The Kremen Newsletter May 2015 Message from the Dean Dr. Paul Beare My recent sabbatical provided an opportunity to visit schools in North Carolina, Florida, and Ecuador. Seven manuscripts concerning educator preparation were wholly or partially written and submitted, one was accepted so far, one rejected. Perhaps the most profound experience however was living with and caring for the young lady in the attached picture, our granddaughter, Riley Jae Torgerson. Having just experienced her first birthday, Riley is a voracious learner, all day every day. She loves books and reading (obviously meaning being read to) and is fascinated by electronic devices, looking at pictures and video clips, and listening and dancing to music. A family that plays with her, reads to her, and exposes her to stimulating environments surrounding her. Grandparents include three with doctorates, one who is an engineer. At age one she owns over 50 books… along with many Mickey, Minnie, Donald, etc. figurines. Her dad is a high school music teacher and her mom a university advisor; both have Masters degrees. Riley undoubtedly will play multiple instruments and already copies her mom doing ballet spins. I am confident Riley will be successful in school, when that time arises. While in Florida, North Carolina, and Ecuador, and particularly while volunteering with the Miami schools I met dozens to hundreds of students and parents. All parents want the same success for their children that we want for Riley and the students want to achieve a bright future through education. Most of those I met live in very challenging if not impoverished conditions. Although they attended school performances and activities and want the best for their children, they lack the resources and the knowledge that assists in high achievement by children. They love their children just as we love Riley. In Ecuador, we met many teachers and administrators dedicated to their students. Bilingualism was seen as an asset and a responsibility of the schools to promote, while equity issues were often based on gender, and not on culture. They also shared concerns about meeting the needs of all students. Many of the schools had a tremendous lack of resources. Just an example, at a vocational school the students were using lathes and welding with no eye protection. In the auto shop class the students were learning to repair carburetors, while cars are no longer made with carburetors. The reoccurring theme for me was that, poverty makes a difference. Resources, exposure and experiences, knowledge of child development, and school services make a difference. Instead of bringing equality through reducing poverty, our society is continually consolidating wealth in the hands of a few. As an example, a single family, the Walton family of Walmart ownership, has a net worth equal to the totality of the lowest 40% of American families combined. That 40% love their children as much as we love Riley, but often do not have the resources to provide them with the same opportunities that we do and will provide to her. Educators nationally and globally strive for social justice and equality in and through education. I am so fortunate to work with my colleagues in the Kremen School who continually put these issues related to social justice in the forefront both through research and presentations, but most importantly through the preparation of future educators. My concern is that the rest of society needs to follow suit before we can attain the type of society that I would like and that we all deserve. Dr. Beare’s Granddaughter Staff and Faculty News Ivy Fitzpatrick named her baby boy Eli. He was born on April 27, 2015 at 2:58pm. Dr. Elisa Jamgochian named her baby girl Emilia. She was born on March 17, 2015 at 1:24am. Dr. Hong Shen and Dr. Juan Garcia retired this spring.
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The Kremen Newsletter
May 2015
Message from the Dean
Dr. Paul Beare
My recent sabbatical provided an opportunity to visit schools
in North Carolina, Florida, and Ecuador. Seven manuscripts
concerning educator preparation were wholly or partially written
and submitted, one was accepted so far, one rejected.
Perhaps the most profound experience however was living
with and caring for the young lady in the attached picture, our
granddaughter, Riley Jae Torgerson.
Having just experienced her first
birthday, Riley is a voracious learner,
all day every day. She loves books
and reading (obviously meaning
being read to) and is fascinated by
electronic devices, looking at pictures
and video clips, and listening
and dancing to music. A family that
plays with her, reads to her,
and exposes her to stimulating
environments surrounding her.
Grandparents include three with
doctorates, one who is an engineer.
At age one she owns over 50 books…
along with many Mickey, Minnie,
Donald, etc. figurines. Her dad is a
high school music teacher and her
mom a university advisor; both have Masters degrees. Riley
undoubtedly will play multiple instruments and already copies
her mom doing ballet spins. I am confident Riley will be
successful in school, when that time arises.
While in Florida, North Carolina, and Ecuador,
and particularly while volunteering with the Miami schools I met
dozens to hundreds of students and parents. All parents want the
same success for their children that we want for Riley and the
students want to achieve a bright future through education. Most
of those I met live in very challenging if not impoverished
conditions. Although they attended school performances
and activities and want the best for their children, they lack the
resources and the knowledge that assists in high achievement by
children. They love their children just as we love Riley.
In Ecuador, we met many teachers and administrators
dedicated to their students. Bilingualism was seen as an asset
and a responsibility of the schools to promote, while equity
issues were often based on gender, and not on culture. They also
shared concerns about meeting the needs of all students. Many of
the schools had a tremendous lack of resources. Just an example,
at a vocational school the students were using lathes and welding
with no eye protection. In the auto shop class the students were
learning to repair carburetors, while cars are no longer made with
carburetors.
The reoccurring theme for me was that, poverty makes a
difference. Resources, exposure and experiences, knowledge of
child development, and school services make a difference.
Instead of bringing equality through reducing poverty, our
society is continually consolidating wealth in the hands of a few.
As an example, a single family, the Walton family of Walmart
ownership, has a net worth equal to the totality of the lowest 40%
of American families combined. That 40% love their children as
much as we love Riley, but often do not have the resources to
provide them with the same opportunities that we do and will
provide to her.
Educators nationally and globally strive for social justice
and equality in and through education. I am so fortunate to work
with my colleagues in the Kremen School who continually put
these issues related to social justice in the forefront both through
research and presentations, but most importantly through the
preparation of future educators. My concern is that the rest of
society needs to follow suit before we can attain the type of
society that I would like and that we all deserve.
Dr. Beare’s
Granddaughter
Staff and Faculty News
Ivy Fitzpatrick named her
baby boy Eli. He was born
on April 27, 2015 at 2:58pm.
Dr. Elisa Jamgochian named her
baby girl Emilia. She was born on
March 17, 2015 at 1:24am.
Dr. Hong Shen and Dr. Juan Garcia
retired this spring.
Mathematics and Science Teacher Initiative
(MSTI)
Since its inception in 2006, the Mathematics and Science
Teacher Initiative (MSTI) has actively supported the production
of math and science teachers for Central Valley classrooms
through numerous programs and partnerships, helping to support
an increase in the number of math and science teachers produced
annually at Fresno State from 25 to 92 during MSTI’s first 7
years. MSTI supported the development and delivery of middle
school mathematics and science teaching methods courses
and has offered 116 inexpensive or free CSET courses/workshops
for prospective math and science teachers since 2008. (For the
current schedule of workshops, visit www.fresnostate.edu/
kremen/teachmathscience/). MSTI also reimburses CSET
and Single Subject credential application fees for math or science
credential applicants.
To encourage early professional engagement and promote
lifelong learning, MSTI actively encourages and supports
undergraduate and credential student attendance at a variety of
STEM conferences and workshops (e.g., California STEM
Summit, CSTA/NSTA and CMC conferences, Central Valley
CUE conference, Central Valley Science Project, San Joaquin
Valley Mathematics Project, etc.).
MSTI also provides free memberships in state and national
math and science education organizations to students enrolled in