College of Education News

Fall semester FAQ

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Students in the College of Education asked questions. Faculty and staff were happy to provide answers. More information regarding the fall 2020 semester can be found in the Missouri State University Guide to Returning to Campus.

What is the university and College of Education’s plan for the fall semester?

We will offer traditional classes with social distancing in place, along with distance learning opportunities via Zoom, Blackboard and blended modalities.

How will I complete my practicum this fall if there are still restrictions? 

We have contingency plans for any scenario that might occur to ensure every student meets program and certification competencies.

Should I complete the requirements to participate in a practicum?

Yes. As long as you feel comfortable visiting the sites available to you, please complete all requirements to participate in a practicum or student teaching. Continue to watch your email for instructions from John Reinert regarding compliance for practicum and student teaching.

When will the testing centers open? What are the differences between the testing centers at Missouri State and Pearson Professional Center?

As of May 15, 2020, the Missouri-based Pearson VUE owned testing centers for the MEGA assessments are open where local guidance permits. MSU’s testing center is NOT a Person VUE-owned testing center. However, it is also open. You can view site availability on the MEGA website.

Some of my fall classes have switched from a seated to an online format since I registered for them. Will a lot of courses be online in the fall? 

No. In fact, as stated at the May 20 virtual town hall meeting, about 2/3 of courses at MSU are seated for fall 2020. Before the beginning of the semester, check your Detail Schedule under the Registration tab of Blackboard to reaffirm your classes’ formats and locations.

If students choose to take a class on a pass/not pass basis, how will this affect their future?

The pass/not pass policy was altered for spring 2020 due to COVID-19. Every spring 2020 student has an advising note explaining the spring 2020 pass/not pass policy. Students can contact their advisor or the registrar’s office for clarification. 

 

Award-worthy teaching

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Springfield Public Schools are celebrating the 2020 finalists for the district’s Teacher of the Year award. Missouri State University’s College of Education congratulates nominees Cary Sikes, Michelle Slominsky and Shannon Bossing—all alumni.  

The college caught up with each of them to learn more about their experiences at Missouri State and their years as educators. The Teacher of the Year and other finalists will be recognized at an annual banquet in August by the Foundation for Springfield Public Schools.  

What grade and subject do you teach?  

Michelle Slominsky: I taught kindergarten my first two years of teaching, moved to first grade for seven years, and have been back with kindergarteners ever since. I teach all core subjects at Sequiota Elementary School.   

Shannon Bossing: I currently teach fourth grade at David Harrison Elementary, but I’ve also taught grades one, two and three, as well as K-12 English as a second language, K-12 gifted learners, K-6 computers, and I was an assistant principal for two years. 

Shannon Bossing teaches students via online learning in the time of COVID-19.
Shannon Bossing teaches students via online learning in the time of COVID-19.

During my second year in administration, I was diagnosed and treated for cancer, which led to a re–evaluation of my life, including my career path, and I decided to return to my passion as a classroom teacher. 

I teach all core subjects, though I absolutely love teaching reading and writing. 

Cary Sikes: I teach fourth grade — all four core subjects — at Wanda Gray Elementary.  

When did you graduate from Missouri State University, and how long have you been a teacher?

Slominsky: I first came to Missouri State in 1998 to pursue a degree in early childhood education. I was so lucky to have amazing instructors that helped me achieve this goal in December 2002. 

I met my husband at Missouri State, and we decided to make Springfield our home.  

I returned to the school and completed my master’s in reading in 2007. Spring 2018, I completed my specialist in education, teacher leadership degree at — you guessed it — Missouri State University. I love MSU! I have taught in and around Springfield for 17 years. 

Bossing: I graduated with my bachelor’s degree in education in December of 1994. After earning my first master’s degree from Drury in 1998, I returned to MSU for my second master’s degree and graduated in 2010. I’m finishing my 24th year in education. 

Sikes: I graduated in May 1993. I’ve taught for 27 years. 

What did you enjoy most during your time at Missouri State?

Slominky: While meeting my husband is the highlight of my undergraduate time at Missouri State, I can honestly say that I had such a positive experience in all my courses.  

I was able to do lots of observations at Greenwood Laboratory School, and I spent a lot of time working at the University Childcare Center in my free time.  

I was a University Ambassador and enjoyed giving tours to prospective students and their families. I was also involved in Greek Life, serving as the membership chair for Delta Zeta.   

Bossing: I really enjoyed my children’s literature class. I am not a fan of the fantasy genre, but my professor assigned “A Wrinkle in Time,” and I fell in love with that book. I also enjoyed my methods classes.  

Sikes: Making lifelong friends and the educational experiences that prepared me to be a teacher. 

Why did you choose to be a teacher?

Slominsky: I truly believe that teaching is my calling in life. I was so lucky to have amazing teachers in elementary school. While other kids would run to play outside at recess, I would beg my teachers to let me stay inside and do ‘teacher work.’  

My fifth-grade teacher, Mrs. Grieves, really stands out in my mind. She took the time to get to know me and was there during a difficult time in my life. It was then that I realized teaching was so much more than academics.  

Teachers made a difference in my life, and there was no doubt in my mind that I was going to pay it forward someday. 

Bossing: I came home from kindergarten and told my mom I was going to be a teacher when I grew up. It’s really the only thing I’ve ever wanted to do, except for when I wanted to be a fighter pilot after the release of “Top Gun.” I can’t imagine doing anything else! 

Sikes: I wanted to work with kids, and I wanted to make a difference. Teachers were so important to me, especially my elementary teachers. I saw what they did for me and I wanted to do the same for others. 

Are there any unique ways Missouri State helped you prepare for your career?

Slominksy: I had the opportunity to participate in one of the first student teaching academies in Ozark. It was beneficial, because I got a much deeper understanding of how students change and grow and how a school operates.  

In my educational specialist program, I was provided rigorous, thought-provoking material that changed how I view education. Instead of sitting and learning about how to teach a certain concept, we had deep discussions about why we teach the concepts that we do.  

Bossing: For my master’s degree, I was part of a cohort through MSU and Springfield Public Schools, and that was an amazing experience. I loved how the seated classes were directly connected to our district. I was in a cohort with about 10 people, and we became very close. 

Sikes: I had some great professors and peers that made me the teacher I am today. 

What are some of your favorite memories as a teacher?

Slominksy: There are so many amazing moments as a teacher. I think the best moment as a teacher is when you can see that your students really know that you love them.  

Michelle Slominsky's class gathers in a circle on the floor of her classroom.
Michelle Slominsky’s class gathers in a circle on the floor of her classroom.

I’ve had students come in at the start of the year reluctant to receive love. They don’t want a hug and they look away when you smile at them. Seeing a child go from that type of behavior to walking in the door with a big smile on their face, and wrapping their arms around you for a hug, is a priceless reward.  

Bossing: One of my all-time favorite memories happened at the reading table in my fourth-grade classroom.  I was discussing a chapter book with a group and one student described a character as “diabolical.” I was so surprised a fourth-grader used such a word that I started laughing and couldn’t stop! We laughed until we cried!  

Years later, I saw that student working at a restaurant. He looked at me, said the word again, and we were both transported instantly to that time at the reading table. It’s a memory neither of us will ever forget! 

Sikes: It’s great to see students from years ago come back and see the path they have taken in their lives. A few years ago, I was in the hospital, and two former students were my nurses and took great care of me. It was amazing to watch.  

With my current students, I love seeing how much they grow from the beginning of the year to the end. When you spend a year with a student, you grow close and are vested in them for years to come. 

What are you most proud of during your time as a teacher? 

Slominsky: I think I am most proud of the strong relationships I build with students and their families. My classroom is truly my school family.   

Bossing: Being a finalist for Teacher of the Year is quite an honor and will always be a favorite memory.  It’s a privilege to be honored for doing something I love.  

Additionally, it’s the moments when there are tears over a sad part in a book, or a student finally gets a concept, or when I sit with teammates on the last day of school and we sigh from exhaustion — but we know we did our best for that group of kids. That’s what makes me proud of being a teacher. 

Sikes: I am proud of the relationships I develop with my students. 

A focus on fatherhood

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When most of the country was ordered to stay at home in March, senior Eli Jones’s school environment did not change. The child and family development student was already completing coursework online while interning in Illinois.  

“I currently work for a family-focused, child-centered welfare agency called Hobby Horse House (HHH) in Jacksonville,” Jones says. “I’ve been able to be part of many aspects of the services we provide, a major one being parenting classes.”   

The spread of COVID-19 means Jones is completing intern duties remotely, too. 

“While I can’t go into details of my casework, I can tell you that we’re doing the best we can during this situation to provide our services while limiting person-to-person contact and working through telecommunications,” Jones says. 

Passion project 

Fortunately, working in ways he isn’t used to hasn’t meant the halt of what he calls his passion project: a parenting program exclusively for fathers. The idea came to Jones during a discussion with his workplace’s parenting services coordinator. 

“The goal of the program is that fathers will be able to handle all aspects of raising their children,” Jones said.  

A young girl plays on a slide.
A young girl plays on a slide, her friend smiling.

He hopes it will also combat the notion that men cannot parent like women can.  

“Honestly, men get a bad rep as fathers, because many aren’t taught to be nurturing individuals,” Jones said.  

His goal is to combat toxic masculinity—an adherence to traditional, male gender roles that limit the emotions of boys and men.  

“Through toxic masculine traits, and the thought that it’s the mother’s job to raise children, we have created a standard that dads aren’t really parents, but simply babysitters.”  

Stages of life 

While Jones’s progress for his project has slowed, much of it has already been laid out. The program will consist of 12 modules—including several for every stage of childhood through maturity—to be covered across 12 weeks: 

  • Weeks 1-2 covers development from birth through two years of age. Fathers will learn how to feed, bathe and diaper their babies, as well as how to aid them as they learn to walk and talk.  
  • Week 3 teaches fathers about self-care, self-worth and how to ditch toxic masculinity.  
  • Week 4 covers ages 2-5, as well as how to find child care and preschools.  
  • Week 5 focuses on school-age children ages 5-12. It teaches fathers how to assist children with schoolwork and help them understand their changing bodies, gender roles, sex and body sovereignty.  
  • Week 6 shows fathers how to navigate the world of dating as their children become curious about romantic relationships.  
  • Week 7 covers brain development across stages of childhood, as well as how to manage stress and money as a parent. 
  • Week 8 focuses on puberty. 
  • Week 9 includes information about ages 12-18.  
  • Week 10 teaches fathers how to structure their days, managing chores, errands and schedules.  
  • Week 11 focuses on children’s educational needs and the possibility of raising a special needs child.  
  • Week 12 is for leftover information and unanswered questions, Jones says, as he is sure there will be spillover from previous modules.  

Jones acknowledged the program covers a lot of material in a short amount of time. It’s his hope, though, that the additional formation of a group to help fathers socialize will build community. Dads will receive support in their learning and growth.  

Putting it to work

Jones plans to form a trial group next spring to go through each module. Feedback will help him adapt the program to fathers’ needs.  

Jones is currently looking into grant funding for researchers to help with further development.  

“The end goal for this program is to publish the curriculum, so that other centers like HHH could use the content,” Jones says.  

Two boys play with toy kitchenware at a small table.
Two boys play with toy kitchenware at a small table.

Childhood education and family studies assistant professor Dr. Elizabeth King knows it’s possible. She calls Jones an “engaged and critical” student.  

“He doesn’t simply take content at face value, but he pushes it,” she says. “He wants not only to learn whatever material is covered, but to challenge the concept, turn it on its head and consider it in various contexts—always with a social justice lens.” 

Empowered parents 

Dr. King, who has worked with Jones for about two years, claims students like him make professors better at what they do. She’s happy for the opportunity to finally talk him up.  

“His approach to the parenting program he’s developing is innovative,” she says. “It’s not only a how-to for fathers, but it focuses on updating the narrative of what fathering looks like.” 

Many parenting programs put a focus on mothers, she says.  

“His program aligns directly with the American Psychology Association’s call for positive father involvement.” 

Eli Jones works on his parenting program at his desk.
Eli Jones works on his parenting program for fathers at his desk.

What’s better? Jones’s program aligns with his own ideal that fathers feel empowered to be the best parents they can be.  

“I believe this program will help fathers not only be better for their children,” he says, “but for themselves.” 

COE department head receives statewide award

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Dr. Denise Cunningham, childhood education and family studies department head, and all her hard work has not gone unnoticed. Missouri Educators of Family and Consumer Sciences and Human Services (MoEFACS) recently selected Cunningham as the recipient of the 2020 Champion Business Leader award.  

The news came to Cunningham in a letter from Family, Career and Community Leaders of America (FCCLA). 

“When I first saw the letter, I thought another faculty member, Debra Price, had won an award for post-secondary teaching,” Cunningham said. “I had no idea the award was for me. I didn’t think I had done anything worthy of being recognized.” 

MoEFACS felt differently, as do her colleagues.  

“A leader is a person who empowers and uses the strengths of others in order to yield positive results. Dr. Cunningham is that type of leader,” Dr. Stefanie Livers said. Livers is an assistant professor in Cunningham’s department. “She effectively supports faculty in their individual teaching and research, orchestrating a synergistic body that provides students with quality programs.” 

Creating a legacy  

Cunningham began at Missouri State in 2005 as an assistant professor in early childhood education. She has since “demonstrated a sustained commitment to improving career and technical education.” 

“I have been intentional about working with family and consumer science teachers to develop dual credit opportunities in child development, human development and family studies, as well as education-specific courses, such as Introduction to Elementary Education,” Cunningham said.  

She has also invited FACS and Career Pathways teachers and interested students to campus to learn about related MSU programs.  

In addition to creating opportunities, Cunningham led the development of two master’s degree programs: Master of Science in Child Life Studies and Master of Science in Early Childhood Special Education. Cunningham also expanded the College of Education’s Internship Academy to include opportunities for early childhood education candidates.  

“I have also been involved in Bear Partnership, a summer, week-long immersion experience for high school students interested in the field of education,” Cunningham said.  

MSU memories 

One of Cunningham’s favorite memories in her 15 years at the university is when she implemented the Abundant Books for Children project across schools in Stone County.  

The project culminated from her own research, and she put it to use in an early childhood methods course as a service-learning assignment. She and her undergraduate students went to five school districts to provide workshops for families with preschool students. The workshops taught families how to use an interactive, shared book experience with their young children.  

“The work with the families was so enjoyable, but I was thrilled at what students learned from the experience,” Cunningham said. “It was so cool to have my research, teaching and service so connected.” 

Cunningham said she looks forward to the rest of her time at Missouri State. She will be recognized for her work July 22, at a MoEFACS luncheon and awards ceremony. Additionally, MoEFACS will forward an application for Cunningham to the National Association of Teachers of Family and Consumer Sciences (NATFACS), to compete for the Champion for Family and Consumer Sciences award.