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Multicultural Education (ED 219) in the College of Education is now a DPD (Difference, Power, and Discrimination) course due to the hard work of Language, Equity, and Educational Policy (LEEP) Education PhD student Raisa Canete Blazquez and others.

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In ED 219, Raisa wants to give students the tools to recognize equitable approaches to fight systematic oppression, power and injustice, and to empower them to actively make change. For her, this is both a personal and a professional goal, and she is thankful for the amazing people she has had the opportunity to work with. In the redesign she recognized the emotional work required of students in this class, something she absolutely relates to while engaging in hard, emotional work herself; both in teaching and researching topics of multiculturalism and social justice. 


    April LaGue


    Arien Muzacz


    Virtual Connections Support Real Students

    April LaGue and Arien Muzacz are focusing on the teaching and learning aspects of pedagogy in online and hybrid counselor education programs. They are co-investigators on a study funded by the Ecampus Research Fellows program to examine the impacts of providing a hybrid orientation to Master’s students in Counseling on students’ self-efficacy and perceptions of wellness. Ecampus’ M.Coun program is part-time and offered in a hybrid (in-person and online) format, which appeals to non-traditional students who may have significant responsibilities within their own communities.

    Last year, faculty built and piloted orientation models to give students the opportunity to learn about program requirements and Ecampus and OSU resources and to form a bridge between educational backgrounds and classroom expectations. This “virtual mentorship” gives a way to connect with the students more directly before they meet in person in a space that is safe, secure, accessible, and equitable. Their research collects data from students before and after the orientation to evaluate changes in students’ self-efficacy and wellness in response to their active engagement with the online learning modules. 

    Once April and Arien publish their findings, they hope that they can use them to help improve the quality of online teaching and advising in counselor education and to consult with other institutions in developing their programs. They believe all grad programs should have an orientation with advisors to connect with.