w w w. e d u c a t i o n . u a l b e r t a . c a
KEEPING ALUMNI CURRENT
SPRING/SUMMER EDITION 2006
Making a
VOLUME 8
Difference
at the Top High School in Canada
Bruce Coggles ‘72 BEd, ‘75 BA
Where the Bears Roam
A Man of Conscience
Helping Students
Today and Tomorrow
NUMBER 2
The Orange is the Faculty of Education’s
alumni magazine. Published twice a year
by the Faculty’s Office of External Relations,
The Orange is distributed to alumni, friends,
faculty, students and staff.
Greetings
D e a n of Education
Fern Snart
from the
D i r e c t or of External Relations/Editor
Dean
Michele Shea
A s s o c i ate Editor
Dawn Ford
G r a p h i c Design
Creative Services
Contributing writers and photographers
Dawn Ford, Heidi Julien, Gordon McIntosh,
Sean Mowat, Scott Rollans, Michele Shea,
Richard Siemens, Fern Snart
Send your comments to:
Office of External Relations
Faculty of Education
University of Alberta
4-107 Education North
Edmonton, AB T6G 2G5
Tel: 780.492.7755
Fax: 780.492.0155
E-mail: [email protected]
This academic year has been a rich one indeed for the Faculty of Education.
The Faculty’s Office of International Initiatives was opened July 1st to coordinate and build
upon the broad base of international work within the faculty. We have a responsibility as a
Faculty of Education to ensure that every student understands teaching and learning within a
global context, and the range of multicultural learning needs in their future classrooms. This
office will play an instrumental role in facilitating that.
Two new department chairs were appointed in the faculty: Joe da Costa in Educational Policy
Studies and Elaine Simmt in Secondary Education. We also welcomed back Dianne Oberg as
Chair of Elementary Education. We are extremely fortunate to have such talent in all of our
department chairs.
The Aboriginal Teacher Education Program (ATEP), an off campus collaborative degree completion program (years 3 and 4), began a program through Maskwachees Cultural College in
Hobbema in September. This student group is in addition to those studying through Northern
Lakes College in Slave Lake and Grouard. Our second program through Blue Quills First Nations College will begin in September 2007.
The faculty held a successful and informative Reunion Weekend 2005 and we were pleased
to have a number of alumni return to campus; some after more than fifty years! Reunion
Weekend is a wonderful time to be on campus and I encourage those of you whose graduation
year ends in a “1” or “6” to consider participating in this year’s reunion weekend activities
planned for September 28th through October 1st. We would love to see you at the Faculty of
Education’s events.
Publications Mail Agreement
No. 40063579
Return undeliverable Canadian addresses to
Circulation Dept.
Office of External Relations
Faculty of Education
University of Alberta
4-107 Education North
Edmonton, AB T6G 2G5
E-mail: [email protected]
As I complete my first academic year as Dean of the Faculty of Education and as we develop the
University of Alberta’s vision, mission and academic plan under the guidance of President Indira
Samarasekera, I can report that our future as a university and as a faculty is a promising one
indeed, filled with energy and optimism. We have much to be proud of and I know that you
share my pride in the faculty and your alma mater.
I hope as the warmer months begin to roll out before us you will sit back and take a moment to
enjoy this issue of The Orange.
I encourage you to stay in touch and to come back and see us when you can.
Fern Snart, ‘79 PhD
Dean
KEEPING ALUMNI CURRENT
SPRING/SUMMER EDITION 2006
VOLUME 8
NUMBER 2
COVER STORY
14Making a Difference at the Top High School in Canada
A profile of Bruce Coggles (’72 BEd, ‘75 BA), Principal of
Jasper Place High School in Edmonton.
FEATURES
4 Just Do It
he Faculty of Education is leading the way with its
T
international activities under the direction of George
Richardson (‘73 BA, ’76 Dip(Ed), 77 MA, ’98 PhD).
8 Research Profile:
Ali Shiri
Dr. Shiri has already made a name
for himself since joining the U of A
more than a year ago.
6 Where the Bears Roam
A look into the pedagogy of Guy Lefrançois (’66 PhD) and how
his rural upbringing was the inspiration behind it.
13 Helping Students Today and Tomorrow
Shane Gauthier (’98 BEd, ‘04 MEd) talks about his motivations
for establishing two awards in the Faculty.
18 A Man of Conscience
12 Not the
Retiring Type
Anne
Brailsford (’72 BEd, ’81
MEd, ‘85 PhD) shows no signs of
slowing down with her work in
balanced literacy.
ore than 60 years ago Professor Emeritus John Bergen
M
(‘67 PhD) faced a test of conscience and took a brave
stand for his beliefs.
DEPARTMENTS
10 Reunion Weekend 2005
21 Class Notes
22 Reunion Weekend 2006
16Insuring a
Better Future
Bruce Monkhouse (‘78 BA,
‘83 MA, ‘85 PhD) is helping to
establish a Professorship in
Educational Psychology.
PAGE
THE ORANGE I SPRING/SUMMER 2006
JUST DO IT:
EDUCATION FACULTY ‘POSTER CHILD’
FOR GLOBAL APPROACH
by G eoff M cM aster
Aside from University of Alberta International,
it’s hard to find anyone on campus who
pursues international connections in a more
focused way than the Faculty of Education.
Last July it opened an office devoted to
internationalization, not so much to drive
initiatives overseas as to organize and provide resources for work that’s been going on
for years.
“They definitely have been a real leader on
this campus,” said Rae McDonald of U of A
International. “They have had a very good
outward approach. One of the things that
gets investment in the world is the development of capacity for education. And from
after the Second World War, the U of A has
been involved in projects from the education
side.”
The university’s involvement in building
education systems in developing countries
began in Korea in the 1950s, with more than
800 school administrators training at the U
of A. It soon spread to Thailand in the 1960s
and 1970s, and China in the late 1970s. The
faculty now also has strong links with Africa,
New Zealand and Mexico.
It doesn’t hurt that the faculty has a strong
international profile as one of the first education faculties in Canada, and the first to offer
doctorates. For several generations, alumni
from overseas have returned to positions of
leadership in their respective countries.
“So we have unbelievable alumni around the
world who are connected,” said McDonald,
adding that the children of those alumni
have been arriving here in large numbers to
study, because of the U of A’s reputation and
the loyalty of its graduates.
Dr. George Richardson, ‘73 BA, ’76 Dip(Ed),
‘77 MA, ’98 PhD, Coordinator of the Faculty
of Education’s new Office of International
Initiatives, estimates there are more than 40
faculty members involved in some degree in
international work. “The more you delve into
it the more you realize there is just an awesome array of talent here,” he said.
Not surprisingly, much of the faculty’s
international work is in China, a rapidly transforming society whose economy is poised to
become the strongest in the world.
“They realize their traditional approach,
which really is knowledge-and-content
heavy, wasn’t really working in a modern
knowledge economy,” Richardson said.
“What they want to do is move to a teaching style where students are encouraged to
engage in inquiry and think critically, rather
than simply respond with rote knowledge.”
Richardson is involved in a Canadian International Development Agency project aimed at
developing four distance-education courses
for 360 high schools in remote areas of Western China. The schools will take advantage
of a satellite network donated to the country
by Hong Kong billionaire Li Ka-shing, former
owner of Husky Oil.
He explains, “The project is managed by
Agriteam, a Calgary-based consulting firm,
and coordinated on the U of A’s behalf by
University of Alberta International. The project team is producing curriculum materials
for science, English as a second language,
student-centred learning and curriculum
leadership.”
“It’s a fascinating experiment, a culture
change,” said Richardson. “We spent a week
in the field talking to principals about their
concept of leadership and management. The
idea is to shift the role of the principal as a
manager…making them more instructional
leaders.”
Drs. Jim Parsons, Tara Fenwick and Joe
Wu have also been working for a number
of years with Hebei province, to provide
elementary textbooks for English as a second
language. Their textbook is one of 10 officially approved by Beijing for use across
China. Wu has provided textbooks for junior
high students, and has also been involved
in training teachers there in a more studentcentred approach.
But in addition to the Chinese connection,
the faculty is also striking partnerships in Aboriginal education, with a faculty exchange
agreement with Massey University in New
Zealand “to really take advantage of the best
in Indigenous scholarship.” That link is partly
led by Dr. Makere Stewart-Harawira of the
Department of Educational Policy Studies, a
Maori scholar who joined the U of A in 2004.
In Africa, Dr. Ali Abdi runs three projects: one
involves helping the eastern Cape area of
“The more you delve into it the more you
realize there is just an awesome array
of talent here.”
South Africa transform its curricula, another
in Somalia is helping reconstruct an education system destroyed by civil war, and a
citizen education project in Zambia is contributing to “the overall process of democratization in Africa,” Abdi said. “It’s education
for political emancipation. Although there
is a democracy in name, there’s not much
happening for the public. Without education,
nothing will move forward.”
The faculty is also making headway in
Mexico and Bavaria, mainly setting up
exchange programs for faculty and school
teachers.
A major goal for the future is to increase
student participation in exchange programs.
The faculty has recently established an
arrangement in which students who have
completed practicums can get additional experience overseas. Initial talks are underway
to establish an exchange agreement with a
Korean university.
Dr. George Richardson co-ordinates the Faculty of Education’s Office of International Initiatives.
The faculty is seen as a leader on campus in international affairs.
“The aim is to include some sort of
overseas placement for every student
who wants it.”
“The aim,” says Richardson, “is to include
some sort of overseas placement for every
student who wants it. For me, that would be
a major accomplishment.”
“It’s the best aspect of globalization,” he
said. “It can have its problematic aspects
and certainly does. But this kind of international exchange, intercultural dialogue, takes
advantage of our best abilities and brings
forward some of the best work.”
Reprinted with the permission of Folio.
Last December, the Office of International Initiatives hosted a gathering of
visiting scholars in the faculty. Nine of
our visiting scholars were able to attend,
with eight representing various regions
in China and one from Japan. Some had
only recently arrived in Canada, while
others were scheduled to leave as soon as
January 2006. The occasion, an informal
celebration of the festive season, offered
the opportunity to meet, exchange
stories about experiences in Canada, and
share food.
PAGE
THE ORANGE I SPRING/SUMMER 2006
Where the Bears Roam
Inside the Pedagogy of Guy Lefrançois
by D awn F ord
“Most of my books are a little deceptive. At first
glance, they might even appear a little mickey mouse.
A lot of professors would reject such books out of
hand, but the level of conceptual complexity is deeper
than realized.”
Bears, wild cows and aliens roam the pages of
Guy Lefrançois’s books. He credits much of his
imagination to a rustic upbringing that included
a one-room cabin without electricity and a
father who taught him to love books and learning. Lefrançois, honorary professor at the Faculty of Education, is known as an avid adventurer
and acclaimed writer whose wit and words have
been unearthing the complexity of educational
psychology for over twenty-five years.
Creative, quirky and occasionally bordering on
the absurd, Lefrançois’s writings have a way
of luring even the most hesitant of readers.
For example, in the following excerpt from his
Theories of Human Learning, he enlists the narration skills of Kongor, an extraterrestrial from a
planet on the rim of the third solar system.
“In the space between waking and sleeping, the human mind is easily deceived;
it responds to the unreal as though it
were real; occasionally it assumes that
reality is a dream. Thus, I was not particularly frightened when I felt a gentle
tug at my foot, and looking down, saw
an extremely strange little creature.”
According to Lefrançois, introductions are a
pedagogical and motivational device meant
to help readers move beyond the complex nuances of academic text.
“Most of my books are a little deceptive. At
first glance, they might even appear a little
mickey mouse. A lot of professors would reject
such books out of hand, but the level of conceptual complexity is deeper than realized.”
Beginnings ripe with imagination are as much
a part of Lefrançois’s writing as his classroom
style of instruction. After graduating from the
University of Saskatchewan with a BEd in 1963
and an MEd in 1965, Lefrançois taught both
elementary and high school in rural Alberta.
After obtaining a PhD from the University of
Alberta in 1966, he became a professor in
Educational Psychology where his unique style
of teaching echoed throughout the faculty’s
halls, literally.
“My first class of the year always involved firing
a cannon made for me by one of my students.
It was a very small, fully functional cannon, and
I would tell stories and talk about the course
while I loaded it with a bit of gunpowder and
a rubber eraser. At the end of the class, I would
fire the cannon at the wall. A puff of smoke
and a bang and usually some clapping and
cheering and then I would give students as one
possible assignment, the task of writing about
why a professor would begin a class by firing a
cannon,” says Lefrançois.
A unique teaching style comes naturally for
Lefrançois whose father was a teacher for 41
years. Guy recalls a one-room school house
bursting to capacity with students, many of
whom spoke only Cree or French Métis. He
remembers vividly his father’s many ways of
introducing a subject.
“My father often began lessons with statements like, ‘suppose you have a wild cow’,
a rich word, ‘suppose,’ pregnant with implications,” says Lefrançois. “He knew how
important teaching is and he was proud to be
a teacher.”
Along with school-yard anecdotes some
of which include prowling bears and frigid
outhouses, Lefrançois tells of surviving long,
isolated winters by hauling water and wood
“When I decided to write, I had been teaching
at the university for about three years. I saw
the opportunity and need to write text books.
I flipped a coin…heads I would write novels,
tails I would write text books.”
Tails won and so did the field of educational
psychology. With over 40 publications including
translations in German, Spanish, Chinese, Italian
and Russian, Lefrançois’s writing career quickly
took him from the cannonic roar of his university lecture halls to negotiating with publishers,
often over the details of his ursine metaphors.
Bears are the common thread throughout his
series of Psychology for Teaching, first written
in 1972 and now in its tenth edition. In the
preface to each edition, he explains the reason
for his furry guests.
“When I decided to write, I had been teaching
at the university for about three years. I saw the
opportunity and need to write text books. I flipped
a coin…heads I would write novels, tails I would
write text books.”
in 50-below weather, of listening to Foster
Hewitt’s Hockey Night in Canada on a batterypowered radio, and of reading by the light of
coal oil lamps. It was there that he garnered a
love of books.
“My father was also the local librarian. Once
a month we would get a big wooden box
filled with books someone from a library in
Regina had picked out. I would read anything
and everything. If I misbehaved, I was sent
into the school basement where my dad kept
these books. The basement had no light, but
it did have one tiny window. So instead of
spending an hour or two contemplating my
sins, I would crawl up on a dirt ledge by the
window and read.”
Whether or not window ledges and dank
basements inspired his first dally with words,
Lefrançois recalls wanting to be a writer since
he was a young boy. And by age seven, he had
penned his first poem “About my Rat.”
“A bear strutting through the pages of a serious textbook was a bit of a jolt. It broke the
tedium of uninterrupted academic content;
it sometimes made readers smile – or even
laugh. And it didn’t detract from the serious
“nuts and bolts” of the chapters. So the bear
continued in all later revisions.”
“The bear metaphor was invented as much
by readers of earlier editions as by me,” says
Lefrançois. “ Some of these readers have
decided that the bear is a metaphor for a
teacher, or perhaps for teaching. Others
reached different conclusions. All are correct;
inventions are never flatly wrong.”
Whatever their purpose, Lefrançois’s creations
attest to his own philosophies about teaching
and learning.
About my rat
“So much of good teaching is keeping people interested and attentive. Whether the beginning of
a book or a lecture, that’s where it’s at. If a good
pedagogue combines a good story with humour,
students will be engaged,” says Lefrançois.
you may be proud of your dog or maybe your cat
or still your frog
Dawn Ford, ‘00 BEd, is the Faculty of Education’s
Director of Communications.
but you can’t beat my rat
PAGE
THE ORANGE I SPRING/SUMMER 2006
Research Profile of
Dr. Ali Shiri
School of Library and Information Studies
by H eidi Jul ien
After only a year and a half in the Faculty of
Education, Dr. Ali Shiri has already put down
strong research roots. The School of Library
and Information Studies was fortunate to recruit Ali in July 2004, fresh from his doctoral
studies in Information Science, Department
of Computer and Information Sciences, University of Strathclyde, Glasgow, U.K. While
pursuing his PhD, he worked as a tutor in the
MSc Information Management Program and
as a project officer for the Glasgow Health
Information Gateway. Ali also worked on
a number of funded digital library projects
as a senior researcher at the Centre for
Digital Library Research at the University of
Strathclyde until taking up his position at the
University of Alberta.
For his PhD dissertation, Ali investigated how
thesaurus-enhanced search interfaces can
improve information retrieval, specifically
from large online bibliographic databases
in the domain of agriculture and veterinary
sciences. His main areas of interest are
information and knowledge organization,
the subject approach to information retrieval,
and user-centered evaluation of knowledge
organization tools.
Ali has both a BA and an MA in Library and
Information Studies from the University of
Tehran. Prior to beginning his PhD program, he worked as a cataloguer, indexer,
resource organization officer, database search
specialist and researcher in Tehran, as well
as a lecturer at Alameh Tababaei University. The theoretical work for his doctorate and
academic publications has been balanced
by practical work in the area of health
information and digital libraries, giving Ali
a well-rounded understanding of the issues involved in organizing and accessing
information. These interests are key areas in
library and information studies.
Ali has already secured a research grant from
the Faculty of Education (Support for the
Advancement of Scholarship) to fund a study
titled “Application of Knowledge Organization
Systems in Canadian Portals, Gateways and
Digital Libraries.” The purpose of this research
was to investigate the ways in which Canadian digital library collections have made use
of knowledge organization systems.
In particular, the study explored the extent
to which the surveyed digital library collections have incorporated knowledge organization systems into their search interfaces.
The focus of this project was on academic
and governmental digital library collections.
Ali identified thirty-three digital library collections that have made use of knowledge
organization (KOS) systems. Twenty of the
collections were academic and the remaining
thirteen were governmental.
Among other variables, Ali analyzed sponsoring institutions, the type of KOS system used,
as well as whether the interface provides
bilingual subject access to the collection. His
evaluation of the interfaces to knowledge
organization systems showed that a variety
of methods and approaches have been
adopted to allow users to explore the subject
structure of the collections. The evaluation
also showed that searching, browsing and
navigation facilities as well as bilingual features call for improvements. This project is
making strong contributions to the following
areas: digital libraries, knowledge organization systems and services, and user interface
design. The findings provide insight into
the various ways of incorporating knowledge
organization systems into digital library interfaces to support users’ query formulation,
reformulation and expansion.
Ali’s teaching areas are complementary to
his research, and include Organization of
Knowledge and Information, Advanced
Topics in the Organization of Knowledge,
Digital Librarianship, and Cataloguing and
Classification. These interests make important contributions to the Master of Library
and Information Studies curriculum.
On the service front, Ali is already playing a
strong role. He is on the advisory board of
the Canadian Taxonomy of Human Services,
a project funded by InformCanada to develop a pan Canadian, bilingual taxonomy
of human services to be used by Information
and Referral Services across the country. He
also sits on the editorial advisory board for
the journal Library Review, published at the
University of Strathclyde.
Ali brought his family to Edmonton with
him; together they have been exploring the
city and have come to appreciate its many
amenities and multicultural atmosphere. Ali
reports that he’ll take Edmonton’s snow over
Glasgow’s damp any day! Ali’s colleagues at
the School of Library and Information Studies
are thrilled to have him on board and look
forward to sharing in his future successes.
Heidi Julien, ’83 BEd, ’94 MLIS, is an Associate
Professor with the School of Library and Information Studies.
On February 28, 2006, The Honourable Norman L Kwong, Lieutenant
Governor of Alberta, and The Honourable Iona Campagnolo, Lieutenant Governor of British Columbia,
met with representatives of the
Faculty of Education to learn more
about the faculty’s work in Aboriginal
education. The meeting provided an opportunity for several of our PhD students
and faculty members to discuss their
research and share information about
faculty programs such as the Indigenous Peoples' Education Graduate
Program and the Aboriginal Teacher
Education Program.
Dean Fern Snart, Dr. Delores Vanderway, Her Honour Mrs. Mary Kwong, The Honourable Norman
L. Kwong, The Honourable Iona Campagnolo, Sarah Pocklington, Shauna Bruno, Jeanette Sinclair,
Dwayne Donald, Dr. Lori Campbell.
PAGE
THE ORANGE I SPRING/SUMMER 2006
Reunion
Weekend 2005
The fourth floor lounge in Education North was alive with laughter and
conversation as alumni gathered to celebrate Reunion Weekend last Fall.
Reunion Weekend was recognized as an official event of Alberta’s centenary
celebrations, and in keeping with that theme alumni were treated to many visual
displays depicting campus life and teaching during the last century.
Dean Fern Snart was the keynote speaker at the Saturday brunch and gave an
overview of some of the exciting developments in the Faculty in the past year.
It was an absolute pleasure having so many alumni back on campus, and we hope
to see as many of you as possible at Reunion 2006 from September 28th to October 1st.
l Sk
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Dean Fern
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PhD & Dr
Professor
J.P. Das,
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Alan Bell, ‘53
BA, ’55 BEd,
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Stephen Leppar
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PAGE
THE ORANGE I SPRING/SUMMER 2006
11
Not the
Retiring Type
by S cott Rol l ans
Four years ago Anne Brailsford (‘72 BEd, ‘81
MEd, ‘85 PhD) cut the cake at her retirement
party and headed for Vancouver Island, yet
her days have not been spent quietly pottering around her garden.
Brailsford is best known as the architect of
Edmonton Public’s balanced literacy program,
a model designed to increase reading and
writing achievement of primary-aged students
and to provide teacher professional development on specific instructional strategies and
resources. Now a fixture in 120 Edmonton
schools, the program weaves together an
array of strategies for boosting reading and
writing skills. Its success has sparked interest
well beyond Alberta’s borders.
Brailsford took a bit of a circuitous route to
becoming a literacy guru. She moved to
Canada from England in 1967, and began
her Canadian career in rural Alberta. After
teaching everything from elementary to
senior high, she came to Edmonton Public to
work with hearing-impaired students.
While taking time off to earn a master’s
degree in educational psychology, Brailsford
discovered a new passion through the
U of A’s graduate reading clinic. She returned
to Edmonton Public as a reading specialist.
Brailsford immediately began looking for ways
to do things better. “Reading specialist has
traditionally been an assessment role,” she explains. “I wanted to turn it around so we’d be
working in prevention, not just assessment.”
In the early nineties, Brailsford worked in
paired reading with parents and children,
and noted a marked boost in the reading
levels of the children who took part. She did
peer projects with junior high students, pairing stronger readers with those who were
less able. She also performed teacher inservices, helping them find new ways to do
things in the classroom. “For instance, I realized that in our reading programs we could
not be using one book for the whole class.
Everybody doing the same novel study—and
it’s always novels, never non-fiction. I wanted
to change that.”
“We found when we matched what we were doing in
balanced literacy with a reading recovery program,
we had 100 percent of the children in those
classrooms achieving at or above grade level.”
Nine years ago, it all started to come together. The province was about to launch a
new language arts program, and Brailsford
was asked by an Edmonton principal to
help teachers deliver it. Over the course of
the summer, Brailsford mapped out what
she thought would be an ideal program. By
September, four schools had volunteered to
test it.
“That first year, we worked on using
multi-level reading programs with guided
reading,” explains Brailsford. “We looked at
integrating more word recognition and spelling work on a daily basis in the classroom.
We looked at a writing program. And we
looked at reaching as many children as we
could in the classroom. At the end of that
year, the children who had been in that program had done extremely well in reading.”
“In fact,” says Brailsford, “we found when we
matched what we were doing in balanced
literacy with a reading recovery program,
we had 100 percent of the children in those
classrooms achieving at or above grade
level.”
Word spread quickly. By the following
September, Brailsford had 18 schools lined
up to take part. “I didn’t invite people,” she
marvels. “They phoned me and asked, ‘Can
we join?’” Before long, she found herself
fielding calls from kindergarten teachers, plus
teachers in grades 4–6, and scrambling to
accommodate them all.
“That second year was probably my hardest
year. I was running an enlarged grade 1–3
program, and then I added on an in-service
for kindergarten teachers, and then I had a
pilot group of grades 4–6 teachers.”
On the basis of extensive research, Brailsford
built her program around in-servicing.
“Before I asked teachers to use a strategy,
I modelled it for them in the classroom. If
“Before I asked teachers to use a strategy, I
modelled it for them in the classroom. If I could
demonstrate with teachers in their classrooms,
then the next time they may feel they can
demonstrate it to me, or we’ll teach alongside.”
I could demonstrate with teachers in their
classrooms, then the next time they may feel
they can demonstrate it to me, or we’ll teach
alongside.”
“In a way,” Brailsford continues, “the program changed the professional development
model we had been using in the district,
which was largely in-service and then you try
it and phone me if you want to talk about it.
especially in the inner city schools,” she
marvels. “The kids in the inner city schools
have actually made more gains than the kids
in the other schools. They’re still not quite
at level, but they have made tremendous,
tremendous gains in reading and writing.”
With other reading specialists now carrying
her work forward in Edmonton, Brailsford is
enjoying the opportunity to reach even more
teachers as an author. Balanced Literacy in
Action, written with Jan Coles, is out on the
shelves, and she and Coles have just put the
finishing touches on a new multi-level reading program for grades 6–9.
One-shot in-services can raise interest, but
my desire was to get a sustainable in-service
model, where people can move from support
to independence. That’s one of the major
tenets of our balanced literacy program. We
teach strategies in supported contexts.”
If Brailsford’s pace has slowed slightly, she
shows no signs of stopping. “Literacy is a
great, passionate interest to me, and I expect
it always will be right through my life. I don’t
think I could ever give it up; I care too much
about it.”
Brailsford’s conviction in her methods has
been validated by the district’s own research.
“The results have been so encouraging,
Scott Rollans is an Edmonton-based freelance
writer and editor with a special interest in
education.
Helping Students
Today and Tomorrow
by M ichel e S hea
Shane Gauthier (’98 BEd, ’04 MEd) is currently living in a 3-dimensional world: as a
communications and research manager with
the Alberta government; a Harvard student
pursuing a doctoral degree in Management;
and an aspiring author of children’s books.
What might seem like a colossal undertaking
for most people, Shane handles each of his
pursuits with equaled, unbridled enthusiasm
and unwavering commitment.
This busy young alumnus credits the University of Alberta with providing the training
ground for his extreme multi-tasking abilities.
He says, “I served on the Graduate Students’
Association as the Educational Psychology
Representative for three years and thanks to
that experience, and others, I learned early
on the necessity of balancing school and
other commitments.”
Shane’s deep rooted belief in the U of A,
Continued on page 19
PAGE
THE ORANGE I SPRING/SUMMER 2006
13
Bruce
Coggles
MAKING A DIFFERENCE
at the Top High School in Canada
By Sean Mowat
Maclean’s magazine recently profiled
Edmonton’s Jasper Place Composite High
School as the top overall high school in Canada,
due in no small part to Bruce Coggles (’72
BEd, ‘75 BA) who has been the Principal at
Jasper Place (JP) for the past 11 years. The
Maclean’s article was inspired by William Ouchi,
a professor at the University of California, who
has studied over 228 schools and in his book
Making Schools Work proclaims Jasper Place
to be “the Swiss Watch” of high schools and
Bruce Coggles as “the perfect example of an
entrepreneurial principal”. Ouchi describes an
entrepreneurial principal as a principal who
focuses on student achievement and controls
every aspect of the school. According to Ouchi,
an entrepreneurial principal is an essential factor
in achieving a “top-flight” school and Bruce
Coggles proves this theory.
The Edmonton Public School Board expects
its educational leaders to keep students in
school and do whatever it takes to help them
complete their courses successfully. This
simply stated but difficult to achieve goal was
the foundation upon which Bruce and his staff
at JP built the most comprehensive school
program in the district.
“We took the district’s directive to mean that
every student deserves the same opportunities,
regardless of their ability or level of motivation,” says Bruce. “In order to help students be
successful and keep them in school there must
be a connection between what they are learning now and what they plan to do after high
school. We do everything we can to ensure our
students’ educational plans complement their
career plans.”
Bruce credits the Career Directions Program
developed at JP as being instrumental in
increasing student achievement and student
retention.
“Every grade 10 student along with his or
her parents sits down with a career directions
counsellor and together they try to identify
the student’s interests and aptitudes and what
the student might like to do after high school.
Once the student makes an informed decision
about a potential career path, goals are established to support the plan and help ease the
transition to post-secondary education or to
the working world.” Coggles adds, “Students
who can see a desirable end product to their
studies become more focused and tend to do
better in their courses.”
Career preparation for Jasper Place students
continues right through to graduation. Each
student maintains a portfolio that is monitored
by the school and the student to ensure goals
are being completed and the student is on
track for their post-secondary plan. In addition, students learn time management and effective study skills, attend sessions from several
speakers in various fields, and receive career
placements or job shadowing opportunities
that expose them to their desired careers. In
an award-winning and unparalleled Computer
and Technology Studies program, just to name
a few. Offering a wide variety of choices for
students seems to be working, as even students who exhibit high-risk drop-out behaviour
go on to graduate.
Bruce says, “Most recently we expanded our
music program to include guitar and it has
grown so popular that we now have seven
classes and need more. Students perform at
“In order to help students be successful and
keep them in school there must be a connection
between what they are learning now and what
they plan to do after high school.”
some cases students serve as interns with a
professional who serves as a mentor to guide
their studies. Coggles sums up the program
by saying, “Most students after graduation
have a clear picture of where they are going
and have received the required education and
skill sets to get there.”
“JP has always been a good school”, says Coggles when asked about the school’s reputation
prior to his arrival. He adds, “Unfortunately,
because we were considered a vocational
school, we did not always receive recognition
for our strong academic focus. Not only are
we the only school in the district that has both
the advanced placement and international baccalaureate programs, but our wide variety of
career and technology studies courses can augment a university bound student’s education
in ways that strictly academic schools cannot.”
Jasper Place High School was most recently
ranked fifth out of 17 other Edmonton high
schools in diploma exam scores.
Jasper Place strives to meet the needs and
interests of all students. Bruce says, “We offer
a wide variety of courses and programs that
keep students interested and keep them in
school, while providing the best educational
experience possible.” JP has a superb athletic
program, a state-of-the-art fitness centre, a
sports medicine program, a successful special
needs program, on-site distance learning, and
school concerts and some students are writing
their own music.”
Bruce says, “Jasper Place would not be as
successful as it is if it weren’t for its cracker
jack team of teachers and staff who have the
desire, commitment and the ability to do
whatever it takes to make the programs work.”
Bruce explains his primary role is “to hire the
best people possible and then provide them
with the vision and the resources to do what
is collectively agreed upon to be best for our
students.”
When asked for an example, Bruce says,
“When I first became Principal at Jasper Place,
the Special Needs Program was rather weak
and we quickly began working to improve it.
We decided to hire elementary school teachers
with special needs training because secondary
education teachers weren’t as strong in special
needs education at the time, especially when
it came to developing specialized reading
programs. The elementary school teachers
mentored the other teachers and in time the
program improved and enrolment increased to
the point where there are now over 400 special
needs students among the 2100 students attending Jasper Place, and they are in programs
designed to help them succeed and graduate
from high school.”
Bruce’s “students come first” philosophy seems
Continued on page 20
PAGE
THE ORANGE I SPRING/SUMMER 2006
15
Insuring a
Better
Future
Educational
Psychology
Professorship Will
Help Academics
Make a Difference
by Lois H ammond
Bruce Monkhouse, ’78 BA, ’83 MA, ’85 PhD,
sits across from “John Doe” in William Head
Institution, a minimum security prison near
Victoria, British Columbia. Years ago, John
committed a violent murder that made headlines across the country, but he’s no longer
the man he was then. Monkhouse is helping
John explore how his attitudes and beliefs
have changed, and how that will control
his behaviour. John is learning he is not the
crime he committed. He can get on with his
life, despite his past. With help, John will become one of the thousands of rehabilitated
ex-criminals who live a productive life.
It’s a common scene for Monkhouse, a
forensic psychologist who counsels prisoners
on the inside and on the outside after they’re
parolled. Monkhouse learned the treatment
he uses—Behavioural Cognitive Therapy—at
the University of Alberta while earning his
doctorate in the Department of Educational
Psychology. At the time, it was a new treatment, championed by the department head,
Harvey Zingle, (’56 BEd, ’60 MEd, ’65 PhD).
“John Patterson, (‘63 BPE, ’67 Dip (Ed), ’68
MEd), Jim Vargo, (‘68 BA, ’70 MEd, ’72 PhD),
and Henry Janzen were excellent mentors,”
recalls Monkhouse. “John had a private
practice in the Edmonton General Hospital
and a number of us interned there. The staff
was very supportive. Sometimes we’d just sit
around and talk about psychology and counselling. They made it personal, friendly, and
collegial, and that sticks with me to this day.
When I teach, I try to create the same collegial manner and environment of respect.”
“I think those of us who are doing well have
a responsibility to help the next generation
have the kinds of opportunities I had,” says
Monkhouse. That’s why he has generously
donated a $1-million life insurance policy to
fund a Professorship in Educational Psychology. Monkhouse will fund the policy with
annual premiums for 15 years—the resulting
charitable tax receipt he receives for each of
the premiums paid will provide him with a
tax credit that he may use to reduce any taxes
that are otherwise due. By working with the
University of Alberta Gift Planning Unit and his
financial advisor, Monkhouse has established
a charitable plan that meets his philanthropic
goal. “I am very much in favour of giving
back to the University because we’re going to
be able to educate more professionals who’ve
got access to quality teachers and research.”
“Counselling professionals can make a difference,” he says. “Clients and teachers I’ve had
come back and talk about the impact we’ve
had. That’s very energizing.”
Monkhouse’s first clients were troubled
teenagers in Edmonton group homes. He
has never forgotten their puzzling, tragic
contradictions. Thirteen year olds were
How the Monkhouse Gift Works
In 2004, Bruce Monkhouse purchased a life
insurance policy, making the University of
Alberta the owner and beneficiary. He will
pay annual premiums for 15 years.
Each year, he will receive a charitable tax
receipt for any premium paid into the
policy.
Upon his death, the insurance policy is payable to the University.
The proceeds will be used to endow a Professorship in Educational Psychology.
Examples of monthly costs for a
$100,000 Joint Last to Die policy:
Both Age 40 Both Age 50
Both Age 60
$60
$100
$165
Other Life Insurance Options
There are a number of additional opportunities in the use of life insurance as a giving
vehicle.
Options include:
Naming the University as the beneficiary only of a life insurance
policy—the charitable tax receipt will be
issued for the death benefit only, not for
any premiums paid.
Wealth replacement life insurance—
this option can be used to offset taxation of
capital gains or to compensate for a donation of property.
For more information about life insurance
or any other deferred gift vehicle, please
call Michele Shea at 780.492.3680.
Continued on page 19
PAGE
THE ORANGE I SPRING/SUMMER 2006
17
A Man of Conscience:
Professor Emeritus John J. Bergen
by G ordon McI ntosh
At 20 years of age John Bergen was faced
with a test of conscience that most of us are
never called upon to face. It was the autumn
of 1942. Canada was at war.
“I am willing to go through
all the dangers the soldiers
John graduated from the Winnipeg Normal
School in the spring of 1942. In September
he had taken a Grades 1-9 teaching position
with the Hopeland School District, north of
Homewood, Manitoba.
are going through, if need be
to lay down my life. But I
Raised in a Mennonite family in southern
Manitoba, and a committed member of the
Mennonite faith, John declared himself a
conscientious objector that autumn, thereby
refusing combatant service in the Canadian
armed forces. He explained his position in
a letter to the Department of Education in
January 1943: “We are willing to help to
sustain life, rather than to help to destroy
life, believing in Christ’s words ‘Love thine
enemy,’ as well as ‘Love thy neighbor.’”
War fever was running high in these early
years of World War II. The allied fortunes
remained bleak as a result of German victories on both the eastern and western fronts
of the European war.
German-speaking minority people such as
the Mennonites were viewed with suspicion
bordering on paranoia by many of their
neighbors and, in government circles, this
resentment and mistrust were mirrored in
public policy.
On January 24th, 1943 John wrote to the
War Selective Service Board in Winnipeg: “I
am willing to go through all the dangers the
soldiers are going through, if need be to lay
down my life. But I would help to sustain
rather than to destroy life. I would gladly
help in the care of the wounded, if necessary
on the battlefield… .”
In a letter dated February 11th, C.K. Rogers,
Superintendent of Schools for the Department of Education, instructed John to
appear before the Department’s Discipline
Committee. On February 24th, the Committee handed down its decision: “… your
understanding of Canadian citizenship does
not meet the requirements of the teaching
profession of this Province.”
would help to sustain rather
than to destroy life. I would
gladly help in the care of the
wounded, if necessary on
the battlefield… .”
His teaching position thus denied him, John
returned home to work on the family farm
where he waited for an opportunity to serve
his country in a manner consistent with the
dictates of his conscience.
In September 1943, by Order in Council, the
Federal Government of Canada made provision for conscientious objectors to serve as
non-combatants with the Medical or Dental
Corps. In January 1944 John enlisted and
served in Canada, England and Germany
(where he worked as a translator during
the first year of the occupation) until his
discharge in May 1946.
That same month the Manitoba Department
of Education Discipline Committee met and
reinstated John’s teaching certificate.
Upon discharge from the army, John began
studies for a BEd at the University of Manitoba and after completion of these studies
resumed his teaching career in Manitoba.
After 13 years in three rural school principalships – Rosenfeld, Teulon, and Winkler – and
completion of his MEd, at the University of
Manitoba, John and his family moved to
Edmonton in 1963 so that he could pursue
doctoral studies.
As John’s doctoral work neared completion,
Dr. Art Reeves, the legendary chair of the
Department of Educational Administration
at the U of A, who was an intimidating presence for many students and staff, asked him
if he would be willing to take up an assistant
professorship in the Department. John had
already committed himself to appear for an
interview at the University of Saskatchewan.
Upon his return from Saskatoon, Dr. Reeves
repeated the offer. John was delighted to
accept.
John led a successful and fulfilling 22-year
career at the U of A, retiring as a full professor in 1987. While on staff John had strong
attachments with international students; he
and his wife Hilda often invited the international students from his classes to the Bergen
home. He explains, “I wanted our students
from abroad to feel that they were among
friends during their studies here.”
In his retirement, he continues to support international students through the John Bergen
Travel Grant which enables international students in Educational Policy Studies to present
their research at scholarly conferences. “I
felt I owed something to the Department
[of Educational Policy Studies] that’s been so
much a part of my life, he said in a recent
interview, “and I am pleased to support our
international students.”
John is now a Professor Emeritus of Educational Administration at the U of A, still active
in the life of the university.
One loose end remains in this story.
The injustice of the cancellation of his teaching certificate in 1942 continued to weigh on
John’s mind. Thirty years later, in July 1975,
John asked that the case be reviewed by the
Discipline Committee of the Department of
Education. Instead, R. W. Dalton, the Deputy
Minister of Education, dealt with the matter
himself and went beyond John’s request. He
recommended to the Minister of Education
that the cancellation of the certificate be
expunged from the record. He wrote:
“Mr. Bergen did serve his country during the
war, … society’s attitudes towards war have
changed vastly in the last thirty years, and …
Mr. Bergen’s record as a certificated teacher
was unimpeachable.” The Minister agreed.
The matter was closed.
Gordon McIntosh is Professor Emeritus of
Educational Policy Studies.
Helping Students Today and Tomorrow
Continued from page 13
and education as a whole, prompted him to
recently establish two awards in the Faculty
of Education’s Department of Educational
Psychology that bear his name. These two
awards will recognize the top undergraduate
and graduate papers in the area of special
education, with a preference for gifted
education.
Shane says, “My professors in Ed Psych were
phenomenal; I felt so connected to them and
I felt they really listened to me.” He adds,
“That’s one of the reasons why I decided to
establish the two awards. I wanted to show
my appreciation for the excellent education
I received, plus I wanted to help students in
the Faculty of Education. I know how hard it
is for the students of today, and it feels great
knowing that I am helping students to reach
their goals.”
Shane’s commitment to students goes
beyond the next few years and decades. He
has included a charitable bequest to the U
of A in his will which will someday see the
creation of an endowment to fund his two
awards in perpetuity.
Shane says, “I believe it is my duty to give
back; I have so much to be thankful for
and I feel very blessed to be able to help
current and future students in the Faculty
of Education.”
Shane’s first book in the “Patches the Beaver”
series, aimed at teaching children about
Canada’s cultural mosaic, will be in circulation
later this year.
Michele Shea is the Faculty of Education’s
Director of External Relations.
Insuring a Better Future
Continued from page 16
sophisticated prostitutes, yet naïve children
who couldn’t even name their body parts. He
learned early that, though a few clients were
intractable, most could be healed. He shared
those lessons with his students at Grant
MacEwan College.
high-profile criminals who have committed
very serious crimes. If you read about who
they were before they got out of prison, they
would have scared the heck out of you, but
they have turned their lives around and are
leading very productive social lives.”
Perhaps the most inspiring stories come from
the prisoners who turn their lives around,
something Monkhouse thinks the public is
largely ignorant about.
“Once these guys get their substance abuse
and psychological problems dealt with,
they feel a lot of grief. Most of them are not
psychopaths. They have real angst about
what they did and we can use that to help
them. The public doesn’t see, by and large,
that the parole system works really well in
Canada. People get out and they stay out.”
Monkhouse emphasizes that Corrections
Services Canada is respected internationally
for its treatment programs and research that
demonstrates their effectiveness.
“All the press and the public hear about is
the re-offenders—and I understand that—but
only about one in 10,000 lifers re-offend,”
says Monkhouse. “We had two incidents
last summer, but you can go back for years
and years, and it never happened. I’ve had
the opportunity to work with some very
Monkhouse is convinced supporting excellent faculty members at the U of A will lead
to even more effective counselling therapies.
As a result of his gift, Monkhouse becomes
a member of the Quaecumque Vera Honour
Society, established to recognize donors’
forethought and valuable contributions to
the future of the University.
“It’s my way of giving back,” he says. At 48,
he’s grateful he can afford to make a difference now. He points out, “The University
benefits and the donor gets tax benefits.
Everybody wins.”
Reprinted with the permission of New Trail.
Lois Hammond, ‘67 BEd, ‘73 MEd, is an
Edmonton-based freelance journalist.
PAGE
THE ORANGE I SPRING/SUMMER 2006
19
Celebrating Excellence in Education
On March 22, 2006, students, faculty, staff,
alumni and friends of the Faculty of
Education gathered to celebrate
the academic achievements of
more than fifty outstanding undergraduate students. Held at the
Faculty Club, the first annual Dean’s
Undergraduate Scholarship Dinner
was attended by some of the faculty’s
key benefactors in addition to the
students who benefit from their scholarship support.
“We are here to celebrate the accomplishments of our students and offer gratitude
to those who support them,” said Dean
Snart during her keynote address. “We value
your thoughtfulness in making every effort to
help our students, and the reason we are all
here is recognizable and living proof that this
matters.” Along with a host of Academic All Canadians
and Dean’s Citation Award winners, the
evening recognized students who excel in
areas as diverse as peace education, early
childhood, music, leadership and special
education.
The Faculty of Education has awarded more
than fifty undergraduate students with donor-funded scholarships for the 2005-2006
academic year. The Faculty now offers over
$170,000 annually in scholarships and bursaries to students at the undergraduate and
graduate levels of study.
Bruce Coggles Making A Difference
At The Top High School In Canada
Continued from page 15
to have started taking shape during the time
he was a student at the Faculty of Education.
When asked about his university days, Bruce
recalls, “I enjoyed the educational psychology courses the most because I learned about
preparing students for life, not just how to
teach them to do well in school.”
The programs Bruce and his team have
developed at Jasper Place show that he has a
deep understanding of what students need
to be successful in school and, more importantly, what they need to be successful in life.
William Ouchi’s study states that the Edmonton
“Jasper Place would not be as successful as it is if it weren’t for
its cracker jack team of teachers and staff who have the desire,
commitment and the ability to do whatever it takes to make the
programs work.”
Public School system is the best managed
school system in North America, and Jasper
Place High School is its “jewel”. The Edmonton
Public School management system is currently
being utilized in Seattle, Houston, and Cincin-
nati, and will soon be implemented in New York
City and possibly the entire state of Hawaii.
Sean Mowat, ‘95 BEd, is the Faculty of
Education’s Alumni Relations Officer.
Class
Notes
Norma-Jean Bowen, ’67 BEd, ’69
Ed(Dip), ’72 MEd, has retired from teaching and is now working in support of Obadiah
Place, a provincial historical resource in Amber
Valley, Alberta. Many Black American pioneers
came to Amber Valley at the turn of the century
to seek a new life, and Obadiah Place commemorates the courage of the families who
played a vital role in its history.
The Aboriginal women’s trio Asani won
best female traditional/cultural roots
album for their cd Rattle & Drum at the
Canadian Aboriginal Music Awards last
November. Rattle & Drum was also
nominated for a 2006 Juno Award.
Carolyn Joy Sainchuk, ’73 BSc, ’75
BEd, is the Grant and Program Administrator
Asani members Debbie Houle, Sarah
Pocklington (PhD Candidate), Sherryl
Sewepagaham (’00 BEd)
for Human Rights and Citizenship at Alberta
Community Development.
Charlie Galan, ‘74 BEd, writes, “After
graduation I attended the U of A Law School for
a time. I then briefly served as an officer in the
Canadian Armed Forces. Following that, I joined
the Alberta Government Department of Social
Services and Community Health in Human
Resources, followed by a stint as labour relations
advisor to the Alberta Attorney General. In 1980
I started a 22-year career as a government-appointed mediator settling labour disputes for
the province. I then spent 4 years operating
my own conflict resolution company, and in
2001 ran for Edmonton City Council in Ward
One. Finally, in 2002 I moved to Vancouver
Island and am presently the Manager of Labour
Relations for the City of Nanaimo. I enjoy listening to blues and jazz, cooking, collecting books,
riding my motorcycle along the old ocean
highway and writing bad poetry.”
Dr. Che Kan Leong, ’74 PhD, is Professor
Emeritus of the Department of Educational
Psychology and Special Education at the
University of Saskatchewan. Dr. Leong is also an
honourary Professor at the University of Hong
Kong.
Hugh Y. Rayment, ’77 BEd, writes, “I
attended the U of A in the 60’s and 70’s in the
vocational education program. I taught at
Victoria Composite High School before retiring
to Vernon. I am now 81 years old and still
very much involved with young people. As a
World War II veteran I visit schools in Vernon to
talk to students about the reality of war and of
Canada’s contribution to world peace over the
past one hundred years. Last year, my book
Camp Vernon: a Century of Canadian Military
History, was published and I am now in the
process of placing copies in school libraries.”
Glenn Heggie, ’83 BEd, ’88 MEd, ’00
Ed(Dip), became the Director of the University
of Missouri-Columbia’s Nuclear Medicine and
Technology Program in 2003. Prior to relocating to Columbia, Dr. Heggie spent 27 years
overseeing the clinical portion of the nuclear
medicine technology program in Edmonton.
Curtis Blewett, ’88 BEd, received a Masters
of Social Work in 1992 from San Diego State
University and is currently a supervisor with
Alberta Human Resources and Employment.
Brian Ouellette, ’88 Arts, ’90 BEd, works
Rodney in 1998 and we had our first child,
Gerrit, in 2002.”
Michael Goodman, ‘92 BEd, is currently
teaching grades 5-7 at Sen Pok Chin School in
Oliver, BC. Michael teaches Phys Ed, Literacy,
Math, Science and Social Studies.
Melanie (Westland) Johnston, ’04
BEd, writes, “I am happy to be newly married
and teaching full-day private kindergarten in
Medicine Hat. I miss the U of A.”
Dr. Ken Brien, ’04 Ed(Dip), was appointed
for a web-based company called Juvio, which
provides 24-hour technical support on hardware, software, networking and peripherals.
Assistant Professor in the Faculty of Education at
the University of New Brunswick.
Michele (Marples) Meijer, ’90 BEd, ’95
Ed(Dip), is currently on maternity leave from
at Fultonvale Junior High School. He writes, “I
really enjoyed my time in the Education Faculty,
and I plan to return to the U of A when the
time is right to continue my education in career
and technology studies with a focus on special
needs students in CTS.”
Waverley Elementary School in Edmonton
where she teaches Early Education. Michele and
her husband have an eight-month-old son.
Linda Thorsen, ‘92 MEd, reports, “I
am currently teaching in Taipei, Taiwan for
Morrison Christian Academy. I have been in
Taiwan for more than eight and a half years and
teaching in Asia for over ten years altogether.”
Sharmaine (Verschoor) Boman, ’92
BEd, reports, “After graduating in 1992 I took
my first position in Valleyview at Hillside Junior
High School, where I am currently teaching
Home Economics and Social 7. I married
Dennis Pratt, ’05 BEd, is currently teaching
Tania (Dickau) Martens, ’05 BEd, married Cornelius Martens after graduating and
moved to Cluj, Romania. Tania and Cornelius
are working for Prison Fellowship International
in the Romanian Center for Street Children
and Abandoned Children. Tania writes, “I
have found many of the skills I learned at the
University useful as I teach behavior management and life skills to these children who need a
lot of love, attention and guidance.” PAGE
THE ORANGE I SPRING/SUMMER 2006
21
Awards
Congratulations to the following recipients of the 2005 Alumni Recognition Awards:
ALUMNI HONOUR AWARD
ALUMNI HORIZON AWARD
ALUMNI EXCELLENCE AWARD
Recognizing the significant contributions made
over a number of years by University of Alberta
alumni in the local communities and beyond.
Recognizing the outstanding achievements
of University of Alberta alumni early in their
careers.
Celebrating outstanding, recent accomplishments of University of Alberta graduates.
Jean E. Mucha, ‘65
BEd, ‘79 MEd, is a
dedicated educator and volunteer
who tirelessly
promotes lifelong
education and
local history.
Ted Langford, ‘72
BEd, has devoted
his career to
education and
post-secondary
administration
in Alberta and is
recognized for his
commitment to
Aboriginal education.
Christine Nordhagen, ‘94 BEd, is one of the
world’s most accomplished female wrestlers
and is internationally hailed as a pioneer of
the sport for women.
Marcel Rocque, ‘96 BEd, is making curling
history with his Alberta rink teammates as
the only complete team to win four Briers.
Reunion
Weekend 2006
BE OUR GUEST AT REUNION WEEKEND 2006!
Thursday, September 28, 2006
Alumni Recognition Awards Ceremony
5:30 pm to 7:45 pm
For event details, to RSVP to events, or to volunteer to help
Saturday, September 30, 2006
Dean’s Brunch for Education Alumni
9:00 am to 11:00 am
Sean Mowat, Alumni Relations Officer
Campus Tours
11:00 am to 12:00 pm
University Lectures including Empey Lecture
1:00 pm to 4:00 pm
organize your class event, please contact:
Phone: 780.492.8863
E-mail: [email protected]
Or Visit the Education Alumni Website at
www.education.ualberta.ca
A detailed brochure will be sent in June to alumni celebrat-
Reunion Dinner
6:00 pm to 12:00 am
ing a special anniversary, i.e. having a graduation year that
Sunday, October 1, 2006
President’s Breakfast for Senior Alumni Years
9:30 am to 11:00 am
all alumni and their guests.
ends with a “1” or a “6”, but reunion events are open to
The Faculty of Education is home to some of the most helpful professional development opportunities, classroom-ready
materials, and community outreach initiatives in the province:
•
Centre for Mathematics, Science and Technology Education www.ioncmaste.ca/homepage/index.html
•
Faculty of Education special presentations, lectures, workshops
www.uofaweb.ualberta.ca/education/events.cfm
•
Reading and Language Centre www.literacy.ualberta.ca
•
Office of International Initiatives www.uofaweb.ualberta.ca/education/international.cfm
•
The MUSE Project http://www.museums.ualberta.ca/resources/muse/
•
The Hope-Lit database contains over 2000 English-language articles and books specific to hope
www.hope-lit.ualberta.ca/Hope-LitDatabase.html.
Class
Notes
Where are you now? What’s new?
What are you doing? Share your news with us, and we will include your update in the class notes
section of the next Orange!
Name:
Degree and Year:
Street Address:
City:
Province:
Postal Code: q Check if new address
Telephone:
E-mail:
Notes:
E-mail, fax or post this information to
[email protected]
Fax: 780.492.0155
4-107 Education North
Edmonton, AB T6G 2G5
The personal information requested on this form is collected under the authority of Section 33 (c) of the Alberta “Freedom of Information and Protection of Privacy Act” for the purposes of updating and maintaining donor/alumni records. Questions concerning the
collection, use or disposal of this information should be directed to: Manager, Prospect Research, Advancement Services, 6-41 GSB,
University of Alberta, Canada T6G 2H1
PAGE
Did you
know?
THE ORANGE I SPRING/SUMMER 2006
23
Help Support our Students’ Dreams
It’s not easy being a student today.
Students in the Faculty of Education juggle family, work and other
responsibilities outside the classroom.
Without scholarships and bursaries to support them, many of our
students would never realize their dreams.
By supporting scholarships and bursaries you are investing in our
students and helping them become the teachers they dream to be.
For further information,
please contact:
Michele Shea, Director of External Relations
Faculty of Education, 4-107 Education North
Edmonton, AB T6G 2G5
Tel: 780.492.3680 Fax: 780.492.0155
✁
I wish to make a gift of:
q $250 q $150
Payment: q $50
q $25
q Other________
q Visa q Mastercard q Cheque (enclosed) made out to the University of Alberta
Name (please print):
Credit Card Number: Expiry Date:
Cardholder Signature:
Please direct my gift to:
q Education Alumni Scholarship Endowment Fund
q Teachers of Tomorrow Fund (provides funding for projects that will foster continued advancements in teaching and research)
q Education Student Support Fund (provides emergency bursaries to students in
financial need)
q School of Library & Information Studies Alumni Scholarship Endowment
q Other: ______________________________________________________
_____________________________________________________________
q I would like information on how to establish a scholarship or bursary
in the Faculty of Education
q I would like information on including the Faculty of Education in my estate plans
q I have already provided for the Faculty of Education in my estate plans
Endowment: Generally refers to donations made to the University on the understanding that the capital or principal amount of the donation (the “contribution”)
will be invested in perpetuity with the investment earnings used to advance specified educational purposes of the University. The original capital remains intact.
Please return to:
Office of the Dean
Faculty of Education
University of Alberta
845 Education South
Edmonton, Alberta, Canada T6G 2G5
EDO