Science Teacher and PhD Student Wants to Impact Education
Written Spring 2006
Some might say Comfort Ateh took a circuitous route to teaching,
earning bachelor’s and PhD degrees in agronomy before tackling a
teaching credential at UC Davis in 2000. But Ateh sees life as
one continuous journey of discovery.
Meeting new challenges has been the hallmark of Tony Barcellos’
academic and professional career. From his early days of teaching
calculus at Consumes River College while working at the State
Treasurer’s Office (his “day job”) to teaching full-time at
American River College, Tony made his own learning a high
priority.
A second generation Aggie, Jacob Clark Blickenstaff (BS ’92,
Credential ’93, MA ’01, PhD ’04) strongly believes in the
importance of treating equity as an issue in education. Now he is
exploring new avenues to help science teachers break through
socio-economic, ethnic and gender barriers in their teaching.
Alumnus Establishes Endowment To Support Reflective Educators
Written Fall 2008
“The credential program provided me with schemas for thinking
about teaching. It gave me a foundation to keep asking new
questions and exploring possible answers. In fact, it had a huge
influence on my life.”
Bill Cochran personifies the Aggie tradition of loyalty,
enthusiasm for and pride in UC Davis. He also personifies the
tradition of life-long, dedicated education leaders. As in many
families, he followed in the path of his mother, an elementary
methods instructor and college professor, who modeled the finest
of the tradition and shared its realities.
Cirilo Cortez almost didn’t make it to college. Though he arrived
in Kern County, California, from Michoacan, Mexico, when he was
three, his status as an “English learner” well into his teens
trapped him in high school classes that did not meet university
requirements, threatening to hold him back.
Armed with parents who put a high value on education and
bilingualism, Lisceth Cruz arrived in California from Mexico City
at the age of 15. Today, she fights for the rights of other
immigrants to get a college education.
Sue Davis and her husband, Rod, were the first members of the
School’s Dean’s Leadership Council, which honors alumni and
friends who lead by example with their gifts to the School. “I
support the School of Education because it serves an important
mission: to create powerful mentors and educational leaders for
our region. The work of the School, particularly through its
strong teacher education program, touches thousands and
thousands of lives.”
With scenes from Mr. Holland’s Opus still playing in her head,
Sue Davis (Credential ’73) approached her final year of teaching
the same way she begins every school year: with a determination
to “rethink and retool everything” to ensure that her students
learn.
Luciana de Oliveira headed to Purdue University in 2006 to start
her career as a professor of education. An expert in language
acquisition, de Oliveira has always been interested in how
teachers do their work.
Building on what she has learned through her graduate research,
de Oliveira has helped shape a new teacher credential program at
Purdue focused on English learners.
PhD Alumnus Joins Science Education Faculty at San Francisco
State University
Written Spring 2007
After working toward a PhD and serving as a teacher educator for
nearly six years at UC Davis, Larry Horvath has begun his career
as an assistant professor of science education at San Francisco
State University.
2004 California Teacher of the Year and 2005 UC Davis Young
Alumna of the Year
Written Fall 2005
Dawn has an extraordinary reputation among her peers, students
and her community for bringing innovation and passion to the
classroom. Dawn’s primary attention is to the children in her
classroom. She is knowledgeable about every child. This practice
begins at the start of the school year and continues with a
weekly personal communication with every family.
One of the most respected leaders in his community, Bart O’Brien
is known for his patience, willingness to collaborate, and a
seemingly endless supply of optimism. Grounded in his
gold-country community and committed to its success, native son
O’Brien has served in the Placer Union High School District his
entire career.
Alumni Council Chair Establishes Endowment for Scholarships
Sandi Redenbach knows all teachers want to excel at their art,
and she believes preparation and a commitment to serving the most
challenging students are keys to great teaching. That is why she
has established an endowment in the School of Education to
support pre-service and in-service teachers.
Sharon Cross Rose was a home economics teacher in Campbell and an
Adult Education instructor in Davis. She served a nine-year term
on the Sutter Davis Hospital Board of Directors and on the Cal
Aggie Alumni Association Board of Directors in the 1970s and
1980s.
Between 1979 and 1984, Sharon chaired the Davis “Citizens for
Prevention of Alcohol and Drug Abuse” and introduced the “It’s OK
Not to Drink” awareness campaign. She was a member of a statewide
parent group called “Californians for Drug Free Youth” and a
member of the Nancy Reagan Speaker’s Bureau.
After nearly a decade in education, Iishwara Ryaru is finding
that his work as a student in the School’s EdD program is
changing the way he thinks. And he likes it.
Marsha Speck is clinical professor of educational leadership and
coordinator of the Master of Education in High School Leadership
Program at Arizona State University. Recognized by the National
Staff Development Council for her best-selling publication,
Why Can’t We Get It Right? Designing High-Quality
Professional Development for Standards-Based Schools, Speck
was the former director of San Jose State University’s Master of
Education in Urban High School Leadership Program for 10 years.
“Teachers don’t understand the power they have. They need to
know.”
March 2010 – Challenging the school system was not what she
intended. Mary Catherine Swanson created the AVID (Advancement
Via Individual Determination) program in 1980 because she thought
it was right for her students.
The biggest challenge I face (everyday) is the “need” to get
everything done and ready for the next day, week, lesson, etc. I
normally have 11-12 hour workdays, plus I go in on weekends AND I
bring stuff home. So, I am in the process of learning to tell
myself I need to have a life instead of “living in my classroom.”
For Carolyn Zachry (EdD 2009), finding connections and community
makes all the difference.
“Make connections outside your local area to improve your
practice,” she advises students and fellow alumni. “If you can,
get to know educators in other counties. Get to know leaders in
nonprofit organizations and businesses. Others can help you—see
how you can help others, too. The more you know, the more that
will inform your practice.”
