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Steve Ames, '15

Alumni Spotlight: Steve Ames, Sport & Physical Education, ’15

November 16, 2017 / / 0 Comments
  1. Tell us about yourself:  My name is Steve Ames. I earned a B.Ed. in Sport Management. I transferred to Gonzaga in the fall of 2008 from Columbia Basin College. I finally graduated in 2015 after slowly working toward my degree while playing professional baseball for both the LA Dodgers (2009-2013) and Miami Marlins (2013-2015).
  2. What are you doing now?: Currently I work for the Tampa Bay Rays as an area scout. I primarily scout amateur players at the high school and college levels. I currently live in Nashville, TN. My area consists of the entire state of Tennessee, Alabama down to Montgomery, and a small portion of western Kentucky.
  3. Why did you choose a program in the School of Education at Gonzaga? Sports have always played a huge role in my life and I had always planned on working in the sport industry in some form after my playing days were over. A degree in sport management seemed like an obvious choice and the program at Gonzaga is highly respected.
  4. What influenced you the most during your time at Gonzaga? Well first let me say, I met my eventual wife Allyson Powell at Gonzaga, a former volleyball player. There have been many teammates and coaches, who have had an obvious influence on my life as well. The School of Education department truly has a family atmosphere. Dr. Karen Rickel has had the greatest influence in my educational experience at Gonzaga. She was my advisor for the majority of my time at GU, and was always available to answer any questions. I can honestly say without her, I don’t know if I would have followed through and finished my degree after getting drafted. Dr. Heidi Nordstrom, Dr. Tunnell, and Dr. Park all worked with my unique schedule and were vital to my success as I slowly worked toward my degree.
  5. What was your greatest lesson learned at Gonzaga? Just because the COG always has dessert, doesn’t mean you need to take one every meal.
  6. What is the most rewarding aspect of working in your field? Most challenging? The most rewarding aspect of scouting is watching guys you draft work their way through the minor leagues and get that call up to the Major Leagues. That’s what this job is all about, signing big league players. The most challenging aspect is just that, trying to get the sign the right guys. There is no perfect science to scouting, and that’s why it is so rewarding when you find big leaguers. Especially when they are later round drafts that you have a gut feel about.
  7. What critical issues do you see that need to be addressed in your field? I wouldn’t call the use of analytics a critical issue, but it continues to grow. Its use affects how the game is played, and how players are evaluated. Scouts must continue to adapt to the use on technology like Pitch FX and Trackman in ballparks across the country. The use of analytics is a great tool to help evaluate and make decisions, but there is a human element to our game. It will be interesting to see how the use of analytics evolves over the next 10 years and beyond.
  8. What advice do you have for future education professionals? Persistence pays off, which can be said for any profession. If you want something bad enough, go get it, keep chipping away until you reach your goal. I took 1 class per semester for 5 years and then was able to come back and finish. A college degree meant a lot to me. I was the first person in my family to earn one, and while they aren’t everything, I knew it would help me get a career once I was finished playing.

Rhonda Johnson, 2017 Wardian Award Recipient

July 5, 2017 / / 0 Comments

In the Department of Educational Leadership and Administration, the instructors travel to each cohort’s city to teach on site. In Williams Lake, British Columbia, the population is made up of 3 First Nations as well as the descendants of European settlers. Rhonda, and others in her cohort, helped the instructors learn and understand the dynamics of the area. From the first day of class, Rhonda advocated for and celebrated the many ways our cohort was diverse – professional role, gender, race, and age. She very graciously responded when others were less gracious and consistently showed the attitude of a learner.  She was committed to learning from everyone and every situation. She was also able to raise the tough questions. Several of her instructors trusted her to facilitate discussion of these questions with the group. In these ways, she was exceptional.

But what really set Rhonda apart was her commitment to support everyone else. She was aware of every candidate’s needs in the group and wanted each person to succeed. Instructors were also on the receiving end of this support. In our program, each candidate completes a 5-chapter capstone which is analogous to a thesis. When I would call to check in on her progress in the capstone, she would ask how I was doing.  So she showed care and commitment in supporting me!

Throughout her personal and professional life, she spends all of her time supporting individuals.  But she also interacts with the larger system, seeking to improve them.  In her Oral Exam, she told me, “I’m done waiting for someone else to do those things!” Congratulations to Rhonda!

-Dr. Elaine Radmer

 

 

Angela Busenius, 2017 Wardian Award Recipient

June 26, 2017 / / 0 Comments

From the Department:

Even though our programs are designed for educators in the K-12 system, we have a strong history of other professionals enrolling in our programs because of the focus on leadership and education. Those other professions include police officers, hospital administrators, communication directors, and nurses.

Angela Busenius enrolled in our Kamloops cohort as a renal nurse who specialized in diabetes management. Since enrolling in our program, Angela has been promoted from a renal nurse, to a renal nurse educator, to a clinical practice educator. In her new role, she leads, supports, and educates staff and patients. Dr. Jerri Shepard and I nominated Angela for this award because Angela has consistently demonstrated her commitment to leadership and education through service to others.

-Dr. Dan Mahoney

June 19, 2017 / / 0 Comments

Each Spring, the SOE holds an annual ceremony to honor students with the Wardian Student Leadership Awards. This award is presented to students who demonstrate excellent scholastic achievements and a commitment to education through leadership, service, and integrity of character. This year, the Department of Sport & Physical Education selected Patrick O’Rourke, who studied Sport Management at Gonzaga, as its 2017 Wardian Award recipient.

 Dr. Heidi Nordstrom, Assistant Professor of Sport & Physical Education, remarked, “I am lucky to have had Patrick in multiple classes and I have also served as his academic advisor. Patrick is the ideal student: he is a pleasure to have in class, always has a smile on his face, and is excited to learn and ask questions to expand his knowledge. He works great collaboratively with his fellow classmates and works hard to get the most out of his education.”

Patrick shows great initiative in taking advantage of opportunities to further his career in sports. He spent his 2017 spring break with Dr. Jimmy Smith and other students in Phoenix, AZ, where he met with professionals in baseball and professional hockey.

Dr. Smith had this to say: “It is wonderful to see a student like Patrick care so much about his academic career through constant engagement with his peers and professors, and invest in his future career by traveling on the Sport Management experiential opportunity to Phoenix. Any organization will be lucky to hire Patrick.”

Dr. Karen Rickel added, “Patrick is a leader in the classroom and in the community and will have a positive impact wherever he goes after graduation.”

During his time at Gonzaga, Patrick completed two internships: one with Spokane Hoopfest (as the Public Relations and Marketing intern) and one with the football program at Eastern Washington University. He is applying for various graduate programs and sports positions within major league sports.

June 12, 2017 / / 0 Comments

In my role as a faculty member, I teach foundational courses in our program.  I teach nearly all of the candidates that come through our program but I catch them early in their time with us, so I get to see the raw potential in many candidates. It is always exciting when the nominations for this award come around because I get to hear about the accomplishments they have achieved since they left my classroom.  For some, a great deal of potential is realized in the years after I have had them in class.

Such is the case with this year’s recipient, Taylor Cooke.  Here is what people she worked with her in the years since my class have said about her.

From Kathy Nitta, who taught her in several methods classes:

“Taylor took a stance of inquiry in considering theories and research-based strategies.  She would ask insightful questions and connect readings and course materials with her field experience.  She exhibited a willingness to share her thinking with her cohort. Her cohort saw her as a leader and would often ask her questions and seek her feedback.”

Kathy also supervised Taylor in the Extended Learning Opportunity program at Holmes. Taylor took a leadership role at the winter session of ELO and then continued in the Spring. She designed STEM activities for the session and she supported her MIT cohort in implementing those activities. The other service learning students looked up to Taylor as a great support.

From Dr. Deborah Nieding, a faculty member who taught Taylor methods and strategies Courses:

“Taylor took 4 classes from me as a graduate student and her work was outstanding.  Taylor set a high standard, which exceeded the stated expectations and always turned her work in on time or before the due date.  Taylor consistently served as a resource to her peers in the cohort.”

Dr. Nieding also worked with Taylor as Taylor took on responsibilities with Kappa Delta Pi, our Educational Honor society. “I worked closely with Taylor while she was an undergraduate and served as the treasurer of KDP.  She was dependable and competent.  She followed up on all the details involved in KDP as the treasurer and as an officer.  Taylor was also instrumental in the first Camp Rosauer that we hosted.”

Taylor’s passion for service to others is apparent in all that she does whether it is helping her colleagues, coaching, teaching and volunteering.  She embodies servant leadership. From her field supervisor Gwen Sanders upon hearing the news that Taylor had won the award: “Wow… how wonderful for Taylor!!! My impressions of her are: quietly confident, humble, appreciative. Taylor sees the need for some school/curricula reforms and quietly yet effectively works toward that in her teaching. Yay for Taylor!!!”

Her cooperating teacher commented: “I have witnessed so many leadership qualities in Taylor and am so excited that she has been selected for the leadership award.  She has shown confidence, focus, persistence, decisiveness, inspiration, integrity, passion, positivity, and accountability. Her keen ability to spot problems in learning and find innovative ways to bridge the learning gap for all students is amazing.” 

Furthermore, she added: “Sometimes I have to remind myself that Taylor is a student teacher. I know that she will be a phenomenal leader.”

Last but certainly not least are comments from her students. The prompt offered was:

What makes Miss Cooke a great teacher?

Evelina wrote: She lets us skip math when we don’t know what to do. She is nice.

Ava wrote: She works hard, she’s nice.

Christian wrote: She is nice, she is cool.

Through a qualitative research lens, I am beginning to see a pattern here.

Zach adds:  She is nice and always having fun.

And finally my favorite:

Aalyiah writes:  If it is not a spelling test she will help us.

Congratulations Taylor on winning this year’s Wardian award for educational leadership.

-Dr. Jonas Cox

June 1, 2017 / / 0 Comments
  1. Tell us about yourself: Michaela Jones, B.Ed. in Special Education, class of 2013.
  2. What are you doing now? I currently teach 3rd grade at a Title I school in Spokane.
  3. Why did you choose a program in the School of Education at Gonzaga? When I entered Gonzaga as a freshman, I thought I wanted to be a primary science specialist, so I signed up for the elementary endorsement (majoring in biology).  About two weeks into my Intro to Special Ed course, I realized that I was way more passionate about teaching neurodivergent kids than I was about science, so I switched into the Special Ed program, and have never looked back!
  4. What influenced you the most during your time at Gonzaga? I think the biggest influence at GU was the culture of community.  Whether it was a study session that got way off-task with my Honors class, a collaborative project for a philosophy course, or helping each other figure out how to graph data for a case study in Rosauer Lab, I was always surrounded by people with different schema and life stories who pushed me to “shape up or ship out” ideas, beliefs, and habits that have made me — ready for the Zag buzzword? — the authentic citizen I aim to be every day.
  5. What was your greatest lesson learned at Gonzaga? Do I have to pick just one?  I’d have to say that one lesson that I mastered at Gonzaga comes from the quote: “If you’re the smartest person in the room, you’re in the wrong room.”  Interaction after interaction on campus – with peers, with professors, with District 81 students- knocked me down and picked me back up, better for the dust and wear.  I learned to seek out the edges of and to love conquering what was outside my comfort zone.  Now that I spend my days surrounded by 8 and 9 year olds, it’s a great skill to have!
  6. What is the most rewarding aspect of working in your field? Most challenging? In order to reply about the most rewarding and challenging aspects of teaching in Title I, I must again share someone else’s words. Benjamin Franklin once said, “Justice will not be served until those who are unaffected are as outraged as those who are.”  The most rewarding aspect of working in my field is every moment a child’s face lights up with love, when they are so excited to share life with me and the belief that they MATTER shines through their story.  Sometimes that moment happens over academics, sometimes it’s over basketball, chess, or a chance encounter on the way to the restroom. The injustice of just how crucial these moments are is the most challenging aspect of teaching.  We work so continuously with our families and community to surround all of our children with support, and bureaucracy bowls over those efforts.  It’s hard to listen to the media report that state and national politicians say there’s not enough funds for education on one hand, but that there will be millions cut further from initiatives and programs such as subsidized lunch.  It shouldn’t be an outrage, a battle, to provide our children with these moments of pride and resilience, yet priorities set by those who are unaffected make it one.
  7. What critical issues do you see that need to be addressed in your field? The list of critical issues in education could fill pages: smaller class size, more mental health services on site, better social emotional learning, decision making that reinstates professionalism for educators, less emphasis on standardized testing… At the end of the page, though, the critical issues boil down to this: if we agreed at a bureaucratic level to train all staff in data-verified strategies for growth of the whole child, and to fund programs based on research-driven effectiveness rather than on philosophical and anecdotal theories, I think the balance of trust in education and emphasis on child-focused interactions would be restored.
  8. What advice do you have for future education professionals? Self-care is an ethical responsibility.  Someone somewhere said that educators are candles who use themselves up to light the flames of others.  It’s lies and slander and a perpetuating ethos that is a real cause for the stat that 50% of new teachers leave the field within 5 years.  Know your contract rights.  Take lunch without meetings.  Give yourself grace- always- but work like mad the first couple of years to develop routines so you can find a place where you leave work without taking grading home every night.  Save lesson plans and tasks to tweak and reuse next year.  The wheel has already been invented– share with your colleagues! Weekends are a sacred time to rest.  Develop relationship with your colleagues outside of shop talk.  Learn a new hobby; master it, and pick up a new one.  Actively participate in school functions and committees where decisions are made, but practice saying no when your plate is already balanced.  Develop daily, weekly, and monthly habits of refreshment for your body.  Read for fun during the school year.  Say yes to adventure as it comes.  Matt Haig wrote that a quark is not the smallest particle in the universe; the regret at one’s deathbed for not spending more time at work is.  Children are the most important work there is.  They deserve passionate and interesting adults to model a well-rounded life and guide them.

 

June 1, 2017 / / 0 Comments

The School Counseling program is excited to present Emily Clary with the 2017 Wardian Leadership Award.

Leadership is an important part of a school counselor’s role.  We work to prepare our students to navigate the complex systems and circumstances that exist within a school community, and develop leaders who are willing to think creatively, take initiative, identify partnerships, engage in advocacy, and work effectively and efficiently to meet the vast need of students and families.

Emily already demonstrates these skills.  I’m going to share about how she does this within her school cohort here at Gonzaga, at Garry Middle School her internship site, and within the school counseling profession.

At school, her peers said the following about her:

“Emily exudes passionate leadership. She has such a genuine presence, and people are drawn to her. It has been such a pleasure working with her over these last two years, and I am certain she will do great things in the years to come. I have personally been so inspired by her commitment and passion for the school counseling field and all it stands for. Her integrity, dependability and confidence are admirable. She puts her all into every task she takes on, and she never shies away from a challenge. I cherish the time we have had together, and I look forward to calling on her as a friend and colleague in the future.”

Another said:

“When I think about Emily I immediately think about how compassionate, confident, dedicated and goofy she is.  She has a warm heart that she wears on her sleeve, paired with a smile that lights up the room.  She is genuine and charismatic.  She is a great leader and a thoughtful listener.  I admire her ability to take the initiative to add comments or ask questions no matter what the class or topic may be.  Emily adds to the classroom dynamic in a positive way and our cohort would not be the same without her.”

Finally:

“When I think of Emily, I think of an energetic and passionate leader committed to the entire school counseling community including her students, classmates, and fellow educators. Emily is an authentic individual who doesn’t shy away from asking hard questions or sharing her own experiences. She is a role model for both her students and her peers!”

At Garry Middle has served a diverse student population.  In these efforts, Emily has worked closely with Jo, the mental health therapist (this has been a running joke in the cohort).  I reached out to Jo and she shared the following:

“Emily is kind, positive, energetic, and radiates an openness that has enabled her to connect with students on a level that facilitates proven growth.  It warms my heart to see students knocking at Emily’s door, asking when they can see her for an appointment or showing such excitement to share what they are learning and what they’ve accomplished.  Emily’s presence at school has been invaluable and her dedication, knowledge and personal contribution to our field of counseling and for our students will be greatly missed.”

During her time at Garry, Emily also engaged with the HIllyard Youth Collaborative, a community/school partnership that works to provide additional supports to students.  Within this project, Emily identified 26 students who needed additional assistance – these students struggled with attendance, finding a positive connection at school, and demonstrated behaviors.  In thinking about how to serve this number of students most efficiently, Emily partnered with teacher education candidates from Dr. John Traynor’s “Teaching in the Middle School” class.  Emily provided training to these future teachers on the role of the contemporary school counselor, the importance of teacher/counselor partnership, and small group facilitation.  Following this, Emily and the teacher education candidates, provided a small group experience on the topic of growth mindset to the group of students at Garry, with teacher education candidates facilitating the discussions and Emily developing the weekly curriculum and overall supervision.  This creative strategy is an example of effective partnership and leadership within the schools, while also educating others about the role of a school counselor.

Following this experience, a teacher education candidate reported the following:

“This project has made me realize that counselors don’t just sit in their offices all day and talk with students and parents.  They do so much more like creating this program and others like it to provide further support for students.  I’ve also learned the value of keeping in constant communication with the school counselor who can enlighten you on a student’s situation and provide you with support and resources to effectively teach.”

Along with this experience of professional leadership and advocacy, Emily has also presented with faculty at the American Counseling Association conference in Montreal, as well as several Washington School Counseling Association annual conferences.  Her identity is passionately grounded in school counseling.

It is for these and many reasons that we honor Emily with this award.

-Dr. Addy Wissel

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