Student and Alumni Achievements
Dr. Marie-Helene Bauguil recently accepted a new position as Visual Arts Specialist with the Khan Lab School (KLS) in Mountain View. She ﬁnds it very exciting to work at KLS and to be part of a team that is creating a new model of education and is thrilled to have found this opportunity after studying arts education in depth for the three and a half years over the course of her doctoral studies.
Dr. Bauguil is in charge of developing and teaching the art program for the lower school (equivalent of K-6th grades), which is a combination of art studio and arts-integrated and PBL projects.
The environment at KLS is very cooperative and ﬂexible, though also intense as educators are constantly trying new approaches and adjusting them for continuous improvement.
Dr. Angela Birts, a proud alumna of San Jose State University’s inaugural Ed.D. Leadership Program cohort, is a professional educator, diversity consultant, social entrepreneur and college lecturer based out of the San Francisco Bay Area. In 2018, Angela left her full-time job as a senior administrator to start a diversity consulting ﬁrm, Birts Equity and Inclusion Solutions LLC, which focuses on training and consultation for non-proﬁt organizations, colleges/universities, K-12 schools, and agencies seeking to expand their commitment to diversity, equity, and inclusion. To learn more, visit: www.deicapacitybuilding.com and facebook.com/BEISolutions18.
Dr. Anji Buckner's recent publication, based on her dissertation, was accepted by the American Educational Research Association's (AERA) annual meeting on April 17th. Her presentation is titled Measuring California Superintendents' Beliefs About School Climate Assessment: New Insights from Item Response Theory Analysis. The abstract can be found below and full details on her presentation at http://tinyurl.com/v9cr9ge.
Abstract: School climate is an important factor influencing academic outcomes. Accountability across schools and school districts to inform decision making depends on superintendents' beliefs about school climate data and its potential uses. This study examined a sample (n=298) of California superintendents with a 37 item Likert-style survey. Employing a multi-dimensional Item Response Theory (IRT) Model, we found evidence for three constructs related to superintendents' beliefs about school climate data: Importance, Capacity, and Trustworthiness. Regression analysis showed that compared to superintendents serving in rural districts, those serving in suburban districts believed more in the importance of school climate data and trusted their data more for continuous improvement. Reliability and validity evidence show we can dependably identify three groupings among respondents.
Heidi Livingston Eisips
Heidi is now in her fourth semester working with Aerospace Engineering (AE) graduate students on their master's thesis/project writing. In addition, this semester she took on a larger role in this capacity as an Academic Advisor to Sophomore, Junior, and Senior undergraduates. In the Lucas College of Business, Heidi was named the faculty advisor for the GoAL program (Generation of Aspirational Leaders, www.sjsugoal.com) which is a campus-wide initiative focused on student success around the three "C's" of community, curriculum, and career.
- Duckor, B., & Holmberg, C. (2019/2020). Seven high-leverage formative Assessment moves to support ELLs. Educational Leadership, 77(4), 46-52.
Excerpt: Sound in-class assessment strategies can make a big difference in deepening ELLs' learning. In our 2017 book, Mastering Formative Assessment Moves (ASCD), we outlined severn high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, we've been working with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and we have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language. Research tells us that the assessment choices teachers make in their classrooms matter. John Hattie's findings (2009, 2012) remind us that student achievement outcomes can be mapped to specific high-leverage practices. We know, after years of top-down reforms, that formative assessment is more than just a buzzword. For teachers working with English language learners, these soound formative assessment practices can help make a difference minute by minute.
- Holmberg, C. & Muwwakkil, J. (2020). Conversation in the classroom. Phi Delta Kappan, 101(5) 25-29.
Dr. Rebecca O'Brien recently took a promotional position as Director of Special Education with the Morgan Hill Uniﬁed School District. She had been in her new role for about two weeks when she realized that she was facing some major restructuring. Upon reﬂecting on how to proceed, she realized she had taken an Ed.D. course in organizational change. From this realization, she saw that she had all the tools she needed at her ﬁngertips and knew what needed to be done.
Dr. Michael Paynter has been selected as the Student Services Administrator of the Year by the Association of California School Administrators (ACSA) Region 10. He is very grateful to his peers for this award, as, in his words “only in relationship with each of them do we make an impact on the thousands of students in Santa Cruz County. Together, countywide, we have met as Student Services Directors for more than 3 years, collectively supporting each other and making progress on important learning supports for districts, schools and students. The latest work, which I am honored to facilitate, is our Schools Integrated Behavioral Health Initiative which aims to bring increased understanding, communication, resources, connections and skills to the myriad ways mental health and substance use challenges aﬀect students, schools, families and communities. Given there are many wonderful eﬀorts underway, we ask, how can we use MTSS and other frameworks to maximize serving the whole child as well as attend to the whole staﬀ and parents doing that important work.”
Furwa received the Lurie College Student Research Award for the Fall 2019 and Spring 2020 semesters. It was Furwa’s paper titled “The Barriers that Hinder the Success of First-Generation College Students and their Leadership Development” that earned her this award. The motivation behind her project is to support underrepresented students by giving voice to the complex experiences they encounter as undergraduates. For Furwa, this research engagement is essential to her professional development due to the leadership opportunities it aﬀords. In addition to providing a voice to underrepresented students, she believes she can contribute opportunities for them to beneﬁt from leadership resources on campus and beyond, paving their path to a successful future.
Tricia has been chosen to serve as the 2020-2021 Asian and Pacific Islander (API) Caucus Chair for the American Association of Collegiate Registrars & Admission Officers (AACRAO) beginning April 2020. AACRAO's API Caucus strives to provide a communal space for members who are ready to discuss issues, developments and initiatives for individuals of Asian and Pacific Islander descent in higher education. This Caucus, which strives to educate other members about the history, contributions, and concerns of Asian Americans and Pacific Islanders, is open to all members of AACRAO.
Leslye has been reappointed by Governor Gavin Newsom to the California Private Security Disciplinary Review Committee, North, where she has served since 2015. This committee is comprised of ﬁve members, appointed by the Governor, to hear appeals from individuals applying to become security guards, private patrol operators, and similar licensed positions. They can also aﬃrm, modify, or overturn ﬁne assessments of licensees that were imposed by the bureau. She has served as the chair of this committee since 2018, and is proud to have been reappointed under Governor Newsom’s administration.
Hyon Chu Yi-Baker
Dr. Hyon Chu Yi-Baker recently presented at the Asian Paciﬁc Americans in Higher Education National Conference. The title of her presentation was "Daring Greatly: From Hurt to Healing – Owning Our Own Stories." This pre-institute workshop explores how the model minority stereotype and the pursuit for "perfectionism" has hurt the AAPI community and impacted their journey. In the words of Dr. Yi-Baker, we begin the road to healing by being the architects of our own personal ecology.
Parinaz completed her 2-year national leadership position with NAFSA: Association of International Educators as Chair of Trainer Corps and Professional and Learning Services Liaison. Trainer Corps is comprised of 400 volunteers dedicated to training and advancing international education globally. She has also continued to present at the regional and national level at NAFSA conferences. This past fall at the regional NAFSA conference in Pasadena, she co-chaired an all day workshop titled "Advanced F-1 gray area regulations" and co-presented 2 other sessions. She will be the chair of the Current Topics Workshop entitled "J-1 Advanced Lab" at the NAFSA 2020 annual conference in St. Louis and will also be a co-presenter in a session on Fulbright opportunities for international educators. In addition, Parinaz served as one of six panelists at an event last summer hosted by UCSC extension entitled "Silicon Valley Women in Leadership." There, she represented the voice of a foreign-born woman in a leadership position in international education. She was also asked to review and provide an endorsement for a new publication titled The International Education Handbook: Principles and Practices of the Field, last spring. The textbook identiﬁes the research, trends, challenges, and expectations of good practice that inform the profession of international education.
Punteney, K. (2019). The international education handbook: principles and practices of the ﬁeld. Washington, DC: NAFSA: Association of International Educators.