WCU receives an additional $1.92 million grant from the Health Resources & Services Administration (HRSA)
Dr. Julie Tennille, MSW faculty, and Project Director for the HRSA grant, worked with her Education and Programming in Integrated Care (EPIC) team to write a competing continuation grant over the late fall and winter (2020/2021). The primary goals of the grant are to increase the number of graduate level social workers and school counselors, along with psychologists trained in integrated care, and to expand behavioral health services to medically underserved populations and communities. See the EPIC website for greater details regarding the many stellar contributors, history, and impact of EPIC: https://sites.google.com/view/epicprogram/home.
This summer the team learned of the successful application resulting in $1.92 million dollars for four more years (2021-2025). Most of the grant funding goes directly to students (60%). Stipends are given to both masters level students ($10K each), and doctoral level students ($25K each) in the MSW, MEd School Counseling and PsyD programs, respectively. The EPIC program has developed a regional reputation for excellence and is committed to training stipend awardees, faculty, staff, and community members in best practices for providing integrated care for working with children, adolescents, and transitional aged youth in our region and beyond.
Get to know the new faculty and staff of the College of Education and Social by selecting the accordions below.
David Barry is an Assistant Professor in the Department of Early and Middle Grades Education. Prior to earning his PhD in Curriculum & Instruction (early childhood education) from The University of Texas at Austin, he taught kindergarten in the Boston Public Schools for 10 years and was a Teaching Fellow at the Harvard Graduate School of Education for 5 years. His scholarly interests include preservice teacher education, teacher self-care and self-compassion, and supporting educators to develop trauma-informed teaching practices.
Meagan Corrado is a Doctor of Social Work and a Licensed Clinical Social Worker. As the owner and founder of Storiez Trauma Narratives, she has authored 10 books and trained over 6,000 clinicians, community leaders, and trauma survivors across 20 innovative training programs. Dr. Meagan earned her DSW from the University of Pennsylvania in 2016, her Masters of Social Services from Bryn Mawr College in 2009, and her Bachelor’s of Social Work from Cairn University in 2008. She has instructed graduate-level social work students at West Chester University, Bryn Mawr College, and the University of Pennsylvania. Dr. Meagan specializes in work with children and teenagers who have experienced trauma and adversity. She takes a creative approach to her work with children, adolescents, and families, incorporating elements of art, music, poetry, and play therapy in her clinical practice. Dr. Meagan completed training in a variety of modalities, including Childhood Sexual Abuse Treatment, Trauma-Focused CBT, CBT, Prolonged Exposure Therapy, and Narrative Exposure Therapy. Her experience includes clinical work in a variety of settings, including community mental health agencies, residential treatment facilities, schools, and homes. More recently, Dr. Meagan has supported systems in implementing trauma-informed practices. She has worked collaboratively with the City of Philadelphia’s Office of Homeless Services, the Philadelphia Police Department, and the American Institutes for Research.
Nia Johnson, Ph.D., is an Assistant Professor within the College of Education and Social Work’s Master in Social Work program. As a licensed social worker, Dr. Johnson has served as a child protective services child sexual abuse worker, school-based therapist, and rehabilitation specialist. In her previous role as a Director of MSW Admissions and Student Affairs, Dr. Johnson enhanced admissions processes, fostered interdisciplinary efforts, and assisted in increasing program enrollment and retention. Dr. Johnson’s teaching philosophy is rooted in professional accountability and a passion for supporting students in actualizing their professional potential. It is her intent for students to 1.) gain a greater understanding of self 2.) build the reflexivity needed to provide ethical service delivery, and 3.) be encouraged to innovate change in the pursuit of social justice. Her research interests include social work professional identity formation, job satisfaction, and the use of creative arts and interdisciplinary collaboration in social work education and health awareness. Her recent research utilized a grounded theory approach to understand the professional identity formation process of dual degree social workers in relation to their work settings. By understanding and informing professional identity, Dr. Johnson plans to utilize her research to enrich professional development and social work education curriculum and programmatic practices to cultivate confident, competent social workers.
Professor McInnis earned his M.A.T. in Early Childhood Education at Trinity University and is a 4th year doctoral candidate in the Reading/Writing/Literacy program at the University of Pennsylvania. He began his teaching career as an early elementary classroom teacher in Washington, D.C., and taught courses as an adjunct professor in the Literacy department at West Chester University. Prior to joining WCU, Professor McInnis taught graduate level education courses at Penn GSE, served as the Summer Learning Curriculum Specialist with the Free Library of Philadelphia, and was a Learning Instructor at Weingarten Learning Resources Center. His research interests include family literacy, summer learning, early childhood education, and Black children’s literacy development. Professor McInnis is also a Pat Tillman Scholar and U.S. Army veteran with 5 years of active-duty service.
Sujata Pisharoty-Norman, Ph.D. EDS (Special Education). Dr. Sujata P. Norman is an assistant professor at West Chester University in the Department of Special Education. Dr. Norman has a bachelor’s degree in Science (BSc. -Zoology & Botany) and Education (B Ed.) from the University of Madras (Chennai, India). She also has a master’s degree in Anthropology from the University of Madras and a Postgraduate Diploma in Special Education from the University of Waikato (Hamilton, New Zealand). In addition, Sujata Norman has an Educational Specialist (EDS) in Special Education from Jacksonville State University, Jacksonville, AL. She received her Ph.D. in Special Education from The University of Alabama, Tuscaloosa, AL. Dr. Norman has taught for two and half years at Edinboro University. Before teaching at Edinboro University, Sujata Norman was a Ph.D. student and graduate assistant at The University of Alabama. In addition, she was a special education teacher at Albertville High School, Albertville, AL, for ten years. Dr. Norman is dedicated to teaching and is a research professional with experience teaching in secondary education and at the university level, focusing on special education. In addition, she possesses experience in mind and body intervention and alternate behavior intervention such as mindfulness with a basis in neuroscience. She is a committed teacher intent on providing the best education for students, regardless of educational background. She has more than 20 years of teaching ELL, world history, and special education in the United Arab Emirates, New Zealand, Canada, and the U.S.
Ms. Maryann Beaver earned her B.S.Ed from Bloomsburg University in 1989 and proudly served as a public school teacher for thirteen years prior to joining the faculty at West Chester in 2004. During her tenure as a classroom and IST teacher, Maryann earned a M.S.Ed and Principal Certification from Penn State University. Maryann worked in the Early Childhood Department then the Early and Middle Grades Department teaching undergraduate and graduate courses. She also designed and taught courses in the Early Childhood Master’s online program. In the fall of 2020, Maryann left the classroom to work in administration. She served as Interim Executive Director for the Office of Clinical Experiences and Candidate Services during the 2020/2021 academic school year. In May 2021, Maryann was appointed Executive Director where she continues to serve and support students, faculty and staff across the Professional Education Unit.
Lanya, known to most as Lainie, proudly earned both her bachelor’s and master’s degrees from WCU! She taught at the elementary level before joining WCU’s Department of Early and Middle Grades Education in 2004. Lainie spent 16 years supervising student teachers, teaching a variety of courses, and offering workshops or presentations on a variety of topics such as PECT and Praxis test prep, co-teaching models, or classroom management. Lainie now serves as the Associate Director of the Office of Clinical Experiences where she continues to enjoy supporting students toward success in their chosen field.
Greetings! My name is Thom Nixon and I am the new Student Success Coordinator for the college. I was born and raised in the city of Chester, Pennsylvania. I earned my B.S. and M.S. degrees at Shippensburg University. I am currently a doctoral student at Nova Southeastern University in the Higher Education Leadership Program. I have worked at Delaware County Community College, Cheyney University, Bloomsburg University, Rutgers Camden and Johns Hopkins University. I look forward to using my professional credentials to assist the students of WCU. My office is located in Recitation Room 201A.
Spotlight on CESW new Associate Dean
Welcome Dr. Maria Earman Stetter, as the new Associate Dean of the College of Education and Social Work. Dr. Stetter comes to West Chester University after having spent 25+ years working in the Chicago Public Schools system and at Roosevelt University in Chicago. As a Special Education Teacher, who worked with adolescents with learning disabilities and emotional disturbance, she used her background in theatre to help engage them and motivate their learning. She noticed that her students struggled with reading and that was what led her to pursue her doctoral studies at the University of Illinois at Chicago.
At Roosevelt University, she taught classes in Special Education and did research involving students with learning disabilities and technology. She became an Associate Professor and then Department Chair. Dr. Stetter enjoyed supporting her colleagues as Department Chair and working with many external partners, including Chicago Public Schools' Teacher Residency Program, CAEP, the Illinois Impact Network, and the Illinois State Board of Education.
Supporting others is what drew her to West Chester University and the role of the Associate Dean. It has been clear to her from the beginning that collaborating with students, faculty, and staff across the university is an important part of the position and culture of WCU. That collaboration, as well as WCU's focus on diversity, equity, inclusion, and justice are important parts of the work. Dr. Stetter looks forward to next fall and our full return to campus. Rams up!
BSW Senior awarded the Best Student Presenter
Congratulations to Shantayah Hayes, a BSW Senior, who was awarded the Best Student Presenter at the International Conference in Social Sciences which was hosted virtually in Sri Lanka. Shantayah’s presentation was titled, Rooted In Racism: The Housing Industry and Racial Inequality.
Shantayah says that her participation was the most empowering moment for her as a student. When going through this journey as a post traditional student sometimes you doubt your ability and your purpose. This event for her was a pivotal moment when she knew that she had chosen not only the right profession but had also recognized a lack in our housing industry in which society needed to be enlightened about. To present her topic alongside of doctors and major professionals, Shantayah felt very proud of herself as well as her West Chester University family for grooming her into the researcher she has become. Interning at New Kensington Community Development Corporation, in their housing department, she has become knowledgeable of the ins and outs of this industry. Also, she has been able to see first-hand how the Black and Brown communities are heavily affected by the lack of equity when it comes to housing stability and income security.
The work that she is continuing with this research revolves around how Social Work needs to be embedded in the housing industry. Yes, there are many resources that housing counselors give you but without a Social Work background, many times these counselors are not equipped to think about next steps for a client. Many of the clients that seek help from housing programs need further education on how to not just obtain housing but sustaining housing for years to come. We look forward to following Shantayah’s successes in this area and cannot wait to see what she accomplishes next!
Partnering with Need in Deed for Research and Teaching
For the past 6 years, Dr. Kathleen Riley has partnered with the non-profit organization Need in Deed (NID), which supports Philadelphia teachers in facilitating student-driven service learning projects with their students in grades 3-8. In her Literacy Practicum class, Dr. Riley has worked with Need in Deed to place West Chester students with teachers who engage their students in critical literacy practices such as evaluating multiple perspectives; analyzing their worlds in terms of equity and fairness; and taking action to make change in their communities. Each fall, NID program director, Kyra Atterbury, visits Dr. Riley’s class to teach them about the organization’s curricular framework (as seen in the spotlight photo).
In 2019, Dr. Riley and Dr. Elizabeth Soslau (from the University of Delaware) secured a Spencer Foundation grant to better understand the social justice teaching practices that NID teachers use. In the 2019-2020 school year, they followed four Philadelphia elementary and middle school teachers as they supported their students in exploring and addressing issues that impacted their communities - gun violence, water pollution, gender inequality, and discrimination. Initial analysis reveals the powerful ways that teachers used questioning practices, positioned students as leaders and change-makers, and created space for thinking about complex social issues.
This ongoing partnership with NID has enabled West Chester students to experience social justice teaching in urban contexts- challenging dominant narratives about urban teaching and students. Dr. Riley’s research impacts her teaching and the education field, offering a vision for how teachers can support students in addressing the social issues of our time.
Spotlight on Student Excellence
Congratulations to West Chester University National Council of Teachers of English (NCTE) Student Affiliate for winning one of the Student Affiliate of Excellence Awards for 2020!
As members of an NCTE Student Affiliate, we educate other English Education majors on the organization and the role it has for teachers. Our organization is all about educating pre-service teachers about diversity; effective teaching principles; and how to create a welcoming and inclusive teaching environment. We believe that it is important for West Chester University students to have the opportunity to hear about all of these important aspects of being in the profession. Some events we hold every year include our Banned Books Week Discussion, Student Teacher Panels, and Writing Portfolio Information Sessions. To learn more, visit the WCUPA NCTE webpage.
We also attend the NCTE National Convention every year. Due to the pandemic, the conference was moved to a virtual format, but we were still able to learn from educators about the challenges of teaching virtually, how to bring diverse voices to classroom discussions, and other vital teaching strategies. Last spring, we were selected as one of four NCTE Student Affiliates to win the 2020 Student Affiliate of Excellence Award. This was the second time our Affiliate at West Chester has won this award, and we were so honored and happy that all of our hard work paid off.
Spotlight on Inclusive Excellence
Claire L. Dente, Ph.D., MSW, LCSW
Dr. Claire Dente received the Pennsylvania Diversity Council’s 2020 LGBTQ+ Leadership Award, presented at the Pennsylvania LGBTQ+ Unity Summit on August 19, 2020.
As a Professor of Social Work in the BSW Program at WCU, Dr. Dente has committed much of her teaching, scholarship and service focus to LGBTQ+ issues. She has conducted numerous trainings for the Pennsylvania Chapter of the National Association of Social Workers (NASW-PA) and for local professional groups of therapists and community groups. In addition, Dr. Dente has participated in numerous national presentations on LGBTQ+ issues in social work education for the Annual Program Meeting of the Council on Social Work Education (CSWE), and at The Association for Baccalaureate Program Director’s (BPD) annual conference.
Dr. Dente’s particular interest involves intersections of a person’s faith, spirituality and religious identity with sexual orientation and gender identity. In 2015, Dr. Dente and her wife were invited to participate as representatives of Equally Blessed, a coalition of three Roman Catholic LGBTQ+ affirming groups including Call To Action, DignityUSA, and New Ways Ministry. Equally Blessed attended The 2015 World Meeting of Families and Pope Francis’s visit to Philadelphia to represent positive voices to support and advocate on behalf of LGBTQ+ individuals, families and groups at this international symposium. In addition, Dr. Dente and other group members led trainings outside of the World Meeting to present LGBTQ+ affirming perspectives on sexual orientation and gender identity within a spiritual framework.
Dr. Dente’s publications on these intersections have appeared in peer-reviewed journals and other professional publications. Her most recent work included the edited text, Social Work Practice with LGBTQIA Populations: An Interactional Perspective, published through the Routledge/Taylor & Francis Group. Thus, it was an honor and privilege for Dr. Dente to be nominated by colleagues for this work and selected to receive the Pennsylvania Diversity Council’s 2020 LGBTQ+ Leadership Award. Like everything else in 2020, Dr. Dente was presented with the award on Zoom at the Pennsylvania LGBTQ+ Unity Summit on August 19, 2020. As a social worker, Dr. Dente has also advocated for individuals with diverse identities including (dis)ability, and broadened her work to address systemic racism and white privilege in advocacy, social work education and social work practice.
WCU Transformative Principalship Certification Program Spotlight
We are excited to announce that in Summer 2021 West Chester University will be welcoming the first Transformative Principalship Certification cohort. The WCU Transformative Principalship Certification is a unique program designed to offer current teacher leaders the necessary tools and skills required to be an effective principal. Our students will be presented with experiences that challenge them to think critically about the current realities facing today’s schools and find ways of effectively meeting the challenges of an ever-changing educational system while focusing on the needs of students and school communities.
Participants in the program will complete 15 credits of coursework that meet the PDE requirements for principal certification. Courses will be offered as both hybrid and in-person learning sessions. Our courses are designed to provide a model of best practices for supporting adult learners. In addition to coursework, principal candidates will complete a year-long principal internship to gain real experience in the field.
Interested candidates can visit our program’s website at Transformative Principalship Certification. Additionally, if you would like to set up an individual consultation you can reach out to Dr. Van Schooneveld at JVanSchooneveld@wcupa.edu or Dr. Ryan at firstname.lastname@example.org. We would be happy to answer your questions and share more information and specifics about the Transformative Principalship Certification program
This program is designed for education professionals who want to make a positive impact on students and families as transformative school leaders. Our students will not only have the skills necessary to be day-one ready for the work of a school principal, they will also cultivate a mindset that supports and promotes an equitable school culture that prepares students to identify and pursue their interests and dreams. We are so excited about the launch of this new program and the positive impact our future principals will have on schools and districts.
Special Education Program Spotlight
In October 2018, the PA House of Representatives and PA Senate passed Act 82, a new law that changed the grade spans for Special Education Instructional I certificates.
All current 1st year [admitted Fall 2020] and 2nd year [admitted Fall 2019] students will be graduating with a Pk-12 Special Education Instructional I Certificate and may select one of the following programs:
- Special Education Grades PK-12 with Early Grades Preparation Pk-4 [Double Major]
- Special Education Grades PK-12 with Middle Grades Preparation 4 - 8 [Double Major]
- Special Education PK-12 [Stand-Alone], pending PASSHE approval
Given the Pk-12 focus of this new program, students will complete field experiences in multiple Special Education settings [Learning Support, Emotional Support, Autism Support, Life Skills or Multiple Disabilities] and across the different grade bands [Elementary, Middle and High School]. We also developed new coursework [in Culturally Responsive Teaching, Trauma-Informed Education, and Severe Disabilities] and revised some of our current courses to include content with a focus on PK-12 (pending PASSHE approval).
Our department also offers three different minor courses - Special Education, Autism Education, and the Early Intervention minor offered in collaboration with the Early Grades Preparation program. The Autism Education minor will lead to an endorsement in your Level 1 Instructional Certificate.
Students interested in any of our major or minor programs should email email@example.com for advising.
Special Education Department Chair
Spotlight on Pandemic Research
Alison Updyke Neff, DSW
As Clinical Director for The Center for Carceral Communities, a West Philadelphia-based organization that works to reverse the community-to-prison pipeline, Dr. Alison Updyke Neff is engaged in a collaborative research initiative to support people with histories of incarceration to reengage with the community in the midst of the unique challenges posed by the Coronavirus pandemic. When the pandemic hit in spring, The Center was confronted with two competing realities – the increasing numbers of people being released from Philadelphia jails, and the lack of available services as a result of pandemic-related constraints. The Center secured funding to provide prepaid smartphones through the Philadelphia Department of Prisons to those who are being released to ensure they are able to connect with reentry services, healthcare, and other critical supports. In addition to three months of prepaid service, the 135 phones that have been distributed were set up with the phone number for The Center and the Zoom app for engagement in The Center's weekly psychosocial support groups. Dr. Neff incorporates this community-based research into her Graduate Social Work teaching and engages student interns and Graduate Assistants in her research through participation in support groups, follow-up calls to cell phone recipients, and the ongoing process of working creatively to find new ways of connecting and building community in the current Coronavirus landscape.
"You have won half of the battle when you got your phone and you can make the calls for the jobs, for the connections, for housing, to reach out to the help that's there." - Herb Baker, peer specialist
Research Study on how COVID-19 pandemic is affecting WCU students.
Drs. Brie Radis, Hadih Deedat, and Susan Wysor Nguema (Assistant Professors, Undergraduate Social Work), along with Graduate Social Work student Colleen Keeler, are conducting a research study that looks at the educational experiences of WCU students during the COVID-19 pandemic. This research seeks to identify major stressors that have arisen as a result of the pandemic, understand how these stressors may impact students' educational experiences, and explore the strengths and resilience of students during the pandemic.
Results so far have shown that student stress related to grades and financial burdens increased during the COVID-19 period of remote education, while concerns over work/life balance and stress related to campus social life decreased. Interestingly, respondents indicated fewer symptoms of stress during the COVID-specific period than they said they experience during a typical academic year. The research team hopes that by using this study to better understand students have been affected by this pandemic, they can determine what changes can be made to adequately support students during this time.
Students, if you have not already participated in this survey, please take a few minutes to do so! Each participant will be entered into a drawing for one of five $50 gift cards. With more data, the researchers will be able to explore more possible solutions. The survey can be found here.
A Focus on Self-Care, Wellness, and Mindfulness
When educators care for themselves deeply and deliberately, they are able to care for the people that matter most in their lives: their students, friends, and families.
Dr. Lisa J. Lucas (Professor, Early and Middle Grades Education) is being recognized for her research and development of practical self-care, self-compassion, and stress reduction strategies, all of which Dr. Lucas integrates into the courses she teaches at WCU, as well as the workshops and retreats she provides to educators across the country. Dr. Lucas’ recent book, Practicing Presence: Simple Self-Care Strategies for Teachers, provides valuable insights and practical strategies to cultivate well-being, and emphasizes the positive impact self-care has on student learning.
Dr. Lucas is currently developing course electives on the topics of: Social Emotional Learning in the Classroom and Self-Care, Self- Compassion and Personal Sustainability Strategies for College Students. Watch the recording of her recent webinar that explores practical self-care, self-compassion, and stress reduction practices that can help us navigate through these turbulent times.
The CESW is also recognizing three educators from the Counselor Education department for their work in area of self-care. Dr. Rick Parsons, Dr. Karen Dickinson, and Dr. Bridget Asempapa have recently published Counselor Wellness: Caring for Self to Care for Others. The book underscores the importance of self-care for counselors in order to maintain an ethical, life-giving practice and minimize the risks of burnout, compassion fatigue, and secondary trauma. The book provides valuable insight regarding the inherent risks and challenges that come with serving others. It contains timely research and practical strategies for reducing stress and preventing the deleterious effects that can derail personal and professional effectiveness.
Wellness, stress management and strategies for maintaining a rational approach to
life have been areas of interest, research, and publication throughout Dr. Rick Parsons
career. Dr. Parson recommends self-care tips of eating healthy, exercise, sufficient
sleep, and keeping things in perspective. He also suggests taking life as it is and
to truly navigate one moment at a time. Living in the present can help to reduce anxiety
and stress. It’s not easy breaking habits but with intentional practice we can be
more rational and adaptive and as a result much healthier