College of Education News

Rural scholarship program helps educators return home

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Four students in Missouri State’s College of Education were selected to join the Ozarks Teacher Corps, a scholarship program created by the Community Foundation of the Ozarks. With this award, students can return to their rural hometown or another rural setting to begin their teaching careers. 

Joining a rural initiative 

 When accepted into the Teacher Corps, students commit to three years of teaching in any rural hometown post-graduation. The Teacher Corps scholarship enables students to continue their degree without financial pressure.  

The application and scholarship are open to all college juniors and seniors in the region. 

The Teacher Corps also offers professional development opportunities for the cohort, the latest of which was with Teton Science Schools in Montauk State Park.

The latest scholarship recipients from MSU are: 

  • Cierra Parker, a junior elementary education major. 
  • Brooke Crumm, a senior elementary education major. 
  • Grace Reed, a senior elementary education major at the West Plains campus. 
  • Jordyn Sigman, a junior elementary education major at the West Plains campus. 

Crumm began at Missouri State in fall 2023 after gaining her associate of arts in teacher education at Ozarks Technical Community College. She is originally from Marshfield, Missouri. 

Crumm said this is a personal gain as much as it is a professional one.  

“Returning home to teach is something I’m looking forward to because I understand the specific needs and culture of my community,” she said. “I want to give back to the community that shaped who I am today.” 

The importance of rural education 

Rhonda Bishop, co-director for the Center for Rural Education explained the importance of the program to the communities.  

“The schools are the hub of the communities,” she said. “The impact teachers have on the parents and children they serve is incredibly powerful.” 

She described her own admiration for the students who wish to return to rural schools to teach.  

“I graduated from a rural high school and was a public educator in rural schools for 29 years,” she said. “To know we’re sending some of the best into rural situations is what makes me the proudest.” 

Learn more about the Center for Rural Education

On track to becoming a filmmaker

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Since he was 16 years old, Luke Goldston has wanted to make films. Thanks to Missouri State University’s Bear POWER (Promoting Opportunities for Work, Education and Resilience) program, he has begun to achieve his filmmaking dreams.

Bear POWER began in 2018 at Missouri State as a way to offer college experiences to students with intellectual and developmental disabilities. 

Goldston, who is from Oklahoma City, Oklahoma, joined the program in fall 2022, majoring in digital film and television production. This December, he will graduate. Although his time at Missouri State is ending, his filmmaking will continue to take him far.

“What I’ve most enjoyed about MSU is being with friends and making films with them,” Goldston said. “It has been a magical experience to not only improve my craft but also bond more with my friends.” 

According to Bear POWER director Dr. April Phillips, the support Goldston received from his peers, staff and faculty has enabled him to succeed.  

“As a Bear POWER student, Luke has overcome challenges and persevered in his quest to learn more about media and film,” she said. “We’re very proud of him and his work.” 

An outstanding achievement 

While at MSU, Goldston created “Springfield Stroll,” a short, independent film. It debuted on Oct. 6 at Moxie Cinema. The indie genre film was a 26-minute anthology of three people walking through different parts of Springfield: downtown, the MSU campus and Sequiota Park.  

Goldston was the film’s cinematographer, editor and producer. It starred Thade Yates, Charles Sargent and Cade Johnson. 

For this project, Goldston chose to follow the rules of Dogme 95. This is a filmmaking movement aimed at taking films back to the basics by excluding traditional production values like special effects and other technological enhancements. Another Dogme 95 rule is films must be shot on location.  

“It was fun to work within the rules of Dogme 95 and see what resulted. The actors also called it an interesting challenge,” said Goldston, who interns at the Moxie.  

He notes having his film on screen for the first time was an exhilarating experience.  

“Ethereal is how I would describe it,” he said. “The actors and I were more and more excited as we got closer to the premier.”

During Goldston’s time on campus, one of his favorite faculty members is Bobby Lewis from the department of communication, media, journalism and film. 

“He gave me so much important advice when it came to filmmaking,” Goldston said. 

Looking ahead with optimism 

Upon graduation, he plans to continue directing films and work in the art world.  

“My future plans are to get a job at either a theater, Vintage Stock, Barnes & Noble or a film happening in Oklahoma City,” he said. “I want to eventually make bigger and more complex films.” 

Goldston dreams of bringing awareness to personal hardship and invoking compassion through his films. 

“I want to continue to tell stories about personal struggles and obstacles that many people deal with daily,” he said. 

Learn more about Bear POWER

Student leader prepares to become special education teacher

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One Missouri State University student who will complete his undergraduate degree this December is senior Faron Haase. 

After studying at Missouri State since fall 2020, Haase will receive his bachelor’s degree in special education and a minor in literacy. He has made the most of his time at Missouri State and displayed genuine commitment to his community and students.   

On campus engagement 

Haase, a native of Joplin, Missouri, has taken on many roles during his time at the university. It might be easier to find a club or organization he has not been a part of.  

A few of the leadership hats he has worn include: 

Haase notes juggling his studies and extracurricular activities has helped him with time management.  

“It was hard to learn to delegate but also stay involved in all the things I wanted to do,” he said. “I just had to remember how much I enjoyed what I was doing, learn to prioritize and focus.” 

Mentorship from cooperating teachers

Faron Haase with his cooperating teacher Rachel McGowan
Faron Haase with his cooperating teacher Rachel McGowan

Haase chose special education because of his desire to help students with disabilities learn and thrive. He admits that he struggled with his classroom confidence initially, but his time at Missouri State has made him more comfortable.  

“I fought a lot of imposter syndrome as far as, ‘what gives me the right to come into a classroom and expect students to care what I have to say,’” he said. “My time in the College of Education has made me more confident in my ability to teach my students.” 

He is currently a student teacher in a ninth-grade special education classroom at Nixa High School with two cooperating teachers: Rachel McGowan and Lindsey Hamilton. Together, they teach English and mathematics. 

The three have formed a close friendship and built a lot of trust among them.  

“We can really feed off each other’s energy,” Haase said. “We know when we’re not having a good day and can talk to each other about anything.” 

He shares they even try to find ways to incorporate their humor and personality in their lessons.  

“When we introduced the budgeting unit, we performed a skit,” he said. “I explained I’m a college student, so I don’t have money, and Rachel prompted me with questions to get our points across.” 

Pursuing a master’s program 

Haase will continue his studies at Missouri State in the educational technology graduate program. His undergraduate classes shaped his interest in the field. 

“I took one course related to educational technology and performed the best I’ve ever performed in a class,” he said. “I spent a lot of extra time focusing on the class because I loved it.” 

His goal behind this specific degree path is to connect better with his students.  

“We live in a modern age and the new tech for education is expanding. I want to learn more about how to understand my students better,” he said. “That’s what technology in education does; it teaches the teachers how to reach students in ways humans can’t.” 

Although he only started working with his current students during student teaching, they mean the world to him. 

“My students mean everything – there’s no job without them,” he said. “They’re how I have a job that makes me happy. I’ve only been in this school for 12 weeks, but they’re part of me now.” 

Learn more about the College of Education

Building connections among local teachers

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On Sept. 28, Greenwood Laboratory School at Missouri State University was bustling with more than 450 educators. 

They had gathered for the Greater Ozarks Conference’s inaugural event, “Go Collaborate.” This event was a professional development day to strengthen connection and camaraderie among educators from seven schools in the new athletic conference.  

Besides Greenwood, the other schools are Billings, Crane, Marion C. Early, New Covenant Academy, Pleasant Hope and Spokane. 

Missouri State faculty members in front of "Welcome GOC" sign
Missouri State faculty members also enjoyed participating in the conference.

Growing together 

Jimmy Casas, a former school leader for 22 years, best-selling author, speaker and leadership coach, gave the keynote speech at the event. Casas spoke about being genuine with students, having good intentions and maintaining resolve to be a good educator. 

Missouri State President Dr. Richard Williams and College of Education Associate Dean Dr. Reesha Adamson also spoke.  

“Go Collaborate” featured over 60 breakout sessions, covering topics, such as:

  • Communication with stakeholders 
  • Curriculum alignment 
  • Departmental collaborations 
  • Diversity and cultural awareness 
  • Mental health 
  • Politics in education 
  • Reading success plans

Greenwood’s involvement 

According to Jeni Hopkins, assistant director of Greenwood Laboratory School, the event was inspired by the desire of teachers in the conference to build community with one another.  

She was happy Missouri State was able to help make the conference’s first event possible.  

“It was inspiring to see seven schools come together to share best practices and work in partnership as educators,” Hopkins said. 

Looking ahead, the College of Education hopes to continue its mission of fostering peer relationships, growth and encouragement through the Greater Ozarks Conference. 

Learn more about Greenwood Laboratory School 

Navigating loss and grief

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For its 2024 annual retreat, the Sudden and Unexplained Death in Childhood (SUDC) Foundation asked Missouri State University’s Dr. Melissa Schotthofer to assist in grief workshops.  

Schotthofer, who is a clinical assistant professor in the child life track at MSU, invited two of her former students, Yukari Stickley and Ashton Hodge, to help facilitate a few workshops on Sept. 28 for children and teenagers grieving the loss of a sibling. 

A meaningful collaboration 

Stickley and Hodge both completed their bachelor’s degrees in child and family development with the child life option in 2016 and 2019, respectively. They also hold master’s degrees in child life studies from MSU.  

Stickley works as a child life specialist at Cox Health and Hodge is a child life specialist at the Child Advocacy Center in Springfield. 

For Schotthofer, the opportunity to work with her former students as peers was an enjoyable experience. 

“It was cool to work with them as colleagues in the field, creating programming for the workshops,” she said.  

Three of her current students also assisted with the effort.  

“I gave them the opportunity to help, and they fully embraced it,” Schotthofer said. “They did a great job relating to the kids on a really tough topic. They represented themselves and our program well.” 

Age-based workshop structure 

For the workshops, the team created age-appropriate grief sessions for around 45 participants. 

Ages 4-7 

  • Schotthofer read a book called “Invisible String” to the group and participants drew a picture of their loved one. 
  • Stickley asked them to write what makes them feel angry on a piece of paper. They were then told to rip their paper up. 
  • Hodge led a movement activity with the group. 

Ages 8-12 

  • Schotthofer gave participants canvases to draw a picture of their loved one or a special memory. 
  • Hodge used sand art and had them draw what their life was like before their loved ones passed away versus their life in the present.  
  • Stickley repeated her drawing activity that she did with the previous group. 

Ages 13+ 

  • This group did one large activity involving butcher paper.  
  • They drew whatever they wanted and discussed their drawings together. 

Importance of grief counseling 

The goal of the workshop for Schotthofer was to provide a space for people to express grief who might not be able to otherwise.  

“We know sometimes it can be hard for kids to talk about their lost loved one at school or with their friends and not everybody wants to hear about it,” she said. “But we had a lot of therapeutic conversations.” 

Schotthofer was especially moved by the conversations she had with her peers, students and the workshop participants in the teenage group. 

“They said, ‘Our friends just expect us to be over this by now, but it keeps coming up. Sometimes we’re fine, sometimes we’re not.’ That’s the nature of grief and bereavement,” she said. “We told the older kids that as they progress developmentally, it might hit them in different ways.”  

“We also said, ‘You might come to a point where you’re feeling better for a while and then something new happens in your life and it restarts things again,” Schotthofer said. “And that’s OK.” 

Learn more about the child life track