Continued Thinking about our Work Together

Hello Everyone,

I hope this note finds you all well. It is often that those of us that worked with you this past summer find ourselves thinking about and discussing the tremendous amount of work we were able to accomplish in such a short amount of time. I believe this is true because of your continued commitments, both individually and collectively, to reflecting on what it means to be an effective teacher. As I reread your blog postings from your time here, I'm reminded of how this kind of purposeful thinking and reflection influences how we are constantly improving ourselves in our work with students. Thank you all for this reminder. It is part of what makes me continue to do the work that I do.

With this in mind, and now that you've had some time to return to your normal lives and process your time with us, I'd like to ask you all to take one more opportunity to reflect on the work that we did during your summer experience at Eastern Washington University. Towards the end of our program, each of you responded to prompts on this blog that asked you to specifically address the main issues that we focused on during the program. The blog prompts were titled Socio-Economic Status and Education, Disability and Education, English Language Learners and Education, Race/Ethnicity and Education, and Culture and Education. These seem like natural places to return to at this point. I'm asking that each of you revisit these prompts and your responses to them. Then, after you've reaquainted yourself with the prompt and your response, choose one that you think you might answer differently now. In the "comment" section of the prompt that you've decided to focus on, please provide some detail about how your thinking has changed or progressed since you first wrote your original response to the prompt. What would be different about your response now? What has influenced this change? Why is this reflection meaningful or important?

I truly believe that this type of continued reflection makes us stronger educators. I appreciate you taking the time to participate in this process with us. I look forward to reading your new comments to the prompts and hearing about all of the amazing work each of you are doing in your home countries and beyond.

With great affection,

Sean W. Agriss
2011 EWU Pathways Project Coordinator
sagriss@ewu.edu

Culture and Education Blog Prompt

Hello All.

I'm posting our last written blog prompt relating to our experiences thus far. As a reminder, these prompts are meant to provide each of you with an opportunity to further reflect on our coursework, our school visits, and our cultural visits. Please answer this prompt on your own blog site, and give it the title "Culture and Education."

Thinking about our visits to Holmes Elementary, Global Neighborhood, the Refugee Parent's Panel, Jacob's Well, the Salish Language Workshop, the Julyamsh Powwow, the American Indian Education Center, Riverfront Farms, Great Northern School District, and what we've been discussing in our academic classes, what did you discover about how cultural background affects students' success in school? In what ways is this similar to your home country? In what ways is this different than in your home country? As an educator, how do you understand your role in assisting students from a variety of cultural backgrounds to be successful in school?

As always, please feel free to view one another's posts and comment on what is written. Thanks again to you all for all of your hard work.

Sean Agriss

Race/Ethnicity and Education Blog Prompt

Hello Once Again.

It has been a joy spending time with you these past few weeks. I'm posting another blog prompt relating to our experiences thus far. As a reminder, these prompts are meant to provide each of you with an opportunity to further reflect on our coursework, our school visits, and our cultural visits. Please answer this prompt on your own blog site, and give it the title "Race/Ethnicity and Education."

Thinking about our visits to Holmes Elementary, Global Neighborhood, the Refugee Parent's Panel, Jacob's Well, the Salish Language Workshop, Riverfront Farms, and what we've been discussing in our academic classes, what did you discover about how race and ethnicity affects students' success in school? In what ways is this similar to your home country? In what ways is this different than in your home country? As an educator, how do you understand your role in assisting students from a variety of racial and ethnic backgrounds to be successful in school?

As always, please feel free to view one another's posts and comment on what is written. Thanks to you all for all of your hard work.

Sean Agriss

Participation Survey

Hello All.


As part of our effort to make the EWU Pathways experience as valuable as it can possibly be, we have developed a few surveys where you have the opportunity to provide us with feedback about the program. Could each of you take a few minutes to complete the participation survey by Friday, 8/12. The link below will redirect you to the survey. Thank you again for all of your hard work and for your feedback. 


http://www.surveymonkey.com/s/26JM38V


Sean Agriss

English Language Learners and Education Blog Prompt

Greetings.

I hope that everyone is doing well and is enjoying our Eastern Washington summer. I'm posting another blog prompt relating to our experiences thus far. As a reminder, these prompts are meant to provide each of you with an opportunity to further reflect on our coursework, our school visits, and our cultural visits. Please answer this prompt on your own blog site, and give it the title "English Language Learners and Education."

Thinking about our visits to Global Neighborhood, the Refugee Parent's Panel, Jack Anderson at Kennewick Public Schools, Mea Moore at the Professional Educator Standards Board, Jacob's Well, the Salish Language Workshop, and what we've been discussing in our academic classes, what did you discover about how English language learning affects students' capacity to be successful in school? In what ways is this similar to your home country? In what ways is this different than in your home country? As an educator, how do you understand your role in assisting students who are language learners to be successful in school?

Reading your responses thus far has been great. As always, please feel free to view one another's posts and comment on what is written.  Thanks to you all for all of your hard work.

Sean Agriss

Disability and Education Blog Prompt

Hello Again Everyone.

As promised, here is another blog prompt relating to our experiences thus far. As a reminder, these prompts are meant to provide each of you with an opportunity to further reflect on our coursework, our school visits, and our cultural visits. Please answer this prompt on your own blog site, and give it the title "Disability and Education."

Thinking about our visits to Domino Preschool, our Assistive Technology Workshops, our various school visits, and what we've been discussing in our academic classes, what did you discover about how disability affects students' capacity to be successful in school? In what ways is this similar to your home country? In what ways is this different than in your home country? As an educator, how do you understand your role in assisting students with a variety of special needs to be successful in school?

We all look forward to your responses. As always, please feel free to view one another's posts and comment on what is written.  Thanks to you all for all of your hard work.

Sean Agriss

Socio-Economic Status and Education Blog Prompt

Hello Pathways Participants

Now that we have a couple of weeks of content to draw from, I want to start posting questions on the main blog site and have you respond on your own blog sites. These prompts are meant to provide each of you with an opportunity to further reflect on our coursework, our school visits, and our cultural visits. I plan to add a new prompt every couple of days that addresses each of the main themes that we're focusing on. Our first prompt is below. Please answer this prompt on your own blog site, and give it the title "Socio-Economic Status and Education."

Thinking about our visits to Holmes Elementary, Riverfront Farms, Global Neighborhood and the Refugee Parents Panel and what we've been discussing in our academic classes, what did you discover about how socio-economic status and poverty affects students' ability to be successful in school? In what ways is this similar to your home country? In what ways is this different than in your home country? As an educator, how do you understand your role in assisting students from a variety of socio-economic backgrounds to be successful in school?

We all look forward to your responses. Please feel free to view one another's posts and comment on what is written.  

Sean Agriss

Final Preparations

Hello Pathways Participants.

We are all so excited for your arrival to the United States, to the state of Washington, and to Eastern Washington University. Feel free to contact us at any time.

Also, I want to thank each of you for introducing yourself by creating a blog site. We will use these blogs throughout the program to enhance and enrich our experiences. I ask that, before you depart your home countries, you take the time to answer the questions posed regarding factors in student learning. Your responses to these questions will help us to shape the discussions we will have throughout the program. Please answer these questions in a blog post on the site that you have created. Please title this post "Factors in Student Learning."

I hope that you are looking forward to your time here as much as we are. Please don't hesitate to contact me with any questions or concerns as you make your final preparations. Travel safely.

With anticipation,

Sean Agriss
2011 EWU Pathways Project Coordinator
sagriss@ewu.edu

Factors in Student Learning

Greetings again all,

We are in the process of finalizing our plans for the Summer Institute. To help us with this, we would like you to write a response to the questions below. Please know that this is not a test or an evaluation of you, and there are no wrong answers. We are just trying to plan the most effective program possible for your academic success—just as you will do for your future students as well. On the blog site that you created, please create a post titled "Factors in Student Learning" and answer each question there. Please complete this before you depart for the U.S.

1.  What do you think are the major factors that assist students with learning? Feel free to mention any factors that are present in the classroom, the school community itself, or outside of school as you write your answer.

2.  What do you think are the major barriers that get in the way of student learning? Again, feel free to mention any factors that are present in the classroom, the school community itself, or outside of school as you write your answer.

3.  What do you think an effective classroom looks like? What makes a classroom experience worthwhile and valuable?

Beneficial factors and barriers will be the central topics of our discussions in your classes and seminars. For now, we just want to see what your ideas are as we prepare to get started.  Thanks for your comments!

See you all soon.

Sean Agriss

2011 EWU Pathways Project Coordinator

sagriss@ewu.edu

Take a Look at Your Blogs

Thanks to all of you that set up a blog site to introduce yourselves to the group. Below is a partial list of each person's site. Please take the time to begin getting to know one another. If you have set up a blog and do not see it below, please email me the address so I can include it. If you have yet to set up a blog, please do so as soon as possible, and email the address to me so I can list it below. Thanks.


http://tltkristian.blogspot.com/
http://quatrosemanasemeia.blogspot.com/
http://www.georgina-pm.blogspot.com
http://mohammed640.blogspot.com/
http://stephaniegeoffroy.blogspot.com
http://flo-pathways.blogspot.com/
http://ewunermin.blogspot.com/
http://summereducation-daniela.blogspot.com/ 
http://mollyisnowablogger.blogspot.com/
http://summerinstitutebethaniesfirstblog.blogspot.com/2011/07/bethanies-first-ever-blog-post.html
http://mreeuu.blogspot.com/
http://sakariya-mo.blogspot.com/
http://ewu-laora.blogspot.com/
http://sarahthompson92.blogspot.com/


A couple of other notes:


1) I have received a couple of questions about the texts included on the course syllabi. You are not required to purchase the texts. We'll have those for you when you arrive.


2) When you arrive at the airport in Spokane, Washington, you will be greeted by myself and the peer mentors, and we will transport you to EWU. So that you can recognize us, we will be wearing EWU t-shirts, and we will have signs that read EWU Pathways.


We are so looking forward to your arrival. See you soon.


Sean Agriss
2011 EWU Pathways Project Coordinator
sagriss@ewu.edu

Packing, Housing, Dining, Orientation, etc...

Packing Suggestions

The weather in Spokane is relatively mild and will mostly be warm or hot during your visit to the United States.  We advise that you pack a variety of warm-weather clothes, including a swimsuit.  Attire for most Institute events is “business casual” but we request that you also bring at least one or two professional outfits for presentations and meetings with the university president and provost.  For men, a pair of pants (not jeans) with a button-down short sleeved shirt is considered business-casual.  For women, nice pants or skirts with a blouse are appropriate.  Both men and women should pack sufficient amounts of shorts and leisure attire.  Be sure to pack comfortable shoes which you are accustomed to walking in (if you purchase new shoes, please wear them prior to the trip). Additionally, our work with Riverfront Farms will likely involve some farm work, so bring some clothes that you don't mind getting dirty.

Important reminder: Be sure to bring ample supplies of prescription medicines, an extra pair of glasses/contacts, etc.  You should carry these items with them on the plane, rather than in your checked luggage.  These items are very hard to replace, and it is best to bring sufficient quantities with you to be sure that they last the duration of the program.  All prescription medicines must be carried in their original container from the pharmacy or with a copy of the doctor’s prescription.  If you take medications regularly, please make sure you have gotten an adequate supply before leaving for the U.S., as you will be unable to secure replacement prescriptions without doctor’s appointments. 

Arrival Orientation

Upon arrival to EWU, project administrators will conduct the campus orientation.  It will include information on J-1 visa requirements, logistics (housing/meals/laundry), issues of cultural shock and adjustment, an overview of the academic and cultural program, and itinerary of the program.  Participants will learn about weather, dress code, university policies, safety issues and expectations for the participants in terms of academic content, intensive program schedule, and attendance.  Peer mentors will participate in the orientation, and their role to the students will be clearly explained.  Housing, safety, and American student customs are all important domains for the peer mentors and this will be explicated during orientation.  As part of the orientation, project administrators will conduct a needs assessment so language, technology and content can be targeted to participant needs during the program. Participants will receive a campus photo ID that ensures access to campus computer, library, and recreational facilities and free transportation on the local bus system.

Housing and Dining

Students will be housed in Brewster Hall, an integrated suite-style residence hall on EWU’s campus, located three blocks away from classrooms.  Brewster Hall offers co-ed, suite-style living; each suite has 2, 3, or 4 large single rooms. Suite residents share a full bathroom (all same gender) and a large common area which serves as a living room, kitchenette, and dining room. The common area is furnished with a large refrigerator, a sink in the kitchen area, a couch, coffee table, and a dining table equipped with four chairs.  The suites do not have stoves or ovens but there are community stovetops in the building. Each individual room is furnished with a loft-able bed, a chest of drawers, an armoire, a desk, and chair. Large community lounges are located on the 2^nd and 3^rd floors.  The 3^rd floor is equipped with a gas fire place and sky light. All institute participants will receive approximately $35/day in cash stipends for meals and other incidental expenses.  Meals can be purchased at numerous on-campus and off-campus locations, and an additional $10 daily allotment for on-campus dining (only) will be provided as a pre-loaded amount on a meal debit card.  During the arrival orientation, project staff will describe the methods for distributing the meal stipends.  EWU’s Dining Services has provided Kosher and Halal meals for past DOS-ECA participants and is prepared to do so upon request for participants in the Pathways Institute. Several vegetarian and vegan options are available, as are other special dietary requests. Given that Ramadan will occur during this year’s Pathways Institute, it is likely that some of you will need to make special accommodations in diet and/or activities.  We can discuss this upon arrival.  If you have other special dietary requests, please contact Sean Agriss via email (sagriss@ewu.edu) as soon as possible.

I'd also like to remind each of you to create a personal blog on blogger.com that we will be using throughout the institute. Please refer to an earlier blog posting for additional details. Once you have created this blog, please email me the web address, and I will collect them on this main blog site. Again, don't hesitate to email with questions or concerns.

Be Well,

Sean Agriss

2011 EWU Pathways Project Coordinator

sagriss@ewu.edu

Peer Mentor Introductions and Creating Your Own Blog

Greetings Pathways Participants,


As your arrival date approaches, I'll continue to post information and instructions to this blog. Today, I want to introduce you to three peer mentors who will be working with you during your time here. Eastern Washington University has screened and selected a group of peer mentors who will participate in all project activities. Peer mentors will live in the residence halls and are available to help serve as cultural and academic advisors.  The peer mentors will design leisure activities and will accompany the group on cultural and school visits, as well as community service projects.  The peer mentors are advanced EWU students or recent alumni, some of whom are bilingual and bicultural.  A mix of gender and age, the group of peer mentors will be an important source of support and social connection for participants. Each peer mentor has started a blog as a means of introduction. You can access and follow their blogs at the following locations:


enjoyingpathways.blogspot.com/2011/06/greetings.html

whoisbeccag.blogspot.com

bmccurdy.blogspot.com/

In addition to taking a look at the peer mentor's introductory blog posts, I'm asking that each of you create a blog on blogger.com. Blogger.com will lead you through the easy process of setting this up. Your initial blog post should introduce yourself to us here at EWU and to the other participants who you will be sharing this experience with. Additionally, leading up to your arrival, I'll be posting some questions to this main blog site that I'll ask you to respond to on your blog. This will help us to begin to formulate the discussions we'll be having while you are here. Throughout your time at EWU, we'll continually use these blogs as a place to reflect on the work we're doing together. Once you have established your blog, please email the web address of your blog to me at sagriss@ewu.edu, and I'll collect them on this main page for everyone to access.

As you work through this process, please let me know if I can assist you in any way. We're all looking forward to your arrival.

Sean Agriss
2011 EWU Pathways Project Coordinator
sagriss@ewu.edu

Course Syllabi and Additional Calendar Events

Hello again 2011 Pathways participants.

As promised, I will continue adding details to this blog as we are preparing for your arrival in July, which we are looking forward to with great anticipation.

I've added a few more events to our calendar, and I'm including website information below for you to explore before your arrival:

Northwest Autism Center Domino Project
http://nwautism.org/domino

Cheney Normal School Heritage Center in the One Room Schoolhouse at EWU
http://www.flickr.com/photos/ewuphoto/2696347227/
http://www.spokesmanreview.com/pf.asp?date=060804&ID=s1526758

Summer Parkways
http://summerparkways.com/

Julyamsh--Couer d' Alene Tribal Powwow
http://www.julyamsh.com/

I also thought it might be useful for you to see course syllabi for the academic courses that you will be participating in.  Below are course syllabi for the Teaching in America course and the Educational Leadership course:

Eastern Washington University

Pathways: Leaders in Education Summer Institute

Summer 2011

Teaching in America

Instructor: Sean W. Agriss                                             

Office hours: By appointment

Contact: 509-592-3404, seanagriss@ewu.edu

           

Department of Education Mission

Our mission is to prepare student-centered teachers and leaders who are caring, effective, informed, reflective graduates who successfully engage all learners in diverse schools, communities, and global contexts.

Course Description

Using a variety of texts, participants in this course will discuss and analyze the political, economic, social, religious, and philosophical forces that have shaped American education. In the process, course time will be spent reflecting on characteristics of great teachers, considering important current issues in education, examining the history of public and private U.S. schools, reviewing the general structure of our education system, understanding the importance of a professional code of ethics and the legal responsibilities of teachers, and examining the various curricular, instructional, assessment, and management responsibilities that teachers engage in daily. In keeping with the multiple pathways theme of this Institute, the instructor will help students to examine exceptionality related to language, poverty, gifted children, students with disabilities, at-risk youth, gender, and sexuality, as well as fine tuning critical intellectual skills such as analysis, evaluation, application, and effective communication.

Our class experiences are based on the following beliefs about learning:

*Learning is an active process

*Learning is a social process of collaborating with others

*Learning occurs when we make connections to our own experiences

*Choice allows learners to connect to their own experiences and feel ownership in their learning process

*Learning is reflective as well as active

*Learning is a life-long process

*Learning is optimal when learners take responsibility for their own learning process

Texts

Morrison, G. S. (2009). Teaching in America (5^th ed.). Upper Saddle River, NJ: Pearson.

Additional handouts throughout the course.

My hopes and expectations for your engagement in the class

This course will challenge you intellectually to develop a deeper analysis of the field you are about to enter.  To meet the challenge, you need to read and be open to new insights as you participate in all aspects of the course.  I hope that you will experience the course as an opportunity to grow and learn more about schools and education than you did before. 

Class Expectations

Attendance, by itself, is insufficient.  For each class session students must competently engage in its events.  In general, this involves exhibiting a professional demeanor and being prepared to consider, discuss, and apply assigned readings. 

Daily Schedule

Day 1—Intros, expectations, syllabus, projects

Day 2—Discussion as a teaching methodology

            Reading—Brooks and Preskill’s Discussion in a Democratic Society

Day 3—History of U.S. education

Reading—Morrison pg. 302-352 and Linda Symcox’s From ‘A Nation at Risk’ to No Child Left Behind: 25 Years of Neoliberal Reform in Education

Day 4—Critical Pedagogy

            Reading—Peter McLaren’s Critical Pedagogy: A Look at the Major Concepts

Day 5—Disabilities, IEPs

            Reading—Morrison pg. 142-181

Day 6—Media Analysis Project work day

            Reading—Education news artifacts

Day 7—Media Analysis Project presentations and Wrap up

Pathways:

Teacher Leaders

in Education

Summer Institute 2011

Exploring Multiple Pathways Taken by Teacher Leaders to: Promote Successful Teaching and Learning Through Best Instructional Practices, Professional Development, Fostering a Collaborative School Culture, Celebrating Diversity, and Embracing the Change Process

 Dr. Harvey B. Alvy

Eastern Washington University

Cheney, WA

Harvey.Alvy@mail.ewu.edu

“Leadership and learning are indispensable to each other.”

John F. Kennedy

 Agenda: Instructional Practices, Teacher Leadership, Collaboration, Culture, and the Change Process

Welcome: Opening Activity, Agenda, Assumptions and Essential Questions

Strengthening One’s Knowledge Base on Teaching, Learning, Curriculum, and Assessment Ø  Important trends/shifts in education, and skills needed for the 21st century Ø  Reviewing Marzano’s research on “Factors Affecting Student Achievement” from What Works in Schools Ø  Best school-wide practices: school, teacher, and student-level factors Ø  Marzano’s critical “Instructional Design Questions” from The Art and Science of Teaching Ø  Reviewing Stronge’s research on qualities of effective teachers Ø  The importance of feedback: Insights of John Hattie and Susan Brookhart Ø  The Student Learning Nexus: A tool to assist teachers Ø  A Cooperative Learning Jigsaw Activity: Working together on selected chapters from What Works in Schools to reach greater understanding of key ideas (e.g., Chapters:  3, 4, 5, 6, 7, 9, 10, 15)

Examining the Possibilities for Teacher Leadership Ø  Supporting a school culture of collaboration and teacher growth Ø  What are the characteristics of effective school cultures in Professional Learning Communities? Ø  Various teacher leadership roles, social justice, and supporting diversity and multiculturalism through culturally responsive teaching and teacher leadership

Understanding Change and Innovation Ø  Important insights from the work of Michael Fullan and Robert Evans Ø  Addressing change issues related to confrontation and resistance

The Power of Storytelling as a School Culture Shaping Tool Ø  The research on storytelling to shape a culture and address diversity Ø  The power of stories: Implementation based on personal experiences

A Final Reflection: What are the implications of your work for teaching success in European Schools?

Assumptions and Essential Questions to Guide Our Professional Learning

Assumptions:

Ø  Teachers and other school leaders believe that education saves lives.  Thus, education is an enterprise for social justice.

Ø  Social interaction and culturally responsive behaviors are critical for professional learning.

Ø  Collaboration can afford new and diverse perspectives.

Ø  Theory and practice go hand-in-hand, with contextually meaningful results.

Ø  Continuous learning is essential for teacher leaders.

Ø  Schools are holistic, non-linear eco-systems.

Ø  Because change, innovation and school improvement are so challenging, simplistic, prescriptive answers are suspect.

Ø  Reflection deepens learning experiences.

Essential Questions:

Ø  What important trends and shifts are occurring in education?

Ø  What skills will be critical worldwide for student success? 

Ø  What teacher behaviors—especially related to instructional strategies, classroom management, curriculum, and assessment/feedback—indicate that effective teaching is occurring?

Ø  When observing classrooms, how can one tell if each student is successfully learning?

Ø  How can we effectively motivate students?

Ø  What are the characteristics of a healthy and culturally sensitive school culture that supports teacher collaboration and student success?

Ø  How do successful teacher leaders behave and conduct their daily “business”?

Ø  What actions must take place for successful change and innovation to occur?

Ø  How should we address individuals and groups who resist meaningful change and innovation?

Ø  How can the achievement gap between successful and unsuccessful students be narrowed?

Ø  What are the essential characteristics of U. S. and European schools?  (What are the similarities? What are the differences? What can we learn from the various countries in Europe?)

Ø  What else?

“As long as people talk and listen to one another, everything remains possible.”                                                                                

 Elie Wiesel

Key ideas stressed by Marzano in What Works in Schools include:

§  “… high expectations for students, particularly those from low SES backgrounds, are a cornerstone of the school effectiveness research.”  (p. 36)

§  “The most powerful single modification that enhances achievement is feedback.” (quoted from Hattie in Marzano, p. 37)

§  “…those features of staff development with the strongest relationship to reported change in teacher behavior are (1) focus on content knowledge, (2) opportunities for active learning, (3) overall coherence of the staff development activities.” (p. 66)

§  “…the most important factor affecting student learning is the teacher….Effective teachers appear to be effective with students of all achievement levels regardless of heterogeneity in their classes.” (quoted from researchers Wright, Horn and Sanders, in Marzano, p. 72)

§  Concerning motivation: “When success in the classroom is defined in terms of competitive status with other, only a few students can be successful.  However, when individual growth is the criterion for success, then all students can experience success regardless of their comparative status.” (p. 149)

§  “…knowing our unique dispositions can give us power over our own motivation.” (p. 151)

Cooperative Learning Activity to Summarize Key Chapter Content, Action Step Recommendations, and Important Insights from What Works in Schools

Selected chapters of Marzano’s book are devoted to explaining key points related to factors affecting student achievement.  We will analyze the selected chapters together by following the cooperative learning steps described below:

1.  Groups of students will be asked to first read assigned sections from a chapter on the  (a) knowledge base (research conclusions, theories, “best practice”) of specific factors related to student achievement and  (b) the action steps recommended by Marzano. Highlight or underline key points in your book.

2.   After reading the content in your assigned sections individually, discuss the sections with your group members.  First, define the topic. Then, select 2-3 key points that you will later share with the whole class.  Also, select a powerful quote that best represents your key points.

3.  After deciding upon your insights, consider and discuss:  How can you best use these ideas—research, theories, practices, guidelines and interventions—when you return to schools in your country to accomplish two goals: meet the needs of students and meet the needs of your colleagues when you serve as teacher leaders?  Thus, what are the implications for teaching in your European nation?

4.  Discuss insights, new perspectives, concerns and “ah-has” that you gained from the chapter section and the group discussions. 

5.  Write down the highlights of steps 2-4 on poster paper to present and share your key points, insights and implications.

Please keep checking for additional posts over the next few weeks. As always, please don't hesitate to contact me with any questions or concerns you might have. 

We're looking forward to your arrival. See you soon.

Sean Agriss

2011 EWU Pathways Project Coordinator

sagriss@ewu.edu