Program in Education
Memo
Date: June 1, 2006
To: Mark Tappan, Ed Yeterian
From: Karen Kusiak
Subject: Annual Report
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1) new or revised courses
ED197 –History of U. S. Education
During the summer of 2005 I read materials and developed the syllabus for this new course. Twenty plus students from all classes enrolled. The course was intensive in the recently maligned disciplines of “reading, writing, and thinking” – and to that list of three activities I’ll add “discussion.” Yes, we had much discussion based on the reading and thinking. This discussion and reading and thinking were followed by writing. If the writing wasn’t done well, students had opportunities to think some more and rewrite. Students in the class and I considered the goals of the framers of the education system in the U.S. and how the system was experienced (or not) by various groups of people. We examined how the education system contributes to what Robert P. Moses referred to as a caste system during his remarks at the commencement eve dinner. College students need time to consider apparent incongruities such as the educational system’s contribution to inequality and oppression in the U.S. I champion reading, writing, thinking, and discussion as pedagogical means to support students when they are confronted with disorienting concepts and analyses.
Highlights of the course included a visit to Special Collections where Librarian Pat Burdick presented samples of textbooks, teacher education materials, and parts of the “Colbiana” collection that related to the aims and practices of education in the 19th century. Another high point for the students (and me) was a guest speaker, Thomas Farrell. Tom was principal in a high school where I worked in the 1980s and his son was enrolled in the course. We enjoyed a short reunion and my students learned from the experiences of a veteran Maine (and Colorado) educator who is often sought for speaking engagements.
This spring the History of U. S. Education was approved as an on-going course: ED121. The course meets the U. S. diversity requirement. I will teach the course again in the fall.
2) committees
I’ve continued to serve as a member of the language modification committee.
I’ve been a member of the Athletic Advisory Committee and the Admissions and Financial Aid committees.
I was faculty liaison for the Men’s soccer team and met with them once at the field. They stopped practice while I addressed them about aspects of the academic program! I think I have the easiest liaison position since the coach is already involved in the academic program of the college.
3) other college service.
Our family participates as a host for an International student. This year the student was actually the Spanish Language Assistant.
4.) Participation in Diversity – Related Activities
I attended a variety of lectures, presentations and films during the year: Nikki Giovanni, Yolanda King, the International Extravaganza, the American Studies afternoon lecture series and the German Studies lecture by Raffael Scheck. I attended the kick off address by George Mitchell for Burst the Bubble Week. I attended the Human Rights film series in the winter and participated in one session of the Critical Media Literacy / activism program facilitated by Sara Prahl. There are more – I try to attend as many talks and musical presentations as possible…especially programs that highlight a perspective not typically portrayed in conventional media sources. I was impressed that Robert P. Moses was honored by the college. I have read his work and used some of his ideas when I’ve worked with Colby student teachers who were preparing for teaching mathematics. As I’ve stated previously in this report, Moses’ remarks on Saturday night hit directly on the major theme of the History of U. S. Education course. I wished there was structured time for faculty and other interested members of the community to interact with honorary degree recipients.
I weave the theme of diversity into classes I teach. I’ve discussed the ways in which ED121 addresses the criteria for the college U.S. Diversity requirement. Other courses I teach I always include material related to teaching diverse learners as well as a critique of the ways in which standard “business as usual” practices in education promote the development of students and families who are already privileged in our society. Our reading, writing, thinking, and discussion in class appears to promote graduates who are eager to employ teaching for social justice in their work.
5.) publications and research
During the second semester this year I prepared the draft of my proposal for dissertation research. I met with my faculty advisor and made revisions. As of June 1, I await her word concerning whether the proposal has been distributed to my committee. I expect to defend the proposal in the fall.
I developed a survey for high school principals who work at schools that have joined in the Maine Learning Technology Initiative. Some responses have arrived and I’ll analyze that data this summer. The survey is designed to gather information about why the schools joined the MLTI program and also their satisfaction with the program.
6.) papers presented
I was a discussant for a session at the American Educational Research Association annual meeting in San Francisco in April. The organizing theme for the session was Crossing Boundaries.
7) student work
Two students completed independent studies that highlight the concern for diversity and teaching for social justice that we promote in our program. Carolyn Findeisen ‘06 worked with students who are learning English in the schools in Winslow. Her experience in the Colby Writers’ Center with college students who are also learning academic English helped to inform her work and study with younger learners of English. Meg Smith ’06 elected to work with the most challenging learners in a class at the Albert Hall School. There she tutored a fifth grade student who had recently arrived in the United States. This student had had no previous formal education and was learning English along with the subjects in the 5th grade. Meg and her teacher developed a math assessment program to determine his ability in math while maintaining his placement in an age-appropriate classroom.
Meg worked with other students in this class – many of whom had learning and behavioral challenges.
6) other pertinent information
I continue to serve as a Director on the Board of Education for MSAD 49 (Fairfield.)
I participated in a Program Review at the University of Maine at Presque Isle for the Maine State Board of Education in March.
I’m on a student health advisory committee in MSAD 49. The committee is made up of community members and is charged with reviewing smoking policies, the school lunch program, and school climate… among other things.
I served on a hiring committee for the position of middle school assistant principal at Lawrence Junior High School.
I’m on the editorial board of the Journal of Maine Education. The editorial board meets three times a year and we each review articles that are submitted for the publication. Our current tradition is to meet on the Colby campus in September to select articles for the Journal.
I’m serving a term on the Board of Trustees of the Universalist Unitarian Church of Waterville.