High Voltage Learning will get you Powered-up at the Teacher Technology Showcase on February 11
Tech Savvy techies, tech-curious, and tech-tepids, come spin the virtual wheel of fortune to win fun prizes at the Tech Showcase on Feb. 11 from 5-7 in the Sonoma State Ballroom! Creative Makerspace! Quicktalks! iPads! Food! Tech give-aways! Great company! Innovations in technology right before your eyes!
Sonoma County's first Make-a-Thon! Educators and Youth welcome to participate
Twenty-seven Hours of Make-A-Thon Madness
North Bay iHub and SSU Converge to Catalyze Creativity and Innovation
On March 5-6, 2016, North Bay iHub and Sonoma State University will be hosting a 27-hour Make-A-Thon at Sonoma Mountain Village in Rohnert Park to inspire, kindle and celebrate innovation in the North Bay. “Makers” of all ages are welcome to participate and create a prototype of their ideas, with tools and mentoring provided.
The second day of the Make-A-Thon will include a Makers Expo with prototypes from the participants and other North Bay makers. With a growing number of Maker Certified Educators in the area, and dozens of schools from elementary up to college offering Making experiences in the classroom, we are hoping to see some great ideas come from teams of educators and from young innovators at the first ever marathon Make-a-Thon event. There is even a prize category specifically for educators.
Amee Sas, Executive Director of North Bay iHub, said, “We’re really excited about the Make-A-Thon. Who knows what exciting ideas will come to life? A team might want to make a highly-specialized drone; or a gamer might want to create a 3-D rendering of popular video game layouts to improve the gaming strategy, perhaps a student who is passionate about being a mobile deejay might want to build a beatbox system, or a chemist has an idea for a new process to make nano wires. The sky and beyond is the limit. Artists, makers, burners, welders, tradesmen, hackers, coders, dreamers, programmers, designers, tinkerers, students, professionals and humans are all welcome.”
Support Provided includes Industry Mentors, Tools
Saturday will begin with a few demos for available tools and some inspirational industry leader talks. Autodesk software and other tools will be provided. Although teams may bring materials and tools, the event producers will work with teams to provide specialized tools as well. Then teams will form and flesh out their concepts, after which the mentoring, building, and rapid prototyping commences. As the work progresses, there will be five “progress report points” for the teams to record their progress via social media.
Cash Prizes Awarded Sunday at the Makers Expo
On Sunday, the finalist maker teams will present their creations to a panel of judges, with a $2,500 prize going to the overall winner. Also on Sunday, there will be a Makers Expo for the public to view the “makes” by the participants and others in the North Bay.
Register to participate by February 12
Registration will begin on Jan. 4 and close on Feb. 12. The fee to register is $70, with a discounted fee of $30 for students. The fee includes drinks, snacks, dinner and live music. Makers under 18 years of age must be accompanied by an adult. A Sunday pass for the general public is $15 for adults and $5 for children. Major sponsors of the event include VIAVI, Codding, Autodesk, SOMO Village, Summit State Bank, Innovative Molding and Pisenti & Brinker and Beneficial State Bank. For more information go to: www.northbayihub.com.
Media Contact: Amee Sas
Cell: (707) 695-7000
Office: (707) 664-6201
Email: [email protected]
Trellis Education, setting the standard
Imagine a day full of learning, sharing and innovating as the participating pre-service teachers get the chance to collaborate in groups with their peers, observe mentor teachers and gain valuable insights about the rewarding career they are all in pursuit of. These Collaborative Learning Events are just a part of what Trellis has to offer in efforts to combat the need for teacher preparation in California. All too often teachers are thrown into the classroom environment with little to no guidance. With this lack of support, new teachers oftentimes grow increasingly discouraged and in search of navigation in their career. Enter Trellis Education: the innovative way to prepare and mentor teachers through collaboration, reflection and community building.
Meet Our New Tenure Track Faculty
Dr. Kristina De Korsak
Photography By Alison Fortin
Dr. Kristina de Korsak, Early Childhood Studies Faculty
Department of Early Childhood Studies
Professor Kristina de Korsak's passion for education began early and is rooted in her love for children in their early stages of learning. She describes herself as always having a "thirst for knowledge" and being enriched by a passion for language learning.
Throughout her years teaching, Professor de Korsak has had an interest in pedagogy, specifically "how policies play out on the ground and counter discourses to make space for all types of people". She is a strong advocate for social justice and social practice; a value that she integrates into her teaching. De Korsak began her career at Sonoma State as a lecturer and has since then joined the tenure track.
She was first drawn by Sonoma State's faculty/student dynamic. She also was interested specifically in being a part of the California State University system as she, herself, was a product of it after earning her Bachelor's degree at California State University, Sacramento. Most importantly, De Korsak is enthused by the level of collaboration that is encouraged at the School of Education and is looking forward to working within her department. She is excited to working on her research in the coming years, including her recent accomplishment of being honored with the Simms/Mann Institute Fellowship. She, most importantly, is passionate about finding her new home at Sonoma State.
Dr. Edward Lyon
Photography by Pamela Van Halsema
Dr. Edward Lyon, Secondary Science Education Faculty
Department of Curriculum Studies and Secondary Education
Professor Edward Lyon first became involved in the education field when he discovered his interest for research and its power to inform teachers on how to better address students' needs. Lyon started his career as a high school science teacher and then went on to pursue his doctorate in science education research. During his doctoral studies, he worked specifically with science teachers in methods courses. He finds his passion in being able to "speak in both worlds; in teaching and in research".
As for his focus as a professor and researcher, Professor Lyon is interested in investigating both science education and assessment. He is a strong advocate for implementing new practices in science education addressing the needs of culturally and linguistically diverse learners. His current work on a grant related to the advancement of STEM teacher preparation in the field. In addition, he has an interest in addressing assessment methods to further understanding about how teachers assess learning in science classrooms.
This year Professor Lyon is teaching a course in secondary science methods as well as course addressing research paradigms in education. Following his fall courses, he will be supervising a group of student teachers in the spring. When asked what he is most looking forward to in the next year, Professor Lyon expressed how he is ready become a part of the Sonoma State community. He is excited about getting to know "what is going on and what local teachers are interested in working on" in the unique, collaborative environment of the School of Education.
Dr. Rhianna Casesa
Photography By Alison Fortin
Dr. Rhianna Casesa, Elementary Education Faculty
Department of Literacy Studies and Elementary Education
Professor Rhianna Casesa credits her interest in the education field to growing up with "phenomenal educators". She describes herself as always having enjoyed school and pursuing education. This, in turn, led her to earning a Master's degree as well as her Ph.D. in Education. Casesa fuels her passion in education by working to "impact boots on the ground" as she teaches educators who will then go out and make an impression on the community.
Throughout her education, Professor Casesa has had a focus on dual language education as well as addressing bicultural identity. When considering beginning a career at Sonoma State University, she was drawn to the core model of student teaching and the presence of community connection. She really saw the effect of student teachers at a single site and the encouragement of collaboration within the School of Education.
This year at Sonoma, Professor Casesa has been teaching two courses within the School of Education; one that addresses teaching reading to older and struggling readers with a focus on language learners as well as a class on the "reflective educator, discussing the different theoretical foundations that inform teaching today. In regards to the coming year, Casesa is most excited to hone the skills of being a professor. She is enthusiastic about putting what she learned in her graduate studies to practice and develop in the Sonoma State community.
Kathryn Teixeira Retires After 20 Years at Sonoma State
Kathryn Teixeira retires on Friday, November 6th after twenty years working for Sonoma State University, thirteen of which were spent serving the School of Education. Kathryn began her career at Sonoma State with the California Reading and Literacy Project in 1995. She then took as position as an Administrative Coordinator in 2002. She, then, went on to become an Administrative Analyst five years ago, providing vital support to the department chairs of the School of Education. This past year, Kathryn was honored as the 2014-2015 Staff Excellence Award for her attention to detail in her work and how she keeps things at the School of Education running smoothly.
The Learning Laguna Program
Recently, the School of Education had the privilege of holding our annual faculty retreat at the historic Laguna de Santa Rosa property in Great Heron Hall. While there, Public Education Coordinator and Great Heron Hall Manager, Anita Smith, shared with us a bit of background on the property and their ongoing education programs. The Foundation is host to various public education programs including lectures on native wildlife, guided tours of the Laguna and, namely, their Learning Laguna program. The program provides outreach in Sonoma, working directly with elementary school classrooms to bring the opportunity to learn about the habitat of the Laguna de Santa Rosa to the children of Sonoma County. The property as a whole has a great deal to offer in terms of learning about watersheds, wildlife, habitats and more and facilitates learning across the spectrum of the Foundation's programs.
A Collaboration in Social Justice: the 2015 Faculty Retreat
On Friday, September 18th, Sonoma State University’s School of Education (SOE) gathered off campus at the beautiful Laguna de Santa Rosa Foundation’s Heron Hall for a retreat focused on the theme of social justice. Carlos Ayala, Dean of the School of Education invited the faculty and staff to collaboratively investigate what social justice means in general, and specifically in respect to the work we do as faculty and staff at Sonoma State University. Guest speaker Dr. Kevin Kumashiro, a leading expert on educational policy, school reform, teacher preparation, and educational equity and social justice and the current Dean of Education at University of San Francisco guided and framed the morning discussion.
Cinzia Forasiepi: QOLT Award Recipient
After submitting an online/hybrid course for consideration to the CSU Chancellor’s Office, Cinzia Forasiepi has been honored as a 2014-2015 Quality Online Learning and Teaching (QOLT) Program Award Recipient for as an exemplary course awardee. Along with being praised for seamless integration of technology into her test course, Forasiepi has been offered a bevy of exposure opportunities to share the construction of her course with the California State University system.
Every Child Is a Maker
After graduating from the Maker Certificate program in the spring, I was left wanting to expand my experiences and understanding of Making in the classroom. Carinne Paddock, a fellow cohort in the program, approached me with a plan to teach a two day Maker training at her school. And, if we were willing to jump through the hoops, the course would also be offered for credit at Sonoma State University!
Transforming Spaces Into Maker Friendly Places
I am reflecting on the process of creating maker spaces at my K-8 school. I started this process almost one year ago when I partnered with the administration and facilities to identify a garage bay that was being used for storage as a maker space site. I wish I had a before photo but imagine a large one car garage stuffed to the gills with everything from ancient PE mats to garbage. Once we got it cleaned out we had to determine what we needed. So far we have spent very little money relying on donations. Just last week I shared the space and our vision for it with the board of trustees. The feedback we have received from them is very positive so we may be able to purchase some tools soon.
Building a Maker Enrichment Program for Middle School
"What I like about the class is that we get to work with tools that are usually reserved for adults." ~ Middle School Maker Student
I like this quote because it reminds me of how I felt about my own middle school maker classes. Of course "back in the day" the classes weren't titled, Maker; they had names like Wood Shop, Metal Shop, Jewelry Making, Ceramics, Crafts, etc. And, like the student quoted above, we learned how to solder, make circuits and use power tools.
Our inaugural Maker Enrichment class was a success. Not that everything went without a glitch, but students were creatively engaged, worked collaboratively and about half the class signed up again for the 3rd trimester class. We had 28 students in the class. One of the surprises was that we had roughly equal numbers of boys and girls; in talking with other teachers, they have had to devise activities that would specifically attract girls to the class.
Our expectation was that students who had experience working with making things and working with tools would sign up for the class; however, more than half the class had little or no experience with tools other than using a hammer or an Exacto knife. Most students had no experience soldering, but every student was successful with their soldering projects under Gary Jordan's tutelage. Students also learned to use tools that make Making easier and quicker; they took to the rechargeable cardboard cutters right away. [This is one of the best tools in our shop - they are very safe and easy to use - I highly recommend them!].
The Role of School Leaders in Making and the Maker Movement
A few weeks ago I was honored to moderate a panel at the CISC conference (Curriculum Instruction Steering Committee for CA’s school leaders) with amazing Sonoma County educators! We discussed the emerging K-12 maker and maker educator movements in the North Bay. The conference theme of, “What if…” was apropos seeing that all of the speakers (listed below) embodied the imaginative and creative approach to leadership that is currently required in K12 education. Melissa Becker and Gina Silveira were inspired by the maker talks and events they attended and then discussed to create a makerspace and run a maker camp at their sites, respectively. Mickey Porter and Casey Shea joined me with creating the first-of-its-kind Maker Certificate Program at Sonoma State.
Making with 100 Items on the 100th Day of School
When I first told my students what their next challenge would be, the children fell into two categories. They were either very excited to get started or overwhelmed by the task. For the 100th day of school I asked my first graders to create something by using 100 items. Over the course of two days they would get 100 minutes to plan a design AND create their one of a kind item. They would then share what they made with their fourth grade reading buddies.
How a Marble Machine Reinvigorated My Teaching (and Learning)
I found myself on the floor of The Exploratorium at 9:30am on a Tuesday morning in September, paired with a high school engineering teacher and armed with the task of making a marble go as slowly as possible. It’s not often that I find myself on the floor engaged in a learning activity for work. I have two small children so I am often on my knees or laying on the floor playing with them or frantically searching for a missing Lego piece or a morsel of food that my daughter threw to the ground.
On this Tuesday morning though I was on the ground for my own learning and I was invigorated: I had a partner, I had a goal, and I had the resources of The Exploratorium to create a marble machine that would require us to grapple with gravity, slope, velocity, angle, material precision, and create a system designed to slow down a marble. I, of course, didn’t realize these curricular connections at the time. I was just simply excited to tinker, build, and test materials that could assist in challenging a marble’s natural inclination to roll down an incline.
How to Leverage the Power of Your Personal Learning Network
By Guest Blogger Jennie Snyder, Superintendent, Piner Olivet Union School District, Santa Rosa, CA
“Meaningful change ain’t gonna happen for our kids if we’re not willing to invest in it for ourselves first. At the heart, it’s not about schools…it’s about us.” — Will Richardson, “No Quick Fix,” October 4, 2011).
There is no doubt that we are in the midst of a seismic shift in the field of education. The rapid rate of innovation in all human endeavors, especially science and technology, has called into question the relevance of the industrial model of schooling based on the transmission of knowledge. Students entering college face the obsolescence of the body of knowledge within their chosen field even before they graduate. Author and consultant, Bruce Wellman summed our current context up well when he said: “At this point we appear to have a 19th century curriculum, 20th century buildings and organizations, and 21st century students facing an undefined future.” Given our current context, how then do we create educational experiences for students that are meaningful and that prepare them for success?
As educators, we often cite the need to cultivate the habits of lifelong learning as critical for our students to successfully navigate this unknowable future. Yet, as Will Richardson suggests, if we are not willing to invest in our own learning first, the change needed to make our schools more relevant and responsive to the needs of our students in the 21st century, isn’t going to happen. In short, change begins with us.
Three Easy Steps to Set up a Maker Space in your Elementary School
Where to begin…
By Guest Blogger Melissa Becker, Principal Meadow Elementary School, Petaluma, CA
Congratulations on an amazing undertaking that will transform the way your students THINK, PROBLEM SOLVE, and LEARN. Maker Space allows students to take risks while trying something they have not tried before, thus igniting a possible passion or curiosity. Students have the opportunity to engage in a project that is “real” and tangible that they have to work as a team to solve. Lessons start with “free play,” building and exploration so that students can discover how materials work together.
What Will a Maker Educator Course be Like?
Wondering if the new Maker Educator courses and workshops offered through The Startup Classroom at Sonoma State are right for you? Casey Shea, Maker Educator and one of our course instructors provides a preview to what you can expect:
Several of the activities that we will do in the Maker Certificate course involve modern electronics and the amazing ways that we can use them. Examples include soft circuits, or wearable electronics, which use conductive thread to sew circuits. Paper circuits use copper tape or conductive paints and super small LEDs that you can even put in a notebook.
The tiny size of these and other components makes it difficult to see what is going on. To get familiar with some of the basics of circuitry, we will experiment with Squishy Circuits (conductive playdough) along with our version of Circuit Blocks, a project from the fine folks at the Tinkering Studio at the Exploratorium.
Middle School Inventors Lab: How I Engaged Myself and My Students
Kids have amazing imaginations. How as a teacher do you embrace your students creativity while also following set standards?
This is a big year for me as an educator. I’ve crossed the 25-year yard line on the teaching field and am pleased to find myself feeling as invigorated as I did when I began at age twenty-three. I’m a middle school math teacher but I start each day by teaching a class called Inventor’s Lab. For me, it’s something of a learning laboratory where I can try out anything I want without worrying about which standards I am covering. The only requirement is that the kids are engaged and happy.
So, we spend our mornings designing tee shirts and key chains to print on 2 and 3-D printers, programming EV3 Lego robots, and creating speakers out of paper cups. The kids are most certainly engaged and the most common refrain I hear from parents is that my class is what motivates their child to get out of bed and off to school. It’s a lot of fun, especially since I am lucky enough to team-teach the class with my co-conspirator Nate.
Are you a Relevant and Sustainable Economic Unit of One?
(EU1) is simply defined: You are your own business. You are your own personal brand. Today's fast paced and ever changing world demands individual asset attention that embraces entrepreneurial concept and application, and whether your vocation is in the arts, education, business, technology, legal, government or other, ongoing investment in that asset is not just optional, it is mandatory.
And contrary to many of the investment pontiffs, YOU are your biggest asset; it’s not the equity in your home, savings in the bank, stocks and bond, or a 401 k plan. Your biggest asset is you. No one in the world has your unique personal brand, and no one has your unique purpose and service ability to the world.
This genesis of EU1 began formulating back in the early 1990’s, when a whole new breed of worker steamrolled onto the scene. “Independent Contractor” utilization was growing exponentially, most pronounced in many of the high tech companies down in Silicon Valley, and contrary to popular belief at the time, this new breed of “economic unit of one” were not just technologists. They were marketing specialists, recruiters, accountants, educators, doctors, engineers and countless others. These EU1’s were calling their own shots, demanding accelerated pay and in many cases exorbitant amounts of stock options, benefits and variable pay. In some cases, these EU1’s were working for multiple companies at the same time, navigating from world to world, garnering unique experiences and opportunities that would prepare them for their next assignment, the next project, or their next company.
