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— Oliver Wendell Holmes


Dwyane Wade LIVE TO DREAM Summer Reading Program: Reflections from Christine Reinders

Christine Reinders holds a Master of Arts in Literacy and Director of Instruction license from the College of Education. During the academic year, she is the Literacy Specialist at Lake Shore Middle School in the Mequon-Thiensville School District. Since 2016, she has worked with Dr. Kathleen Clark as the Director of Curriculum and Professional Development for the Dwyane Wade LIVE TO DREAM Summer Reading Program in the Hartman Literacy and Learning Center. Although the Center is not running this summer due to COVID-19 restrictions, we asked Christine to share some insights as the LIVE TO DREAM reading program hits its fifth anniversary.

DSC_2406Marquette Educator: What do you see as the benefit to the community (students, children, leadership team)?

Christine Reinders: The Dwyane Wade “Live to Dream” Summer Reading Program is a tremendous gift. The program gives young children, who often feel challenged in the area of literacy, the opportunity to grow in their reading and writing achievement, but also feel success. For many children, our program is the first time they’ve felt success in their academic journey. Once students feel success, they grow more self-confident and more willing to take on new academic challenges. While our program grows students’ reading and writing achievement, which is crucial for success in the 21-century, it also plants the seed of life-long learning.

What is your favorite part of the program?

I love being a part of the ​Dwyane Wade “Live to Dream” Summer Reading Program for many reasons and I cannot identify just one aspect as my favorite. Working alongside my mentor and Director of the Hartman Center, Dr. Kathleen Clark has been very rewarding. Dr. Clark possesses a wealth of knowledge and I continue to grow from her year after year. Additionally, educators participating in the summer reading program are eager to grow in their professional practice, and I love that I am able to share my knowledge and experiences with them. The children are always amazing. Many of the students participating in the Dwyane Wade “Live to Dream” Summer Reading Program feel challenged in the area of literacy. I love and cherish the days when our students begin to feel success as a reader and writer. Suddenly there are more smiles and bouts of laughter, and soon their self-confidence begins to shine through. It’s the most rewarding aspect of the entire summer and I am so fortunate to be a part of it.

What opportunities do you see for the future of the program?

Honestly, the future of the program is contingent on funding. With continued funding, we can continue to strengthen the literacy achievement of children living in the City of Milwaukee. In the future, I would love to use students’ growing strengths in reading and writing to foster learning and growth in other content areas. I dream of developing a social studies and socio-emotional hybrid curriculum that would give students the opportunity to learn about strong leaders and provide them with ways in which they can use their literacy prowess to become a successful leader. I want students to feel that they are valuable members of society that have the power and knowledge to make the world a better place.

Thank You, Faculty

Stephanie Ganoe graduated this spring with a Master of Science degree in counseling from our Counselor Education Counseling Psychology department. In gratitude, she shared the words below.

university-student-1872810_960_720Marquette Faculty:

In my two short years being a part of the Marquette family I learned a lot from each and every one of you. I learned various therapeutic theories, counseling skills, ethical guidelines to adhere by, statistics and research methods, how to differentiate between diagnoses, and so much more. While I’m forever thankful to have had the opportunity to learn these essential skills that will carry me through my career, I am writing to thank you for teaching me so much more.

Thank you for teaching me how to be a upstanding member of my community and larger society. Thank you for teaching me to be an ally to those facing injustice and an advocate for change. Thank you for teaching me to speak up for those without a voice and amplify the voices of those not being heard. Thank you for teaching me how to shut up and listen. Thank you for pointing out my privileges and teaching me how to use them to help others. Thank you for teaching me to find the root cause of injustice and providing me with the skills to make change, even if that change is within myself.

I know that because of what you all have taught me that no matter what job I hold or where my career takes me, I will always be able to help others and fight to make the changes that our world needs. Our world desperately needs more people like all of you right now and I will never be able to thank you all enough for giving me even the smallest amount of your knowledge and skills to pass on to others. I will always try my best to carry what you all have taught me to help make this world a better place for everyone.

From the bottom of my heart, thank you.

Stephanie Ganoe
Class of 2020

Using Mindfulness for Emotion Regulation

imagesBy Dr. Karisse Callender

Every day we find ways to cope with challenges and life circumstances, and one part of that is paying attention to how we feel and finding healthy ways to practice emotion regulation. We may feel dysregulated (not able to control emotions appropriately) when we can’t adjust and express our emotions in safe, healthy ways. There are a few things that contribute to emotion dysregulation:

  • not knowing how to cope with intense emotions
  • an unsupportive environment
  • underdeveloped coping skills

It may also be hard to regulate our emotions if we feel flooded (several waves of emotions at the same time, or consistently over some time), and when we believe myths about emotions. Some of these myths include:

  • “emotions are bad”
  • “showing emotion means I’m weak”
  • “I have to be in emotion dysregulation to get what I want”
  • “my emotions are who I am – it completely defines me”

Here are some mindful tips for regulating your emotions. Some of these may take some practice, and that’s okay! Remember the important thing about mindfulness is being in the present moment, focusing on one thing at a time, and having full awareness of what is happening around you.

  • Name what you feel: pause to identify what you are feeling. Is it anger? Fear? Sadness? Resentment? When you can name it, you can work through it.
  • Deep breathing: there’s a lot of power and healing in our breathing. Deep inhales and long, slow exhales help to regulate our bodies and emotions.
  • Journaling: when you are feeling overwhelmed, get a piece of paper and write down what you’re thinking. It can be therapeutic to get your thoughts out on paper instead of storing them in your mind.
  • Prayer: when you feel your emotions becoming more intense, you can close your eyes (or keep eyes open) and say a calming prayer in your mind. This prayer doesn’t have to be a long one and can be a few words.
  • Self-soothing: grounding is a great way to self-soothe. An easy one is to pay attention to what is around you and in your mind, name the things you see. You can also change the temperature – you can grab an ice cube or open the freezer and feel the cool air on your face.
  • Movement: you can take a quick walk, go for a run, or jump in place.

Stay well

Dr. Karisse Callender is an Assistant Professor in the Counselor Education Counseling Psychology department within the College of Education. Her research focuses on how mindfulness based interventions may improve wellbeing and quality of life. You can follow her on Facebook, Instagram and Twitter.

Dwyane Wade LIVE TO DREAM Summer Reading Program: Q&A with Dr. Kathleen Clark

This summer would have been the fifth session of the Hartman Center’s Dwyane Wade LIVE TO DREAM Summer Reading Program. Even though we were unable to run it due to the ongoing COVID-19 pandemic, we’re still thinking about the impact its had. We recently caught up with Dr. Kathleen Clark, Director of the Hartman Center, to ask for a little more insight into the program. 


Marquette Educator: Could you share how the backstory of how this program came to exist?

Kathleen Clark (KC): In 2014, I applied for a Wisconsin Read to Lead grant to fund a summer session that would be a variation of the Hartman Center’s after-school reading program. The program would have included 60 hours of literacy instruction for students across 6 weeks and 90 minutes of professional development for teachers each week. Governor Walker’s Read to Lead Development Council did not fund the grant. Marquette University Advancement officers approached the Wade’s World Foundation with the grant’s contents and the foundation funded the program for three summers with the agreement that Marquette University would find community partners to fund an additional three summers of the program. The program’s inaugural session was in the summer of 2015.

What do you see as the benefit to the community (students, children, leadership team)?

The program benefits the community at multiple levels. Most visibly, we work to prevent the summer slide in learning that many children who are growing up in low-income circumstances experience, and we have been successful: Five summers of data reveal that 46% of children have maintained their instructional reading level across the summer and 54% have increased their level. Moreover, statistical comparisons of pre- and post-program scores on multiple assessments show that children have made significant gains in the ability to recognize words and read with comprehension.

The program also benefits the teachers. The teachers participate in approximately 40 hours of professional development (PD) as part of the program. A portion of these hours are allocated to teaching aspects of the reading process within the program and others are allocated to the summer’s additional curriculum. To date these have been the Teachers College Reading and Writing Project’s Units of Study for Writing (2017) and the University of California at Berkeley’s Seeds of Science/Roots of Reading integrated literacy/science curriculum (2018, 2019). Additionally, each teacher has a mentor. The mentors are licensed reading specialists, directors of instruction, and classroom teachers with considerable expertise in reading. Mentors work individually with teachers on aspects of instruction that are areas of focus for them, most of them self-selected. The PD teachers receive strengthens their instruction in the program and, moving forward from the program, instruction in their home classrooms.

What is your favorite part of the program?

I love that we are able to provide intensive, high-quality, small group instruction that is targeted to children’s specific reading needs as well as to enable children to grow in writing ability and science knowledge as these curricular areas can be less emphasized in the primary grades. An aspect of the program that is particularly special to me personally is the opportunity to collaborate professionally with educators who are my former students and to learn from them as we work together to prevent the summer learning slide.

YOU Are Our Best Hope

UnknownDear College of Education Students—

The past few days I’ve literally read dozens of heartfelt narratives sadly highlighting the most recent tragic realities of racism in our country and passionately calling for its rightful ending.

Without exception, I greatly appreciated and admired each one. These texts had been rendered in such reflective, eloquent, and powerful terms that sharing my own perspectives on this enduring and inexcusable injustice, while equally earnest, would add little or nothing to the conversation.

That left me wishing I could otherwise contribute to the cause.  And ironically, I found that pathway in a takeaway that haunted me after each reading, which is why I’m writing to you. Specifically, I kept coming back to the same nagging question, “Yeah, but how do we REALLY end racism in America?

More specifically, I wondered how we might rise above the thoughtful rhetoric and eradicate this social plague, one that is deeply rooted in almost all of human history and thus far impervious to every effort to squelch it.

One pathway is clear if we consider that outrageous episodes of bigotry, violence, and even murder continue to occur despite countless attempts to vilify racism through our words.  Namely, let’s quit talking and take definitive action.  In turn, that conclusion, admittedly obvious, begs the much tougher question of who then most needs to step up.

The cliché answer is everyone.  To the extent that such an ambitious prospect could somehow ever be realized, there’s no debating it.

But the more pragmatic response is this one – those who have the conviction, capacity, and reach to exert a truly systemic impact on society, altering the future through the young lives they touch. In other words, it’s teachers.  And that means YOU are humanity’s best hope.

In the College of Education we expect our graduates to embody the tenets of social justice, we expect them to be Men and Women for others, we expect them to be faith-filled, and we expect that all of their endeavors will be driven by magis, always doing the “more.”  So stop and ask yourself, “What more can I do both as a professional and child of God, for and with others, to erase inequality?”

One profound retort to that question is to make the ending of racism an absolutely integral aspiration of your call to teach.  If you do, then in the best Marquette University tradition, you really can “Be The Difference.”


Dr. Bill Henk, Dean


Tips for Coping with Race-Related Trauma

stones-relaxation-wellness-natureBy Dr. Karisse Callender

When we talk about trauma, we refer to events that are deeply disturbing or cause extreme stress. These experiences may be direct (it happened to you) or indirect (you know it happened to someone else). Specifically, race-related trauma refers to the cumulative negative impacts of racism or discrimination and microaggressions. Experiences of racism may cause severe emotional distress which can be overwhelming and affect the ability to cope with life circumstances.

As Dr. William Welburn shared in his reflection, “we are tired, overwhelmed, and fearful.” We might also be feeling sadness, anxiety, anger, isolation, or resentment. I want to share some tips to help you cope during this time, and hopefully, you find one or more things helpful. These are suggestions and I recommend that you adapt one or more of these as you need to fit your needs. Please, be kind to yourself during this time.

  • Monitor your newsfeed intake: While it is important to stay informed, it may not be necessary to take in the news consistently during the day. You may want to consider limiting time on social media or taking a break from it. Taking a break does not mean you don’t want to be informed, instead, think of it as pressing the pause button so you can re-set your mind and body.
  • Seek counseling: You are not alone in this situation. Many counselors are providing tele mental health so you can still receive services while we need to maintain physical distancing. You must find a counselor with whom you are comfortable sharing.
  • Move your body: Find ways to get some movement in. You can take a short walk, exercise, do yoga, or dance! You can take a walk around your room or neighborhood and even doing household chores can help you move your body. Take a moment to stretch or take your pup for a walk.
  • Journal: Write down how you feel so you can get the thoughts out of your mind. It doesn’t mean you will forget about it, instead, journaling gives you a chance to express your thoughts and feelings about your suffering.
  • Talk with those you trust: Connect with people who believe are safe, who you think you can trust, and who you believe will provide the support you need. It is okay to be selective about who you choose to talk with.
  • Meditation and Mindfulness: Focus on the present moment, the here-and-now. What are you feeling? What do you need to feel safe? Pay attention to your painful emotions using RAIN meditation. You can also try doing a body scan to help you tune in with your emotions. Permit yourself to feel and to sit with your emotions. If you need to cry, that’s okay!
  • Breathwork: Take a moment to focus on your breathing. Take long slow inhales through your nostrils and long slow exhales through your mouth. You can count as you inhale and exhale or repeat a calming, nurturing mantra that will help you feel safe.
  • Prayer: connect with the religious and spiritual values that make you feel safe and supported. Reach out to others in your religious and spiritual community for virtual fellowship.
  • Connect with the things that bring you joy: What are some simple things you can easily do that usually make you happy? Make a list of pleasant activities that you can do to help you improve your mood.
  • Practice self-compassion: Be gentle and kind to yourself as you cope with how you feel. When you notice you are having a difficult time, don’t ignore it, and resist the urge to judge yourself. Be warm and understanding toward yourself and say comforting, kind words.

Dr. Karisse Callender is an Assistant Professor in the Counselor Education Counseling Psychology department within the College of Education. Her research focuses on how mindfulness based interventions may improve wellbeing and quality of life

Reflections from a Double Alumnus

49502238502_d208a05167_oBy Brock Borga, Ed ’12 and Grad ’19

My name is Brock Borga. Receiving my Bachelor’s degree in Elementary Education and Sociology and my Master’s Degree in Educational Policy and Leadership (with license in both principalship and director of curriculum), Marquette University has been a huge part of my life. I have been part off the Archdiocese of Milwaukee for the past eight years at St. Anthony School of Milwaukee. The first seven years of my journey at St. Anthony had me teaching 3rd grade, and I have moved positions this school year to the Dean of Instruction.

In my new role, I observe teachers every other week and have coaching sessions with the teacher after the observation. In these coaching sessions, we reflect on what teaching practices went well and what could have gone better. It is from those reflections that we create an action plan together and I come back to observe the action plan in action. I started off teaching in the Muskego-Norway School District, and while my time there was great, I didn’t feel connected with the students, staff, or community around me. I knew that there was somewhere for me to feel accomplished with my teaching. I remembered my time as an undergraduate at Marquette University and the schools I was able to work with through my courses, and knew that schools throughout Milwaukee were my calling. Because Marquette has instilled faith throughout its courses in my undergraduate courses, I began looking at schools through the Archdiocese. It is there I found St. Anthony School of Milwaukee. My time there has been wonderful. The students are eager to learn, the parents repeatedly state how blessed they are to be a part of the school, and the faculty is eager to continue their professional growth for the community we teach.

Before I was in this administrative position, I was been given additional opportunities to grow at my school that would not have been possible otherwise. I was able to have two student teachers from Marquette University be with me in the classroom (one from August 2017-January 2018 and the other from January 2019 – March 2019). It was an amazing experience not only giving back to Marquette, but practicing many of the leadership skills I was learning about in my graduate courses. I apply many of the practices that were discussed in my graduate courses in my new position, ranging from leadership styles to having effective conversations with teachers.

Marquette has helped me achieve these additional opportunities, outside of helping me achieve my administration license / master’s degree. I am both blessed and honored to say I have been a part of Marquette University for my entire undergraduate career and my graduate career. It is all thanks to the Catholic Schools Personnel Scholarship that I am able to continue my professional growth and achieve the goals I have set.


Dr. Leeza Ong and Dr. Praveen Madiraju Receive $20,000 NCAA Grant

leeza-ong-photoDr. Lee Za Ong and Dr. Praveen Madiraju (Marquette University Department of Computer Science) has received a $20,000 grant from the National Collegiate Athletics Association (NCAA)to build an online application to support peer health educators in the Marquette University Athletic Department.

Although peer education is widely utilized as a health promotion method on campuses, the appropriate competency training of peer educators remains inadequate. At Marquette University, peer support for student-athletes is offered through the Athletic department’s Student Health Allies & Peer Educators (SHAPE) program. This project aims to evaluate the effectiveness of SHAPE competency training by measuring peer support ability and how that support affects the well-being of student-athletes. This is a multidisciplinary collaboration between Athletics, Counselor Education and Counseling Psychology, and Computer Science to provide SHAPE competency training and to monitor the well-being of student-athletes through web applications.


To Our 2020 College of Education Graduates

0314Great happiness and celebration should have been the spirit of the day.

May 17, 2020, stood as a date that all College of Education faculty, staff, and graduating students, along with their families and friends, had marked on their calendars long ago.  When the academic year began last August, no one could have envisioned how today would turn out.  All went according to plan until February.  Then soon afterward, EVERYTHING changed.

The insidious COVID-19 virus has profoundly rocked our world, now claiming over 300,000 lives and destroying the fabric of far too many families.  No one has been left untouched.  The  rhythms of our professional and personal lives have been thoroughly disrupted, and this very day the disease has stolen the momentous celebration all Marquette University graduates, like you, so richly deserved.

Maybe it’s fitting that it never stopped raining and the clouds refused to part.  Almost nothing seemed likely to raise our spirits anyway.

Frankly, I pouted all day. Genuine mourning. Every time I looked at the clock, my mind turned to what I should have been doing instead.

First off, at 7:00 a.m. I would have been getting ready for the University commencement.  On the road by 8:00 to arrive at Fiserv Forum and park. Head to the dressing room to get robed along with my University leadership colleagues and the stage party, then visit with faculty next door. Line up around 9:15 to enter the arena, and emerge to the wonderful sight of our graduates and tens of thousands of guests in the audience. That always makes my heart beat faster. Then I’d take in the full ceremony – from the invocations to the degree recognitions to various show stopping “pyrotechnic displays” – as well as the many words of wisdom and the singing of the Alma mater.  Just plain glorious, and it gets me every time.

Then around 11:30 I’d hustle to the Pabst Theater for the College of Education reception and our own more intimate ceremony. There is no event all year long that is more meaningful, joyous, and gratifying to me, nor to the rest of our faculty and staff. Marching in with the graduates to “Pomp and Circumstance,” then having the opportunity to savor our own Jesuit-inspired invocation, a musical tribute to the students and their parents, the graduation address, and most prominently, the awarding of the individual degrees.

Literally nothing in my role as dean gives me greater pleasure than watching our excited graduates walk across the stage, one by one as their entourage cheers. The brightness in their eyes and the enormous promise it portends electrifies me. And when I hand them a diploma and shake their hands, it’s genuinely humbling. What an honor it is to offer heartfelt congratulations for an achievement that represents so much hard work and dedication, including the sacrifices they and their loved ones have made.

When the ceremony concludes, the faculty and I process out to the song Set the World on Fire by Britt Nicole. Go ahead, click on the title and give the tune a listen right now. Why?

Because I did about halfway through writing this message, and much to my surprise, my spirits were lifted even if it was through teary eyes.

Right then and there, EVERYTHING changed yet again. But this time for the better.  No more funk. My focus shifted from gloom and doom to a deep appreciation for all the gifts we have been given, and most importantly today, the privilege to have joined you on your journeys to well-earned Baccalaureate, Master’s, and Doctoral degrees. What a treat it has been for our faculty and staff.

Speaking of whom, I also thought about the significant efforts they put forth to create videos to acclaim and congratulate many of you, and the modest tokens they sent to bachelor degree recipients (until something more substantial can be given to all graduates later)!  These gestures are done out of respect for, pride in, and care for you. Cura personalis after all…

Graduation from Marquette University signifies a significant tribute to your intellect, your perseverance, your skill acquisition, and your commitment to social justice. The sinister coronavirus couldn’t stifle any of it. In fact, it made you and all of us in the College of Education resilient and stronger. So, try to think of May 17, 2020, as a case of delayed gratification, because on August 30, God willing, we will be able to accomplish most of what should have happened today for all of you who can make it.

And with luck, the sun will be shining.

In winding down, I encourage you to pay attention to the lyrics of our final processional, an homage to God and the plans He has for you.  My favorite stanzas are:

….take my dreams
Come and give them wings.
Lord with you
There’s nothing I cannot do.

I wanna feed the hungry children.
And reach across the farthest land
And tell the broken there is healing
And mercy in the Father’s hands.

And finally, I came across a prayer today that feels like a nearly ideal gift for our situation, and it appears below.

My parting words to you now are, just as they would be at our College ceremony, “May you hold Marquette University, the College of Education, and the Society of Jesus forever in your hearts.”

God bless you, our beloved graduates.

Dr. Bill Henk, Dean
College of Education
Marquette University

A Prayer for All Graduates Facing an Uncertain Future
By Debbie McDaniel

Dear God,

We pray for our graduates today and lift them before you. We thank you so much for these we love and for the work you are continuing to do in their lives. They are a gift to us and to many others. And during this season of new beginnings, we ask that you would make their way clear. We ask that you would keep their footsteps firm and remind them that you are with them, always. May they sense the freshness of your Spirit over their lives in amazing ways, may they be strengthened, instilled with hope, for the new roads you have in store.

And today, again, we release our children straight into your tender care. Because we know that’s the best place they could ever be. We thank you in advance for all you have in store, for this day, for this year, for their lives.

We pray for protection, for your covering, that you would surround their lives as with a shield. Protect their coming and going. We ask that you would help them to live aware in a dark world and keep harm or evil intent far away. We ask that you would hide them in the safety of your powerful presence.

Our world is currently anxious, fearful and uncertain. We pray our graduates are filled with your courage and strength, that they may be a light to their friends and neighbors in this uncertain time.

We ask for your wisdom and clear direction over their lives, that you would give them understanding beyond their years. Thank you that your timing is perfect. We pray that you would direct their steps, that your plans for them would prosper; that every place you have determined for them to walk would be paved clear. We ask for you to open doors that need to be opened and close every one that should be shut tight. Allow every gift and treasure you have placed inside their lives to grow, develop, and flourish, to bring you glory.

We ask that you would remind them every day how very much you love them, that they would find security and confidence fully in you, knowing that you are trustworthy and true.

We ask that you would teach them your ways and fill them with an unquenchable desire to learn your Word. Give them a compassionate spirit, and the wisdom to look beyond outward appearances to the heart within. We pray that you would surround them with friends and leaders who would challenge them to press closer to you.

We ask for your peace to cover them. We ask for laughter and joy to fill their days. We pray that you would give them boldness and courage to face challenges set before them, with the confidence and peace that can only come from your spirit.

We ask that you would raise up greatness in their lives, greatness in this generation, willing to stand strong and true, passionate for you, believing that you have designed them for purpose and good works, which you have planned and prepared in advance for them to do.

Be a lamp for their feet, and a light to their path. Shine over them. Fill them with your spirit. Bless them with your favor and peace.

In Jesus’ Name,


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