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63 Responses to EDUC_612_Fall_2018_Module_1

  1. Leah Cruzen says:

    Hi all! I am late to the party as I did not see that this thread had been started, but better late then never. My name is Leah Cruzen, I am a Bilingual EA at North Eugene High School and also worked for the BEST Afterschool program at El Camino del Rio Elementary School last year. I am from Portland, Oregon where I went to PSU and got my Bachelors of Arts in Spanish and International Studies. I am looking to be a ELD and Spanish teacher at any grade level, I love all ages. I am going for Secondary at Pacific, because I work at a High School already. My burning question is, how do we critically look at research and discern the “good” research vs “bad” research?

  2. Hailey Brown says:

    Hello, my name is Hailey. I grew up in Bend, Oregon but went to high school in Salem. I got my undergraduate degrees at University of Colorado Boulder, double majoring in Biology and Environmental Studies with a certificate in Public Health. I moved to Eugene to be closer to family after college and took a year off to reflect on my future goals and aspirations. While I was in undergrad, I had the opportunity to study abroad for two semesters. One semester I focused on environmental studies in Costa Rica and the other semester I did Semester at Sea. Traveling and experiencing other cultures and hardships really put things in perspective for me and made me realize that I want to do something that makes a difference. Education is one of the most important things in the world (I think) and I am eager to learn how to be a great educator.

    My question is, how do I narrow down my research topic into something that is actually measurable and refined enough? Figuring out and narrowing down my question is always the hardest part for me.

  3. Brooke Berman says:

    Hi everyone!
    My name is Brooke Berman and I am from Los Angeles, California. I just recently moved to Oregon this year and am loving the change of pace, scenery, and people. I received my undergrad at California State University, Chico where I double majored in Resort and Lodging Management and Event Management. After graduating, I did a six-month internship for a resort in Hawaii and ended up receiving a job with the company at their sales/marketing office in Los Angeles. Although I enjoyed the perks of my job, I knew that I wanted to make more of an impact on the world.

    Last summer, I traveled to Africa and taught English in Zanzibar, Tanzania in a small village called Kairo. In Kairo, education is optional and due to poverty, lack of experience, and basic essentials, the community has minimal qualified teachers. However, everyday the students would show up to school so eager and ready to learn. Some students would even walk three hours in the pouring rain for class. Immersing myself in their culture shifted my perspective and gave me a whole new appreciation towards education. After my trip, I decided I wanted to continue making a difference and pursue a career teaching elementary. Although I would like to be a full time teacher in Oregon, I strive to continue traveling and teaching English around the world during my summer breaks.

    Since there is so much research out there, it can be overwhelming for me at times. I am hoping this class will broaden my knowledge on research and how to efficiently use it. No burning questions (yet), I am sure I will have some as we dive deeper into this course.

  4. Roxie Hetzer says:

    Hi! I have been working with young children for 16 years and have discovered working on the front line directly with young students as a teacher is rewarding. I graduated from the U of O in 2002 in Psychology with professional interest in Early Child Development, along side undergrad studies in Elementary Education, and minored in Special Education and Business. Right after graduation I opened a preschool and it flourished for 8 years, and I reopened another preschool and it too flourished for 4 years. I have worked in other centers and for 2 Head Start agencies, I have seen ample change in teaching styles since I graduated. I find teaching children dynamic and challenging, but exciting and rewarding. I am interested in learning new ideas, new teaching strategies, and the most valued info I feel comes from from the students themselves. I have always wanted to teach public school kindergarten, and now that is my focus. I also really enjoy being a student myself and am looking forward to this program here at PU.

  5. Scott Compton says:

    Hi friends! My name’s Scott Compton and I’m an EA at SEHS working in a Comprehensive Learning Center. I’ve lived in Eugene my entire life (I went to NEHS), and am really excited to finish up with school, teach abroad for a few years, and relocate else where (I’m leaning towards somewhere like Denver but may end up in the Midwest). My ambition is to be a Social Studies teacher because I’m really excited by how the world works, all of the people in it, and how their decisions affect those around them. In order to do that I got my undergraduate degree from the U of O in political science with a minor in special education. I’m actually pretty excited to take this course as I hope that it’s a short and sweet (maybe more of a sprint) take on research that’ll allow me to explore some topics (right now I want to focus on too many) that are meaningful to me. My hope for my students is that they gain the skills to live their best and happiest lives, so I’m thinking of doing my research on something that will help them with that, and that really excites me! Lastly, I’m excited to be sharing this space with everyone getting their MAT and not just our usual groups.

    • Scott Compton says:

      Sorry, I forgot to add a burning question. I got to talking to a Pacific student teacher at her site on Friday and she gave me a nice pep-talk about the TIP project. Has anyone gotten any good advice from family or another peer about conducting research?

  6. Cat Donnelly says:

    Hi everyone, I’m Cat. I’m originally from California, but have spent most of the last decade in places like Spain, New York, and Mexico. I got my undergraduate degrees in Spanish Language and Culture, and Global Studies. For the last six years I have been working in the translation and localization industry, and continue to work as a freelance linguist in my spare time (not that I have much of that anymore). I decided to make the switch to education because I found I had a passion for it when I was living in Spain and working as an assistant English conversation teacher. Currently I’m doing the MAT FLEX program and working as a bilingual EA at Springfield High School. I am looking forward to learning more about research techniques in this class, as well as having the chance to delve into a subject that will be very relevant to my job (I am getting endorsements in Spanish, ESOL, and English Language Arts). However, I’m still stuck on how best to get started….

  7. John Donaldson says:

    Hi, my name is John Donaldson and I have lived all over the country. By the time I graduated high school I had attended at least ten different schools, so I know what it’s like to be the new kid in class. I have been a police officer, U.S. Marine, defense contractor, and I am currently an educational assistant working in a middle school for the Springfield School District as their detention supervisor. I have a wife and three kids (the youngest is sixteen).
    We moved to Eugene in 2014 to support my wife’s parents. This required a change of occupation for me, so my wife suggested teaching because she says I have a knack for it. I finished my undergrad degree in Interdisciplinary studies focused on psychology, history, and communications. I plan to teach middle and high school classes in social studies and language arts. I love history and literature, so this was an easy choice. The reason I’m taking this course is because it is a requirement for graduation. I plan to learn better techniques for research and development to further my abilities to reach the students who have been placed in my charge, to better understand motivations and teaching styles so I can instill a hunger for learning and personal growth which I have had modeled for me by a few outstanding individuals in my life. My burning question for this class? Will this class give me the tools to accomplish this mission?

    • Scott Compton says:

      Hi John! If you felt comfortable, I’d be interested to know why you moved around so much? Did you have a military family? I think it’s so neat that you’re really interested in psychology, history and communications because I am as well. If I could get a course load that was solely those topics for the rest of my life (except maybe swap history and civics), I’d die a happy teacher! Who in your life was so influential?

  8. Tara Sloan says:

    Hi Adrienne! I am with you on the question of how to research efficiently without doing it too fast and missing something. Hopefully, we will learn that 🙂 I also hope we can help each other along the way and share tips. I feel like this is a really supportive cohort.

  9. Chemika Bolden says:

    Hey, My name is Chemika and I am from Eugene, Oregon born and raised. I graduated from Oregon State University with a B.S in Ethnic Studies. I have always had a passion of working with kids and coming from a family of education backgrounds I have always known the importance and value education brings to not only myself but others. At this point I plan on going with teaching elementary but I am still struggling with deciding definately if I want to teach elementary or middle school . I have tutored at a private middle school in Portland, OR and was the fun with numbers teacher where I focused on teaching the students their multiplication table and shared what helped me remember , using recognizable songs that incorporated the information within it. I saw how it helped tremendously with memorization of the multiplication chart and the best part was building relationships with the students. I am excited to learn more about how to research topics and how to recognize and pull the essential information and leave out the unimportant information. I am wanting to know the steps or guidelines needed to be effective at reading research articles without just glazing over the information.

    • Emma Castle says:

      Hey Chemika! I’m with you on effectively reading research. It can get really tough after reading hundreds of pages on the same topic to decide what actually is valuable and what is just filler. I’m sure we’ll get lots of practice throughout this year.

    • Nora Daly says:

      Hi Chemika! I love that you were the “fun with numbers” teacher and found using songs useful for memorization! I really like music so I love to incorporate songs with students, whether it’s to remember the rules, getting their wiggles out, or memorizing information. Songs can really help in remembering important info, plus it’s fun!

  10. Patrick Hester says:

    Hi everyone, my name is Patrick Hester. Greetings and salutations. Very excited to be here at pacific and in this class in particular. I’ve been an EA for a couple years now and really like it. It’s given me the opportunity to work with children of all age levels. I’m married to a 2nd grade teacher and we have one daughter who is almost 18 months old. Busy times. My most burning question? What kind of topic should I choose. There are so many important and fascinating areas for research. I think narrowing my topic down into something I can digest will be important. Is anyone else having a hard time getting started? Choosing my topic feels like a big commitment. Well, can’t wait to meet and get to know all of you better. Stay frosty.

    • Roxie Hetzer says:

      Hi Patrick,
      Hhmm. Does your young daughter spark any curiosities in you that you are especially curious about? Her first years set a major foundation of learning, like language development, social skills and social problem solving, technology/games in learning, how spending time outside effects behavior management. How about the effects of preschool on kindergarten success? I was attending U of O when my daughter was 3 years old, and she influenced my area of study to become a teacher because I was curious to learn about her. There are also several reading programs that you could research and discuss which are effective or not effective. That is great your wife is a teacher! Bye for now, Roxie

  11. Emma Castle says:

    My name is Emma, I grew up in Philomath about an hour north of Eugene and moved here in 2013 after dropping out of OSU. In 2016 I received my BA in History and Art History. I worked for about two years as a receptionist and hated it. In December I started a job as an EA at Churchill and have been running their online learning lab since then. It made me realize I really do want to be a high school teacher. I’m pursuing my endorsements in ELA, Social Studies, and ESOL and am currently taking online Spanish classes through OSU (turns out I remembered a decent amount from high school).

    I’m taking this class because they told me I had to. But, I’m looking forward to getting started on the TIP project. I had to do something similar in undergrad and it really put my procrastination skills to the test. I think my most burning question is how can I make sure I’m getting all the information I need and not leaving important sources out and also if I can make it through this research project with no breakdowns.

    • Chelsea Hamar says:

      Hi Emma!
      I think your experience performing a similar task of what we are doing now will really help you as we continue this journey! I think that communication will be key for us all when working on this project. I think that Todd as well as the other members of the cohort could offer helpful tips and sources that relate to your topic. Good luck on your project and I too will be trying to avoid breakdowns (for as long as possible, anyways).

  12. Taylor Stotts says:

    Hi all!
    My name is Taylor Stotts, I am from Long Beach, California, but moved to Eugene 2 1/2 years ago to finish my bachelors degree at the U of O. I just graduated this past June with a B.S in business and economics. I began my journey with children a few years ago, and decided during my senior year that my heart was simply not in business, but rather with children. I have worked a pediatric dental office, as a tutor at a learning center, a camp counselor, and what really pushed me to pursue eduction and teaching as a profession was time spent as a pre-school teacher at UO’s Moss Street Children’s Center. Since then, I have been working at Eugene Creative Cares as the pre-school head teacher! It’s amazing, and tiring, but I love it.
    During my under grad courses, I took a research methods course. It was unbelievably difficult, but also a needed skill. I’m really looking forward to refresh my memory on prior things learned, and also build upon them. No burning questions at this point, as i’m just beginning to delve into the module, but i’m looking forward to research more about my topic.

  13. Nora Daly says:

    My name is Nora Daly, and I lived in the same house in Springfield all the way through high school. After graduating high school in 2011, I started at the U of O as an undeclared major and half way through my sophomore year I decided to major in Educational Foundations. After graduating I got a job as an Educational Assistant at Riverbend Elementary School and I have been working there for the past three years. At Riverbend I have mostly worked in a SPED self-contained classroom, but this year the classroom is classified as a K-2 emotional support classroom. I’ve worked with kids and youth since I was in high school at after school programs, summer programs, and was a counseling at summer camps. I’ve always known I wanted to work with young people, but have had a difficult time determining exactly what that would be. This past year I decided I wanted to make the leap of going to grad school so I could become a teacher, so here I am. My purpose for taking this course is to learn how to determine what research is good, how to effectively research, and how it can be useful to me as a teacher. With so much information out there, especially on the internet, my question is how can I narrow down and weed through information so I can find the important material that is relevant, credible, and useful?

  14. Michaela Wasson says:

    My name is Michaela Wasson. I graduated with a BA in political journalism and took a fellowship with a national news magazine after leaving college. It took me three months of working to realize I had made a mistake. I didn’t like the detachment of journalism or the lack of relationships. So, I moved to Thailand and took a job teaching English to high school students. That was the first job I ever loved. My favorite part of the whole week was running my classes. They asked me to stay but I knew if I wanted to do this for a career I needed to go home. I didn’t know if I really loved teaching or just really loved working with Thai kids. I began looking for an M.A.T. program and accepted a position as a T.A. for a middle school. I connected well with the students and enjoyed tutoring different types of learners through a variety of subjects. Then, the school offered me a position as their middle school language arts and social studies teacher. I accepted and have decided that teachers are superhero and I have an enormous amount to learn. I am excited to take this class so I can learn how to research and analyze the different problems I am already experiencing in the classroom. My first question about the course at this time would be on how to properly narrow down the research question I am interested in.

    • Phoenix Bansmer says:

      Hi Michaela,
      I was really struck by you mentioning how you felt that journalism was a disconnected field, and that leading to you leaving. Teaching, on the other hand, has so much to do with relationships, from teachers connecting with students, the students as peers, parents and teachers working together, and teachers as part of the school team. There is no way to succeed in this career without connecting. It’s great that you have found the career that will suit you best. 🙂

      Also, teaching in Thailand sounds like quite an adventure!

    • Brooke Berman says:

      Hi Michaela!
      I think that it is amazing that you moved to Thailand to teach English after not enjoying your career in journalism. My sister also moved to Thailand to teach English and I was fortunate enough to visit her. Thailand is still my favorite country I have ever traveled to!

      I think you found what you were meant to do. Best of luck to you in your new position!

  15. MacKenzie Cope says:

    Hi all!
    Mackenzie here! I am a born and raised Oregonian and graduate from the UofO (go Ducks!). I, like many college freshmen, didn’t know what I wanted to be when I grew up and just chose a major from a “catalog”… Nine years later, I have decided that I want to do something that I am passionate about, not just work for a paycheck, which lead to me enrolling in this program to become a math teacher.
    I have had opportunities to teach adult learners while working for DHS (from basic policy information to very complex program reorganization) and young adults/teens in my employment at the local non-profit Lookingglass (GED prep, employment and life skills, etc.). I also LOVE volunteering as a coach through Kidsports and the Boys & Girls Club (who doesn’t love trying to get a bunch of pre-teens to get off their phones and play some basketball?!).
    My greatest hope is that I can positively impact how students see and react to math. I am a self-proclaimed data nerd (which is what I do now within DHS as a Program Analyst) and have always liked math as a subject but thought that it could use a lot more real-world connection.
    I am taking this course because I was told I had to (is that bad to say?) but also because I love analytical practices. I am the type of person who will argue the unrepresented idea in a debate just so others look at things from a perspective outside of their own. Some might say I am annoying in this way but for me it’s how my brain tends to operate.
    My most burning question about the course is yet to be seen.. I really don’t know, what I don’t know. I think there will certainly be challenges and moments when I am totally lost but hope to come out with a better understanding of how I can use research to inform my decisions as an educator.

    • Adrienne Colaizzi says:

      Hi Mackenzie,
      The art of debate to increase critically thinking skills is a something I try to practice as well, and I want to bring this/these techniques into a classroom.

    • Emma Castle says:

      Hey MacKenzie, I like what you said about debate. I’m definitely someone that likes to take the opposite opinion in a debate to keep the conversation interesting, but it’s important that you’re doing it in order to critically think about the question rather than just to stir the pot haha. I have to catch myself sometimes. Since I want to be a social studies teacher I want to encourage debate in my classroom, but I want it to be productive for everyone. Thanks for your insight into this topic!

  16. Phoenix Bansmer says:

    Hi, I’m Phoenix. I grew up in Los Angeles (swimming pools, movie stars) and moved to Oregon (greenery and trees, relaxed hippies) 15 years ago. I’m all about creativity, storytelling, history, cooking, performing arts. My husband and two sons are artists, actors, game makers, musicians. I am a writer, always working on a story.

    I spent years teaching pioneer history in character as Mary Skinner, who convinced her husband Eugene Skinner to name the new town “Eugene” and not “Skinner’s Mud Hole.” It was an accurate nickname in the rainy season when streets were unpaved.

    The difference between my 1st and 2nd grade teachers is why I want to be a teacher. In both grades I was a talkative, easily bored child who could recite an entire movie or story I’d heard, but barely read, and cried if given a timed math worksheet.

    In 1st grade that teacher bullied me and even called me stupid and retarded. My mother reported her but she had tenure and nothing much was done. I ended that year afraid of school, depressed, and demoralized.

    But my mom advocated for me. She got me an educational psychologist and got me tested. She hired tutors, bought educational games, and more. She knew how smart I was and refused to accept the labels my teacher gave me. My family is blue collar, and it was intimidating for my mom to go into these intellectual spaces, and I am so grateful she did.

    It turned out I was bored because I was gifted and not being challenged, but I couldn’t decipher words or numbers because I had dyslexia and dyscalculia.

    In contrast, my 2nd grade teacher celebrated me for all my quirks, made me feel like I could learn, and by the end of that year I was becoming a reader, cried less about math (that only went away in college), and had found my passion as a writer.

    She is the teacher I want to be. When I taught in a small private school these last two years I strove to emulate what I could remember of her behavior and her style. We did a lot of sitting on the rug reading aloud, making maps of imaginary worlds, doing funny word problems, collecting plants from the woods to look at under the microscope, having fun with funky non-Newtonian fluids, and so on. Trying to make learning as fun as it can be.

    But I was flying blind when it came to choosing the best methods for teaching my students. I hope that this course will give me the tools to make informed choices about what programs and activities will best help my students master subjects.

    My most burning question about the course at this time is which kinds of studies will help me determine the best methods to educate students with learning disabilities?

    • Nora Daly says:

      What sort of teacher a students has can make an incredible difference in their experience of school, and your experience is evidence of that. I too want to make learning fun, because it is! A great teacher can make even the dullest of subjects fascinating. I currently work with a lot of students with learning disabilities, and I too wonder what methods are best in educating them to make sure they are getting the best education possible.

    • John Donaldson says:

      Hi Phoenix, glad you’re part of the group. For the record math still makes me cry! I too am a student, and drinker of wine (I stold that from a Louis L’Amour story). I have found that most teachers have had teachers in their past be the inspiration for them to follow in their footsteps. It was a high school history teacher who went out of her way to motivate me that planted the first thoughts of teaching for me. Encouragement from my wife sealed the deal and here I am.

    • Brooke Berman says:

      Hi Phoenix!

      I found your story to be really inspiring. It shocks me that teachers (like your 1st grade teacher) exist, but I love how you overcame such a negative experience in your life and turned it into a positive one.

      I think you will be able to help students who may have a learning disability see their strengths to succeed. Teachers truly have such an impact on students’ lives and I agree that it is so important to make learning a fun, active, and engaging environment.

    • Hailey Brown says:

      Hi Phoenix,

      I also spend a lot of time thinking about which teachers really inspired me and which teachers I never want to be like. I had a sort-of similar experience with my kindergarten teacher who told my mom I was stupid and lazy. I didn’t go to preschool and my parents never really helped me at home so I started off really behind and then my kindergarten teacher didn’t really work with me at all so I fell even further behind. I was in extra reading classes throughout most of elementary school, but I remember my fifth grade teacher really inspiring me to start reading for fun and that I could read well if I worked at it. I hated reading before because it made me feel stupid but then I started reading all the time on my own and improved dramatically. I was taken out of the extra reading classes in 5th grade and by 7th grade, I was placed in advanced language arts. That’s the difference a good teacher can make and I hope to be able to reach and inspire students the way she did as well.

  17. Maddy Simons says:

    I am Madison (Maddy) Simons and I am interested in teaching Health and Physical Education. I want to prepare future generations with reasonable ways to live a healthy lifestyle post-graduation. I have done 90 hours of practicum in a Physical Education classroom at both the high school and elementary level. From these experiences I have decided I would like to teach secondary level education. I am a tad nervous for this course in all honesty. Data and research were my least favorite types of work in my undergrad. I think this had to do with the fact that most professors assumed you knew your way around a research article prior to their class, so they never gave instruction on the “how’s” of an article. I tended to blindly do these assignments in hopes I would get a weak passing grade and make up for it later on through tests. Hopefully, this class will help me no longer fear the term “research article.”

    • Maddy Simons says:

      Furthermore, I guess my burning question is how to navigate an article and understand it?

    • Michelle Nelson says:

      Hi, Maddy! I know how you feel. I had professors who did the same thing. If I asked questions, I often heard, “Well, figure it out.” Guidance is important; without it, it’s just an exercise in futility. I’m hopeful that this class will finally point us both in the right direction. 🙂

    • MacKenzie Cope says:

      Hi Maddy-
      I also thought a lot about teaching Health & PE! I think you’ll be able to find a lot of research out there on PE and maybe doing things in a more inclusive manner. Very often students see PE as athletics (which tends to alienate a good portion of a student population) when it should really be about being healthy (which everyone should aim to be).. I think this course could really inform some of that type of curriculum (seeing how other countries and states do things). I’ll be interested to see if we get to share any of that going forward. Good luck! 🙂

    • Taylor Stotts says:

      Hi Maddy!
      I love that you want to teach the younger generations how to live a healthy live and stay active! I think it’s so important that we value health and physical education. At my high school, when I was a freshman, health class was a requirement to pass for graduation. However, by the time I graduated health class was eliminated to budget cuts. I definitely agree with you about feeling slightly nervous about this course! Research and papers and everything they encompass are daunting!

    • Patrick Hester says:

      I understand what you mean about data and research. While I love to read and study, it can be very hard to know where to start. There really aren’t “how to research” classes, at least not in my experience. I really like how this course is 3 parts and we have awhile to work on our projects. No need to fear the dreaded “research article”.

    • Chelsea Hamar says:

      Hi Maddy!
      Dealing with research and data were also some of my least favorite parts of my undergrad. I am excited to learn proper ways to navigate research and how to eliminate articles that do not matter from our research. I guess one way to navigate an article is to read it twice, or even more times. Once to make sure that it interests you and relates to your topic, and a second time to pull out the pieces in particular that pertain to you. Going through and eliminating the useless information will help you understand what you want to get out of your article. Just a thought! Good luck!!

    • Scott Compton says:

      Hi Maddy! That’s super cool that you want to teach that. Those are such important subjects where I truly think the teacher makes such a uniquely large difference, even compared to other subjects. I also really like how you added ‘reasonable ways’ because meeting kids where they’re at is key to success in my opinion. I’m genuinely curious as to how your research turns out since health is such a foreign subject to me!

  18. Michelle Nelson says:

    My name is Michelle Nelson. After a 20-year career in journalism, I am excited to be pursuing some of my other passions through a career in teaching. I earned my undergraduate degree from the University of Oregon, where I majored in journalism and minored in political science. I work as a substitute teacher, and I plan to teach English language arts and social studies at the high school or middle school levels. I am a mother of two sons in college, and during their early years I was actively involved in their schools and with the district, including as a member of two Site Councils and the district Budget Committee. I also have been a classroom volunteer, a coach and a school organizer for Oregon Battle of the Books. My purpose for taking this course is to better understand the value of research in my role as an educator, and how best to determine whether certain teaching methods are serving the intended purpose. My most burning question related to this course is: What is the most efficient and effective way to scale the mountains of available research? Through my project in this class, I plan to research how the use of technology can help students improve their writing skills.

    • Maddy Simons says:

      Michelle, I also am curious on how to dig through the insane amount of research that is out there. The internet is a hard place to trust due to its copious amounts of false information, so it is hard to know what articles are reliable. Hopefully, we will get some assistance in this area.

      • Michelle Nelson says:

        Exactly! I love that technology has given us access to vast resources, but it can be overwhelming to know where to begin and to know whether what you’re reading is even trustworthy.

    • Phoenix Bansmer says:

      Hi Michelle,
      I also find the question of how technology can be used to help students improve their writing skills very interesting. Sometimes it feels like it can be a battle to get students off devices in order to write, so looking at the tech as a tool rather than a distraction is forward-thinking. I look forward to hearing about what you learn on the subject!

      • Michelle Nelson says:

        Phoenix …
        Using technology as a tool vs. seeing it as a distraction — exactly! There are ways to encourage students to use the technology responsibly and for education, and it can be fun. I remember that my boys had some tech-based homework they couldn’t wait to do when they got home. I’m looking forward to delving into this topic! Thanks! 🙂

    • Chemika Bolden says:

      Michelle I think your background with serving on various committees are beneficial in having insight to how students are impacted, learning administered, and what curriculum is being pushed through on the district level. I also think its important skill to learn how to recognize what practices/models are worth trying out based on reading the research associated with it and which ones to pass on. As a teacher I believe time is of great value and I want to use my available time in the best way possible. I am also looking forward to developing this skill to become as an effective and efficient teacher as well. I think technology as a research topic is great especially when everything is taking a technological approach. All I see now is young kids on their phones, video games and in the generation we are in a lot of the information we acquire and use is coming from the use of technology.

  19. Tara Sloan says:

    Hello! My name is Tara Sloan. I am originally from Petaluma, California, but have lived in Eugene since 1984 when my parents decided to leave family businesses and start a new life. My dad went back to school to become a middle school teacher and later an administrator. My husband is a speech-language pathologist working in the 4j school district, and my stepmother is a retired teacher — so you might say I am joining the family business.

    In reality, I think teaching is what I am meant to do. I have almost started down this path several times before, but finally got the courage to make it happen. Now is the time because my kids are essentially grown up — Silas graduated from high school in June and is enrolled at the UO this fall, and Ethan is a sophomore at South this year. Over the past 18 years, I have been a stay at home mom, freelance graphic designer, and have worked outside the home part-time, and full-time. My undergrad is in Journalism/Advertising and I spent the bulk of my career working as a professional staff at the Emerald, the student newspaper at the UO. It was a beautiful blend of publications and teaching. In regards to working with younger students, I have had the opportunity to volunteer at school, lead a group of middle schoolers to Washington DC, and provide in-home childcare. I most recently left a full-time job as the Marketing Manager for United Way of Lane County. Our work at United Way is focused heavily on early education, which I think help inspired me to make this leap.

    Now it is time for me to start the second half of my career and I feel a calling to education. I am excited to learn and discover with you all over the next 18 months. I don’t have any questions right now, but I am sure there will be some soon.

    • MacKenzie Cope says:

      Tara –

      Are you hoping to teach Journalism/Language Arts? I think it will be interesting to hear about how these subjects have changed in the last few years.. Are you thinking about researching reading comprehension throughout this course? I am interested in hearing about how technology has really affected this and also the LA and journalism education as a whole.

      • Tara Sloan says:

        Hi MacMackenzie! Technology has changed things a lot in the world of journalism and communications. I am actually going for an elementary multi-subject endorsement, so I don’t think I will be able to teach it, but I hope to be able to weave in my love of journalism and design wherever I can 🙂 Looking forward to all of the amazing conversations we will get to have in this cohort!

    • Taylor Stotts says:

      Hi Tara!
      First, I enjoy having you in all my classes! Second, i’m glad you have decided to join your “family business” and continue the tradition of teaching. Nobody in my family is a teacher or even in the education field. You are also working as an E.A. in a kinder class! I hope you get to enjoy your time with them.

      • Tara Sloan says:

        Hi Taylor! Love having you in all my classes too! I am letting myself be distracted from my reading to read these, but I promise I will be prepared on Tuesday with chapter 5 🙂 I do love the kinders, but am starting to think all-day kindergarten is hard for many of them.

  20. Chelsea Hamar says:

    My name is Chelsea Hamar. I was born and raised in Springfield, Oregon. I obtained my AAOT in English at Lane Community College and this June I received my BA in English from the University of Oregon. I have a passion for reading, especially reading books that my future students may be interested in. My schooling has not allowed me much time with students, nor has it given me the opportunity to learn much about many elements having to do with education. I took a class at Lane where I was able to shadow one of my former teachers who was teaching at Thurston High School at the time. I was given the opportunity to teach one lesson at the end of the class. I have also taken various SPED classes online during my time at UO. My purpose for taking this course is to learn the skill of conducting proper and productive research, a skill that has never been taught to me, but was assumed that I knew how to do as an undergrad. As I dive into the resources given to us on Monday, my most burning question is how to effectively use my research to assist me in narrowing the very broad topic that I have at this time.

    • Maddy Simons says:

      I think this will come down to how many articles you can find on a a narrow topic within your broad one. The more articles the better, right? I am also worried this will be hard due to the mass amount of information on the internet, though. Hopefully our topics will be easier to pick once we dive into some research articles ourselves.

      • Michaela Wasson says:

        I’ve found it useful to spend time narrowing down your research question before you get started. One thing I used to do, don’t know if it is a good idea or not, is to create a kind of scatter map with the big question I was starting with. I would think of all the questions I could that were related to that big question and then take each of those questions and ask questions about that second layer of inquiry. I’d work down the map until I found a question I didn’t know enough about to come up with related questions. Then, I’d start from there…finding out what I don’t know. The process usually repeated itself a couple times before I felt I had a manageable thesis statement. Also, defining terms, going down the ladder of abstraction, that helped. Do you have any ideas?

    • Tara Sloan says:

      Hi Chelsea! I think Maddy is right, it will get easier once we get started. I also assume our topic may/can change as we start our research.

    • Chemika Bolden says:

      Chelsea, I as well haven’t had the opportunity of how to evaluate research and hope that its not too overwhelming I feel that becoming a teacher there are so many areas of importance and hope that I can pick up on this skill easily. In class when we broke into groups I have a broad idea of what I wanted to research and as I started writing it down and narrowing it based on what I was excited about or wanted to know more about it became clearer. I suggest just start writing some things down or even relate to something you experienced as a student that if you had certain information it would have helped this situation. Good luck and hope that helps.

  21. Adrienne Colaizzi says:

    My name is Adrienne Colaizzi, I am from back East, and I have lived in Eugene for 21 years this October. My BA is in Business Admin, and I have an Associate’s Degree in Media Arts. I have worked as in various offices doing office management, bookkeeping and front-desk duties. I have worked at LCC, a federal congressional campaign and in radio. My teaching situation/s have all been volunteer in both elementary and middle school classrooms, Homework Club, the Smart-Reader program and as an Exhibition Interrupter (ie: a docent for elementary and middle school students) at the Jordan Schnizter Museum of Art at the UO. I currently volunteer at the front desk at Roosevelt Middle School. My purpose for taking this course is to understand and implement correctly how to do research. My most burning question is how to effectively do research on my topic using relevant and credible resources and how to accomplish this efficiently.

    • Michelle Nelson says:

      Hi, Adrienne! I agree with you about wanting to learn how best to find credible resources and to do it efficiently. There’s so much research out there. Where do we start? Sometime I would love to hear more about your work on a congressional campaign. Sounds fascinating!

      • Adrienne Colaizzi says:

        Yes, where do we start? Regarding: Credible resources, When researching on the web, how to prove credibility, how best to cross-reference and accurately fact check …?

    • Tara Sloan says:

      Hi Adrienne! I am with you on the question of how to research efficiently without doing it too fast and missing something. Hopefully, we will learn that 🙂 I also hope we can help each other along the way and share tips. I feel like this is a really supportive cohort.

    • Patrick Hester says:

      Hey Adrienne, seems like you have tons of experience! That will really come in handy in this career. I Would like to hear some stories about working on a federal congressional campaign that sounds interesting. I also want to learn more about using the most relevant and credible resources (the opposite of congressional campaigns hahaha). It seems people have a hard time learning how to spot credible information online, especially these days.

      • Adrienne Colaizzi says:

        Hi Patrick, So daunting to navigate all of the information available about any subject we can think of — and to then verify that is ‘authentic’, ‘scientifically proven’ and not hearsay/made-up. Glad we are on the same page!!

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