Mathematics may not seem like it goes hand-in-hand with becoming a therapist, but Jamie Cayley knows he can put his problem-solving skills to good use by helping others.
In addition to his master’s in mathematics, Cayley is working toward a Student Mental Health, Family and Community Support Graduate Certificate to help him prepare for MSU’s clinical psychology graduate program.
Cayley’s aspirations and activism were recently featured in MSU’s mathematics blog.
Students in the College of Education at Missouri State always seek experiential learning opportunities. Now, two students in the special education program will take a closer look at the skills and attitudes that are needed to be teachers of students who are blind and visually impaired.
Kelsey Bink and Anne Chambers, graduate students in special education blindness and low vision emphasis, have been nominated for the 2021 Teachers of Tomorrow program.
Nominees will participate in a training program for teachers of blind and visually impaired students. The program will address the needs of and teach advocacy for students with blind and low vision in and out of the classroom.
The National Federation of the Blind describes Teachers of Tomorrow as “An immersive, professional development program that connects teachers of students who are blind and low vision to the lived experiences of blind people, equipping participants with knowledge about the skills and attitudes that can help students who are blind thrive in school and beyond.”
The training program began in January 2021 and will continue throughout the year.
Find out more about the National Federation of the Blind and Teachers of Tomorrow
Missouri State University graduate student John Augustine grew up in the small town of Farmington, Missouri. There, he watched a role model—his own father—work as principal of an at-risk school.
“He started his career as a special education teacher and later moved to administration,” Augustine said. “I specifically remember how connected he was to his students. He understood them, communicated effectively with them and provided them a positive educational experience.”
His father made such an influence that Augustine found himself working with students in special education settings, too.
“My father helped me understand how important it is to be a positive light in the classroom,” Augustine said.
Augustine is now on track to receive a master’s degree in special education with an emphasis in autism spectrum disorders. Augustine’s pursuit of an additional autism spectrum disorders graduate certificate will bolster his expertise.
“I love working in a school setting,” Augustine said. “My career goal is to consult schools and special education teachers to determine effective interventions for students with autism.”
Life as a graduate student at Missouri State gives Augustine just the experience he needs to follow in his father’s footsteps. On top of schoolwork, Augustine also works in an MSU-based clinic managed by Dr. Megan Boyle, associate professor of the counseling, leadership and special education department.
At the clinic, Augustine takes on roles such as data-collector and therapist, implementing evidence-based practices to increase or decrease certain behaviors in students with autism.
“Dr. Boyle does a great job in preparing students for their future in a clinical setting and teaching the importance of each task we complete,” Augustine said. “This is the type of job that requires you to learn. I hope to expand my knowledge to effectively implement strategies in my career.”
Learning experiences in Augustine’s program don’t stop there. Students are also granted the option to study Applied Behavior Analysis (ABA) and become a Board Certified Behavior Analyst (BCBA).
Augustine said confirmation by the Behavior Analyst Certification Board will further enhance his resume.
“If I’m able to accrue all my hours of study and pass a certification test, it will give me more opportunities to analyze data and make recommendations to improve target behaviors.” Augustine said. “I could change the lives of children with autism spectrum disorder or other disabilities.”
Augustine is currently completing his thesis alongside Dr. Linda Garrison-Kane, another special education professor.
“He has pursued numerous research and clinical opportunities during his undergraduate and graduate degree,” Garrison-Kane said. “His thesis focuses on the use of ICONNECT, a self-management technology application to assist in improving on-task academic behaviors in students with autism.
Augustine hopes the technology will improve students’ academic accuracy across assignments.
Augustine often thinks back on the role his father played in students’ lives.
“Students who attended his school were in foster care or had been expelled from the other schools in the district,” Augustine said. “Although many did not have great home lives or a lot to look forward to, my father saw the capability of each student to progress in school and enjoy their education.”
Augustine hopes to one day be as great of an influence.
“I am trying to follow in his footsteps and create a better life for students—and maybe even one day change the world in some positive way.”
The world of education is extremely diverse. No two students share the same background, culture and experiences. As a result, each can benefit from the perspectives of their peers.
The College of Education aims to effectively teach culturally-diverse students—and prepare teacher candidates to do the same.
“Diversity strengthens our community and enriches our lives,” COE Dean David Hough said. “It undergirds our many teacher preparation programs as we strive to develop educators who can teach all children.”
Several COE diversity initiatives are in place to continue building a culturally-competent experience for pupils to come.
Further details regarding COE’s diversity initiatives can be found on the Missouri State website.
Conversations surrounding diversity don’t stop there.
Dr. Nathan Quinn is a senior instructor for the counseling, leadership and special education department—and part of MSU’s Educator Preparation Provider Council (EPPC). The council ensures education programs at the university meet state and national guidelines in preparing qualified school personnel.
As chairperson for the EPPC’s diversity subcommittee, Quinn leads a team in examining diversity issues within the education department.
“I believe we’re doing a good job, but we need to increase our diverse students within the College of Education,” Quinn said. “It’s a matter of continuing to identify those students to come to our university.”
Dr. Dennis Rudnick, assistant professor in the reading, foundations and technology department, teaches Introduction to Multicultural Education. It’s a course requirement for MSU teacher candidates. Rudnick says the course plays an important role in diversity issues in education.
“Its goal is to enable future teachers to become more aware of and responsive to these complex dynamics underlying education in the United States,” Rudnick said. “In return, they can best advocate for the students, schools and communities they will serve as professionals.”
Dr. Elizabeth King, assistant professor in the child and family development department, added the college’s efforts to increase diversity requires continuous engagement.
“If we’re doing it right, it’s not an initiative,” King said. “It’s sustained, active work in every space we hold.”
Missouri State University’s College of Education (COE) teacher candidates will soon connect with peers as far as North Africa through a program sponsored by the U.S. Department of State. The Virtual Exchange for Teacher Candidates program is made possible by a grant from the Stevens Initiative.
“The Stevens Initiative is an international effort to build global competence and career readiness skills for young people in the United States and the Middle East and North Africa by growing and enhancing the field of virtual exchange,” a press release states.
Missouri State is one of only 17 grantees to receive funding for a virtual exchange program.
The Virtual Exchange for Teacher Candidates, in cooperation with Moroccan Regional Centers of Education and Formation, will build inclusive teacher education curricula that supports future teachers from Morocco and the United States as they learn with and from each other.
The program will launch during the fall 2020 semester. The project’s coordinator is Dr. Jennice McCafferty-Wright, an assistant professor in the childhood education and family studies department.
“The largest component of the project, an eight-week series of student dialogues, will be ready for students in our elementary social studies methods courses in September,” McCafferty-Wright said. “Other components of the exchange, such as an international colloquium series, will be open for the entire COE community. We’ll add more exchange features as the project grows.”
While traditional, in-person exchange programs have been canceled, programs such as MSU’s will be a sustainable and accessible global learning tool.
McCafferty-Wright said participating teacher candidates will build critical cultural understanding and literacies, as well as a commitment to global education. The program will help students enter careers with international, professional relationships to create their own virtual exchanges.
“Teaching requires an understanding of the world. Connecting with teacher candidates in other parts of the world helps us better understand ourselves and our place in the world as educators,” McCafferty-Wright said. “Additionally, students with educators who teach for global understanding are better prepared for critical civic engagement in a diverse democracy.”
Created in 2015, the Stevens Initiative is committed to expanding the virtual exchange field through three pillars of work: investing in promising programs, sharing knowledge and resources, and advocating for virtual exchange adoption.
The Virtual Exchange for Teacher Candidates is supported by the Stevens Initiative, which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates.
