Archive for the 'Faculty spotlight' Category

Be Present to Receive the Gift

By Karisse Callender

downloadA lot happens during the holiday season. There’s a lot of food, celebrations, family visits, travels, and time with loved ones. No matter the situation or our experiences, there is a gift we can all give to ourselves – the gift of mindful living so we can be present, in the moment, to fully experience life.

 

Here are some mindful tips and suggestions for the holiday season to help you remain present:

  • Practice gratitude: I use the word practice because being grateful takes intentional effort and it is a habit that needs to be cultivated. During this season, take a moment to think about at least three things you can be grateful for. It can be as simple as “I’m grateful for having a meal today,” “I’m grateful for a safe place to sleep,” “I express gratitude today for waking up.” A gratitude list can help to remind us of the simple things in life that make the biggest difference. On the days when it seems hard to find something/someone to be grateful for, think about what you would express gratitude for if you were having a good day.
  • Set intentions: Think about what you want this holiday season to represent for you. Is this a time for you to bond with distant family? Create new rituals with loved ones or for yourself? Is this a time to be contemplative and introspective? Whatever your intention, write it down and work towards it.
  • Journal: This is a great way to keep track of your thoughts and feelings over the holiday. It’s also a way to sit with what you are experiencing, in the moment. What did you learn about yourself? How did your intention(s) manifest? What were you able to do for others? How have you grown in the year? What lessons from the holiday can you take into the new year? How have you shown yourself loving-kindness over the holiday?
  • Radical acceptance: It would be ideal if things happen the way we want, all the time. However, that’s not the reality of our lives. When we feel confused and have no control over how things happen, you can remind yourself that “it is what it is, it is as it should be.” In other words, you are recognizing what is happening, as it’s happening, and acknowledging that it is out of your control.

Mindfulness is less about sitting still and more about being present in our lives – each moment, each experience, each day. When we take the time to be attuned to what is happening within and around us, we learn more about ourselves and our needs, and what we are capable of giving to others. As we think about what we can give to others, another mindful practice this holiday season is to remember and reach out to those who may also be in distress. Some may experience grief, a sense of loss, poverty, homelessness, and discord in relationships. As we think of the ways we are blessed and the simple privileges we have, let us also think about how we can be the difference for others.

May you all be happy, healthy, and at peace during this season and the new year. Be well.

Becoming a Social Studies Teacher

This post originally appeared on Dr. Gibson’s Medium page.

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“painting of man” by Aarón Blanco Tejedor on Unsplash

By Melissa Gibson

The other night, I had an anxiety dream. In it, I was conducting research at an international school on its approach to civic education (you know, part of what I do in real life). My host was a teacher I know well, with whom I’ve worked in Peru. But before I could get started, he said I needed to meet with the principal. I entered her office, where another social studies teacher was waiting; across from us, the principal sat at her large desk, her head slung down while she napped. Worst nightmare of a job interview EVER.

Eventually, the principal jolted awake and leered at both of us. Our college transcripts were in front of her. She inspected each, and then looked at us with disgust: “Why would I hire YOU, either of you, to teach social studies when you do not even have good survey history courses on your university transcript? How can you even pretend to be social studies teachers?!” The other woman, who was clearly interviewing for a teaching job at the school, began to explain how her high school offered a plethora of college-level survey courses, and so when she got to college, she was able to move into advanced history seminars. She showed off her flashy knowledge of dates and names, and then went down a wormhole about some 1800s Navy admiral she was obsessed with. She ended with a summary of her students’ AP scores for the past twenty years. The principal nodded, clearly assuaged.

Then she turned to me. “What about you, little miss interdisciplinary?”
I gulped. I began my usual explanation of what it means to have studied Women’s Studies as an undergraduate, the various social science lenses on the same questions. I showed her on my transcript the “surveys” of sociology, history, literature, political science, but how they were all focused on questions of gender. And as I explained what I had studied, I grew more animated in my explanations of how I study these topics. The principal seemed unimpressed.

Gathering steam, I tried to give a narrative of how I came to this place in my intellectual career: I talked about not seeing myself in the curriculum (or in my classmates) and seeking academic spaces that honored the questions I was asking as legitimate intellectual inquiry. I talked about questioning dominant narratives, and moving back and forth between the various disciplinary cannons and critical theorists and scholars. I talked about my discovery late in life of how thrilling history can be when it is more than a collection of dates and names. I may have shown her the syllabus to my methods courses. I definitely showed her the documentaries and podcasts and blogs that my students have written in my social studies classes.

Eventually, she relented, agreeing that while my training was non-traditional, I clearly knew how to ask questions and get students to do some work (there may have been a tirade about lazy millenials and the ills of technology). She looked about to nod off for a nap again (and I really wanted to ask a snide question about what work she did if she spent so much time napping), so I mustered the courage to ask permission to conduct my research, which she granted. The next thing I knew, the dream had morphed into a murder mystery complete with chupacabras, and instead of conducting research on civic education, I was helping high school students escape some murderous blob-ghost thing, which liked to strike during football games. Also, there were rickshaw rides and a lack of child care for my own children so…definitely an anxiety dream.

School is finally back in full swing here in Milwaukee, and we are hunkering down at Marquette to dig into the meat of our courses. And on the eve of these intellectual journeys, I guess my sub-conscious needed to pause to reflect on what it means to be a scholar of social studies education, especially when one isn’t a traditional social scientist or historian. I talked my own imposter syndrome down in the dream, as evidenced by the principal’s relent, but I woke up aware of that always present feeling of self-doubt. Which, believe it or not, is important for me to hold onto. Not because it’s a valid self-critique but because it reminds me of how my pre-service teachers may feel in my methods courses and in their placements—not quite the real deal. And that self-doubt can be paralyzing. Part of my job as their methods instructor is to help them see the multiple ways that we can become scholars of teaching, and that our most powerful intellectual tools are the questions we ask.

This publication, which we will add to throughout the school year, is a record of their journeys learning to ask good questions. Along the way, they will uncover resources, stories, places, and instruction that just may help you become a better social studies teacher, too—whether this is your first year teaching, or your fortieth.

This is social studies. Not a collection of dates and names, but a way of inquiring about the world. We hope you’ll join us on our journey.

Welcome, Dr. Lee Za Ong

leeza-ong-2018Dr. Lee Za Ong has joined the Counselor Education Counseling Psychology this fall and will be working extensively with our new Rehabilitation Counseling Masters Degree. We had a chance to speak with Dr. Ong to get to know her better!

Where did you grow up? How long have you lived in Milwaukee?

I was born and grew up in Malaysia. I went to Japan for my undergraduate and came to the US for my graduate degrees. I have lived in the US longer than I lived in Malaysia and have been in Milwaukee for 10 years. Before coming to Milwaukee, my family has lived in New York and California and driven across the country twice due to several job relocations.

What is your favorite educational experience?

When students actively engage in class discussion and add on to my ideas.

What do you see as an exciting opportunity for this upcoming academic year?

I am doing a research project with Dr. Enaya Othman and other colleagues here at  Marquette University. This project focuses on investigating the stigma of disabilities among Muslim women in Milwaukee. I would also like to expand my research project regarding individuals’ attitude toward disability among other ethnicity in Wisconsin or in the nation.

What drew you to Marquette and the College of Education?

The faculty members in the Counselor Education and Counseling Psychology department are diverse, selfless, and engaging with the community. They are collective and are very skilled in lifting up people’s spirits. They are also a group of caring professors who are responsive to students’ needs.

What do you enjoy doing when you are outside of the classroom? 

I have been a board member of IndependenceFirst since 2014, and it has been an honor to be able to promote inclusion and the independent living of individual with disabilities. I have two children in high school and enjoy watching their musicals, band and swim events.  I admire young people’s talents and how they give everything into doing what they love. I hope that the world will be a better place with these passionate students. I also like to build relationship with people who are from different backgrounds. Their life experience and wisdom enhance my personal and professional development. An example could be the stories I listen to on The Moth podcast. The true stories that were told by people in the live show make me cry, laugh and feel in awe during my commute.

Any advice for readers who are interested in learning more?

The quality of the high school’s performing arts and music program are just as good as professional ones. You only spend a fraction of the cost, but you get to enjoy a world class performance by those of ages 14 and up. The children are the hidden treasure of the city. When building relationships with people who are different from you, even the simplest topic (such as food) can help seal a gap. As for The Moth, make sure you have a tissue box nearby. The stories presented in this inspiring podcast can move even the toughest to tears.

Who is your inspiration for your work or your passion?

Individual with disabilities, refugees and immigrants in the community are those who are my inspiration for my work. They have tirelessly demonstrated grit, resilience, endurance, and tolerance so they can build a bright future for next generations.

Starting the Semester with Intention and Positivity

This post originally appeared on Dr. Lisa Edward’s blog Hopeful Mama on July 9, 2018.


colorful-autumn-leaves-871286965014L8g8By Lisa Edwards

Yes, the Fall semester is upon us. Summer is over and despite all my best intentions to come up with a summer plan to be super productive, I don’t feel like I got enough work done. Now I need to quickly finalize my syllabus, attend college and department back-to-school meetings, and start responding to the emails about reference letters that have already begun to fill my inbox.

It would be easy at a time like this to become sour and start to dread the semester, especially because we know it can be intense. In some ways, semesters are like marathons, where you give more for 15 weeks than you probably ever would during a normal “run.”

If the semester is like a 15-week marathon, it seems like we should be psyching ourselves up with positive thoughts, rather than pessimism and negativity. No-one starts a marathon thinking “this is going to be so awful,” right? They probably think it will be hard, they’re up for the challenge, and they’re going to do their best.

​As I look ahead to my marathon of the Fall semester, I’m going to do all I can to start the race with a positive attitude. I’m not expecting that every day will be positive, or that I’ll be able to maintain my positivity through all of the challenges, but I want to at least have that as my starting point.

 

Below are some strategies for starting the semester off on the right foot:

Intentionality – Rather than watching the semester fly by like a kite being dragged by the wind, I’m going to be a little more intentional about my planning. First, I’m going to try and stop my work early (in other words, not when I’m already 10 minutes late for the daycare pickup), and “take stock” for a second. What priority tasks have to be accomplished the next day, and in what order should I tackle them when I arrive to the office? I’m also going to schedule a coffee or lunch meeting with a colleague every few weeks because I know that type of break will help me stay energized. And if I don’t put something on the calendar in advance, it will be November before I remember to even think about doing it!

Focus on Positive Colleagues and Conversation – I love venting as much as the next person, but I realize that after a while it can bring me down. Not to mention that I can also start to spread my own negativity and bring others down. My goal for this semester is to complain a little less, and to try and get extra time with those colleagues who lift me up (see Intentionality above).  I’m also going to adopt one of Dr. Christine Carter’s 19 ways to reduce workplace stressStop talking about how busy and stressed I am. Dr. Carter reminds us that the more we talk about being busy (even if it’s just in our head), the more we’re actually training our brains to believe we should be freaking out.

Mix Things Up – There are positive things I sometimes want to try but hold back from doing because they sound like they will be too complicated, take up too much time, or adjust the family routine in some challenging way. Ironically, it may be just those things that I need in my month or semester to stay positive. Exercising early one morning while my husband gets the kids ready, scheduling a monthly get-together for drinks with a friend, using that gift card I got three years ago for a massage, or trying a new craft or cooking class. Why not treat one of these like an experiment in my life, and see how it works? Will it be disruptive or time-consuming? Maybe. Will it help with my self-care? Maybe. I’m guessing I’ll really enjoy it and it will give me that burst of positivity I might need, but I won’t know until I try…

What will be your strategies for starting Fall with positivity? 

 

This article originally appeared on hopefulmama.com on 8/28/16.

The Practice of Mindfulness and Self-Care

This post originally appeared on Dr. Karisse Callender’s blog Islander Journey on July 9, 2018.


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Karisse Callender

We hear the words mindfulness and self-care often – at least it seems so. But what does it really mean for you? Let’s take a moment to answer a few questions:

 

 

 

  • How do you practice being mindful in your daily living?
  • What do you do to take care of yourself?
  • How do you cope with stressful situations?
  • What are the signs that you are becoming either overwhelmed or experiencing burnout?
  • When you get up on mornings, what motivates you to begin your day?
  • What do you think about just before bed?

Living a mindful life is so much more than sitting down to meditate or going to a yoga class. It’s about active awareness of what’s happening at the moment, and being able to fully experience what is happening. For example, if someone is talking to you and you are on your phone or laptop at the same time but say you are listening – you’re not being mindful. In this case, being mindful would mean that you put your phone down or turn away from the computer to give that person your undivided attention. While listening to the person, you are aware of what they are saying, how they are feeling, and how you respond to what you hear.

Self-care somewhat speaks for itself – it’s about taking care of your needs in several areas. Here are some examples:

  • physical body: eg., getting your yearly check-up, exercise, nutrition, sleep, medication as prescribed.
  • emotional and mental: eg., taking medication as prescribed, meditation
  • financial: eg., managing debt, keeping a budget, having some savings.
  • spiritual: eg., prayer, meditation, support groups, place of worship.
  • environment/social: eg., safe housing/community, job, community groups, clean environment, social connections/friends.

There are several ways to practice self-care (some are even free!) and the most important thing is to do what works for you. We all have different needs, therefore, our self-care activities may vary. Here are some examples:

  • getting enough sleep
  • journaling
  • going to the beach/lake
  • hanging out with friends/loved ones
  • get yourself a treat
  • have someone you can trust to share when you feel stressed or overwhelmed
  • get some exercise (outdoor walking, gym membership, etc.)
  • listen to your favorite music and you can even make fun playlists!
  • social support
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One of the ways I practice self-care and mindfulness at the same time is when I read. I like being fully absorbed in the book and diving into the words. I like the imagery that my brain creates as I read the stories! Another way I practice mindfulness is when I drink tea. I sip slowly and try to savor the taste of the tea. I try to drink the tea in silence and sometimes I read or watch tv while doing it (oops! ha!).

Mindfulness and self-care are connected as they both represent a way of life. I refer to both as a practice because they require intention, consistency, determination, and the belief that you deserve all good things.

How can you practice mindfulness? What are some things you can do for your self-care?

“Be you, love you. All ways, always.” 
― Alexandra Elle

Up In the Andes: Dr. Melissa Gibson

This summer, seven of our undergraduate teacher education students and one intrepid faculty member are spending a month in Peru studying the educational system and discussing their own philosophies of education. They are writing and reflecting on their journey, and we are following along! Read on for excerpts and blurbs from Dr. Gibson and the students’ blogs. You can read more on Marquette Meets Peru and check back for updates here.  

Dr. Melissa Gibson

What does a just education look like here, this world so different from Lima…and yet so much more similar to what foreign tourists imagine when they think about Peru?

The parish retreat in Andahuaylillas, where we stay.

Up in the mountains of the Cusco region is a small town called Andahuaylillas. It is framed by the hills of the Andes, a greenish yellow ground cover reflecting the high altitude rays of the sun. A tiny plaza sits outside a masterpiece of a church, and by day, the plaza is rimmed by a dozen vendors of woolens and jewelry and llama-themed tchatchkes. After three weeks in the traffic and smog and fog and noise of Lima, Andahuaylillas is a still oasis.

If you’re lucky, you might catch a traditional celebration on the steps of the church, percussion leading the dancers who wear the furs of baby llamas on their backs. If you’re even luckier, you’ll get to know the people who live in this town. As part of our program, we spend a few days here, hosted by the local parish in their retreat center, and welcomed by community members: The directress and students of the local Fé y Alegría school, which consciously offers up a Quechua/castellano education for highland children to try in its own small way to counteract the anti-indigenous forces that demean and degrade the communities of the Andes. The youth workers and participants in the Wayra Ludoteca, a rowdy after-school program where kids from all over Andahuaylillas come to get their wiggles out and their artistry on. The residents of the even-higher village of Cuyuni, who welcome us at 14,000 feet to their community dining room, to their homes powered by recycled biofuel, and to their ceremonies of offerings to pachamama. And members of the Jesuit social projects that have renewed local churches on the Baroque Route, including Andahuaylillas’s own “Sistine Chapel of the Andes.”

A mural in Andahuaylillas depicting indigenous communities and celebrations.

Andahuaylillas is a quiet, reflective time in our trip—partly because of altitude, which forces us all to slow down and adjust, but also because it is so different from the world of Lima we just spent three weeks in. And, the educational context is different. The languages are different (Quechua). The constraints are different (three-hour walks through the high Andes to get to school). The resources are different (isolated, small town lacking teachers). What does a just education look like here, this world so different from Lima…and yet so much more similar to what foreign tourists imagine when they think about Peru?

In this round of blog posts, the students consider these questions as well as similarities they see between race in the US and ethnic and indigenous groups in Peru. And while I’m not there with them (I made it safely home to where my family has now taken over my nursing), I am delighted to read that they are still learning and thinking together in Andahuaylillas.

A celebration in anticipation of Corpus Cristi, outside the church of Andahuaylillas.

Who Is the Teacher?: Dr. Melissa Gibson

This summer, seven of our undergraduate teacher education students and one intrepid faculty member are spending a month in Peru studying the educational system and discussing their own philosophies of education. They are writing and reflecting on their journey, and we are following along! Read on for excerpts and blurbs from Dr. Gibson and the students’ blogs. You can read more on Marquette Meets Peru and check back for updates here.  

Dr. Melissa Gibson

Mural at El Lugar de la Memoria, la Tolerancia, y la Inclusión Sociale.

Unless you’re in my line of work, studying teaching and education, you probably don’t spend a lot of time wondering, “Who is the teacher?” That may in fact seem like an absurd question to you. I could ask the question differently to try to get at some of what I’m questioning: Who was your favorite teacher? What made them so? Who have been your most impactful teachers outside of the classroom, and why? What is good teaching, and how do you know?

In the context of this study abroad course, we’re asking these questions not as a matter of policy or to dictate instruction, but as a philosophical question. Because we’ve also been philosophizing about learning—not the neuroscience of cognition but the human experience of learning.

Félix, a community educator in El Agostino and one of the many fantastic teachers we’ve met on this journey.

There are plenty of reformers, educators, and individuals who are rolling their eyes at me now. Who would tell me about job preparation and test scores and knowledge and cultural literacy and on and on. And here is what I would respond, just as I tell my teacher education students:

Learning is a relational and emotional process. The emotional parts of our brain are involved deeply in learning. Thus, the teacher and the student are in a relationship, and the quality of that relationship directly connects to the students’ learning. But they’re not alone in that relationship; they are in a community of learners, the classroom and the school. So what is the nature of a teacher/student relationship and a learning community that actually cultivates learning and deep understand? Questioning and critical thinking? If a teacher is always the omniscient, all-knowing sage leading the classroom, what does that mean for these relationships? And if students can repeat all sorts of information, is that the same thing as learning?

Neuroscience can help us answer these questions, as can instructional design and educational research. But for me, these are at their core philosophical questions. So in this round of blog posts, the students are starting to grapple with these questions to answer, Who is the teacher?

Perhaps a recipe at the heart of good teaching?


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