University teacher – Xing Wu Mon, 18 Oct 2021 19:53:27 +0000 en-US hourly 1 University teacher – Xing Wu 32 32 Professor Eric Wiebe Joins New NSF AI Institute for Learning Committed to Advance Learning and Education Mon, 18 Oct 2021 19:38:40 +0000

Eric Wiebe, a STEM education professor at the NC State College of Education and a senior researcher at the Friday Institute for Educational Innovation, is part of a new National Science Foundation (NSF) research initiative that will create and use artificial intelligence ( AI) tools to advance learning and education.

Wiebe is a senior executive with a five-year, $ 20 million grant from NSF for the AI ​​Institute for Engaged Learning. James Lester, distinguished college professor of computer science and director of the Center for Educational Informatics at NC State, is the Institute’s principal investigator.

“The Institute is really going to provide a fantastic melting pot to bring together some of the best AI researchers in the country who, perhaps in the past, have not focused on issues related to education,” said Wiebe. “The researchers on this project, myself included, have a deep desire to use our AI and knowledge for the good of society and the Institute will now give us the opportunity to pursue some of these goals. Like any solid interdisciplinary project, we are now bringing together subject matter experts from different fields to be able to pool our knowledge and resources and guide this collective energy towards some of the great challenges facing education today.

Wiebe joins an interdisciplinary team of researchers with expertise in AI and education from the State of North Carolina, University of North Carolina at Chapel Hill, Vanderbilt University, Indiana University and the non-profit educational organization Digital Promise. He will be part of the AI-enhanced Engaged Learning Group, led by Co-Principal Investigators Mohit Bansal, Cindy Hmelo-Silver, and Jeremy Rochelle, and will focus his research on AI-driven and focused learning environments. on storytelling that will engage students in authentic problem-solving scenarios.

Storytelling-centered learning uses an adaptive and evolving story that changes based on how a student interacts with a particular system or activity. It focuses beyond individual tasks and examines how they are woven into larger academic concepts that can be explored through a narrative structure. Treating learning in this way allows researchers and educators to have a starting point for thinking about the problems to be solved and the tools and techniques to be developed and explored.

According to Wiebe, the Institute’s goal is to empower, rather than replace, teachers. He says they will work on how best to use AI as a tool in the classroom, either directly with the student or working with teachers to inform and provide insight into student learning. By providing this information, he hopes to reduce the low-level work that teachers engage in managing the day-to-day functioning of a classroom.

“Maybe in the short term we can provide some AI tools that can ease some of that burden on the teacher to allow them to really use their skills to their fullest potential to engage in a higher-order strategic thinking about how to guide individual students, groups of students or entire classes, ”Wiebe said. “I am always enthusiastic about providing solutions large and small for teachers and schools that they can employ to help them in their work. “

For example, AI could provide insight into student momentum during activities or lessons, either in real time or on a daily or weekly basis. If a student stalls, the AI ​​could identify these moments and eliminate the time and effort a teacher would have to spend discerning this behavior on their own.

The Institute will work on the design of tools and the structuring of the most usable and useful information for teachers, including the information to be collected.

“For me, success is going into a classroom and seeing engaged kids who are really excited about the learning they’re involved in,” Wiebe said. “They work well with their classmates and with their teacher, and their teacher also feels engaged and empowered to help guide these students’ learning and feels equipped with the tools and information they need to get the job done. at hand. “

This story originally appeared on the Friday Institute for Educational Innovation website.

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Thomas J. Freeman Jr. Sun, 17 Oct 2021 09:24:57 +0000

September 30, 1932 – September 17, 2021

Thomas (Tom) Jewell Freeman Jr., 88, passed away on September 17, 2021 at Lenoir Woods in Columbia, Missouri.

Tom was born in Miami, Florida on September 30, 1932, to Tommy and Ethel (Bell) Freeman. He grew up in Hot Springs, Ark., And was married and survived by his 66 year old wife, Peggy Holt Freeman. Tom and Peggy have been active members of the Fairview United Methodist Church for many years. There will be a family funeral service at Holt Cemetery in Arkansas.

At the end of a difficult childhood in Hot Springs, Tom joined the United States Marine Corps at the age of 17 and served in the Korean War. After the war, the GI Bill sent him to the University of Arkansas. He decided to pursue a degree in geology and graduated from the University of Arkansas with a BS and MS in geology, followed by a doctorate in geology from the University of Texas.

Tom was hired by the University of Missouri in 1962 for a short-term teaching assignment, then after a brief return to Arkansas for the Arkansas Geologic Survey, he was offered a full-time position at Mizzou in 1964. Tom retired from Mizzou in 1999.

Tom’s career has always been a source of both welcome challenges and immense fulfillment in his life. He was chairman of the geology department for many years, and he did much of the teaching and fieldwork in Spain – including teaching at the University of Madrid (in Spanish) in 1969 / 70 and leading a group of geologists for the Geology Society of America through Spain in 1971. His published research on his work in Spain earned him an International Prize in London from the Society of Economic Paleontologists and Mineralogists.

In addition, he was resident geologist at the Antilles marine biology laboratory in Sainte-Croix, in the Virgin Islands; he worked on stage 44 of the Glomar Challenger deep sea drilling project; he was director of the Mizzou geological field camp (Camp Branson) in Wyoming for many summers; and he is the author of three student laboratory and field textbooks which are still in publication.

But no aspect of Tom’s career was as important to him as the student. He really loved his students and his teaching. Tom has received numerous teaching awards at Mizzou, including the Curator’s Distinguished Teaching Professor Award, the MU Alumni Association Distinguished Faculty Award, and the William T. Kemper Fellowship for Teaching Excellence Award. Nationally, Tom received the Neil Miner Award from the National Association of Geoscience Teachers. He was supported for many years after his teaching career ended by the many students who saw him (one as far away as Barcelona) and approached him on the streets and said “you were the best teacher I have ever had.” never had “.

Tom was the first in his family to obtain a graduate degree and he came to view education as critically important at all levels. The education that the GI Bill gave him allowed him to touch many lives and have countless experiences and adventures that would not have been possible otherwise.

Apart from his busy career, Tom enjoyed playing racquetball and his many rides on his BMW motorcycle (one with Peggy in the back touring Europe). His sabbaticals and long trips were often shared with the family. Other activities he enjoyed with his two boys were ice hockey at the ICE chalet and the banjo in Mountain View, Ark. He was delighted to spend time with his three grandsons who became Tiger fans and Columbia Booche burger lovers.

Above all, Tom was a truly beloved husband, father, grandfather, friend and role model.

Tom is also survived by his son, Tom and wife Dawn, of Greenville, SC, and daughter, Hartley (Chad); sons, Rob and wife Nancy, of Overland Park, Kan., and their three sons, Thomas (Kelsey), Scott (Jess) and Jack; her sister, Shirley Boyajian, and her brother, Bob Freeman, of Hot Springs, Ark. ; nephew, Steve Boyajian (Julie), of Nashville, Tenn .; and brother-in-law, Jack Holt Jr. (Jane) and his daughters, Kelley and Candace (David), of Little Rock, Ark.

You are irreplaceable TJ !!!

Donations can be made to:

University of Missouri

memo: Freeman Student Scholarship Fund

Department of Geological Sciences

Attention Marsha Huckabey

101 Geology building

Colombia, MO 65211

Hospice compass

3050 Interstate 70 Dr. SE, suite 100

Colombia, MO 65201

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New Faculty Spotlight: Colleen Clark – UofSC News & Events Fri, 15 Oct 2021 20:48:03 +0000

Music teacher leads the way for women in jazz

When Colleen Clark was in elementary school in Colchester, Connecticut, she decided to play drums in the school orchestra. It was an easy choice, as she already played drums with her father in a family rock band.

But when the group director handed over instrument assignments, he was asked to play the flute instead.

“Just because I was a girl, I was assigned the flute,” she recalls. ” It’s not good. I had a real passion for playing the drums, so why would anyone try to change that? ”

In Clark’s case, it worked. His father knew the director of the group and pleaded his case; the director gave in. But experience points to a larger problem. “There is always an instrument attributed to sex situation, which is unfortunate,” says Clark. “Fortunately I had a defender at the start, but so many people don’t. ”

In 2019, Clark became the first woman – and the first drummer – to earn a doctorate in jazz performance from the University of North Texas, known for its jazz program. She has since taught at Borough Manhattan Community College, City University of New York, and was a principal teacher for the ChiCa Power program at Jazz House Kids in Montclair, New Jersey. Starting this fall, she is an Assistant Professor of Jazz Studies at the University of South Carolina.

Attracting new students and making sure women in particular feel welcome is one of Clark’s priorities. Research shows that the number of girls who show an interest in music declines as they move from middle school to high school, and again between high school and college.

“And even more in jazz,” says Clark.

In South Carolina, Clark wants to connect with young women who are transitioning into college and say, “Hey, come be a part of this.

Although new to South Carolina, Clark wastes no time in implementing his vision. On October 25, she will perform with her brand new all-girl group CC and the Adelitas in a free concert at 7:30 p.m. at the Johnson Performance Hall at the Darla Moore School of Music. In addition to the performance, the band members will host masterclasses with music students.

Clark’s related field of study in North Texas was ethnomusicology and Mexican music in particular, while his main field of study was jazz and jazz history. The “Adelitas” were women who took up arms during the Mexican Revolution, and the term came to represent the strength and resilience of women in general. CC and the Adelitas perform jazz versions of works by Mexican singers and songwriters, exploring gender, race, identity and culture. The songs will be sung in Spanish.

In South Carolina, Clark wants to connect with young women who are transitioning into college and say, “Hey, come be a part of this.

“The music, the lyrics, the way it’s defined, it’s amazing,” Clark says of his love for Mexican music. “If you think about the history of the bolero, the ranchera, the Norteño music – everything, every type of music that comes out of Mexico is very distinct. And that really speaks to the story most of the time. ”

The story is close to Clark’s heart. In addition to being a drummer and conductor, she is a composer, researcher and jazz historian. In class, she wants to make sure that the students understand the tradition to which they adhere.

“I always do it through the lens of Louis Armstrong,” she said. “Louis Armstrong is the true American idol. You can still ask children these days who Louis Armstrong is, and some of them will know.

Armstrong becomes a starting point for Clark’s area of ​​interest, pre-bebop, which includes the swing era and earlier. Learning how jazz has evolved in composition and style helps prepare students for today, she says.

“My role here, I think, is to open the ears and the playing skills,” she said. “And listen, so that they can better understand the history of jazz, how they fit into the history of jazz, because we all create the history of jazz. The more knowledge you have, the better your playing decisions are. You’re going to be a much more knowledgeable musician, which puts you on a higher level than most. ”

Clark knows how difficult it is to be successful as a musician – and she wants her students to be ready for work.

“If you work hard, I’ll give you everything I’ve got,” she said. “But you know, you have to want it. You have to work for it.

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Subjects: Faculty, Diversity, School of Music

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Victory in “Battle of Classics” Could Save Civilization, Book Says Thu, 14 Oct 2021 09:00:58 +0000

The battle of the classics: how a 19e The debate of the century can save the humanities today
by Eric Adler
Oxford University Press, 2020, $ 35; 256 pages.

As reviewed by Matthew Levey

America’s educational and political dysfunction is largely the result of a 100-year-old debate about what Harvard students should learn, according to Eric Adler, associate professor of classics at the University of Maryland.

Adler’s hero is Irving Babbitt, a classics student, Harvard professor of comparative literature, and humanist. “Humanists,” Adler said, “either believe that their subjects can help shape the souls of students or that they are not humanists. If we heed Babbitt’s call to place the humanities at the heart of the academic experience and avoid the tactical mistakes he made, Adler argues, our civilization could still be saved.

Babbitt, a brilliant but impoverished native of Ohio, arrived in Cambridge in 1885 as an undergraduate student, just as Harvard President Charles Eliot, a chemist by training, eliminated compulsory classes and grading characters. “In education, as elsewhere, the strongest survives,” said Eliot. “Classics, like other studies, must stand on their own merits because it is not the role of universities to impose particular subjects of study or particular types of mental discipline on reluctant generations. “

Irving Babbitt, left, and Charles Eliot.

Before Eliot’s ascension, teaching young people right from wrong was a major concern of philosophers and teachers. But reformist scholars like John Dewey, channeling Rousseau and Darwin, said the students were inherently good. Encouraged to follow their natural instincts, they would engage more effectively in their education. The teaching of ethics was not necessary; given the freedom to choose, rather than dusty examples from ancient history, students’ natural self-control and autonomy would flourish. Pedantic lectures on truth, beauty, and goodness were unnecessary.

Wealthy industrialists (and potential donors) like Andrew Carnegie shared Eliot’s thinking. Carnegie, who left school at age 12, warned Curry Commercial College graduates:

Men have sent their sons to colleges to waste their energies on acquiring a knowledge of languages ​​such as Greek and Latin, which are no more useful to them than Choctaw… and learned to extol a bunch of thugs into heroes; and we called them “educated”.

Despite modern trends, Babbitt studied the classics, graduated magna. He aspired to teach at Harvard, but his “old-fashioned views … and his academic specialization gave him a more eventful career than he had hoped.” Adler suspects that Babbitt’s professors remembered his “turbulent undergraduate days” and “didn’t want anything to do with him.”

But, in 1894, when a French instructor was brutally dismissed for plagiarism, Babbitt returned to Cambridge, where he became a “popular and influential teacher” whose students included TS Eliot, Walter Lippmann and a future president of Harvard, Nathan Pusey.

Babbitt’s prospects were broad. “In keeping with what he saw as a large part of classical Christian and Buddhist thought,” writes Adler, “Babbitt emphasized the duality of human nature” – the tension between good and evil. His “new humanism” recognized this friction and argued that by studying proven works, students would develop self-control and a healthy philosophy of life.

Book cover by "The battle of the classics"At the same time, Adler notes, Babbitt did not put “ancient writers on metaphorical pedestals, as purveyors of timeless wisdom whose ideas could not be improved upon.” Regarding practical skills, “a constant process of hard and clear thinking,” developed verbal dexterity and analytical chops. Babbitt’s “powerful personality and powerful opinions” have earned him the nickname “Harvard Warring Buddha”.

In Rousseau and romanticism (1919) Babbitt criticized scientific naturalism and sentimental humanitarianism as corrosive to ethical standards. Long before the impact of Hitler and Lenin was clear, he wrote: “The man who does not curb his will to power and at the same time is very active according to natural law is on the way to becoming a megalomaniac. effective.

Because he “linked his philosophy to his political vision, [Babbitt] open[ed] his opinions to criticism and to limit[ed] their call. Adler says Babbitt was not a conservative, but his critics have successfully described him as such.

Adler makes Eliot Babbitt’s nemesis, but the Harvard president correctly judged that science can improve society. Work on atomic fission and radar at the University of Chicago, Harvard, and MIT helped secure the Allied defeat of fascism in World War II, while Katalin Karikó’s relentless mRNA research at the The University of Pennsylvania in the 1990s laid the groundwork for Covid-19 vaccines.

Even in a world of bottom-up science, however, morality still plays a vital role, establishing safeguards for the ethical use of technology and informing the causes for which weapons and drugs are used. Adler suggests that university leaders give soul craftsmanship back its rightful place. College programs can and should support “the will to improve the material conditions of the world. and to improve.

Adler insists that whatever the demand, colleges should “encourage students to tackle the issues that drive them” and “use the classroom to focus on issues that are important to all who wish to lead. a serious life ”. Such a shift towards the humanities is necessary to avoid the “abyss of tribalism and warmongering” in which we find ourselves.

Columbia requires courses, largely focused on Western canon, for all undergraduates. The University of Chicago retains a core, albeit slightly vague, in the humanities and the physical sciences. Even when not required, alumni attract some students, especially when offered in the company of social sciences: Adler notes that a course in Plato and Psychology is one of Yale’s most popular courses. and that Donald Kagan’s Greek history classes were also popular before his 2013 retirement. More elite schools could take Adler’s advice and force their undergraduates to take a set of humanities courses. Students would not be asked to decline Latin names, but they would learn how Aristotle and Plato agreed (and differed). This could help today’s students better understand that the first generation is not grappling with issues of identity and inclusion, individualism and universality, or struggling for eudaimonia—A fulfilled human life — acquired through the struggle to be virtuous.

Matthew Levey founded the International Charter School in Brooklyn in 2014.

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The relationship with National Geographic has taken the professor from St. Norbert College across the world Tue, 12 Oct 2021 21:17:00 +0000

DE PERE, Wisconsin (WBAY) – A local teacher says he’s living the dream of anyone who loves geography.

Not only does he teach geography at St. Norbert College, he was instrumental in National Geographic for 35 years.

After graduating from UW-LaCrosse and graduating from Texas State University, Mark Bockenhauer felt his career path was mapped out.

“I thought I would probably be a planner in Texas, but then I had the opportunity to get an internship at the National Geographic Society in Washington DC and it changed the course of my career dramatically. Two weeks after the start of my internship, my boss, Susan Monroe, told me “what are you going to do when you finish your internship? And I said, ‘Well, you’re going to hire me, aren’t you?’ And she said, “I was just checking,” Bockenhauer recalls.

For four years, starting in 1986, Bockenbauer was instrumental in helping Nat Geo launch his Geography Education Program, an effort to educate K-12 teachers across the country.

“He really designed the way we bring geography back into the curriculum and the decision they made was that they were going to do it through the teachers on duty, they decided that the way to get the kids to understand it was to teach teachers who had kids in their classrooms, ”says Kim Hulse, vice president of educational content for National Geographic.

“And of course during that time I decided I wanted to be a teacher so I came back to Wisconsin, went to UW-Milwaukee, got a PhD in geography and St, Norbert was my first job and I’ve held it, in my 28th year now, ”says Bockenhauer.

Once Bockenbauer started teaching, Nat Geo immediately asked him to stay involved with the organization.

He certainly did.

Over the past two decades, Bockenhauer has written a number of books that are in Kindergarten to Grade 12 classes across the country.

He has also facilitated workshops and led a series of expeditions around the world for teachers.

“I have the best of both worlds because I work at St. Norbert College which is a wonderful teaching and learning opportunity every day and then I work with this amazing and internationally renowned organization on some really real projects. fun and awesome. as a writer, as a teacher, ”says Bockenhauer.

Safe to say, he feels blessed.

Copyright 2021 WBA. All rights reserved.

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Remembering Lloyd Inui – Teacher, Mentor and Friend Sat, 09 Oct 2021 20:59:59 +0000

Lloyd Inui, professor emeritus at CSU Long Beach, where he helped establish the Asian American Studies program, died on September 28 at the age of 91. In retirement, he was an advisor to numerous campuses and community organizations. Here are the memories of some of his friends and colleagues.

Lloyd Inui in his office at Cal State Long Beach in 1972. (Photo by Takashi Fujii)

Iku Kiriyama: Lloyd was a founding member of the Japanese American Historical Society of Southern California, established in 1978. He served numerous terms as president on the rotating list of six presidents. When the JAHSSC was dissolved in 2015, Lloyd was the only one of the original members to stay with me on the board until the end.

I was grateful and appreciated for his continued friendship and support, despite his health issues. I could always count on him for sound advice and remained friends with him and Tazuko, enjoying their company and conversation. We both miss them terribly.

Kiriyama is a retired Los Angeles Unified School District community volunteer and educator.

Dan Kuramoto: I loved Lloyd, like all of us. In retrospect, Lloyd’s contribution is what he “didn’t.” He supported the early days of Asian American Studies and the Long Beach Student Center by giving us his unconditional support as we tried to create studies. He was always smiling and attentive but above all present.

He was always WITH us. His behavior guided us. His patience has taught us. He connected the campus and the community. Lloyd is Long Beach for me.

Kuramoto is the leader of the Hiroshima group and a former professor of Asian-American studies at CSULB.

Carrie Morita: I first met Lloyd Inui as a student at Long Beach State College (as it was called in the late 60s). It was at a time when sit-ins and protests against the Vietnam War were taking place. And the beach was no exception.

The university had provided the Black Student Union and the Chicano Students with a trailer to serve as a center and lounge. Some of us, mainly Sansei, felt that we needed a trailer as well. The administration ignored our request, saying we needed a faculty member as an advisor.

Starting from the top of the list of teachers, we came across Inui… Evelyn Yoshimura, Dan Kuramoto and I decided to approach Lloyd. I remember Ev and I climbing the stairs to the second floor of the Poli Sci building. Lloyd’s office was just up the stairs and his door was open. There he sat down. We walked in and presented our request.

If I remember correctly, in his affable manner, he replied, “Of course! No problem!!”

And the rest is history !!! It is this great memory that I keep of my first meeting with Lloyd. It was at one of the meetings… maybe a Thanksgiving potluck that Ev and I went back to and I remember a rap I wrote for Lloyd. I have to find all the rap. The only line I still have (regarding the fact that we go to administration and demand Asian-American studies) is… “When the administration said phooey, that’s when we we turned to Lloyd Inui! “

When he started working at the Japanese American National Museum, I was delighted to see him as I now spent a lot of time in Little Tokyo.

Morita, a retired teacher, is active with Nikkei Progressives and runs self-defense classes for the elderly at Terasaki Budokan.

Barbara kim: I first met Lloyd when he served on my hiring committee in 2000-2001 – almost 10 years after his retirement. Despite everything, Lloyd took the time to guide and advise me. He was the most enthusiastic supporter of the Department of Asian and Asian American Studies. He graciously took the time and always said yes to speaking with the next generation of students.

Lloyd Inui and Iku Kiriyama at the Japanese American Historical Society of Southern California closing luncheon, held in 2016 at the Gardena Valley Japanee Cultural Institute. (JK YAMAMOTO / Rafu Shimpo)

He has attended the department’s annual spring receptions, sometimes to meet award recipient Lloyd Inui (for his outstanding contributions to creating a campus environment that supports cultural, ethnic and racial diversity and fosters a sense of unit at CSULB).

One year, he and Alan Nishio led Asian American Studies Majors and Minors on a political tour of Little Tokyo, introducing a new generation of CSULB students to the history, struggles, and community-building of the place.

Ethnic studies departments invited him to speak on campus about the history, state and advancement of ethnic studies at CSULB and CSU, especially over the past decade in opposition to budget cuts and demand a graduation requirement in ethnic studies. It has always struck me how much in these symposia Lloyd always defended and centered the students in these discussions, never himself.

He was kind, bright, humble and fierce. For generations he has been the heart of Asian and Asian American Studies at CSULB, the person who nurtured and shaped the students who have helped serve and transform the campus and the community.

Beloved teacher, scholar, activist and extraordinary mentor, Lloyd will be dearly missed.

Kim is Professor, Chair, and Undergraduate and Graduate Advisor, Department of Asian and Asian American Studies, CSULB.

Franklin odo: Lloyd Inui’s presence was the main reason I chose to start teaching at California State University at Long Beach in the fall of 1972. For six years, Lloyd was a friend and strong mentor to me as a junior faculty member and, as I watched and learned, to other colleagues on campus and to the hundreds of undergraduates who have completed our program.

Many of them have gone on to build careers and lives of commitment to the concerns of Asian-American communities and all people in the nation and across the world; much of this transformation is due to observing the consistency of Lloyd Inui’s work and vision.

Unsung hero. We will miss him.

Odo has served as the U.S. Asia-Pacific Program Director at the Smithsonian Institution since the program’s inception in 1997.

Chris aihara: Lloyd Inui was my mentor and my dear friend. I worked for him as the secretary of the Asian American Studies / Asian Languages ​​department for four years. It was like four years spent at Inui Seminary.

He projected a certain modesty and self-effacement that belied a very strategic and complex mind. He has succeeded in making the Asian-American Studies program at CSULB a stable and respected program. At the same time, he was very focused on the students and helping them see their life in a larger context.

The Academic Office was a place to drop by, get help, and strike up a conversation with Lloyd, which was often stimulating and stimulating. The personal impact he had on so many students would fill volumes, and we would all agree that he has helped make us better people.

Aihara is the former executive director of the Japanese American Cultural and Community Center.

Alan nishio: Lloyd was the Godfather of Asian American Studies at Cal State Long Beach and has served as a teacher, mentor, and friend to generations of students, faculty, and staff, including myself. During the 50 years that I have known Lloyd, I have discovered that he was a scholar who helped advance the field of Asian American Studies in its early days. He touched the lives of so many of us with his thoughtful and self-effacing demeanor, his unwavering support for the students, and the warmth he showed to all.

Nishio is the former Associate Vice President of the Division of Student Service at CSULB and a longtime leader in Japanese-American community organizations, including the National Coalition for Redress / Reparations (now Nikkei for Civil Rights and Redress) and Little Tokyo Service Center.

Diana Keiko Ono: Lloyd always had a warm smile and greeted everyone who stopped by the office of the Asian American Students Association at CSULB. He made us all feel like family. He supported “Echoes from Gold Mountain” (an Asian American literary journal) and our annual Thanksgiving potlucks at the Harbor Japanese Community Center. He was our mentor, advisor and friend.

From right: Lloyd Inui with Yoko Pusavat, former Japanese teacher, and Jeanette Schelin of Earl Burns Miller Japanese Garden at the Asian-American Studies meeting, held in the garden in 2015. Inui and Pusavat were the winners. (JK YAMAMOTO / Rafu Shimpo)

Even after his retirement, he volunteered at JANM, Earl Burns Miller Japanese Garden and many other community organizations.

A life well lived will be remembered by all! We will miss you, Lloyd.

Ono graduated from CSULB in 1979 and is an active member of the Orange County Buddhist Church.

Sue Oda Omori: Lloyd was the “anchor” of American studies of Asian origin. Always a balanced and constant force that made you feel like everything was fine.

My best memory of Lloyd was on the softball field. We had an Asian American Studies team from Long Beach playing in the Unity Softball tournament in the early 80’s with teams from community organizations around LA like Visual Communications, Asian American Drug Abuse Program, Omai Fatasi, Chinatown Teen. Post, etc. Lloyd was our cleaning hitter because he had the biggest, smoothest swing!

He was kind of an anchor on and off the softball field!

Omori worked for many years in higher education and now designs and creates jewelry and pottery.

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Vocal Music Teacher Enjoys Freshman Year at Shawnee High School Fri, 08 Oct 2021 10:07:07 +0000

Music lover and singer Blake Watson joined the staff at Shawnee High School as a new vocal music teacher this year and has enjoyed his first semester so far.

“It’s amazing being an educator in (Shawnee Public Schools). The teachers and administration were welcoming and helpful, ”Watson said.

Originally from Claremore, Watson graduated from Claremore High School in 2009.

He was a member of the state choir for six years and state qualifier for four years in tennis.

After high school, Watson attended Oklahoma State University and graduated from teaching vocal music in 2019.

Following:Shawnee High School celebrates reunion week

Blake Watson is the new vocal music teacher at Shawnee High School.

“I was a member of the Oklahoma State Concert Chorale and Chamber Choir under the direction of Dr. Z. Randall Stroope. I sang in the opera program at OSU for two years,” he said. declared.

He explained that he wanted to be a music teacher for as long as he can remember.

“Both of my parents were teachers and my dad was a choir director in Oklahoma for 46 years, so it’s family,” Watson said.