the orange spring/summer 2006

K E E P I N G A L U M N I C U R R E N T

S P R I N G / S U M M E R E D I T I O N 2 0 0 6 V O L U M E 8 N U M B E R 2

at the Top High School in Canada

Making a

DifferenceB r u c e C o g g l e s ‘ 7 2 B E d , ‘ 7 5 B A

Where the Bears Roam

A Man of Conscience

Helping Students Today and Tomorrow

w w w . e d u c a t i o n . u a l b e r t a . c a

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.

Dean of Educat ion

Fern Snart

Director of External Relat ions/Edi tor

Michele Shea

Associate Edi tor

Dawn Ford

Graphic Design

Creative Services

Contributing writers and photographersDawn Ford, Heidi Julien, Gordon McIntosh, Sean Mowat, Scott Rollans, Michele Shea, Richard Siemens, Fern Snart

Send your comments to:Office of External RelationsFaculty of EducationUniversity of Alberta4-107 Education NorthEdmonton, AB T6G 2G5

Tel: 780.492.7755Fax: 780.492.0155E-mail: [email protected]

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No. 40063579

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Greetingsfrom the

DeanThis 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 comple-tion 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 Na-tions 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.

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



S P R I N G / S U M M E R E D I T I O N 2 0 0 6 V O L U M E 8 N U M B E R 2

COVER STORY14 Making 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.

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.

FEATURES4 Just Do It The Faculty of Education is leading the way with its international activities under the direction of George Richardson (‘73 BA, ’76 Dip(Ed), 77 MA, ’98 PhD).

6 Where the Bears RoamA look into the pedagogy of Guy Lefrançois (’66 PhD) and how his rural upbringing was the inspiration behind it.

13 Helping Students Today and TomorrowShane Gauthier (’98 BEd, ‘04 MEd) talks about his motivations for establishing two awards in the Faculty.

18 A Man of Conscience More than 60 years ago Professor Emeritus John Bergen (‘67 PhD) faced a test of conscience and took a brave stand for his beliefs.

DEPARTMENTS10 Reunion Weekend 2005

21 Class Notes

22 Reunion Weekend 2006

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.

16 Insuring a Better Future

Bruce Monkhouse (‘78 BA, ‘83 MA, ‘85 PhD) is helping to establish a Professorship in Educational Psychology.

T H E O R A N G E I S P R I N G / S U M M E R 2 0 0 6

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By GEOFF MCMASTER

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 pro-vide 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 develop-ment 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 educa-tion 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

JUST DO IT:EDUCATION FACULTY ‘POSTER CHILD’ FOR GLOBAL APPROACH

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 awe-some array of talent here,” he said.

Not surprisingly, much of the faculty’s international work is in China, a rapidly trans-forming 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 teach-ing 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 Interna-tional Development Agency project aimed at developing four distance-education courses for 360 high schools in remote areas of West-ern 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 proj-ect 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 of-ficially 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 student-centred approach.

But in addition to the Chinese connection, the faculty is also striking partnerships in Ab-original 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.”

“The aim is to include some sort of overseas placement for every student who wants it.”

South Africa transform its curricula, another in Somalia is helping reconstruct an educa-tion system destroyed by civil war, and a citizen education project in Zambia is con-tributing to “the overall process of democra-tization 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 ex-perience overseas. Initial talks are underway to establish an exchange agreement with a Korean university.

“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 interna-tional exchange, intercultural dialogue, takes advantage of our best abilities and brings forward some of the best work.”

Reprinted with the permission of Folio.

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.

Last December, the Office of Interna-tional 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.


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Where the Bears RoamInside the Pedagogy of Guy Lefrançois

By DAWN FORD

“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 learn-ing. Lefrançois, honorary professor at the Facul-ty 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 nar-ration skills of Kongor, an extraterrestrial from a planet on the rim of the third solar system.

“In the space between waking and sleep-ing, 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 par-ticularly 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 nu-ances 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 con-ceptual 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 state-ments like, ‘suppose you have a wild cow’, a rich word, ‘suppose,’ pregnant with im-plications,” 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 univer-sity 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 battery-powered 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.”

About my rat

you may be proud of your dog or maybe your cat or still your frog

but you can’t beat my rat

“A bear strutting through the pages of a seri-ous 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.

“So much of good teaching is keeping people in-terested 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.

Dawn Ford, ‘00 BEd, is the Faculty of Education’s Director of Communications.


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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 re-cruit Ali in July 2004, fresh from his doctoral studies in Information Science, Department of Computer and Information Sciences, Uni-versity 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 pro-gram, 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 is-sues involved in organizing and accessing information. These interests are key areas in

Research Profile of

Dr. Ali ShiriSchool of Library and Information StudiesBy HE ID I JUl IEN

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 Cana-dian digital library collections have made use of knowledge organization systems.

In particular, the study explored the extent to which the surveyed digital library collec-tions have incorporated knowledge organiza-tion systems into their search interfaces. The focus of this project was on academic and governmental digital library collections. Ali identified thirty-three digital library col-lections 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 sponsor-ing 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 fea-tures call for improvements. This project is making strong contributions to the following areas: digital libraries, knowledge organiza-tion systems and services, and user interface design. The findings provide insight into the various ways of incorporating knowledge organization systems into digital library in-terfaces 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 impor-tant 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 de-velop 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 Infor-mation Studies.

On February 28, 2006, The Honour-able Norman L Kwong, Lieutenant Governor of Alberta, and The Hon-ourable Iona Campagnolo, Lieuten-ant 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 opportu-nity for several of our PhD students and faculty members to discuss their research and share information about faculty programs such as the Indig-enous 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.


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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.

Weekend 2005Reunion

Margaret (Lien) Harms, ’55 BEd

Katherine (Melham) Crosby, ’81 BEd

Mary (Wong) Fung, ’73 BEd

Michael Skuba, ’45 BEd, ’55 MEd, ’65 PhD

Dean Fern Snart, ’79 PhD & Dr J.P. Das, Professor Emeritus

Frances Schultz, ’56 BEd

Stephen Leppard, ’86 BEd, ’92 MEd, ’03 EdD

Elizabeth (Hoope) Leppard, ’90 MEd

Alan Bell, ‘53 BA, ’55 BEd, ’67 MEd, points to a photograph of himself taken in 1958

Jean Mucha, ’65 BEd, ’79 MEd and her husband, Alex


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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 potter-ing 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 develop-ment 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 ex-plains. “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, pair-ing stronger readers with those who were less able. She also performed teacher in-services, helping them find new ways to do things in the classroom. “For instance, I real-ized 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.”

Nine years ago, it all started to come to-gether. 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 spell-ing 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 pro-gram 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

Not theRetiring Type

By SCOTT ROllANS

“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.”

Shane Gauthier (’98 BEd, ’04 MEd) is cur-rently 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 Uni-versity 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,

By MICHElE SHEA

Helping StudentsToday and Tomorrow

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 pro-gram 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.

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.”

Brailsford’s conviction in her methods has been validated by the district’s own research. “The results have been so encouraging,

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 read-ing program for grades 6–9.

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.”

Scott Rollans is an Edmonton-based freelance writer and editor with a special interest in education.

“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.”

Continued on page 19


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Bruce Coggles MAKING A DIFFERENCE

at the Top High School in Canada

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 motiva-tion,” says Bruce. “In order to help students be successful and keep them in school there must be a connection between what they are learn-ing 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 estab-lished 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 addi-tion, students learn time management and ef-fective 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 stu-dents 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

Bruce Coggles

By SEAN MOWAT

“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 Cog-gles 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 bac-calaureate programs, but our wide variety of career and technology studies courses can aug-ment 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 at-tending Jasper Place, and they are in programs designed to help them succeed and graduate from high school.”

Bruce’s “students come first” philosophy seems



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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 head-lines 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 be-come 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 treat-ment, 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 coun-selling. They made it personal, friendly, and collegial, and that sticks with me to this day. When I teach, I try to create the same col-legial 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 Psychol-ogy. 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 differ-ence,” 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

By lOIS HAMMOND

How the Monkhouse Gift WorksIn 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 pay-able to the University.

The proceeds will be used to endow a Pro-fessorship in Educational Psychology.

Examples of monthly costs for a $100,000 Joint Last to Die policy:

Both Age 40 $60 Both Age 50 $100 Both Age 60 $165

Other Life Insurance Options

There are a number of additional opportu-nities in the use of life insurance as a giving vehicle.

Options include:

Naming the University as the ben-eficiary 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 dona-tion of property.

For more information about life insurance or any other deferred gift vehicle, please call Michele Shea at 780.492.3680.


Insuring aBetter Future

Educational

Psychology

Professorship Will

Help Academics

Make a Difference


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A Man of Conscience: Professor Emeritus John J. BergenBy GORDON MCINTOSH

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.

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.

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 victo-ries 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 Depart-ment of Education, instructed John to appear before the Department’s Discipline Committee. On February 24th, the Com-mittee handed down its decision: “… your understanding of Canadian citizenship does not meet the requirements of the teaching profession of this Province.”

“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… .”

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 provi-sion 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 Mani-toba and after completion of these studies resumed his teaching career in Manitoba. After 13 years in three rural school principal-ships – 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 pres-ence 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 profes-sor in 1987. While on staff John had strong attachments with international students; he and his wife Hilda often invited the interna-tional 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.”

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.

Perhaps the most inspiring stories come from the prisoners who turn their lives around, something Monkhouse thinks the public is largely ignorant about.

“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

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.”

“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.

Monkhouse is convinced supporting excel-lent 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 differ-ence 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.

Insuring a Better FutureContinued from page 16

In his retirement, he continues to support in-ternational students through the John Bergen Travel Grant which enables international stu-dents 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 Educa-tional 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 teach-ing 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.

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.

Helping Students Today and TomorrowContinued from page 13


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“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.”

Celebrating Excellence in EducationOn 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 un-dergraduate 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 scholar-ship support.

“We are here to celebrate the accomplish-ments 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 do-nor-funded scholarships for the 2005-2006 academic year. The Faculty now offers over $170,000 annually in scholarships and bur-saries to students at the undergraduate and graduate levels of study.

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 psycholo-gy 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 impor-tantly, what they need to be successful in life.

William Ouchi’s study states that the Edmonton

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.

Bruce Coggles Making A DifferenceAt The Top High School In CanadaContinued from page 15

Norma-Jean Bowen, ’67 BEd, ’69 Ed(Dip), ’72 MEd, has retired from teach-ing 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 com-memorates the courage of the families who played a vital role in its history.

Carolyn Joy Sainchuk, ’73 BSc, ’75 BEd, is the Grant and Program Administrator 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-ap-pointed 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 listen-ing 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.”

NotesClass

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 relocat-ing 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 for a web-based company called Juvio, which provides 24-hour technical support on hard-ware, software, networking and peripherals.

Michele (Marples) Meijer, ’90 BEd, ’95 Ed(Dip), is currently on maternity leave from 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

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 Assistant Professor in the Faculty of Education at the University of New Brunswick.

Dennis Pratt, ’05 BEd, is currently teaching 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.”

Tania (Dickau) Martens, ’05 BEd, mar-ried 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 manage-ment and life skills to these children who need a lot of love, attention and guidance.”

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.

Asani members Debbie Houle, Sarah Pocklington (PhD Candidate), Sherryl Sewepagaham (’00 BEd)


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Weekend 2006Reunion

Congratulations to the following recipients of the 2005 Alumni Recognition Awards:

AwardsALUMNI HONOUR AWARD Recognizing the significant contributions made over a number of years by University of Alberta alumni in the local communities and beyond.

Jean E. Mucha, ‘65 BEd, ‘79 MEd, is a dedicated educa-tor 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 educa-tion.

ALUMNI HORIZON AWARD Recognizing the outstanding achievements of University of Alberta alumni early in their careers.

ALUMNI EXCELLENCE AWARD Celebrating outstanding, recent accomplish-ments of University of Alberta graduates.

Marcel Rocque, ‘96 BEd, is making curling history with his Alberta rink teammates as the only complete team to win four Briers.

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.

BE OUR GUEST AT REUNION WEEKEND 2006!

For event details, to RSVP to events, or to volunteer to help

organize your class event, please contact:

Sean Mowat, Alumni Relations Officer

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-

ing a special anniversary, i.e. having a graduation year that

ends with a “1” or a “6”, but reunion events are open to

all alumni and their guests.

Thursday, September 28, 2006Alumni Recognition Awards Ceremony 5:30 pm to 7:45 pm

Saturday, September 30, 2006Dean’s Brunch for Education Alumni 9:00 am to 11:00 am

Campus Tours 11:00 am to 12:00 pm

University Lectures including Empey Lecture 1:00 pm to 4:00 pm

Reunion Dinner 6:00 pm to 12:00 am

Sunday, October 1, 2006President’s Breakfast for Senior Alumni Years 9:30 am to 11:00 am

NotesClass

Name:

Degree and year:

Street Address:

City:

Province:

Postal Code: q Check if new address

Telephone:

E-mail:

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!

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 Infor-mation 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

Did youknow?

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.


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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 RelationsFaculty of Education, 4-107 Education NorthEdmonton, AB T6G 2G5Tel: 780.492.3680 Fax: 780.492.0155

I wish to make a gift of:

q $250 q $150 q $50 q $25 q Other________

Payment: 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 contin-ued 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 under-standing that the capital or principal amount of the donation (the “contribution”) will be invested in perpetuity with the investment earnings used to advance speci-fied educational purposes of the University. The original capital remains intact.

Please return to:Office of the DeanFaculty of EducationUniversity of Alberta845 Education SouthEdmonton, Alberta, Canada T6G 2G5

EDO

Help Support our Students’ Dreams

✁

the orange spring/summer 2006

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