and related social and public-policy issues that impact the educational and psychological services provided to children, youth, and their families.
Autism Spectrum Specialist tuition and Scholarship Support GrantSponsor: Arizona Department of Education$20,000sTephanie MacfarlanD
Offers tuition assistance to students pursuing coursework and certification in autism-spectrum disorders. Three university-level undergraduate and graduate Web-based courses on autism-spectrum disorders are offered every semester,
with all courses delivered online.
the Emergence of Cyberbullying from Middle Childhood through Adolescence: A Prospective longitudinal StudySponsor: National Science Foundation$355,004sheri BauMan
Examines risk and protective factors for cyberbullying involvement, the relationship between face-to-face bullying and cyberbullying, and cognitive processes that may influence cyberbullying via surveys of youth to identify trajectories of cyberbullying involvement.
International Cyberbullying Scholars
Collaboration MeetingSponsor: National Science Foundation $49,939sheri BauMan
Funds a meeting of 20 scholars throughout the world to discuss and craft consensus documents for dissemination in the research community on three fundamental cyberbullying research issues: a definition of the construct, guidelines for measures used in this line of inquiry, and methodological recommendations.
Special Education online M.A. ProgramSponsor: UA Outreach College$109,859John uMBreiT
Develops a new, fully online master’s degree
in special education with broad appeal throughout the U.S. and overseas. The 36-hour curriculum includes a core of foundational courses and electives that allow students to address specific areas of interest.
EDUCAtIoNAl PSYCHoloGYImproving third- to fifth-Grade Students’ Understanding of rational NumbersSponsor: Helios Foundation$49,926ThoMas gooD, Darrell saBers, anD Marcy WooD
Helps teachers improve third- to fifth-grade students’ understanding and skill proficiency with fractions, decimals, and percents. The project
GRANT BuSTERSOur Research Support Team continues to help the College of Education attain impressive grants. Here are our recently funded grants:
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includes professional development workshops for teachers and student assessments.
EDUCAtIoNAl PolICY StUDIES AND PrACtICEMedical-School Campus racial Climate StudySponsor: Association of American Medical Colleges$26,000Jeffrey f. MileM
Assesses the campus racial climate at two medical schools, the University of Arizona and the University of Michigan, through five aspects, psychological-perceptional, behavioral, compositional, organizational, and historical legacies of inclusion or exclusion.
tEACHING, lEArNING, AND SoCIoCUltUrAl StUDIESAsesores técnicos PedagógicosSponsor: Secretaría de Educación Pública through Georgetown University$177,886norMa gonzález,richarD ruíz
Forges a partnership between the Center for Intercultural Education and Development of Georgetown University and the Oportunidades program of the government of Mexico. Educational supervisors of indigenous teachers receive training to return to their communities with new skills and knowledge.
Beyond Bridging: Co-education of Preservice and Inservice Elementary teachers in Science and Mathematics
Sponsor: National Science Foundation$2,223,107Bruce Johnson
Refines and evaluates a new model targeting science and mathematics preservice and inservice teachers of low-income, culturally and linguistically diverse students. Teachers learn effective and sustainable teacher-education practices.
Math and Science teacher Education/retention Industry Partnerships (MAStEr-IP)Sponsor: Science Foundation Arizona $500,000 Bruce Johnson
Retains secondary science and mathematics teachers in Southern Arizona and includes education courses held each summer to help teachers translate their internship experiences into their classrooms.
National Science foundation Math-Science Partnership — Culturally relevant Ecology, learning Progressions, and Environmental literacySponsor: National Science Foundation through Colorado State University$19,993KrisTin guncKel
Designs assessments to probe elementary through high-school students’ thinking about water in connected natural and engineered systems. Uses the findings to develop a learning progression framework for student understanding of the water cycle.
Preparing Early Childhood Professionals in
Community-based Settings to Promote family literacy and Engage English-language learnersSponsor: Helios Education Foundation$347,116iliana reyes
Creates a community-based early childhood teacher preparation program, paying particular attention to the literacy needs of English-language learners, their families, and communities. The program will move all teacher-preparation classes into early childhood centers and modify existing courses.
reasoning tools for Understanding Water SystemsSponsor: National Science Foundation through University of Montana$157,452KrisTin guncKel
Develops instructional tools that middle-school teachers can use to help their students build model-based understandings of how water and substances in water move through connected natural and engineered systems.
Scholarships for Education and Economic Development (SEED) ProgramSponsor: U.S. Agency for International Development through Georgetown University$357,022norMa gonzález,richarD ruíz
Continues the partnership between the Center for Intercultural Education and Development of Georgetown University and the Oportunidades program of the government of Mexico. Indigenous teachers from rural areas are
provided scholarships to study for one year.
teacher Preparation and retention Data Collaboration (t-PrEP)Sponsor: Arizona State University$17,000WalTer Doyle
Improves strategies for assessing the quality of graduates of teacher-education programs at Arizona’s three state universities via a collaboration between the three.
teachers Empowered to Advance Change in Mathematics (tEACH MAtH)Sponsor: National Science Foundation through Iowa State University$574, 860 erin Turner
Transforms pre K-8 mathematics teacher preparation and provides powerful tools to increase student learning and achievement by the iterative refinement of instructional modules that explicitly develop teacher competencies, children’s mathematical thinking, and community and cultural funds of knowledge.
Western Hemisphere InstituteSponsor: U.S. Department of State through Institute for Training and Development$362,000alBerTo arenas
Provides professional development and training for a cohort of 40 students from Bolivia, Guatemala, Mexico, Paraguay, and Peru. The students attend formal courses, improve their leadership skills, tour Arizona, establish relationships with UA
students, and engage in community service in Arizona.
CollABorAtIoN GrANtSArizona Master teachers of Mathematics Sponsor: Noyce Foundation$1,802,755MarTa civil (leaD pi, DeparTMenT of MaTheMaTics), erin Turner, Marcy WooD
Funds a five-year program providing extensive training to master-teacher fellows. Includes leading professional learning communities, analysis of authentic artifacts of practice, coaching and mentoring strategies, equity in mathematics teaching and learning, organizational structures and systems thinking, and preservice teacher education.
Disabled Veterans reintegration and Education ProjectSponsor: U.S. Department of Education Office of Post-Secondary Education$500,000sue Kroeger (leaD pi, DisaBiliTy resource cenTer), aMos sales
Develops, via a congressionally directed grant, a research-based, replicable model for higher education to recommend programs, services, and strategies that contribute to an inclusive campus environment for student veterans, many of whom have disabilities.
Miner Safety and Health training Program Sponsor: U.S. Department of Health and Human Services National Institutes of Health$1,618,834Mary poulTon (leaD pi, college of engineering), Jeffery Burgess, paTricia anDers
Creates a Western Mining Safety and Health Resource Center as a collaboration between the UA departments of Mining and Geological Engineering in the College of Engineering, Teaching, Learning, and Sociocultural Studies in the UA College of Education, and the Division of Community, Environment, and Policy in the Mel and Enid Zuckerman College of Public Health.
SEMIllAS: Seeding Educational Models that Impact and leverage latino Academic SuccessSponsors: Kresge Foundation and the Excelencia in Education “Growing What Works” National Initiative $75,000KeiTh huMphrey (leaD pi, sTuDenT affairs), Jeffrey f. MileM
Increases retention and grade-point averages among Latina/o college students, promotes seamless transfer for Latina/o students moving from two- to four-year institutions through student and academic support services, and develops and sustains academic programs and practices designed to engage Latina/o students in the learning process for successful completion.
GRANT BuSTERS
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The Heart Of La FamiliaLooking at how people make sense of their livesby Ana Luisa Terrazas
Photos by Jen Ryder
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Norma González is more familiar than most when it comes to family — la familia. And not just because she is the second of four generations of women, all born and living in
Tucson, but we’ll get to that a little later in the story.
During the late 1990s — as a research anthropologist at the UA Bureau of Applied Research in Anthropology — González studied Mexican families and discovered there was no structure to explain the connection between language and identity among the women and children.
She wanted to know what happens when a person has more than one language. What does language mean to one’s identity? Do identities shift as the languages shift? And what do people identify with when they use different languages in particular ways? She was determined to find out how the interplay of two cultures shaped perceptions of self and community.
González devoted her research to studying households in the borderlands, language processes, and community and school connections. She then published her findings in 2001 in an award-winning book, I Am My Language: Discourses
of Women and Children in the Borderlands. It is the first linguistic anthropological analysis to allow a glimpse
into the way language is created within the Southwest borderlands.
(Historian Herbert Eugene Bolton was the first U.S. scholar to demarcate this frontier area as an object of study and is credited with pioneering the analysis of the territory marginalized by both U.S. and Mexican governments and societies. His term “borderlands,” first used in 1921, stuck.)
González’s ethnographic book, which received the Outstanding Book Award from the Organization
for the Study of Community, Language, and Gender, provided new ways to connect language to the
complex issues of education and social identity.
< foUr GENErAtIoNS. González’s mother, Mina Cardenas, holds her great-granddaughter, lia frances Santiago. González’s daughter, Briana Santiago, stands between her grandmother and mother.
The concept is simpler than it sounds: The unique interplay of two cultures shapes perceptions of self and community. In turn, this influences the ways in which children learn and families engage with their children’s schools.
“It’s a way of going beyond the superficial — a way of looking at how people make sense of their lives,” says González.
“Curriculum should be responsive to all populations — looking at strengths rather than deficits,” she adds. “When there are poor or minority students, there is a tendency to see what’s lacking rather than the resources that can be tapped. It’s important to develop teachers in a way that they will approach
households ethnographically.”
González gives an example from science education: “There are many ways of tapping into science principles that are part of our everyday, community-based practices. That may include studying local land formations and the growth of indigenous plants, things students in
Southern Arizona can connect with more immediately.
“Effective learning strategies should be linked to local histories and community, and instruction must be linked to students’ lives. Power is rooted in local histories.”
N o t H I N G M o r E I M P o r tA N tGonzález was born in Tucson’s Barrio Hollywood, now considered to be bordered on the north by Speedway Boulevard, on the south by St. Mary’s Road, on the west by Silverbell Road, and on the east by the Santa Cruz River. In the past, Grande Avenue, bisecting today’s Barrio Hollywood, was considered the dividing line. Rumor has it that the name Hollywood originated during the Depression, as a sardonic joke. People referred to the area west of Grande as “Beverly Hills.”
González’s youngest children attended Davis Bilingual Magnet School, the same school her own grandmother attended, although back then it was known simply as Davis School.
“My mother always stressed education from the time I can remember. She always had the desire to go to college, but it
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wasn’t something she was able to do. Learning and education — there was nothing more important in her eyes.”
Her mother’s words resonated: González is a three-time UA graduate. She received a bachelor’s degree in history, master’s degree in anthropology, and doctoral degree in cultural anthropology with minors in linguistic anthropology and bilingual education.
(She also proudly points out that her mother finally achieved her dreams of a college education: “My mother went back to college after I received my degrees. She got a degree in speech pathology and was one of the first bilingual speech pathologists in Tucson Unified School District.”)
González says the day she received her Ph.D. was the day she realized she would be a professor. “I guess I was the one who was the most surprised when I finished. It was difficult, but I just put one foot in front of the other.”
What hasn’t been a surprise to others is her success. Bryan Brayboy, an associate professor at Arizona State University and the founder of the University of Utah’s American Indian Teacher Training Program, says, “Norma González is a huge figure in the field of educational anthropology, and her work is used throughout the world. It is theoretically rich, very well
researched and argued, and drives the way many of us think about the connections between what our communities know and how they engage the world. As good of a researcher as she is, Norma is an even better person: she’s kind, humble, smart, and generous.”
VA r I E D , V I B r A N t, A N D D Y N A M I CAfter her years as an anthropologist in the UA Bureau of Applied Research in Anthropology, she went to the University of Utah’s Department of Education, Culture, and Society as an associate professor, where she stayed for five years. González came back to Tucson in 2006 and joined the College of Education as a professor
in the Department of Language, Reading, and Culture.
“It is wonderful to have such a gifted anthropologist in our college,” says fellow Professor Luis Moll. “She not only offers cutting-edge perspectives on issues of language, culture, and education, but she also is a most-gracious colleague, unselfish with her time, and a terrific mentor to junior faculty and
students.”
Always fascinated by the melding of language and ethnography, González has been surprised by the range of diversity within the Latino community. “There are so many assumptions, but the Latino community is varied, vibrant, and
dynamic. It can’t be contained in a couple of stereotypes.”
The immigration debate has impacted González’s field of study. “We are living in contentious times. Everyone is looking over their shoulder,” she says. “Latino families are fearful of discussing their households now. There will be repercussions for a long time.”
Catherine Emihovich, dean and professor at the University of Florida College of Education, adds: “At a time when feelings about illegal immigration are so passionate in the U.S., her research reminds us again that our nation became great by drawing upon the rich diversity of cultural traditions from all its citizens.
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“Educating the next generation well will require a deeper understanding of cultural narratives, and she is one of the very best at linking contemporary anthropological theory with practice to help make a difference in children’s lives at school and in their communities. She brings to life a world that is unknown to most people.”
AWA r D S A P l E N t YIn 2005, González, along with the college’s Moll and Cathy Amanti from TUSD, edited and wrote Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. That book received the Critics’ Choice Book Award from the American Educational Studies Association.
Teresa L. McCarty, the Alice Wiley Snell Professor of Education Policy Studies at ASU, says, “I first met Norma when we were both ‘baby professors’ at the UA — she in anthropology and I in language, reading, and culture. This was just when her work with Luis Moll on the Funds of Knowledge project was beginning to receive acclaim. That work has, of course, become enormously influential — a paradigm shift in the way we look at linguistic and cultural diversity in education. Norma is a powerful theoretician, but she always brings theory back to practice — in fact, practice rooted in principles of equity and justice is, for her, the starting and ending point of any research.”
Fittingly, González recently received the Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education from the American Educational Research Association (AERA).
ADDItIoNAl INforMAtIoN
Professor Norma González 520-626-2586 | [email protected]
She drives the way many of us think about the
connections between what our communities
know and how they engage the world.
rElAtED SItES
American Anthropological Association www.aaanet.org American Educational Research Association www.aera.net
Like González, Trueba was a respected anthropologist, whose research centered on students of color and issues related to bilingual education, experiences in borderlands, and resilience.
The award recognizes those who build upon the work of the late Trueba. The AERA selection committee singled out González for her writings that have “richly transformed what constitutes social contexts and their role in student learning.” The committee also noted that, as a researcher, teacher, and mentor, González has “made a positive and important impact on the lives of many students from poor, immigrant, and nondominant communities.”
ASU’s McCarty adds, “When you talk about Norma González’s impact as a scholar, the intellectual contributions are huge, but equally important are the concrete transformations in the lives of children, families, and communities that intellectual work has produced.”
González is the first to acknowledge that the inspiration for her work surrounds her. “Doing something meaningful inspires me, as does working with outstanding colleagues and students. Children inspire me. My family and the mountains of Tucson inspire me. This is an exciting place. Education and anthropology both happen at the University of Arizona, and that’s exactly where I like to be.”
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Creating ConnectionsA L U M N I
Henry “Hank” Oyama is one of the most distinguished names in bilingual education. A graduate of the University of Arizona, with both a bachelor’s and a master’s from the College of Education, Oyama is often credited, with a handful of colleagues, for spurring passage of the landmark federal Bilingual Education Act. An elementary school in Tucson is named for him, and he has a string of awards, including an honorary doctorate from the UA.
Yet he doesn’t have a high school diploma.
Not by his own choice. In 1942, toward the end of ninth grade, young Oyama was yanked out of school and sent to an internment camp for Japanese Americans.
Our Bilingual Education PioneerHenry “Hank” Oyama’s long life is tied to the great racial and linguistic struggles of the 20th century by Margaret Regan
Photos by Jen Ryder
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“They gave us our exams early so we could get credit for the year,” Oyama says mildly.
Now 84, Oyama has led a life entwined with the great racial and linguistic struggles of the day. But he looks back on the ups and downs with remarkably little bitterness, and he responded to discrimination by trying to right injustices.
A native Spanish speaker, born to a Spanish-speaking Japanese woman in Tucson’s Mexican American barrio, he was punished for using his own language in school. That experience inspired him to fight for bilingual education.
Oyama was interned because of his ethnic heritage, but he later served proudly in the U.S. military, went to college on the GI bill, and devoted his life to education and the community. In 1959, he found that an Arizona miscegenation law forbade him to marry his white fiancée, Mary Ann Jordan. The couple filed suit against the law and won, and went on to marry and have a child, Maria, who died two years later of leukemia. The couple then adopted three Caucasian boys, a Chinese girl, and an Irish girl, indicating on adoption paperwork that they did not care what ethnicity the children were.
“I’ve had a varied life,” Oyama says with some understatement. “So many things have happened in my 84 years.”
“A Little Mexican Town” Oyama says he and his sister Rosalie were the only Japanese
American kids he knew of growing up in Tucson during the 1920s, 30s, and 40s.
“I grew up emotionally and linguistically like a Mexican American,” he says.
His mother, Mary Matsushima Oyama, “was born in Hawaii
of Japanese heritage,” he relates. “Her mother died when she was 2,
and she and her father moved to Mexico.
She grew up mostly near Vera Cruz, as a Spanish-speaking child.”
Mary and her father eventually moved to Arizona. After his death, she married a Japanese man, Henry Heichahiro Oyama. The couple had a daughter, Rosalie, and, in 1926, a son, Henry, always known as Hank. But Hank never knew his father. “Five months before I was born, my father died,” he says.
The loss of their father cut off all links to Japan, and Hank and his sister grew up as Spanish-speaking kids in Tucson’s old barrio. “Tucson was like a little Mexican town,” he says. His “Mexican godmother” babysat while his mother worked, first at a pool hall that she owned and, after that business failed during the Depression, cleaning houses.
Oyama didn’t learn English until he started school. At Tucson’s Davis Elementary, now, ironically, a bilingual magnet school, “We used to get punished for speaking Spanish in school,” he remembers, “even for speaking Spanish on the playground.”
The old system for teaching these kids English was a total immersion class called C-1. Concentrating on language to the exclusion of other subjects, he says, “You’d lose a whole year.” It was a lesson he’d remember when he became a teacher himself.
From Japanese Internee to U.S. SoldierOyama felt so Mexican that it came as a shock when his family was ordered interned for their Japanese ethnicity. Propelled by fears of an invasion of the West Coast, President Roosevelt signed an order in February 1942 requiring that “all persons of Japanese ancestry, both alien and nonalien,” be removed from California, from the western half of Oregon and Washington, and from the southern third of Arizona, the slice of the state closest to the Mexico border.
The numbers of internees eventually reached 120,000; more than two-thirds of them were American citizens. Thousands lost homes and businesses when they were abruptly pulled from their communities and dispersed into the camps.
A bus took Mary Oyama, 16-year-old Rosalie, and 15-year-old Hank to remote Poston, in western Arizona, along the Colorado River. Over the objections of the tribe, the camp barracks had
< “HANGING WItH Mr. oYAMA.” left to right, bottom row: Dalall Mohammad, Andrealexis rodriguez, fabian Montano. over oyama’s right shoulder is Mia lozano.
been built on Colorado River Indian land. Living conditions were primitive, with the Oyama family housed in a barracks along with other families, with “sheeting hanging in between” for privacy. Men’s and women’s latrines were outdoors; meals were served in mess halls.
Sen. Dan Inouye of Hawaii, a second-generation Japanese American, has likened the camps to concentration camps, Oyama notes. Oyama himself remembers the irony of JapaneseAmerican soldiers coming to visit their parents interned in camp, but overall, he says, “My experience was relatively easy.”
He signed up to learn to cook, figuring he could at least provide extra food to his mother and sister. “I know how to make rice for 250 people,” he says with a grin.
More importantly, he continued his studies, completing his sophomore year in the camp high school. “I had a very good teacher of the old school, Nora Patten, a lovely person. I often think,” he adds, “of what a kind person, she was, to want to teach in the camps.”
And Oyama learned there was an exit out of camp. If approved internees could find work outside the restricted zone, they were allowed to leave. With the help of a camp employment agent, 16-year-old Hank and his mother found jobs at the Elms Hotel near Kansas City. (Rosalie had become engaged and stayed behind.)
After a short stint at the hotel, Oyama went to work for Alcoa, making airplane parts for the war effort. “It was incongruous,” Oyama remarks, “that they interned a 15-year-old boy” — and then allowed him to work in a aircraft parts factory.
In the final irony of the war years, “At age 18, I was drafted,” he recounts. After an initial misunderstanding when the military tried to train him as a Japanese translator — Oyama tried in vain to explain that despite his Japanese heritage he was a native Spanish speaker — the young soldier was sent to the Counterintelligence Corps Training Center in Panama. There
his Spanish skills helped him excel as a counterintelligence agent, wearing only civilian clothes, never a U.S. Army uniform.
Bilingualism “Strengthens the Whole Country” Back in Tucson after the war, the inadvertent dropout learned that the University of Arizona was temporarily accepting students whose wartime experiences had deprived them of a high school diploma. He enrolled at the university courtesy of the GI bill. Inspired by his professors at the College of Education — and by the twists and turns of his own life — he resolved to become a teacher “to impart understanding and engender hope for a better future.”
Majoring in Spanish and minoring in history and political science, he first earned a bachelor’s degree, and then, in 1954, a master’s in counseling and guidance. His first job brought him back to where he’d left off in Tucson’s schools: Safford Junior High.
Three years later, Tucson Unified School District opened Pueblo High School on the heavily Hispanic south side of town. Eager to work with kids who, like him, had grown up speaking Spanish, Oyama applied.
The principal, Albert Brooks, was a “brilliant educator,” Oyama says, who “put together a staff who could really understand this population. I was one of the first teachers hired. I was teaching Spanish and social studies. I had the fortunate experience of working with excellent teachers.”
Those teachers helped turn the new school into a lab for bilingual-education. Oyama teamed up with Adalberto Guerrero to develop a challenging curriculum for native Spanish speakers. With the nation newly focused on education by the success of the Soviet satellite Sputnik, “We started an honors Spanish program at Pueblo. We made more rigorous Spanish requirements and content. Literary works were now on the syllabus. We could prepare the students for something beyond
“One never does it alone. The women — wives, sisters, mothers — are often forgotten. When I think back to what my mother, my late wife, and my current wife, Ann, have done for me and how they’ve shaped me, it makes me very emotional.”
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ordering food. They could learn to read and write in Spanish.” The Pueblo teachers’ efforts on behalf of their economically deprived students eventually won national attention. Parade magazine named Pueblo a Pacemaker Award School.
After that, things happened fast. The National Education Association commissioned a core group of Pueblo teachers, including Oyama, Guerrero, and Maria Urquides, to look at other schools in the Southwest with programs tailored to Mexican American students. The team surveyed 35 schools, and came back and published an influential report, The Invisible Minority.
Next came a bilingual-education symposium in Tucson. Besides the educators who thronged the city to attend, a number of elected officials turned up, including Sen. Ralph Yarborough of Texas. In 1967, Yarborough “introduced the first bilingual education bill,” the federal Bilingual Education Act. “It was passed in a little over a year.”
“They found support for the concept of using two languages to get started at school,” Oyama says. “And having bilingual teachers addressing the kids.”
The new law was a triumph for Oyama and the others, and he spent the rest of his career fostering bilingual education. After 15 years at Pueblo, he moved over to the brand-new Pima Community College in Tucson.
His colleague Maria Urquides (a Tucson elementary school is named after her and the college has a yearly award named in her
honor) was an early board member at Pima. She promoted the idea that the “college is for the whole community, not just the English-speaking population,” Oyama says.
Oyama agreed and he stayed at Pima for 22 years, becoming a vice president and helping to “create one of the most extensive community-college bilingual programs in the country.”
He is still devoted to bilingual education, doing some fundraising for Pima College.
Nowadays, the political winds have shifted, and Arizona is tilting away from bilingual education. But a unanimous U.S. Supreme Court decision from 1974 supporting bilingual education still stands, Oyama says. “Arizona is making it difficult to conduct the programs, but the Supreme Court decision said it’s legitimate and legal to use other languages in the classroom.”
“Being bilingual is very valuable,” he says. “It strengthens not just an individual, but the whole country.”
Many of his friends from the old barrio grew up to be activists, Oyama says. In his quiet way, he was an activist too, but he put his energy into the right of linguistic minorities to a decent education. Much of the old barrio is gone, a victim of urban renewal; his mother and his wife, Mary Ann, passed away many years ago. “One never does it alone. The women — wives, sisters, mothers — are often forgotten. When I think back to what my mother, my late wife, and my current wife, Ann, have done for me and how they’ve shaped me, it makes me very emotional.”
Marion Knudson Huff ’42 and John S. Huff ’42 were photographed in the spring of 1942 in front of what was then the UA Library. After graduating in May of ’42, John went on to active duty from the ROTC. He later taught ROTC and returned to the UA to be the assistant dean of summer and continuing education. Marion became very active in the Faculty Wives Club, including becoming president of the club. The happy couple recently celebrated their 67th wedding anniversary!
Shirley Condit Starkey ’55 has published her second book, The Monkey Drowns, detailing the life of an Army family. The first book, The Scorpion Stings, tells of a woman growing up in Tucson, marrying a career Army officer, and eventually spending two years in Tehran in the ’60s. The Monkey Drowns continues the story, with the family returning to Tucson. The Army sends her husband back to the UA to earn a master’s degree and they are later sent to Korea and Vietnam. The family returns to Iran, and when the husband is asked to extend his tour, he declines and is sent back to Vietnam. While the family is in Vietnam, the husband’s replacement and two other colonels are assassinated in Tehran.
Vern friedli ’61 ’64 is in the National High School Athletic Coaches Association Hall of Fame. His 309 career football victories are an Arizona state record, and the football field at Tucson’s Amphitheater High School, where he has coached for the past 33 years, is adorned with his name. The University of Arizona Foundation recently established the Vernon T. Friedli Scholarship Endowment in the UA College of Education. Vern says, “It’s pretty high up on the list of honors, if not right at the very top! Anything that creates an opportunity for young people to go on and succeed in life is very worthwhile. To have my name connected with the endowment is amazing.” The scholarship is available to graduates of Amphi, Sunnyside, and Morenci high schools, where Vern has worked and coached in his 48-year career, which is still going strong!
Barbara Engel Anderson ’62 lives in Solvang, Calif. Last January, she was on a cruise to Mexico where the cruise director was none other than David Shermet ’88! Barbara and David are shown enjoying the fun aboard the ship.
ray Scharf ’62 won five gold medals in the Carteret County, N.C., Senior Games in May 2009 in the 50- and 100-yard freestyle and the 50-, 100-, and 200-yard breaststroke. In August, Ray swam in the Senior Games National Championships at Stanford University in Palo Alto, Calif. He finished in the top-eight in the country in the 70-74 age group, earning awards in all events, taking fifth place in the 100-yard freestyle, eighth in the 50-yard freestyle, seventh in the 50-yard breaststroke, and eighth in the 100 and 200-yard breaststroke. In September, Ray swam in the North Carolina Senior Games State Championships for the third-straight year, posting his best times. He won first place in the 50-, 100-, and 200-yard breaststroke and third- and second-place finishes in the 50- and 100-yard freestyle events. Ray also has won awards in the county and state visual arts competitions for his photography. Ray and his wife, Guylene “Gigi” Guthrie Scharf, have five children and nine grandchildren. Ray and Gigi live on Harkers Island, N.C., with their two Labrador retrievers, April and Molly.
Vivian Carole Smith ’69 ’72 ’80 ’86 was granted tenure and promoted to associate professor of middle-level education at Arkansas Tech University in Russellville,
Ark. Vivian retired from the Tucson Unified School District in 1999.
James A. “Jim” Vornberg ’69 ’73 joined the Texas A&M University-Commerce faculty in 1974. He now is a professor of educational administration, with a focus on principalships, educational facilities planning and management, international education, staff development, and general administration. Jim also is the director of the TAMU-Commerce Principals’ Center and the editor of Texas Public School Organization and Administration: 2006, now in its 10th edition. In addition, Jim is the coauthor of The New School Leader for the 21st Century: The Principal (Scarecrow Education 2002), and he is serving as interim dean of the College of Education and Human Services at TAMU-Commerce.
Myriam Castellanos ortega ’79 and Dominic ortega ’78 celebrated their 30th wedding anniversary with a trip to Puerto Rico in June 2009.
teresa Daza Campbell ’81 ’86 ’95 was featured at the 2010 Tucson Festival of Books, held in Tucson in March. Her book, Creating Love and Joy: Uplifting Affirmations to Strengthen Your Spirit, is called “an exceptional treasure that contains a powerful message.” After graduating, Teresa worked at General Dynamics in San Diego, Hughes Aircraft Company in Tucson, spent three months touring Spain, returned to Hughes and was designated a high-potential employee, was nominated for a Tucson Women on the Move Leadership Award, and won the Dissertation of the Year Award for her doctoral dissertation. Teresa now teaches business, management, and marketing at Pima Community College and she is the founder of AchieveYourPassion.com, a provider of educational resources for personal growth.
Alumni News
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Marilyn Bernhard Ludwig has a great way of putting her career in perspective: When she started teaching, she was 20 years old — just 10 years older than her students. Those students are senior citizens now.
Ludwig was drawn to teaching because she always loved kids, loved helping people, and learned self-sufficiency as a girl, watching her mother return to a nursing career to support her family when her husband, Ludwig’s father, died.
The lesson didn’t make Ludwig bitter. It had the opposite effect. “You make life what you want to make it,” she says. “I choose to be positive. So many people don’t realize they have that choice.”
Ludwig also credits her mother with teaching her to treat people with respect, a philosophy she held through 48-plus years of teaching in Tucson-area schools. “All kids can learn,” Ludwig says, “if you treat them with respect and dignity.”
Ludwig now takes pride in a lifetime of finding ways to reach students through that model and helping them develop self-discipline. Each year, she worked with new students to set goals and had them come up with consequences for breaking the rules.
“Some were harder on themselves than I would have been,” she admits. But the system worked, in part because she modeled the ethics she taught. “Responsibility has always been foremost in my mind,” she explains. “To this day, if I say I’ll do something, I’ll do it.”
If you don’t believe her, just ask the hospital nurses who, a few years back, witnessed her doing calligraphy for graduation certificates she said she’d scribe, never mind the knee surgery days before.
Ludwig is still making a difference today, more active than many people half her age, as president (and 53-year member) of the Pi Lambda Theta honorary and an active member of Delta Kappa Gamma (53 years), Alpha Delta Kappa (42 years), and the College of Education Alumni Council. Beyond her service to the university, she has worked with the Reach Out and Read program since its inception in 1996, helping pediatricians provide free children’s books to patients, and has spent 20 years volunteering for Libraries, Ltd., a literacy group that supplies crisis and community centers with magazines and books.
“I’m still excited about life,” Ludwig says. “I view things as challenges, not as problems. When you’ve got a challenge instead of problem, it’s a whole different view of life.”
Making Life The Way You Want ItM A R I Ly N L U D W I g , C L A S S O F 1 9 5 2 by Eric Van Meter
“ I choose to be positive. So many people don’t realize they have that choice.”
“All kids can learn if you treat them with respect and dignity.”
You can get your College of Education news all year long with our monthly electronic newsletter, Education E-News. Send an e-mail to [email protected], and you’ll be among the first to know about all our exciting news!
