A Teaching Adventure
Approximately 33 miles north of the Arctic Circle on Alaska's western coast, 550 miles Northwest of Anchorage at latitude 66.8972° N, and longitude 162.5856° W, in a town called Kotzebue, Alaksa is where Stephanie Kelly has decided to begin her teaching career. Stephanie graduated from the UITE's Elementary Education program spring semester, 2015. Having student taught at Emerson Elementary in the Salt Lake District, Stephanie learned how to integrate engaging curriculum and motivate a class of first graders. With excitement for a new adventure, Stephanie accepted a teaching position in Alaska. After saying her goodbyes to family and friends and three plane flights later, she arrived in Kotzebue at the end of July. Before her new students arrived for the first day of school, Stephanie attended a week-long Culture Camp via a 30 minute bush plane ride where she learned about the Inupaq people, geography, history, animals, and vegetation of the area. A new adventure is an understatement. Since arriving in Alaska, she's seen reindeer, seals, puffins, and a bear skull. She's picked berries, drank tundra tea, eaten the kidney of a reindeer, and the Elders have taught her how to use a ulu knife. She's learning how to make mukluks and is finding mammoth teeth on her walks around Elephant Point. We wish Stephanie well in her new teaching career and can't wait to hear more about her adventures and what she is learning!
UITE Faculty Spotlight
Sorensen, L. J., & Woltz, D. J. (2015). Transforming Response Time and Errors to Address Tradeoffs in Complex Measures of Processing Speed. Learning and Individual Differences, 40, 73-83.
|An experiment evaluated a transformation of response time (RT) into response rate adjusted for errors (RRAdj) for its ability to accommodate different speed-accuracy tradeoffs (SATs). Participants solved 2-step arithmetic problems under instructional conditions that emphasized speed versus accuracy of responding. RT and error variables were transformed using RRAdj and three additional computations to determine which better equated performance scores under the two tradeoff|
|conditions. Effective adjustment for SAT strategy was evaluated by the equivalence of predictive relationships with other variables, regardless of SAT instructional set. Of the scoring computations compared, RRAdj alone equated performance in the tradeoff conditions, and it was optimized when accuracy was adjusted for guessing. Thus, in certain multistep cognitive tasks, incorporating RT and error data in the RRAdj computation could at least partially adjust for differing SAT strategies and embody additional meaningful variance compared to the commonly used RT for correct responses.|
Honoring our 2014-2015 Career Mentor Teacher Awardees
Ken Dilley, Granite Park Junior High School, Granite District
Jessica Sellers, Westbrook Elementary, Granite District
UITE and SPED meet with future licensure students as a part of Red, White, and U 2015!
College of Education Student Research Fair
|College of Education - Salt Lake Community College - District Partnership's|
|Teacher Recruitment Scholars (TRS) present at the 2015|
|National Association of Multicultural Education (NAME) Conference!|
Their presentation, Bravery and Hope: Continuing the Legacy was attended by members of the U of U, Salt Lake Community College, and District Partners!
Get REAL! Responsive Education for All Learners
Mary D. Burbank receives Sorensen Legacy Award
Assistant Dean and UITE Director, Mary D. Burbank receives Sorensen Legacy award to examine teacher education's role in preparing future teachers who value and enact teaching practices with linkage across the curriculum including but not limited to: fine arts, mathematics, and science with ties to technology and engineering. While curriculum integration is essential for all learners, the unique needs of children with disabilities and those learning English require specialized curricula and experiential learning that meet the vibrant characteristics of these students.
Get REAL! provides beginning teachers with classroom-based training using curricula and technology-informed simulations and modules with multimedia explorations for all students in Pre-K-6 classrooms. A partnership with the Elizabeth Academy will provide preservice and inservice teachers with dedicated professional learning experiences.
University of Utah Teacher Education Program Accorded National Accreditation
The University of Utah Teacher Education Program has formally received national accreditation
through the Teacher Education Accreditation Council (TEAC).
This is the first time in the history of the College of Education that the UofU has sought and received national recognition for the rigor and quality of its teacher education program which is designed and implemented through the Urban Institute for Teacher Education and the Department of Special Education in partnership with the four departments in the College of Education, six U colleges, the Utah System of Higher Education, the Utah State Office of Education, and school districts throughout Utah. Read More...
A College-Wide Commitment to Urban Teacher Education
The Urban Institute for Teacher Education, in conjunction with the four departments in the College of Education and academic colleges throughout the University of Utah, prepares undergraduate and graduate teacher candidates in early childhood, elementary, and secondary education. Through a college-wide core curriculum future teachers acquire the knowledge and skills in areas that include : school-family partnerships, multicultural education, educational law, assessment, special education, classroom management, and educational research. Classroom and community experiences through practica and service learning focus on issues of equity, access, and social justice for contemporary students, teachers, and families.
The Urban Institute for Teacher Education is currently in partnership with several programs, clinics and research centers that will become part of the new Beverly Taylor Sorenson Arts and Education Complex. These include The Center for Integrating Arts into Academic Learning in conjunction with the College of Fine Arts; The Center for Math and Science Education in conjunction with the College of Science; the Utah Education Policy Center; the Masters in World Languages Program and the English as a Second Language Endorsement Program in conjunction with the College of Humanities, the College of Education Reading and Literacy Center, the University of Utah Reading Clinic; the Eunice Kennedy Shriver National Center for Community of Caring; the Center for Applied Technology in Education; and a college-wide focus on k-16 education for students from ethnically and culturally diverse families as a coordinated effort with the College of Education's partnership with the University Neighborhood Partners (UNP) program.