School of Education faculty and students are energized by the direction the School is taking and the possibilities that these are presenting for us. These are evident, for example, in our goal to transition to a true graduate and professional school, with all that this identity connotes: improved scholarship and training with excellence that is recognized both regionally and nationally. The new Department of Counseling and Human Services is both a manifestation of this commitment and an important vehicle for advancing these goals.
Student Success Partnership Begins 9th Year working with Foster Youth
The Student Success Partnership has begun its 9th year working with foster youth. The year began with a successful Summer Success Academy serving over 50 foster youth. In August, we co-hosted a college and career conference for about 200 foster youth, unaccompanied minors, and homeless youth from the San Bernardino County. A special thanks goes to the graduate students of Dr. Angela Clark-Taylor who provided creative, hands-on workshops at this conference.
Richard Boutwell, social science teacher, shares his journey in the Curriculum & Instruction Master’s program and his philosophy on the necessity for individualized education.
The original intent behind my perusing a Master’s degree in Curriculum and Instruction was to move up the district payscale. As I progressed through the program, however, it became apparent that the intellectual inquiries posed by the School of Education professors captivated, intrigued, and stimulated my desire to become more affluent in the field of education. In the time that I have spent in this program, I now understand why so many educators throughout the Inland Empire have spoken highly about the credential and master's degree programs at the University of Redlands. This program has enhanced my skills as an educator and improved my overall understanding of this country’s public education system.
Since the implementation of No Child Left Behind, it has become increasingly difficult to find a public school in the United States that is not focused on the statistical output of their students. This increased focus on student performance has dehumanized K-12 students. It has turned them into assembly line made products valued only by the usefulness measured in their performance on standardized tests. The role of the teacher in this factorization of student performance has turned teachers into the assembly line workers. They are watched, judged, and critiqued by their factory boss, ensuring that their product is adequately assembled to maximize their future profits.
Our very own Kristin Brooks, first year doctoral student in the School of Education, served as a steering committee member and presenter for the 3rd Annual Inclusion Collaborative State Conference.