Who We Are

Faculty in the School of Education at the University of Puget Sound have extensive field experience as well as an in-depth commitment to their particular disciplines in education and counseling.  While we present at conferences and publish in journals, our first mission is instruction.  High quality teaching is the hallmark of the university, and we are evaluated regularly on this aspect of our professional lives through our time at Puget Sound.  What follows are brief profiles of the people you’ll work with in the School of Education.

School of Education Faculty

Terry Beck, Professor

I taught for four years in a Federal Way, Washington elementary school before moving to Kykotsmovi, Arizona to teach middle school students on the Hopi Indian Reservation.  From Arizona, I returned to Federal Way where I team-taught in a 6th grade classroom, taught 3rd – 6th grade students in a gifted and talented program, and coordinated what was then called the District’s computer program.  I managed all that before accepting my first principalship.  When I was appointed to start a new school in the Federal Way School District, I also entered a doctoral program at the University of Washington.

In my doctoral work, I focused on a core issue I was experiencing as a practitioner—how to invite our diverse citizenry in to the democratic project of public schooling.  I centered my graduate work on educating people for democratic citizenship, particularly in the public school classroom.  Working productively with people who are amazingly different from me and from each another is what I continue to study and to think about today.

My masters degree is from the University of Puget Sound, so when a position came available in the teacher education program, I jumped at the chance to work here.  I knew from first-hand experience that Puget Sound offers a learning environment where professors come to know students well in order to both support and challenge them.  At Puget Sound I’m continually developing greater expertise in my field while remaining in close contact with amazing students—students who are changing the world for the better.

I teach:
A rotating series of partial-credit courses designed for undergraduate students considering educational careers.  These courses all include experiences in schools.

  • ED290 Schools and Masculinities
  • ED292 Introduction to Literacy for Girls, Boys, and Others
  • ED294 Schools and Poverty
  • ED296 Children’s and Young Adult Literature for Social Justice

Fall

  • ED616 Elementary Curriculum and Instruction: Literacy and Social Studies
  • ED618 Learning and Teaching in the Subject Area: Social Studies and English

Spring

  • ED419 American Schools Inside and Out
  • ED110 Under Construction: Race, Sexuality, and Society


Summer

  • ED420 Multiple Perspectives on Classroom Teaching and Learning
  • ED629 Seminar in Educational Experience, Context, and Meaning

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Betsy Gast, Instructor

My path to teaching counseling at the University of Puget Sound has been a circuitous and lucky one.  I received a B.A. in Speech Pathology and Audiology from the University of Oregon and began my career in education in Northern California as a teaching assistant and then teacher of three to six year olds with speech and language disabilities. After moving to Washington State, I substitute taught in special education, grades K-12, and secondary education in Tacoma and Bethel School Districts.  Recognizing that I was primarily interested in the emotional lives of my students and how that impacted their well-being, I enrolled in the Masters in Counseling Program at Puget Sound.  I was fortunate to be a graduate assistant for the program and had the opportunity to assist in teaching.  

My clinical experience includes working for Catholic Community Services as a family therapist providing in-home counseling with high-risk, high-need families in Pierce County.  Though I had planned initially to go into school counseling, working for CCS as a family therapist and supervisor was pivotal in my career development.  Entering the homes of families in crisis was humbling and expansive; I learned to respect each family member’s life experience and perspective, a stance that is foundational to my counseling practice and teaching philosophy.  After two years, I returned to the K-12 setting as a junior high counselor in South Kitsap School District.  I began a small private practice in 1983 which continues today. 

I think of myself as a practitioner and find teaching in the counseling program at Puget Sound requires that I continually develop creative ways to translate theory into practice.  Watching as each student develops his or her own unique way of practicing counseling is extremely rewarding. 

Courses I teach regularly include:

Fall

  • ED 603 Leadership and School Transformation
  • ED 632 Introduction to Counseling
  • ED 633 Humanistic Therapies
  • ED 647 Practicum/Internship in Counseling

Spring

  • ED 630 School Counseling
  • ED 631 Developmental Counseling
  • ED 636 Group Leadership and Practicum
  • ED 648 Practicum/Internship in Counseling

Summer

  • ED 649    Divorce Counseling

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Fred Hamel, Associate Professor

My own journey toward teaching has many roots but partly started in a community college English classroom.  I was so impressed by the leadership and thoughtfulness of my teacher, and by the relationships she created with students, that I began to see teaching English as something for me.  After some graduate coursework, I took my first teaching job at a private inner city school in Chicago – without state certification—and only later returned to get my MAT when I realized I needed more knowledge about learning and teaching.  My M.A.T. program at the University of Chicago exposed me to a rich educational community, to fascinating learning theory, and to concrete tools for teaching in my subject area.  My perspective on teaching, learning, and students changed dramatically. 

After my M.A.T., I taught English in secondary schools in the Chicago area, as well as in Washington State, before starting a Ph.D. program in curriculum & instruction at the University of Washington.   I continued teaching high school (I love teaching 10th graders) while completing my degree – trying to maintain a strong blend of theory and practice.  My interests throughout this time have focused on literacy education, how teachers can better understand students as learners, and also how teachers can develop as learners in the profession.  Part of my work in the School of Education is to initiate and maintain strong community-based connections, and I especially enjoy the relationships I’ve been able to develop with local educators and schools since coming to Puget Sound in 2000.

I greatly appreciate the small, collegial atmosphere of the School of Education.  My colleagues are tremendous, they help me grow, and I learn so much from our interactions and shared endeavors.  

My schedule involves teaching M.A.T. courses, particularly with secondary candidates, and supporting our school-based placements for all candidates.

Fall

  • EDUC 618 Learning & Teaching in the Subject - Social Studies & English
  • EDUC 620 Adolescent Identities, Literacies, and Communities
  • EDUC 614 School-Based Placements & Friday Field-based Seminars

Spring

  • EDUC 615 Documenting and Differentiating Instruction
  • EDUC 622 Student Teaching Director

Summer

  • EDUC 629 Seminar in Educational Experience, Context, and Meaning

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Jennice King, Instructional Supervisor

My first teaching position was in a 5th grade classroom in the Seattle School District.  Following two years of teaching in Seattle I took a year’s leave to travel in Europe and the U.S.  I returned to teaching in Seattle for one year and then moved to Gig Harbor and worked in Peninsula School District, where I served as a mentor teacher for several Puget Sound student teachers.  For the following four years I taught in Denver, Colorado, and during this period earned an M.A. in teaching at the University of Northern Colorado.  My next teaching position was in a Pre-K – grade 12 private school in Sherman Oaks, CA, where I also held the position of Curriculum Development Coordinator for the K – 6 lower school.  When my husband and I returned to the Puget Sound area I was hired to teach secondary math and English in the University Place School District.  I entered and completed the M.Ed. in Counseling program at Puget Sound while teaching in University Place.

When I read the job posting for an instructional supervision position I very enthusiastically applied.  Over a several year period I had taken classes from the School of Education faculty, and I had mentored Puget Sound teacher candidates.  I knew the M.A.T. program to be outstanding in teacher preparation and I welcomed the opportunity to collaborate with and learn from a faculty that works closely with and supports students as they prepare to be classroom teachers.  I feel fortunate to work with gifted colleagues, outstanding mentor teachers in Puget Sound school districts, and especially the cohort of students who inspire, impress, and inform me throughout the M.A.T. program.  I value my participation in their journey from pre-service to certified teacher. 

In addition to my position as instructional supervisor I have volunteered in Tacoma schools for many years, served on advisory committees for local districts, worked with incoming freshmen in Prelude classes, served on Puget Sound committees, and participated in partnership collaborations with teachers and administrators in several schools.

Fall

  • ED613 School Practicum
  • ED614 Introductory Professional Issues Seminar

Spring

  • ED622 Student Teaching
  • ED615 Documenting Instruction

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Grace Kirchner, Professor

I feel fortunate to have spent most of my professional life teaching in the counseling program at the University of Puget Sound. Prior to my arrival on campus, I obtained a doctorate in clinical psychology that included an internship in the Department of Psychiatry at the University of Washington. My clinical experience includes work at Comprehensive Mental Health Center in Tacoma, a sabbatical in the counseling office at Lincoln High School in Tacoma, and working with college-age students at the Counseling, Health, and Wellness Center at Puget Sound.

Having received my undergraduate education at a liberal arts college (Oberlin), I was, and continue to be, attracted to the type of education that is available here. Because our program is small, usually limited to 12 new students each year, we get to know each of them very well and remain in touch with many for years, even decades, after graduation.
My greatest satisfaction comes from observing the success of the graduates of our counseling program and from hearing from professionals in schools and mental health settings that our graduates are sought after, particularly in the South Puget Sound area.

I teach the following courses on a regular basis:

Fall

  • Ed 634 Cognitive Behavior Therapy
  • Ed 637 Tests and Measurements
  • Ed 647 Practicum and Internship in Counseling

Spring

  • Ed 658 Final Evaluation in Counseling
  • Ed 645 Psychopathology
  • Ed 648 Practicum and Internship in Counseling

Summer

  • Ed 646 Substance Abuse Counseling

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Donn Marshall, Ph.D., Associate Dean of Students

I am the Associate Dean of Students at the University of Puget Sound. I earned my doctorate in Counseling Psychology from the Ohio State University in 1988 after completing my pre-doctoral psychology internship at Southern Illinois University. I came to Puget Sound in 1987 as a staff psychologist in Counseling, Health and Wellness Services. I then served as associate director, and then as director and chief psychologist until January 2007 when I was appointed to my current role.

I frequently am invited to present at regional and national conferences on a wide range of issues including sexual assault prevention, men and masculinity, sexual/affective identity, Internet addictions and abuse, suicide prevention, and the clinical assessment of suicidality. I led the development of the model campus suicide prevention program here at Puget Sound. I am a trainer for the American Association of Suicidology and for the Suicide Prevention Resource Center. In those roles I lead suicide assessment and management continuing education courses for mental health professionals nationally. For the counselor education program here at Puget Sound I have taught sections of the Introduction to Counseling course and developed the Suicide Prevention, Assessment and Risk Management course.

When not playing the roles of associate dean or adjunct faculty, I am a mediocre mandolin and guitar player, and have recently started frightening neighborhood dogs by trying to learn violin.

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Molly Pugh, Clinical Instructor

Fall

  • ED613 School Practicum
  • ED614 Introductory Professional Issues Seminar

Spring

  • ED613 Student Teaching
  • ED615 Documenting Instruction

Pulitzer Prize winning poet, Mary Oliver, poses an important question in her poem, “The Summer Day.” She writes, “Tell me, what is it you plan to do with your one wild and precious life?” In the years since I graduated from high school in the mid-size town of Twin Falls, ID, my wild and precious life has taken numerous turns, pauses, and jaunts along paths both planned and unplanned. And I wouldn’t have it any other way.

 

After living across portions of the West and Intermountain West, I began my higher education at Lewis & Clark College in Portland, OR. While there I gained a strong foundation in liberal arts, studied abroad in England and, in 1997, earned a Bachelor of Arts in English after completing a senior thesis on Emily Bronte’s novel Wuthering Heights. Due to my love for the Brontes it is no wonder that I now work out of Haworth, a building by the same name as the village in which the sisters lived and wrote.

 

In 2002, I returned to higher education to pursue my Masters of Arts in Teaching here at the University of Puget Sound. Upon completion of my master’s thesis on attitudes and practices around reading at the secondary level, I began my career as an English teacher at Gig Harbor High School. While there, I was charged with creating the first offering of Advanced Placement Literature & Composition as well as teaching a variety of courses from an integrated, team-taught history and literature class, to intensive writing courses like Short Fiction & Poetry and Personal Essay. In addition, much of my time at Gig Harbor was spent working on the selection, implementation and development of core curriculum for the English department. This work was well supported with the school’s shift to a focused Professional Learning Community, which provided weekly opportunities for me to work alongside other English teachers and reflect on student achievement as a result of our current practice and the continued implementation of best practices.

 

In 2007, I earned my National Board Certification after a year of intense teaching, reflecting, and writing. This proved the best professional development of my career and reinforced the reflective and rigorous practice that I had adopted as a MAT student and educator. Then, in 2010, I formally mentored a MAT candidate from the University of Puget Sound and discovered how much I enjoy and am motivated by working with new teachers. While it was difficult to leave the public school classroom, I was ecstatic to join the company of the School of Education. This small group of highly reflective and collaborative educators prides itself on providing a rich and meaningful experience to its students. I am proud and grateful to have joined such a faculty.

 

Mary Oliver’s question has followed me from sea to shining sea, abroad and back to the gardens of my back yard. Ever present in my mind, I can only imagine how this next adventure will unfold. Beyond anything I know it will be both “wild and precious.”

Amy E. Ryken, Associate Professor

I began my teaching career in Berkeley, California.  I taught high school biology, chemistry, and integrated science for seven years.  For another seven years I coordinated a program that connected high school and community college students to internships in the San Francisco Bay Area’s many biotechnology research and manufacturing laboratories.  I enjoyed teaching in the vibrant Berkeley community because of the focus on curriculum innovation, the racially and ethnically diverse community, and sustained teacher collaboration to improve teaching and learning opportunities.

While working as the biotech program coordinator, I completed a doctorate in educational policy because I wanted to link the everyday interactions I engaged in classrooms with larger policy debates about educational reform and educational inequality.  In my teaching and research I’m deeply interested in the life-long journey of becoming the teacher each of us hopes to be.  I study teacher learning and I’m particularly interested in partnerships that foster connections between schools and community resources such as outdoor environments, museums, and work places. I’ve written environmental education and art curriculum guides, presented at regional and national conferences, and have published articles on teacher learning in a range of journals. I work very intentionally in my teaching and research to be one model of a teacher-scholar.

What attracted me to the School of Education at the University of Puget Sound is the commitment to reflective teaching practices, collaboration, and engaging the dilemmas of the profession.  I feel very fortunate to engage daily with students and colleagues who pose challenging questions and are willing to make themselves vulnerable by making their teaching practices public for critique and analysis.  I love working with a cohort of students over a year; I get to know my students well and very much enjoy contributing to, and witnessing, their growth as professionals.  It is very rewarding to learn and grow as an educator in collaborative dialogue.

I teach undergraduate courses focused on classroom teaching, and science and math courses in both the K-8 and secondary M.A.T. programs.

Fall

  • EDUC 420 Multiple Perspectives on Classroom Teaching and Learning
  • EDUC 616 Elementary Learning and Teaching: Mathematics and Science
  • EDUC 618 Learning and Teaching in the Subject Area: Mathematics and Science

Spring

  • EDUC 420 Multiple Perspectives on Classroom Teaching and Learning
  • EDUC 615 Professional Issues Seminar: Documenting and Differentiating Instruction

Summer

  • EDUC 629 Educational Experience, Context and Meaning

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Jerry Smith, Instructor

I have taught courses at the University of Puget Sound since 1991 and am currently an adjunct associate professor for the counselor education program. I received my Bachelor of Arts degree in sociology and my Master of Education degree in counseling from Puget Sound as well. I have a Master of Divinity degree from Garrett Theological Seminary and served as the Chaplain for the University of Puget Sound from 1971 to 1973. I obtained my Doctorate of the Science of Theology from San Francisco Theological Seminary in 1990.

My specialties are marriage and family therapy from a non-pathological and systems perspective, as well as the psychology of religion. For the past 40 years I have practiced as a pastoral psychotherapist with an emphasis in wellness-based individual, couple and family counseling. I am active in the Washington Pastoral Counselors Association.  I also enjoy recreational fly fishing.

Here at Puget Sound I have taught the following counselor education courses:

  • EDUC 638   Pastoral Counseling: A Wellness-Based Approach
  • EDUC 641   Psychology of Religion
  • EDUC 635   Relationship and Family Counseling

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John Woodward, Dean and Professor

John Woodward

I began my teaching career in Kodiak, Alaska, where I taught all grade levels during my five years on the island.  It was an extraordinary opportunity to work with students from different backgrounds, and I particularly enjoyed teaching those who struggled academically.

When I returned to complete a doctorate in special education, I focused on curriculum design, technology, research, and statistics.  This led to seven years of post-doctoral work as an education researcher conducting grants for the US Department of Education, Office of Special Education Programs.  During that time, I studied bilingual education, applications of technology in science and math, and reading instruction in poverty settings. Increasingly, I turned my attention to mathematics education, and that’s what I’ve been studying for almost 25 years.  I have written an intervention curriculum for middle grade students, presented throughout the US, and published in a wide range of journals.  I bring these experiences to class everyday.

What attracted me to the School of Education was what keeps me there today.  It’s the challenge of teaching and mentoring a small cohort of M.A.T. and counseling students.  My work is in stark contrast to my colleagues in other teacher preparation programs, particularly those at large universities.  They have little time for undergraduates and masters level students.  They split their time between large lectures and research that is conducted in collaboration with select group of graduate students.  That’s not my life at Puget Sound, and I am happy that’s the case.

In addition to my duties as the dean, here is what I teach:

Fall

  • ED419 American Schools Inside and Out
  • ED618B Learning and Teaching in the Subject Area: Mathematics and Science

Spring

  • ED601 Program Evaluation and Classroom Assessment

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