The 30-year-old Ashley, who is a teacher at La Cumbre Junior High School in Santa Barbara, and her family have set up a GoFundMe account to help offset the high medical costs incurred by her treatment, and they have spread the word via social media using both Twitter and Facebook.
Ashley’s story has attracted media attention, including a recent profile written by local outlet Noozhawk. In the story, Ashley outlines her plans for the future.
“I want to have a family,” she said. “I want to do something with education. I still have so much I want to do.”
The David Sobel lecture co-sponsored by Antioch University Santa Barbara originally planned for Tuesday, February 17 has been rescheduled to Monday, April 20 at 7:00 p.m.
Sobel has been unable to get a flight out of Boston due to the extreme winter conditions affecting air travel throughout the New England region.
The free lecture and Q&A session by educator and author Sobel is now scheduled for the evening of Monday, April 20 in the Fleischmann Auditorium at the Santa Barbara Museum of Natural History, located at 2559 Puesta del Sol.
Sobel’s lecture is entitled “The Peace of Wild Things: Nature Education for the 21st Century” and is presented by the Wilderness Youth Project, based in Santa Barbara.
The lecture is designed for parents and educators to learn about the importance of nature-focused learning.
Sobel is a Senior Faculty Member and the Director of the Center For Place-Based Education at AUSB’s sister campus at Antioch University New England. Sobel also has authored numerous books, including Beyond Ecophobia: Reclaiming the Heart in Nature Education.
For further information, please contact the Wilderness Youth Project at 805-964-8096 or wyp.org.
Antioch University Santa Barbara Graduate Education and Credentialing program alumna Lindsay Johnson and Cooperating Teachers Brandon Sportel and Laura Donner have been recognized recently for their professional accomplishments.
Lindsay Johnson, who earned her M.Ed. at AUSB in 2014 after finishing her inquiry project on “Sustaining School Gardens as Outdoor Classrooms in Santa Barbara County Schools,” recently was named Executive Director at Explore Ecology, an organization that originated with the Art From Scrap program and now offers environmental education programs that combine science and art. Explore Ecology will hold a Grand Re-Opening Ceremony on Friday, February 13 from 6:00-8:00 p.m. where Lindsay will share her vision for the direction of the organization. Click here for more details on the ceremony. The Santa Barbara Independent recently ran a profile on Lindsay and her work.
Brandon Sportel is a Cooperating Teacher who works with Education Specialist teacher candidates at AUSB and teaches at Canalino Elementary School in Carpinteria. Brandon recently was honored as the Educator of the Year for the Carpinteria Unified School District. Jamie Persoon, principal at Canalino, was thrilled at Brandon’s award. “In Brandon fashion, he accepted his award while giving much credit to his six instructional assistants, who were in attendance for the event: Laura, Lillian, Catherine, Kalani, Hannah, and Beth,” Jamie wrote in an email to Marianne D’Emidio-Caston, chair of AUSB’s Education program.
Finally, Laura Donner, an adjunct faculty at AUSB and also a Cooperating Teacher with the program, has been named Principal at Santa Barbara Charter School. Laura has worked at SBCS since 1995, where she strives to teach developmentally appropriate curriculum that is student-centered and brain-based. Laura also teaches Mediation and Conflict Resolution in the Schools and Classroom Organization: Theory and Practice at AUSB.
Antioch University Santa Barbara is offering a free Reading Instruction Competence Assessment (RICA) Review Workshop on Saturday, Dec. 6 from 9 a.m.-noon in room 343 at the AUSB campus at 602 Anacapa Street.
This workshop, hosted by AUSB adjunct faculty Dr. Ann Lippincott, is designed for students working toward a credential who have not yet passed the RICA requirement.
Please RSVP before the event to Kelly Pena.
RICA is a part of California’s effort to improve student reading skills. State law requires the California Commission on Teacher Credentialing to administer the RICA to develop prospective teachers to deliver high-quality reading instruction to students. Click here to learn more about RICA.
Four more Master of Education students at Antioch University Santa Barbara presented their educational project portfolios on November 15 as part of the “Public Conversations with Critical Friends” series, an updated formulation of the more traditional master’s thesis defense. Four other MEd students previously presented their projects in September.
The four students – Amelia Horner, Lindsay Johnson, Janet Lemons, and Angela Sturgeon – presented their year-long Inquiry Projects on the topics listed below.
Titles and Abstracts of MEd Inquiry Projects:
Amelia Horner: Importance of and Ways to Integrate Art Within Elementary School Multiple Subject Classrooms
“The purpose of this inquiry project is to illustrate the importance of integrating art within elementary school multiple subject classrooms, and ways in which it can be integrated. By sharing my personal experiences and passion for various art forms I hope to establish a classroom culture where students use art materials as a vehicle to learn various academic subjects such as Social Science, Math, and Language Arts. My proposed lesson style would utilize project based learning, classroom routines, and provide various forms of learning opportunities designed to address multiple intelligences as described by Howard Gardener. Lastly, this inquiry project focuses on teaching a rounded arts education which flourishes when students are taught Art History, art criticism, and aesthetics alongside the discipline of creation. When students are taught those four pieces of art education together they learn how to appreciate creative efforts, express their response to specific works, and develop their own personal aesthetic.”
Lindsay Johnson: Sustaining School Gardens as Outdoor Classrooms in Santa Barbara County Elementary Schools
“This study looks at the importance of gardens as outdoor classrooms on Elementary School campuses. I chose this project because of my passion for outdoor and environmental education. This topic is very relevant to me because I work for an organization that recently adopted one of the largest school garden programs in the nation. I am learning the logistics of operating thirty two school gardens in nine school districts with thirteen Garden Educators administering garden and nutrition based curriculum to approximately eight thousand elementary aged students. During this work, I have taken the time to look at myself as a leader of a local non-profit organization while examining the partnerships and interactions within the community that have developed myself and the organization to where we are today.”
Janet Lemons: How Am I As A Positive Mentor/Teacher Going to Advocate for Students in Foster Care
“It is important for teachers to understand the obstacles students have who are placed in foster care. This study has confirmed that there are a high percentage of foster care students that have attended seven or more schools between their elementary and high school years. This research assists teachers in recognizing how vital it is for students in foster care to have at least one positive role model in their lives. Students in foster care who have a mentor have a higher success rate in school than those that do not have a mentor as a positive role model. After meeting with community members affiliated with the foster care system and teachers in both the Goleta and Santa Barbara School Districts I have discovered that teachers need to establish consistency in their classroom for children who face challenges of volatile homes. It is imperative that teachers have routines and structure to help make the foster care student feel safe and secure. This helps build confidence in their daily life. It is essential to keep lines of communication open between the relationships built between the teacher and foster parent as well as all the court mandated Social Workers and Child Appointed Special Advocates. This will help to plan and provide services for foster care students. The findings confirm how important my role is as a teacher to be a positive mentor to foster care students. With the evidence I have found I believe my commitment will lead to a higher success rate of foster care students graduating from high school and going onto college.”
Angela Sturgeon: Mapping the Future: Geo-Literacy in the Elementary Classroom
“This inquiry project supports my belief that geo-literacy is at the core of global understanding and that, as a teacher, I have a responsibility to prepare my students to be citizens of our globally interconnected world. The focus of my inquiry was “how can I help increase students’ geographical knowledge so that they learn to recognize the relationships between people, places, and environments both locally and globally?” I looked at the five themes of geography, the current state and national geography standards, and historical and current research on geography teaching. I collected numerous children’s books that can be used to develop children’s geographical knowledge. I also collaborated with teachers and other experts in order to learn more about the current state of geography teaching in elementary schools. My project proposes that we teach with maps and globes at hand and incorporate the study of geography across all content areas so that our students learn to identify and make connections between themselves and other people and places in the world.”
Marianne D’Emidio-Caston, Acting Chair of the Graduate Education Program at AUSB, presented “Educating Teachers to Inspire Moral Development through the Arts” at the California Council on Teaching Education’s Fall 2014 conference in San Diego on Oct. 25.
“(The presentation) supports AUSB graduate education and credential programs’ mission to advocate for elementary school classrooms as caring learning communities where children reach their full potential as self-motivated, resilient learners,” Marianne said. “Creativity through the arts energizes learning with self expression.”
The conference described Marianne’s presentation further: “Even without explicit instruction, influences on moral development are inescapable in school contexts because of the powerful relationships that occur throughout schooling – relationships that may or may not foster a strong sense of caring and fairness. This institute will explore classroom teaching for moral development as an inherent function of public schools, using various artistic media. Participants will engage in thoughtful inquiry into the moral side of teaching Common Core State Standards (CCSS) using graphic and performing arts, as well as linguistic forms of artistic expression. Teacher educators will leave the institute with a more explicit notion of how integration of the arts can be used in course settings to engage teacher candidates in thinking about the important role they can play in the moral lives of their own students while they are addressing the CCSS.”
The Antioch University Santa Barbara MEd program hosted “Professional Conversations” on Sept. 20, an updated formulation of the more traditional master’s thesis defense.
Four students – Danielle Dzoga, Lauren Fernandez, Marlen Limon, and Amy Rosen – presented their year-long Inquiry Projects to an audience of faculty, graduate students, and professionals from the Santa Barbara community who work within the fields examined by each. Presentations were interactive, lively, and demonstrated a developed “Theory of Practice” and mastery of the field.
The next series of Professional Conversations will be held on Saturday, Nov. 1. Those interested in attending should contact Dr. Damian Corbin Jenkins or Dr. Marianne D’Emidio-Caston, as space is limited and by invitation only.
Titles and Abstracts of MEd Inquiry Projects:
Danielle Dzoga: How Can I Help Students to Develop a Life-long Love of Learning?
The thesis was created while attending the Antioch University MEd program. During this program I was a full time student as well as a Student Teacher at two different alternative schools on the Central Coast. I was able to both teach and observe in these classrooms. I have drawn the conclusions presented in this project by synthesizing the work of theorists with my observations and experiences in the classroom. This project has allowed me to more clearly define my teaching practice. I have found that in order to foster a life-long love of learning in students, it is crucial to make the classroom as well as the student’s experiences more appropriate for children. This manifests in many ways including creating a safe and inviting environment, teaching by providing context and encouraging self-guided inquiry, and maintaining a fun environment where students have the opportunity to explore their interests.
Lauren Fernandez: Making Connections: An Inquiry into How Technology Can Differentiate Instruction and Connect Students with Learning
This inquiry project explores how technology can be utilized in the classroom to differentiate instruction and connect students with the learning. I have come to see firsthand (through extensive literature review and action research) how effectively technology can differentiate instruction with multiple intelligences and learning styles in mind. If utilized with a clear objective, in the hands of the student, and addressing multiple intelligences and learning styles, technology can be a very effective tool for student engagement and learning. Students will become autonomous, self-directed learners, and will be prepared to thrive in the 21st century workplace.
Marlen Limon: An Inquiry on How Different Teaching Approaches Inform My Practice as a Teacher in the Making
In this project, I examine traditional and alternative teaching approaches to inform my practice as a teacher in the making. Evidence from educational research, action research, collection and analysis of artifacts, and collaboration with community members reveal similarities and differences amongst these two teaching approaches. Some of these differences include the effects on the type of school environments found in both teaching approaches, attitude towards students, types of community building in the classroom, and classroom structure and layout. Interviews with community members showed the overlap in the teachers’ values for education and teaching however, their philosophies are enacted differently in the classroom in both traditional and alternative settings. The results of this inquiry project helped me focus the strategies and methods that I will use into my own practice as I begin my first year teaching. My Theory of Practice includes the teacher being the facilitator in the classroom, creating an active and positive learning environment, using subject matter as a tool for life-long learning and students learning to apply the content to the world beyond the classroom.
Amy Rosen: Strategies for and Outcomes of Creating a Sense of Community in the Classroom
Throughout this project, I explore the strategies for and outcomes of creating a sense of community within a contained classroom setting. Evidence from educational research, action research, collection and analysis of artifacts, and collaboration with community members reveals that taking the steps to create a sense of community within the classroom is an essential part of student wellbeing and learning. Strategies include providing choice, autonomy, responsibilities, collaborative projects, recognizing individuality within the group, maintaining a communal space, and fostering open dialogue. Findings show that the outcomes of these strategies are students who develop empathy and interpersonal skills, better their academics, and decrease problem behaviors and substance abuse.
William Johnson crossed the graduation stage at AUSB’s commencement on June 20, 2014, to receive his Masters in Education degree, just steps behind his wife Bernadette, whom also received the same degree. At Antioch, William focused on issues of social justice – chiefly issues of poverty, political policy, and imprisonment – and leaves here passionate about integrating his learning and love for teaching into his life and work in order to educate others.
“The biggest contribution Antioch makes is the inspiration and insight it gives its students,” said William. “A lot of that has to do with not just the philosophy of Antioch but the approach of the professors.”
William has been involved inside the education system for many years, serving as a substitute teacher for a breadth of ages ranging from preschool to community college levels. But he said that the insight and example of AUSB faculty shaped his concept of self and perspectives on teaching and the influence he can have.
“As a teacher, I enjoy generating ideas – seeing the kids minds open up to new ideas as they get a hunger and thirst for knowledge,” said William. “I always tell them, it’s not about teaching as much as learning.”
The Johnson’s raised their family – they have five kids and 13 grandkids – in Santa Barbara for 20 years, but since have relocated to Lompoc, where William pastors an African Methodist Episcopal (AME) church.
William and Bernadette’s family was present to watch them receive their diplomas, and although their achievements are a significant accomplishment, what is more is they embody – for their family and for others – what it means to pursue a life of learning for the purpose of personal and social change.
“It’s been a true inspiration for our kids and grandkids, as we hope they will continue on in life’s pursuit of knowledge,” said William.
“My experience at Antioch was greatly enriched by my contact with warm and concerned staff and a strong cohort of study partners. I am greatly indebted to my wife, Bernadette, for introducing me to Antioch University, for inspiring and motivating me through the depression of a physical injury… I am indebted to our children and grandchildren who believed in me and encouraged me. This degree is a tribute to them.”
– William Johnson
Colleen Million, veteran Progressive Educator and affiliate faculty and supervisor of AUSB’s Teacher Education programs, has been confirmed by the SB Unified School District Board of Trustees as new Principal of Open Alternative School. OAS is AUSB’s partner school for professional development of Progressive educators.
“I am very excited to be the principal of OAS,” Million said. “I have always been a leader in innovative pedagogy where students are at the heart of learning and construct their knowledge of themselves and the world through hands-on differentiated project-based learning, place-based education, and public service. At OAS, we have a unique opportunity to create exceptional learning experiences for children as the result of the special relationship with Antioch University.”
AUSB’s community congratulates Million on her new role, which began July 1, and looks forward to working closely with her in the next school year.
Audrey Horstmann, Hattie Husbands, and Shannon Stark – three of AUSB’s graduating students – have been selected by a faculty panel to speak at the 2014 Commencement Ceremony on June 20, 2-4pm, to share their stories of how they have been empowered by their experiences at AUSB.
Shannon Stark is graduating form the BA program with a concentration in Environmental Studies, and Hattie Husbands and Audrey Horstmann (a.k.a. Mrs. H) are both graduating from the Master of Arts in Education program.
Graduate Speeches are judged selected by a panel of faculty representing each program. The faculty readers do not know the identities of the authors. All graduates are invited to submit speeches on the following theme:
Antioch University’s mission is to provide “…education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice.” How has this mission been manifested in your experience at Antioch University Santa Barbara?
We invite you to come hear these students stories and celebrate their achievements. The Commencement Ceremony will be held at Fess Parker’s Doubletree Resort hotel in Santa Barbara on Friday, June 20. Tickets are required for all guests. Due to space constraints, each graduate are allotted a limited number of tickets.
Congratulations Class of 2014! We are proud of who you are and what you have accomplished.
Masters of Arts in Education students participated in the Annual Public Conversations about their Masters topics on June 4, 2014, at AUSB.
Graduate students prepared posters describing their inquiry question, methods, analysis, and findings and engaged with and explained their research to the public. The insights the students get from these conversations informs their research and helps them understand the implications of their research for the “Discussion” chapter of the thesis. This format was also helpful for AUSB undergraduate students in attendance to have the opportunity to engage with their peers and see and learn from what the Masters students are doing.
Congratulations MAE Students! We’re proud of your good work.
Check out the Spring 2014 Master of Education Program Newsletter, featuring the latest happenings from within our program, including the following:
- A Message from the Chair of the MA in Education Program
- Noteworthy Student and Alumni News
- Upcoming Events
This year’s Master of Arts in Education “Public Conversations & Poster Session” will take place on Wednesday, June 4, 4:30–7:30pm, at the AUSB campus in Room #343. Each year, the Master’s candidates share their theses and research projects with the public at this informal public “conversation.”
This year, the following eight topics will be presented:
• “Using Multiple Intelligence Concepts to Differentiate Instruction” – Ali Alvarado
• “Motivation in Special Day Classes” – Luvina Ruiz
• “Reading Aloud as an Instructional Tool” – Amy Kroes
• “Evaluating Programs for Underrepresented Students” – Ysenia Perez
• “Evaluating Characteristics of Resilience in Freshman Community College Students” – Alejandra Martinez
• “Data Analysis and Survey Design” – Amanda Andersen
• “Latino Parent Involvement in Education” – Magda Flores
• “Differentiated Math Instruction for Students of Poverty” – Gaby Reyes
Guests will be able to join in the conversations of their choice. Antioch’s Master’s students benefit greatly from these conversations! As they describe – and sometimes defend – their work, their understanding of their topics deepens. The insights they get from these conversations informs their research and helps them understand the implications of their research for the “Discussion” chapter of the thesis. Your presence is welcomed and valued; please join us.
The event is free and open to the public. Light refreshments will be served.
Antioch University Santa Barbara presents an event benefiting
The Carmen Alexander Memorial Scholarship
STAND TALL is a solution-based multi media program that teaches students, teachers, parents, and school personnel how to prevent bullying and how to speak up when bullying occurs. STAND TALL demonstrates the best ways to respond to disrespectful behavior. Participants at this event will experience the program and see how to make bullying prevention a community wide initiative. All students need to feel respected.
November 14, 2013, 5:30-7:30 pm
AUSB Community Hall
Free & Open to the Public
If you have any questions, please contact Hattie Husbands at 805-705-6747 or hhusbands[at]antioch.edu
There is no charge to attend, however, donations will go to support the Carmen Alexander Memorial Scholarship fund. Carmen Alexander was an AUSB student who passed away quite suddenly in February 2012. Everyone who knew Carmen recognized her warmth, generosity of spirit, and optimism. She was a loving mother and daughter, a treasured teacher, and radiant presence to everyone around her. Carmen taught at the Open Alternative School, and through her work she touched the lives of her students, their families, and their communities. Not content with all the good she was already doing, Carmen was also furthering her own education by working toward her Special Education Teaching Credential at Antioch University-Santa Barbara. The Carmen Alexander Memorial Scholarship was established to honor Carmen’s commitment to education by helping other aspiring teachers who will carry on her work with the children in our community.
We can accept your Visa, MasterCard or Discover Card contribution online, over the phone, or at the workshop.
- The Give Now donation button will take you away from antiochsb.edu to blackbaud.com which is our secure online service provider.
- By phone or email please contact: Cynthia Stewart, 805.962.8179 x5333 or cstewart[at]antioch.edu
Antioch University is a private, non-profit 501(c)(3) institution. Your donation is tax deductible. Every gift, large or small, is truly appreciated. Please help us support AUSB’s greatest resource – our students.
On Saturday, September 28, this year’s Master of Education students will present their educational project portfolios as part of our “Public Conversations” series. The free event takes place 10:30-11:30am in AUSB’s Community Hall.
Guests may join the conversation topics of their choice:
- Bonnie Kwon: Ecological Literacy
- Allison Frederick: Cultural Heritage
- Caterina Cornejo: Service Learning in the Classroom
- Noah Tucker: Technology
Please join us this Saturday – the public is welcome.
Bonnie Kwon: Ecological Literacy – Abstract
This inquiry project was designed to delve deeper into the topic of service learning in elementary education and show how the implementation of such projects can be beneficial to the growth and development of the whole child, while also positively contributing to society. Service learning is an innovative and popularizing pedagogy, which aims to connect academic learning objectives with meaningful community service. It emphasizes many attributes of a progressive education such as focus on cultivating critical thinking skills and personal reflection, while also promoting civic duty and social responsibility. It fosters the development of global citizens through exemplifying how to make a difference in this world through real world problem solving, facilitating the deep and sustained learning in relevant situations. Through the integration of service learning projects in two different elementary classrooms at two different schools, a theory of practice was developed about the tangible positive effects these projects may have on children. Research on the subject matter in conjunction with analysis of the data collected culminated in the indication that service learning can alter the focus of children to want to help others for the benefit of society as a whole and also aid in the development of their own identity and pursuit of happiness.
Allison Frederick: Cultural Heritage – Abstract
The purpose of this inquiry project is to teach elementary students about the people and places I have traveled to outside of the United States. By sharing my personal experiences and passion for world travel, students will be exposed to a plethora of artifacts that act as pathways into the lives of people from different cultures. It is through these artifacts students will learn about customs and traditions that are different from their own, in addition to, relevant academic content for sixth grade such as ecological literacy, art, science, history, geography and literature that are based upon the current California frameworks and Common Core Standards. Lastly, this inquiry introduces the concept of becoming a globally aware citizen as students learn about aspects of their cultural roots as well as economic, political and social justice issues from other countries in an effort to further their understanding about differences and developing a sense of becoming a tolerant human being.
Caterina Cornejo: Service Learning in the Classroom – Abstract
When I was younger, I had several key experiences of helping others inside and outside the classroom that were transformational. Not only that, but I understood that I have the power to help the community and saw that through helping others, I could enhance my learning. This led me to choose the topic of Service Learning (SL) in the classroom. The focus question I developed and chose to answer through my work was: What are effective ways for incorporating Service Learning into the classroom and the school community that can teach children the importance of caring while also meeting academic goals? My investigation begins through the collection of artifacts, which are interviews with educators in the community with prior experience in SL, a SL unit plan I designed for my placement in a 6th grade classroom at Franklin Elementary School, formal observation notes of the implementation, student work collected during the unit, and my personal reflections. Common threads found in these artifacts led me to select six resources of past findings in SL to analyze in a Literature Review. The culmination of researching, collaborating, and exploring SL through these means formed my Theory of Practice. My theory of practice encompasses the following components in SL: a newfound definition, necessity to enhance life skills, building up civically responsible citizens, a sense of otherness and habits of care, supporting best learning practices, the teacher as a guide and role model, practical steps in the implementation, and meeting the demands of daily classroom/school life.
Noah Tucker: Technology – Abstract
The thesis looks at the history of educational technology, important studies and literature relating to educational technology use in the classroom, E-tablet applications used for educational purposes in classrooms and schools, educational PC games that are similar to The Oregon Trail in design and function, and social-media websites as a platform for assigning students work during the course of a school year.
Last fall, when the New York Times Education section launched a new interactive feature – “What’s Going On in This Picture?”– Santa Barbara 5th grade teacher Sean Federbusch was quick to recognize its value in the classroom. The 2010 Antioch MA in Education/Teaching Credential alumnus, one of the area’s leading teachers in using technology, immediately began incorporating the weekly experiential exercise into his curriculum:
“How do you make sense of what you see when you look at an image, especially if that image comes with no caption, headline, links or other clues about its origins? What can constructing meaning from an image teach you? That’s what we hope students will figure out together through our new feature, one that focuses on Times photojournalism, visual literacy and critical thinking by asking viewers to think about one interesting photograph a week.”
Federbusch explains that, “Supporting claim with evidence is a big theme in 5th grade (and beyond). To practice this skill, my class would start out Mondays with an ambiguous picture, offered from the NY Times Education page. My students would write and then debate the content and subject of the picture, which helped them to increase their ability to make a claim based on the hints and evidence within the frame.
“At the end of the series, they asked for feedback and my class submitted comments, which were published in the concluding article on June 3. I was thrilled and very proud of them all.”