I’ve been an instructor at the off-campus master’s program for the College of Education for 15 years. My courses are part of the special education and multiple intelligences/arts integration programs. I was a graduate student in the original off-campus program in 2005, during which I studied arts integration and Howard Gardner’s work. The coursework on how the brain learns and arts integration was so impactful that not only did it completely transform my teaching in my middle school teaching position, but I also wanted to teach future cohorts.

I received my undergraduate degree in special and elementary education with a minor in studio art from USJ. Go Blue Jays! My work as an adjunct instructor has led me on a doctoral journey to pursue a Ph.D. in Adult Education and Post-Secondary Learning. I am nearing the completion of my program and continually employ instructional strategies related to how adults learn in the courses I teach.

I absolutely love my work at USJ and have the privilege of interacting with the most amazing master’s candidates. When I start a new course, I get just as excited as I do about the first day of school in my full-time job as a public school teacher. I love the cohort model in the off-campus program and watch how learners come together as a small community of learners. Adults get to choose where they want to learn and how they want to learn. I am blessed to be a part of my learners’ goals to earn their master’s degrees and improve their pedagogical practices.

What attracted you to teach at the University of Saint Joseph? What sets them apart?

My affinity for USJ began during my undergraduate years while living on campus. I participated in a rigorous dual certification program that shaped my career in public education, starting as a special education teacher and later transitioning to teaching mathematics.

At 21, as a USJ graduate, I had gained a deeper understanding of my passions, the critical importance of embracing change and adaptability, and the confidence to be a strong, independent woman. After participating in the off-campus program, I immediately joined the teaching staff as a proud alumna to be a part of one of the best teaching and learning communities. USJ prepared me to be a highly effective practitioner, setting it apart from other graduate programs.

What is your professional background (including degrees) as an educator?

In addition to my bachelor’s degree and master’s coursework from USJ, I have a master’s degree in special education from Central Connecticut State University. I have been employed by Middletown Public Schools for almost thirty years, having served as a special education teacher and mathematics teacher at the middle school level. I am currently a secondary mathematics instructional coach working with teachers at the middle and high school levels.

Tell us a little about yourself. Why did you become interested in education?

I was not the child who knew she wanted to be a teacher at a young age. Although education was a core value in my family structure, having two parents, a grandmother, and an aunt all serving as educators, I wanted to grow up and use my gifts in art and design to become an architect. I spent countless hours drawing floor plans and dreaming of a career in design and problem-solving.

In high school, I struggled with mathematics. Later in life, I learned that I am a learner who processes information slowly. I felt I was always playing catch-up in mathematics classes and was repeatedly told by a high school geometry teacher that I would never be a successful architect.

Teachers have the incredible power to change the trajectory of a child’s life. It happened to me. I was devastated by the realization I had a trusted teacher in my life who did not believe in me or help me reach my goals and took me off a path I wanted throughout my childhood.

The summer before graduating from high school, I joined some friends to volunteer at a state-level Special Olympics competition and came home with the decision to pursue a program in special education.

At the core of my teaching philosophy is to always lift up children and embrace who they are and who they want to become. I became interested in education to help children on a positive trajectory in life.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

I want to acknowledge the graduate program on multiple intelligences and arts integration. This program can sometimes be misunderstood by prospective students. As a former student and current instructor in the program, I encourage any prospective USJ graduate student, especially content area teachers, to consider broadening their pedagogical approaches.

My own teaching in my mathematics classroom underwent a profound transformation with coursework on how the brain learns and the importance of integrating visual arts, music, dance, storytelling, and theater. It is possible to sing, dance, and enjoy the Pythagorean Theorem! The arts should not be treated as supplemental to core areas of learning. It needs to be embraced in all classrooms.

Studying Howard Gardner’s work and his theory of multiple intelligences also changed my own definition of intelligence. My Ph.D. research focuses on using multiple intelligence-based instructional strategies with adult learners in higher education. As an instructor, I use a variety of strategies to engage all the intelligences of my learners. I approach each week’s classes with enthusiasm and joy!

The post Faculty Spotlight: Mary-Grace Cianci, Adjunct Professor of Education appeared first on University of Saint Joseph Connecticut.

What programs do you teach at University of Saint Joseph (USJ)? What drew you to this field of study? What keeps you excited about it?

I teach at the Off-Campus Master’s Program for the College of Education, where I teach courses to master’s students both in-person and hybrid remote. My fields include TESOL, multiple intelligences and arts integration, curriculum design, and educational research. I myself am a graduate of the same program I currently teach for, which provides me a unique insight into the values of a master’s program from University of Saint Joseph, which has not only provided me with a masters, but with consistent guidance and professional support beyond my degree.

The work I completed at USJ helped me get into a doctoral program, publish my research in peer-reviewed journals, and even move to China! I am also Director of Programs and Talent Development at Great Oaks Charter School in Bridgeport! I am so lucky to get to see both lenses: K-12 and higher education, in my professional work.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching? 

USJ’s off-campus programs are tailored specifically to the working professional. As such, all of my students are teachers in Connecticut districts! This program is especially innovative because the coursework immediately applies to teachers’ working lives. Not only are we learning best practices for curriculum and classroom instruction in a pandemic world, but we’re also currently developing it in real-time. One of my favorite parts about teaching for USJ is that I’m not only leading courses, but I am also constantly learning from my students which helps inform my actions as an educational leader.

What attracted you to teach at University of Saint Joseph? What sets them apart? 

I’m actually a graduate of University of Saint Joseph myself, in the same program I currently teach! I had some absolutely amazing faculty that helped guide me as a teacher and school leader, and I am incredibly thankful that I was invited to return as an adjunct. One thing that sets USJ apart is that the master’s program is specifically designed for the needs of the teachers now and in the future.

There’s no “busy work” in the program, everything I learned at USJ as a student I was able to apply to my classroom immediately. As a graduate, I witnessed first-hand the dedication of USJ faculty to ensuring the success of its teachers; I was consistently guided through how to become not only a better teacher but a better leader. USJ even helped prepare me for my doctoral program, a personal goal of mine!

What is your professional background as an educator? 

I received my Bachelor of Music Education from the University of New Hampshire, my masters from the University of Saint Joseph (the program where I currently teach!) and am ABD (all but dissertation) for my Ph.D. at DePaul University!

Tell us a little about yourself. Why did you become interested in education? 

I knew I wanted to be a teacher as early as elementary school. I had some amazing teachers early on and knew that I wanted to help influence the next generation of thinkers and doers. My dad taught me the joys of classical music early on, and in middle and high school I was introduced to formal music education through my amazing music teachers. I saw firsthand the influence that music had on creating and supporting the whole child.

As a senior in high school, I interned as a student teacher in my local middle school, where I taught small group instruction for middle school band and choir, and it was here where I reignited my passion for music education. I enrolled in USJ when I was a fifth-year band teacher and was incredibly thankful for everything I learned from my classmates and faculty who helped guide my instruction for several years.

In my educational research course, I published a paper in which I analyzed the effects of music on learners of other languages, with choir being used as an intervention to teach English. This paper was read by the director of a prestigious American school in China, which would eventually invite me to come teach for them. I moved to China and put what I had learned in my master’s program to work, especially when I was asked to become a leader in the school – a field I would have never considered prior to my work with USJ. The research course I took at USJ and the paper I published from that class would eventually influence my dissertation as well!

I returned to America during the pandemic and continued my work in school leadership at a wonderful charter school in Bridgeport, Connecticut, where I serve as Director of Programs and Talent Development. One of my favorite parts of my job at Great Oaks is being able to introduce new topics that I’ve learned from my students at USJ!

What advice do you have for students interested in pursuing their graduate education degree? How can people stand out in this field? 

Most educators are aware that a master’s degree is a necessary part of becoming a professionally certified teacher in the state of Connecticut. Plenty of programs online allow you to “check this box” if you don’t wish to further your practice as a teacher. If you are interested in developing your own practice and informing the future of the field of teaching, University of Saint Joseph is the choice I would make. One thing I noticed in my Ph.D. program at DePaul University was how well-prepared I was for doctoral-level work. My research, writing, and reflective practitioner classes were a breeze as I had already covered those topics in my coursework at USJ.

Is there anything else you would like to share? 

One thing I am amazed about University of Saint Joseph is how much it is continually teaching me, even after graduation! Not only did the faculty assist me in applying for my doctoral program three years after my graduation, but the lessons I learned from USJ also helped me publish articles, succeed as a doctoral student, and become a school leader when I had never considered that as a possibility. I am incredibly thankful to be able to give back to the university that helped me so much in my professional life!

The post Faculty Spotlight: Caitlin Meyer, Alumni and Adjunct Professor, College of Education appeared first on University of Saint Joseph Connecticut.

What programs do you teach at University of Saint Joseph? What drew you to this field of study? What keeps you excited about it? 

I have taught across several of our programs, but I mainly teach M.A. Arts Integration, M.A. Instructional Technology, and M.A. Curriculum & Instruction courses. These courses focus on building students’ and teachers’ pedagogical, theoretical, and curricular “toolboxes” so that they are better equipped to address the needs of all students.

In the Arts Integration courses, students examine how the arts, cognitive sciences, and classroom instruction can come together to create effective and welcoming multimodal learning environments. Likewise, Instructional Technology takes students on a research-based and engaging journey through the practical and ethical considerations of using technology in the classroom.

I also try to ensure that my students are reminded of the importance in understanding their students and using those connections to make learning more accessible and engaging. I came to this work after my own frustrating experiences as a K-12 student; those experiences led me to become a teacher and, later, a professor.

How will your programs better prepare/equip educators for the current climate they are facing?

Our approach to instruction and learning has become even more critical during the COVID-19 pandemic. Teachers have been asked to modify their entire pedagogies as schools moved between remote, hybrid, and fully in-person teaching. We have adjusted our program delivery to address student safety and preferences while maintaining high standards for content delivery.

Our programs now include a mix of in-person, online, and hybrid courses. This lets our students see what each model can entail while also hopefully giving them more of the flexibility that their jobs often require of them. Our programs also help students hone their own technological and curricular skills in ways that can have an immediate impact on their work.

What attracted you to teach at University of Saint Joseph? What sets them apart?

I came to University of Saint Joseph (USJ) because of the school’s commitment to providing a robust, quality, humanistic, and constructivist education. USJ focuses on creating thoughtful, service-oriented practitioners. In my time at the university, I have found that the students came here for many of the same reasons: they express the desire for the types of relationships they can build at a small, dedicated, liberal arts school.

The school has a reputation as a place where students can feel “at home” while getting a good education. Although there is always room for more growth in terms of meeting student needs, USJ has been able to maintain its student-centered approach. This is especially noticeable in our off-campus programs, where in-service teachers have been exposed to new and innovative ways to enhance their already substantial expertise and skills.

What is your professional background as an educator?

I began that journey as a disillusioned high school dropout who went to college to fulfill a promise. I decided to study education to help prevent other black, male, and marginalized students from having the same experiences I had. That motivation crystalized into a teaching philosophy centered on creating engaging and welcoming learning environments for all.

When I became a high school art teacher, I kept that focus and have further operationalized, modified, and modeled it through 14 years of combined graduate studies and teaching in higher education. Teaching in the Arts integration and Instructional Technology programs gives me the opportunity to apply my background in educational technology and art education. Each program takes a creative approach to exploring and applying concepts.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

I want our current and future students to know that my motivations and interest in what’s best for all students is not unique at USJ. We have worked hard to ensure that our Department of Education is filled with thoughtful and caring professionals who are also experts in their areas.

We understand that teaching is a field where skill and humanism go hand-in-hand, and we work hard to model that. We work to be flexible while maintaining high standards for ourselves and our students.

Any student or teacher considering joining our Arts Integration or Instructional Technology cohorts should know that you don’t need to already be well-versed in these areas. Your expertise in your subjects and your passion for learning are all you need.

What advice do you have for students interested in pursuing their arts integration or instructional technology degrees? How can people stand out in these fields?

We built these programs to move from broad theoretical introductions to hands-on practice, to finally culminating capstones wherein you can pursue rigorous, individualized research or unit planning intended to showcase and apply your learning.

We know that you all come in with different skills, interests, motivations, and perspectives. Our flexible courses will allow you to craft your own experiences to become an even more capable educator.

We are also a department with varied approaches and perspectives. This means students will be able to have well-rounded experiences throughout their programs. And perhaps most importantly, we make every effort to ensure that what our students learn and explore will be immediately applicable in their current and future classrooms. Many courses have assignments that require classroom implementation and data analysis that should and can fit into existing curricular timeframes. The resulting outcomes show learning for the course and help teachers build their existing capacities in real-time.

Is there anything else you would like to share? 

Our students are often asked to become building experts and lead professional developments on what they’ve learned. Many have gone on to earn other master’s degrees in USJ off-campus programs, and several have earned doctorates and eventually started teaching for us. There is no ceiling.

The post Faculty Spotlight: Dr. Don Siler, Associate Professor, M.A. Arts Integration and M.A. Instructional Technology Programs appeared first on University of Saint Joseph Connecticut.

What programs do you teach at University of Saint Joseph? What drew you to this field of study? What keeps you excited about it? 

I primarily teach courses for the Early Childhood-Special Education program and the Teaching English to Speakers of Other Languages (TESOL) program. However, I also frequently teach courses that prepare all initial teacher certification candidates to support multilingual learners in their classrooms and effectively read and write articles that will help them improve their teaching practice and advocate for equitable education policies.

I first became interested in early language learning as an undergraduate student. As a psychology major, I began observing and assisting in a laboratory school at Carnegie Mellon University. These experiences triggered my curiosity about how children learn to use and understand language at the beginning stages of development. While simultaneously taking courses offered by the Spanish department, I learned about the cognitive and social benefits of dual language programs for children from immigrant families. I became inspired to pursue a career as a multilingual educator.

I continue to get excited to teach our University of Saint Joseph (USJ) students about the important role they will play in creating inclusive school and classroom environments that engage our multilingual students in learning.

How will your program better prepare/equip educators for the current climate they are facing?

While it has been challenging for all to learn and teach during the pandemic, whether in-person with masks or virtually over a computer screen, it has been especially difficult for young children and families who are still acquiring English and trying to navigate the U.S. education system.

During and post-COVID, it will be particularly important for all teachers to have a more expansive repertoire of ideas for creating opportunities to allow students to develop listening, speaking, reading, and writing abilities in one or multiple languages. Opportunities and exposure to practicing languages for social and academic purposes are crucial for development yet can be limited when students or families struggle to connect over the computer screen.

Our faculty thrives in making space for our students to express concerns and discuss the pressing issues facing teachers in schools. One of the benefits of participating in our programs is getting support from faculty and peers in finding creative solutions for solving them.

One of the most rewarding things for me has been witnessing how new and veteran teachers excel in finding ways to counteract policies and practices that marginalize students based on racial, linguistic, or cultural background, and designing action research projects aimed at creating more inclusive schooling environments.

What attracted you to teach at University of Saint Joseph? What sets them apart?

I was particularly excited to teach at the University of Saint Joseph because of the opportunity to collaborate with other faculty in the department of education. It was evident from my earliest interactions that my colleagues were equally passionate about social justice and committed to creating a supportive environment for teacher growth.

I think what sets USJ apart is a faculty dedicated to continually improving our various programs through conversations with one another and our students about our expertise and experiences. What makes any teaching rewarding and effective is the relationships you can develop with students.

I believe that USJ excels in developing these positive relationships because of a small size that allows for plenty of interaction between students and faculty and the depth of knowledge, warmth, and passion exuded by faculty and staff.

What is your professional background as an educator?

As mentioned earlier, I began to carve my professional pathway at Carnegie Mellon University where I learned about child development and second language acquisition processes. In 2004, I completed a B.S. in Psychology with a minor in Spanish.

After graduation, I worked for a year at The Children’s Center of Pittsburgh as a co-teacher in a classroom of two- to three-year-old children. Increasingly fascinated by the emerging bilingual children I observed in my class, I decided to pursue a masters’ degree in multilingual education and completed an M.A. in Bilingual/Bicultural Education at Teachers College at Columbia University in 2007.

While simultaneously completing the NY State requirements for elementary education with bilingual certification in Spanish-English, I had opportunities to student teach in a second-grade classroom in Manhattan and a fifth-grade dual language classroom in Washington Heights.

I then worked for a year as a kindergarten teacher for a dual language program before continuing my teaching career abroad. Seeking more opportunities to develop my Spanish fluency, I moved to Barcelona, Spain, and worked for a year as a first-grade co-teacher at Benjamin Franklin International School. Soon after returning to the U.S., I transitioned into a state role of parent involvement specialist for the non-profit organization, Prevent Child Abuse New Jersey. I worked with early childhood centers and elementary schools across the state, mainly in Spanish-speaking communities, to develop their family engagement programs.

Interested in learning more about improving family-school relations in immigrant communities, I applied to Rutgers University in New Jersey and completed a Ph.D. in Language Education.

Tell us a little about yourself. Why did you become interested in education? 

My interest in language education was largely shaped by various cross-cultural experiences I was fortunate to have as a child and young adult. As a child, I had the opportunity to learn about different languages and countries when my parents sponsored exchange students, one from Mexico and one from Russia. During college, I also had an opportunity to live and study for a couple of months in Madrid, Spain, and then, immediately after college, to live for a couple of months in Chile with the friends and family of my Chilean sister-in-law.

In the small coastal town of Tome, Chile, I volunteered for several months in the local elementary school, where I observed and helped teachers with English instruction. These experiences were formative in broadening my perspectives about living, thinking, learning, and communicating, and fomented a desire to expand opportunities for cross-cultural and multilingual learning for other children and adults.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

One thing I think students will notice in my courses is that I am particularly passionate about preparing students to collect and interpret qualitative research data about students, families, and their classroom interactions to improve their teaching practice. I get particularly excited to teach students how to apply research, theories, and methods of sociolinguistics and anthropology, and use them to analyze and reflect on their teacher practice within the community and school contexts in which they work.

Drawing from sociolinguistics and applied linguistics insights, I prepare teachers to critically analyze how they can facilitate more inclusive interactions for students who speak diverse languages and dialects at home. I also engage students in ethnographic methods to learn more about the communities in which they work and develop stronger relationships with students and families.

What advice do you have for students interested in pursuing their Early Childhood-Special Education or TESOL degrees? How can people stand out in these fields?

I think what makes any students or teachers stand out in education is their understanding that there is always more to learn from research, our colleagues, students, and families. The most challenging and interesting part of teaching is the need to constantly learn and adapt to new situations because students and families have unique strengths and needs; the societal and community contexts in which we teach are always evolving.

The best teachers are those that seek to learn about their students, families, and communities, persist in trying new ways to motivate and engage students in education based on what students have already learned, and collaborate with colleagues to advocate for changes to inequitable educational policies and practices.

The post Faculty Spotlight: Dr. Meredith McConnochie, Assistant Professor of Education, Director of Graduate Early Childhood-Special Education Program appeared first on University of Saint Joseph Connecticut.

I am currently an adjunct instructor in the TESOL Graduate Program. Currently, I occupy several roles in this field, including current K-12 ESOL classroom teacher, TESOL doctoral student, and curriculum designer. I am a scholar practitioner in the growing ?eld of English language pedagogy and leadership, and in culturally and linguistically diverse teaching and learning.

I attribute this to continuous engagement in a cycle of learning, implementation and reflection. TESOL has ignited a new passion in my 23-year teaching career. I am fascinated by languages — how they evolve, how we learn new ones, and how we support all students who are fortunate to be developing multilingualism in the K-12 setting.

How will your program better prepare/equip educators for the current climate were in, specifically with COVID-19?

Our program is responsive and student-centered. Small class sizes and instructors, who are also practitioners, are able to relate to the demands of our candidates who are often busy classroom teachers as well. We are creative and fluid, allowing instructors to personalize delivery of our program, yet the content is consistent, relevant and challenging.

During the COVID-19 pandemic, we were successful in shifting to an online format, because we had already initiated the creation of hybrid-style classes in which students and instructors were using digital platforms to communicate and share ideas. The smooth shift to online learning during the pandemic is evidence of an organization that is forward-thinking and working to grow and improve at each opportunity.

What attracted you to University of Saint Joseph to teach at? What sets them apart?

I recommend this institution because of the constant reflection and revision that supports continued growth in the area of TESOL. As a member of the TESOL Advisory Committee, we ensure that our curriculum is not stagnant or dated. We meet regularly as a team to review new research in the field and adjust our program objectives, content and literature to reflect the most recent findings in theory and in practice.

The TESOL Advisory team includes a diverse cohort of professionals representing various facets of the TESOL field. We are collaborative and determined to remain relevant and rigorous so that all graduates of this program are truly prepared to advocate for students and carry forth the important work of the TESOL professional.

What is your professional background (including degrees) as an educator?

I began my career in 1998 as an elementary classroom teacher. I earned a masters’ degree in Holistic Teaching and Learning, followed by two years of training in Mathematics Content Focused Coaching with the University of Pittsburgh’s Center for Teaching and Learning. My work as a district coordinator and instructional specialist includes large-scale mathematics curriculum and instruction initiative rollout, implementation and revision processes. In 2015, I earned a second masters’ degree from the University of Texas at Arlington in Curriculum and Instruction in Mathematics Education.

I returned to the role of classroom teacher in an urban middle school in 2017, leading students and colleagues in English language acquisition strategies and academic content language teaching and learning. I also hold a teaching certificate in TESOL. Currently, I am a Ph.D. student studying TESOL. My developing dissertation research focuses on equity in culturally and linguistically diverse mathematics classrooms.

I intend to lead change to our education system on a macro-level through recruitment of a diverse teaching force, one that is rigorously trained to lead the next generation of students to success while navigating the demands of a 21^st-century society.

Tell us a little about yourself. Why did you become interested in education?

As a veteran teacher, it seems I have always been a student myself! For more than half of my career, I have been enrolled in a university taking additional courses, actively seeking more knowledge in the education field. As a child, I always struggled with mathematics. I simply did not understand, and sadly, like many others, concluded that I simply was not good at math. It was not until I became a sixth grade teacher and needed to teach math, that I realized that the reason for my struggle was not my shortcoming, but it seemed to be the instructional practice employed in my educational experience. Upon realizing this, I focused my work in learning as much as I could about developmental mathematics pedagogy. All students can be successful. As educators, it is our commitment to determine each student’s individual path to deep conceptual understanding.

I went back to university to study curriculum and instruction in mathematics education. Upon earning a second master’s degree in this field, I set out to support colleagues in developing math instruction that was inclusive of all student learning styles and diverse needs. My current role as a TESOL teacher and Math Specialist is an organic development born out of need, curiosity, and a desire for equitable teaching and learning for all students.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I present clear and rigorous expectations for engagement and application of high quality and effective ESOL pedagogy. I am fiercely passionate about advocacy for the students we serve. My work includes learning how to build strong systems and structures to support our students’ experience upon arrival and beyond into higher education. As TESOL teachers, we must commit to learn as much as we can about culturally and linguistically diverse teaching and learning so that we can lead the work in equity throughout the school community through high quality, informed, and inclusive educational opportunities.

What advice do you have for students interested in pursuing their TESOL degree? How can people stand out in this field?

Stay current in developments in the rapidly growing research field of English language teaching, learning and leadership. Always seek out new opportunities, take risks in pedagogy, and always advocate for our students first.

Is there anything else you would like to share?

My goals as a TESOL Instructor at the University of Saint Joseph and as a doctoral student include continuous engagement with educators through meaningful instruction and hands-on coaching that prepares them to serve as advocates for all students. In my work, I strive to help build a community with a professional capacity of knowledgeable and skilled teachers who can develop and foster the equitable, rigorous and relevant educational experiences that our students need in order to be successful in a 21st century society.

I believe that in order to support equitable change in our education system, we need to work at a macro level, with a focus not only in developing and fostering a linguistically and culturally diverse force of qualified educators, but also in identifying effective systems and structures to support this work.

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