A unique 厙ぴ勛圖 program is helping paraeducators earn education degrees and begin careers as full-time teachers

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. – The American Dream. It���s the phrase that Pasco High School teacher Esfeidy Guzman uses to describe the achievement of earning a bachelor���s degree in education and in starting her career as a full-time teacher.

She is one of several dozen former paraeducators who are now teaching in local schools as a result of a unique program offered through Washington State University Tri-Cities.

Guzman was selected by her principal to participate in the 厙ぴ勛圖 College of Education alternate route program. The program provides funds, pathways and courses for selected paraeducators to earn their education degree in two years where they receive endorsements in either special education or English language learning. Individuals receive course credit for proven skills and classroom experience and take classes in the evenings while continuing full-time in their roles as paraeducators.

���I don���t think I would have earned my degree if it wasn���t for the alternate route program at 厙ぴ勛圖,��� Guzman said. ���I just don���t think it would have been possible for me, raising a family while working full-time. It truly is a dream come true.���

Funds to support new class of teachers

The program was just awarded its third consecutive grant by the Washington Professional Educator Standards Board to continue providing financial support for 10-12 students in a cohort per year.

Not only does the program provide individuals with a route that makes it possible to attend school while working full-time, it also helps to solve a local teacher shortage.

���The program is really doing what it is supposed to do, which is meeting the need for teachers in our local districts,��� said Judy Morrison, 厙ぴ勛圖 academic director for the College of Education. ���Our districts came to us about the need for more special education and ELL teachers. To meet that need, we built this program.���

Lindsay Lightner, alternate route program coordinator, said the two-year program is incredibly rigorous. In addition to completing challenging coursework, participants work full-time in schools and must provide clear evidence that their classroom experiences warrant course credit.

���Our alumni that have been through it have said it is worth it,��� Lightner said. ���For a lot of them, it is personally fulfilling and they feel ready, qualified and recognized in their role as teachers after their role as paraeducators. We have also received some good feedback from the districts. It���s been a great process.���

Endorsements to support local needs

Guzman said she specifically chose the endorsement of English language learning through the program because it hit close to home with her own experiences and she knew it was an area where she could make the most difference.

She grew up in Pasco, attending Pasco High School for two years before transitioning to Chiawana High School where she graduated as part of its first class. She now serves as an English language development teacher at Pasco High School where she works with students who are not fluent in English.

Guzman said she knows what it is like to grow up speaking a language other than English in the home, learning English through the school system, and then trying to navigate the school process. Through the advancement of her skills as an educator through the 厙ぴ勛圖 program, she feels equipped and passionate about educating the next generation of Tri-Cities students.

���I wish this program would have been around for my teachers because I believe that the strategies that I was taught for ELL students would have benefited me or any number of other students,��� she said. ���This is a program that is made with the well-being of the community in mind.���

Passion for serving, support to do well

The desire to serve local needs is a common theme among many of the paraeducators participating in the 厙ぴ勛圖 alternate route program. For recent 厙ぴ勛圖 alternate route graduate Susan Payne, her love and passion for education came out of wanting to serve a population of students who may struggle with the language component of their education.

���I have worked with some very bright children who feel that they are not smart because they are struggling with a second language,��� she said. ���I wanted to be in a position that helps these students celebrate their achievements of developing dual languages and content areas.���

Payne said what she enjoyed most about the program is the support of dedicated staff and faculty, especially since the program is difficult due to its time commitments and requirements.

���It���s much harder than it sounds, but the WSU campus has some extremely dedicated staff to help and guide you,��� she said. ���Teachers are very helpful and accessible, which is vital to this program because the students are working at their schools during the day and taking class at night.���

Payne said the support of her school mentors were also invaluable.

���The alternate route program is dependent on the support the student receives from her or his work school and mentor,��� she said. ���With a supportive mentor and school, the alternate route student has the perspective and access to the students��� personalities, already built relationships and co-workers��� advice to help along the way.���

For more information about the 厙ぴ勛圖 College of Education alternate route program, visit tricities.wsu.edu/education/undergraduate/alternate-route. Interested in pursuing a career in education? Visit tricities.wsu.edu/education.

Richland, WA ��� ���I���ve always wanted to talk about things I find cool.���

Since his first taste of teaching younger kids while in high school, Allan Felsot has loved passing along science knowledge and information. And the泭 professor���s love of science shines through decades later.

���Being excited about something and wanting to talk about it is great motivation for a teacher,��� said Felsot, who is also the academic director for the math and science sector of the泭College of Arts and Sciences泭(CAS) at . ���If I can pass along my excitement to students, that���s a huge win.���

He���s obviously doing something right, as Felsot, 68, will receive the泭 from the Entomological Society of America, basically national teacher of the year, at泭the society���s national conference in November.

���I���m surprised and flattered, being honored by colleagues and friends who have supported me in my career,��� said Felsot, who has been at WSU for 26 years.

���Allan is an inspirational teacher,��� said Laura Lavine, chair of WSU���s entomology department. ���His tireless efforts are impacting so many people. He���s been making science interesting and relevant for several generations of college students.���

Wide range of interests

In addition to teaching entomology, Felsot teaches courses in an array of topics in both CAHNRS and CAS. From integrated pest management to environmental toxicology to biotechnology and the environment, his topics vary but he always grounds them in helping students beyond topical knowledge.

���I help them understand various view points, to look at the perspectives of environmental groups and industry,��� Felsot said. ���Teaching critical thinking skills, and how they can make people better citizens, is vital to providing a useful education.���

Beyond the classroom

In addition to his teaching and administrative roles, Felsot still holds a partial Extension appointment. In that role he teaches training programs in pesticide management to people working in agriculture around Washington.

���It���s not that different, teaching WSU students or people who apply pesticides,��� Felsot said. ���I���ve just learned how to adjust how I talk to different groups, but still communicate clearly the best science available.���

The native of Miami Beach, Florida doesn���t plan to retire any time soon, either. He said he���s having too much fun.

���Being at a university keeps me young,��� he said. ���I thrive being around students. I���m a teacher of skeptical inquiry, so helping these young people learn to ask tough questions and search for truth is invigorating.���

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� A curiosity for the world and the yearning to know how it works.

It is what brought Allan Felsot to the world of science and it is what inspired in him an interest and passion for teaching and academia at the college level. He brings this passion to his students, which is what has led to Felsot earning a regional teaching award.

Felsot, the academic director for the math and science sector of the College of Arts and Sciences at Washington State University Tri-Cities and professor of entomology, was recently announced as the recipient of the pacific branch of the ���s award for excellence in teaching.

The award honors educators at the university or community college level who have excelled through innovations in developing new courses, programs and teaching methods in the field of entomology and the sciences. The regional award covers the region of 11 western states, seven U.S. territories, five Canadian provinces and four states in Mexico. After winning the regional award, Felsot is now up for the national award, of which will be announced at the society���s annual meeting in St. Louis this November.

Skeptical inquiry teaching philosophy

In his classes, Felsot approaches every lecture with an approach he regards as skeptical inquiry. He said the approach comes from the Greek noun ���skepsis,��� which means consideration, inquiry and examination.

���It is about asking questions, questioning authority, but seeking answers or the truth,��� he said. ���To doubt, but then to find out what the truth is. I want students to be skeptical in that sense. Part of being skeptical is developing a sense of curiosity. My idea is that if they develop a sense of curiosity, they will develop something they are passionate about, which will lead to other areas of interest.���

In his courses, he brings recent news articles and headlines into the discussion, providing relevance to what the students are learning about.

���The principles they are learning about do relate to something in the real world,��� he said. ���What they are doing does matter in society. I hope it also brings about a sense of civic responsibility.���

Mentorship and a passion for learning

Over his 26 years at WSU, Felsot has mentored more than 50 master���s and doctoral students. He has also been instrumental in developing new courses at 厙ぴ勛圖, as well as several for the WSU Global campus. His research throughout his career at WSU has focused on environmental toxicology and risk assessment of pesticides. Prior to coming to WSU, he worked as a project leader for pesticide chemistry and toxicology research at the University of Illinois.

At WSU, he teaches courses across WSU���s College of Arts and Sciences and College of Agricultural, Human, and Natural Resource Sciences, ranging from general entomology, to integrated pest management, to pesticide toxicology, to insect and plant physiology. Teaching a range of diverse courses, he said, encourages his own love for learning. His own love for the learning process inspires his students, as well as fellow faculty members.

���If you were to ask me to name an instructor that has had one of the greatest impacts in my entire academic a career, I would answer Dr. Allan S. Felsot,��� said alumna Yessica Carnley. ���The dedication and commitment that he has to his students and to the proliferation of knowledge is one that is rarely encountered. One of the greatest lessons I learned in his courses was to question everything and to answer your own questions through proper research and testing, if possible.���

Kate McAteer, 厙ぴ勛圖 interim vice chancellor of academic affairs, said having a dynamic and engaging instructor like Allan in the lab gives students the opportunity to explore and understand concepts and develop a love of science.

���As students have often remarked, ���How could you not think science is fascinating when Dr. Felsot teaches it?������ she said.

Academic contributions outside the classroom

Outside of his teaching, Felsot provides dozens of lectures for workshops and programs each year. He also develops insect biology youth workshops for middle school students through WSU���s GEAR UP programs, which helps prepare students for college, and 厙ぴ勛圖��� STEM summer camps, in addition to formerly through the Mathematics, Engineering, and Science Achievement program (MESA).

���Professor Felsot is a well-recognized member of the Tri-Cities community,��� McAteer said. ���His talk on insects and bugs is undoubtedly the highlight of the campus tour for many middle school children every year and for those students that attend the STEM summer camps.���

Felsot will accept his regional award from the Entomology Society of America during an awards luncheon in San Diego, California, on April 2.

RICHLAND, Wash. ��� Annick Rougee, a 厙ぴ勛圖 assistant professor of mathematics education, has been named a Service, Teaching and Research泭 fellow by the Association for Mathematics Teacher Educators.

As a new professor, Rougee said the program is designed to help her learn and grow in her career.

���It���s an induction program to support new faculty in education in service, teaching and the research they need to do,��� Rougee said. ���It helps with networking and remote working and learning together.���

Rougee began as an assistant professor in the fall of 2017, following the completion of her Ph.D. in mathematics education from the University of Michigan in August of 2017. She also holds a masters in education (focusing on math and science), and a masters of science (focusing on science and engineering of materials) both from Arizona State University. She earned her bachelor���s degree in physics from Pomona College.

Rougee���s research has largely focused on how teachers and students interact.

���My work here is about teaching elementary pre-service math teachers and is focusing on how teachers respond to students,��� she explained. ���I���m looking at how teachers manage those interactions, listen to students and understand students. Those interactions are difficult to navigate.���

啦堯梗泭泭(STaR) Fellows program includes a summer institute in Park City, Utah, online networking throughout the year and a follow-up session at the AMTE conference in 2019.

���I���m hoping it gives me some ideas and resources,��� Rougee said.

In her research, Rougee asks what she can do to support pre-service teachers.

���Having other colleagues (through the STaR Fellows program) to talk to about these ideas can be helpful,��� she said. ���Hopefully, I���ll find ways to find collaborations with other people.���

This year, 30 applicants were selected for the STaR fellows program from a pool of 47 based on application materials. Rougee, along with the other newly selected fellows, will be in the program for one year. She said she is looking forward to working with a diverse group of people and learning alongside them for the next year.

“The program is an exciting opportunity to network with new and seasoned mathematics education faculty across the nation,��� she said.

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� Becky Rausch has had a passion for teaching since she was a little girl. But as an adult, her life restrictions in raising a family with eight children left her with little time to complete an education degree while serving as a paraprofessional. That is, until the past two years.

Through Washington State University Tri-Cities��� alternative route to an education degree, Rausch received credit for proven experience in the classroom as a paraprofessional while taking the full courses needed to certify as a teacher.

The program took her two years and Rausch was among the first class of 18 graduates in the program this May. She received an endorsement in elementary education and English language learning, also known as ELL.

���With the WSU alternative route program, I couldn���t have asked for a better experience,��� she said. ���It was difficult, for sure. But I truly learned from some of the best professors and mentors.���

From classroom volunteer to education student

As a young child, Rausch said she used to pretend she was a teacher, inspiring and motivating others to learn and grow. But as she got older and after earning her associate���s degree, raising a family became more important.

After her children started school, however, Rausch dedicated hours during the day to volunteering in her children���s classroom and serving on the schools��� Parent Teacher Organization.

���I volunteered in the schools for 21 years and served as every single position on the PTO board,��� she said.

It was through her involvement in her children���s schools that led her to eventually become a substitute paraeducator, and four years ago, she became a full-time paraeducator in the Richland School District. After a few years, Rausch said she considered quitting her job because she wanted to go back to school full-time to become a teacher. The 厙ぴ勛圖 alternative route program meant she wouldn���t have to quite her job.

Through the alternative program, Rausch kept her job at Sacajawea Elementary School as a paraprofessional while learning about research-driven teaching practices, classroom management and more through the bachelor���s program at 厙ぴ勛圖. She attended school full-time while working full-time.

���I���ve spend most of my life supporting my kids, four of whom went to WSU. Now, I felt it was my turn,��� she said. ���This program turned out to be a good fit for me and where I was at.���

Learning from the best

Through the program, Rausch took an average of three to five classes at a time while also completing requirements to prove that she had the teaching expertise for credit.

She attended classes, wrote dozens of papers, was video-recorded in her classroom as a paraprofessional and student teacher, wrote lesson plans and more. All the while, Rausch said she learned from WSU professors who gave their all for their students to ensure that they developed into the best teachers they could be.

Rausch also learned extensively from her teacher mentors at her home school. She was mentored by kindergarten teacher Barbi Wolf at Sacajawea Elementary School in Richland, and also worked closely with Rae Fournier, a third-grade teacher at the school. Both said they were impressed by Rausch���s dedication to her students and her willingness to learn.

���She handled it with grace and gave 150 percent of herself full-time,��� Wolf said.

Fournier, also a 厙ぴ勛圖 education alumna, said the result of Rausch���s work ethic is that she is certain she will be an incredible teacher.

���For somebody like Becky, the alternative route program presented the perfect opportunity,��� she said. ���She will be a really quality teacher in the classroom.���

A classroom of her own泭

Come this fall, Rausch will run her own classroom for the first time. She secured a position as a kindergarten teacher at Sacajawea Elementary School.

���I am beyond thrilled and can���t wait to start,��� she said. ���I���ve been a parent, volunteer and employee at Sacajawea for 26 years. This is definitely my home.���

She said she is glad to have had the experience in the classroom as a paraprofessional as she feels it gave her a head start into the profession.

���The combination of what you apply from your experience as a para to what you learn in the education program from your professors is incredible,��� she said. ���WSU was amazing through all of this. All of the instructors were outstanding and my advisors devoted themselves to my success. It was so much fun going back to school at WSU that it���s kind of hard to stop now.���

For more information on the alternative route to an education degree program, visit /education/undergraduate/alternate-route/.

RICHLAND, Wash. ��� Lindsay Lightner, a Ph.D. student in mathematics and science education and coordinator of the Alternate Route Teacher Certification program at Washington State University Tri-Cities, has received the 2018 European Science Education Research Association Summer School in Finland scholarship from the National Association for Research in Science Teaching.

泭is one of two recipients nationwide to receive the scholarship, and she will spend one week at the University of Jyv瓣skyl瓣 in Jyv瓣skyl瓣, Finland, for an institute program that will allow her and other students to collaborate and network.

���They haven���t set the program yet, but there are groups of students that we will be assigned to work on our dissertations and receive feedback,��� Lightner said. ���There also will be lectures, social activities and networking opportunities.���

Lightner said she is really looking forward to the opportunity and feels privileged to receive the scholarship to cover the costs of the program.

���I���m excited to talk to people about cultures and be with so many people from so many different backgrounds,��� she said. ���This is a major focus of the National Association for Research in Science Teaching (NARST) to be able to internationalize more. It���s neat to be able to get different perspectives that you wouldn���t have otherwise.���

Lightner���s research focuses on how pre-service teachers integrate their experiences during their education into their work and their classrooms, as well as how different cultures change learning environments.

���I���m looking at how they take their experiences and put them together with their learning from universities and make the jump to professional teaching,��� she said. ���I���m also looking at how different factors support pre-service teachers.���

Lightner has experience in other cultures and other educational systems, as she was a senior lecturer on the education faculty at Canterbury Christ Church University in Canterbury, England. Prior to that, she was a lecturer in the English department at Pennsylvania State University and a science and mathematics teacher at Inwood Intermediate School 52 in New York. Since 2006, she has been at 厙ぴ勛圖, first working as an academic advisor in the College of Education (2006-14) College of Arts and Sciences (2009-14) and College of Agricultural Human and Natural Resource Sciences (2009-14). From 2014-16, she was the assistant director of high school programs at 厙ぴ勛圖 and is currently the coordinator for the Alternate Route Teacher Certification program in the College of Education. She holds a BA in geology from Carleton College and an MA from the Writing Seminars at John Hopkins University.

She said she will use the one-week institute program to help her in her dissertation.

���I���d like to get that intensive mentoring and feedback and collect data and think toward different things I can do,��� she said. ���I���m especially interested in getting that international perspective.���

Lightner added that she is thankful for all the support she receives from WSU.

���I���m really grateful for the mentorship and the teaching and support we���ve all gotten from WSU,��� she said. ���Without that support, we wouldn���t be able to do what we do or represent the university.���

RICHLAND, Wash. ��� Individuals are encouraged to nominate distinguished female students, staff, faculty members, alumnae or community members who have made notable contributions to the Washington State University Tri-Cities campus through service, teaching or involvement.

The deadline to nominate for 厙ぴ勛圖��� Women of Distinction program is March 26. Individuals should submit their nominations at /women-of-distinction/.

���We have incredible female leaders and mentors here at 厙ぴ勛圖 and in the community that both move the university forward and make our region, state and nation a better place,��� he said. ���I���m excited to welcome nominations for our next class of talented and distinguished female individuals who continue to set an incredible example in our community.���

The selection committee welcomes nominations of women who meet some or all of the following criteria:

• Exhibits leadership in her discipline or area泭of expertise
• Serves as role models and/or mentors to other women
• Advocates for positive social change that helps close the leadership gap and create a more equitable society
• Demonstrates a commitment to the missions of 厙ぴ勛圖
• Demonstrates a commitment to social justice and inclusion
• Has earned respect within their communities
• Supports policies, practices, attitudes, and/or actions that are intended to produce equitable outcomes for all
• Gives back to the community through their time, talent, and/or resources

The honorees will be recognized at a photo exhibition and opening reception at 4 p.m. on Friday, April 20, 2018, in the CIC Art Gallery.