Reading, Foundations and Technology Blog

Strengthen your community: Bears for Equity and Belonging teaches about equity literacy

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Understanding the importance of equity is essential for building an inclusive community. 

The workshop series Bears for Equity and Belonging teaches about equity and why it’s necessary.  

“Bears for Equity and Belonging was developed to help foster inclusive, equitable and just classrooms, schools and communities,” said Dr. Dennis L. Rudnick, assistant professor and dean’s diversity fellow in the department of reading, foundations and technology at Missouri State University. 

Dr. Paul Gorski, equity and justice researcher, will lead the four workshop sessions. There will be three virtual sessions and one in-person session. Each session is free to attend. A 10-hour Certificate of Completion is available. 

Bears for Equity and Belonging is presented by the College of Education and the Educator Preparation Provider Council. The first session begins Sept. 30.

The Workshop Series 

Each of the four sessions delves into different topics relating to equity literacy.  

Sept. 30: Embracing and Enacting a Transformation Vision for Equity 

Oct. 28: Equity and Poverty 

Feb. 3, 2023: Equity and Race 

Mar. 24, 2023: Equity – From Theory to Praxis 

For more information, visit the Bears for Equity and Belonging website. 

Register for the workshops

About Paul Gorski  

Paul Gorski.Gorski is the founder of the Equity Literacy Institute and EdChange. He earned his PhD in educational evaluation at the University of Virginia.  

He taught for 15 years at several different universities. He has over 20 years of experience helping educators and other workers strengthen their equity efforts. 

Gorski has published over 70 articles and contributed to twelve books about various aspects of education equity. 

He is also a published poet and a black belt in taekwondo, and loves spending time with his cat, Buster. 

Learn more about Paul Gorski

Removing barriers for teachers in training

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Certified teachers are needed in many schools in Missouri right now.  

College graduates with a bachelor’s degree can earn a Master of Arts in Teaching (MAT) to become a certified teacher. But, it can be difficult to turn down or leave a full-time job to earn a master’s degree.  

MSU recently shifted their MAT coursework completely online. Now, students can earn their master’s degree while working full-time or while working in the classroom with a provisional teaching certificate.  

“With an online program, we’re able to work around barriers while maintaining an academically rigorous program,” said Dr. Pamela Correll, program coordinator for the MAT. “Students are accomplishing two huge milestones with the MAT – a master’s degree and teacher certification.”  

The MAT program is among five MSU online master’s degrees ranked in the top 10 across the nation.  

Teachers in training  

A provisional teaching certificate gives students the benefit of a full-time job and allows school districts to fill vacancies two years earlier.     

“A student can work through our teacher certification office to gain a provisional teaching certificate from the Department of Elementary and Secondary Education (DESE). After that paperwork is processed, they can begin working in the classroom,” Correll said.  

Students who want to earn their MAT can complete the program from anywhere in Missouri.  

“The 75 hours of required observation and student teaching are completed in the school where they are working,” Correll said. “So, they’re earning a salary and are considered to be the teacher of record while they earn both a master’s degree and their regular teacher certification.”  

Creating a plan  

The MAT program is designed to be completed in two years. Mary Bohlen, academic advisor in the College of Education, works with students to create a plan that is suited to their needs.  

“This program is responding to the question ‘what does the world we live in require from us?’ And then, ‘how can we offer that to students?’” Bohlen said.  

“We need a lot of great teachers in this state, and this program works hard to remove obstacles that keep people from becoming great teachers.”  

Explore the MAT program  

Dr. Kewman Lee featured in Mind’s Eye magazine

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Dr. Kewman Lee studies modern communication to understand language development. His most recent research into spontaneous language creation in global online spaces is featured in the 2022 issue of Mind’s Eye.   

The full story is available on the site now.  

Here is an excerpt:  

In his research, Lee observed a website called Asianfanfics.com. Here, Korean pop music (K-pop) fans write and share stories about K-pop icons and celebrities. 

“Contributors create their own social language spontaneously. There is intrinsic motivation to learn the language to become an insider of the group,” Lee said. “It is quite similar to the history of the development of language thousands of years ago.” 

The conditions for this modern, spontaneous social language creation are unique. 

“English speakers use the translanguaging of English and Korean or the K-pop social language. Some Spanish speakers or Japanese speakers also mix their language using Japanese and Spanish words,” Lee said. “They’ve created their own standard of reading and writing.” 

Read the full story  

Congratulations, Dr. Lee!  

Filling in the gaps of technology education in our community

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With technology becoming a vital part of our day-to-day lives, it is easy to take basic tech skills for granted.  

Earlier this year, students in Missouri State University’s College of Business identified the need for basic technology skills and access for women who were recently out of situations of domestic abuse.  

Now, Annice McLean and Dr. Ching-wen Chang, faculty in Missouri State’s department of reading, foundations and technology (RFT) in the College of Education, are volunteering their time to help women gain the skills they need to get back on their feet.  

Acknowledging a need 

The project began as an assignment for MGT 440, leadership and development skills: identify a need in the community and offer a solution.  

The students focused their problem-solving skills on safe houses, or places women find shelter and support after leaving a domestic abuse situation.  

“What this project determined is that there was a gap in access to and use of technology,” McLean said. “This can be a hindrance to women finding gainful employment and pursuing further education.”  

Finding volunteers 

Van Oswald, one of the students on the project, reached out to the RFT department, hoping they could volunteer their time to provide technology education to women in need.   

McLean and Chang were some of the first faculty members who became aware of this project.  

As they met with the safe house coordinator, they realized the necessity to limit the number of people involved to maintain confidentiality for the women in the safe house.  

“We were excited about it and thought it was definitely a need. So, we volunteered to be part of the project,” McLean said.  

A unique curriculum 

The course that McLean and Chang are offering to the women is different from your typical introductory computer course.  

“The goal was to design a course that meets the needs and goals of individuals,” McLean said. 

The two teachers started with a list of basic information they thought would be relevant to anyone new to computers.  

As they began meeting, they gained a better understanding of the specific needs of each woman.  

“It could be anything from email, how to do a Zoom meeting, how to online shop or lessons on security,” McLean said. “It could even be about using online games to help reduce stress or accessing homework sites to help kids with online learning.”  

The best thing they could do was create a flexible plan that could help each woman reach her goals.  

“They just want something relevant to them – they need to find a job, finish school or manage their online banking,” Chang said. “So, we change the curriculum to help them do what they want to do.”  

Teaching and learning

McLean and Chang use technology quite frequently in their work, but they could still relate with the struggle of learning new technology. “I think back to the first time I was going to have a Zoom meeting,” McLean said. “I was fearful it wasn’t going to work.”  

Having worked with the women several times throughout the semester, McLean and Chang felt everyone took something away from the lessons.  

“I felt like we helped the ladies. I also felt like I gained something from them as well – an appreciation of their attitudes and positivity,” McLean said.  

Inspiring awareness  

McLean and Chang hope that what they have started won’t end here.  

“I think our ultimate goal is to make it more seamless for the ladies – more convenient for them and their schedules,” McLean said. 

In the future, they hope to be able to provide more permanent access to computers and the internet. So far, they have been borrowing Chromebooks from the university for each session.  

“When we finish the class, we leave with the Chromebooks,” Chang said. “But hopefully, if this goes on, we may be able to work on a grant to buy some.” 

They also hope that their work will bring more awareness to others who may be struggling with access to technology or technological skills.  

“Maybe if other people hear about this, they will contact us, and we could set up some other opportunities for something similar,” McLean said. 

Contact Dr. Ching-wen Chang for more information.   

Contact Annice McLean for more information.   

Learning About Literacy

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Teaching kids how to read might seem pretty straight forward. Teach them the alphabet. Teach them words. Teach them sentences. You’re done, right?  

Not exactly. 

Reading can be one of the most challenging things students face. Not everyone naturally picks it up. It doesn’t always come quickly. 

The graduate certificate in literacy works to teach teachers strategies to help students pick up reading and writing effectively. There are specific courses within the program that teach different strategies for different types of students.  

How do special education students learn to read and write differently? When does a student’s difficulty reading and writing mean other explanations need to be explored? How do teachers assess student’s literacy success? How do teachers implement diversity into their literacy instruction? 

These are only a few of the topics the graduate certificate in literacy tackles. 

“Teaching literacy is important because literacy is the makeup of students’ comprehension, writing skills, and overall skills in communication,” Lauren Floyd, a current accelerated literacy graduate student said.

“When learning about the different barriers that are faced for students who struggle with literacy, I recognize that these are issues that are so commonly seen.” 

Students who enter into the graduate certificate program can expect to take away invaluable skills in teaching literacy. With only 12 hours of classes required, students can finish this certificate in less than a year and place themselves at a competitive advantage over their peers entering the field. 

There are no specific “required” courses students must take either. Each education student can choose three of the classes from the 13 offered. This allows for tailored studies and ensures students are learning what will be most useful to them in the future. 

“Not only are these courses preparing me for a future as a special reading teacher,” Floyd said. “They are also preparing me to be aware and mindful as a teacher in the everyday classroom setting.”