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The value of international education with UM’s Gillian Glaes and Peter Baker
No full textThis week Justin speaks with Gillian Glaes and Peter Baker about the value of international experiences and perspectives. Gillian directs the University of Montana’s Franke Global Leadership Initiative, and Peter directs international programs at the Mansfield Center. Together, these two play a significant role in shaping the international experiences and perspectives available to students in Montana.
In this conversation Gillian and Peter talk about how international programs and perspectives enrich not only the student body, but the wider community, and how international engagement can enable a place to better welcome diversity.https://scholarworks.umt.edu/anewangle_podcasts/1405/thumbnail.jp
Walking Each Other Home: A Social Work Portfolio of Healing, Justice, and Becoming
No full textAbstract
This portfolio documents the integration of lived experience, academic training, and professional practice in the pursuit of a Master of Social Work (MSW) degree. Grounded in a personal history shaped by chronic illness, solo motherhood, and economic precarity, this work reframes individual challenges as symptoms of structural neglect and systemic inequity. Through reflective narrative, I explore identity development across intersecting contexts—white, queer, neurodivergent, Jewish by choice, and chronically ill—connecting personal transformation to professional readiness.
Section I: Living the Questions chronicles my evolution from navigating institutional barriers to becoming a systems thinker, crisis counselor, policy advocate, and coalition leader. This transformation is anchored in the belief that justice is a daily practice, informed by ecological systems theory, intersectionality, and trauma-informed care. The narrative highlights the role of self-reflection, relational leadership, and cultural humility in shaping ethical and anti-oppressive social work practice.
Section II: Holding the Center demonstrates competence across the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS). Projects include redesigning scholarship rubrics to address racialized barriers, extending early learning initiatives to rural and tribal communities, embedding Indigenous sovereignty in statewide resource libraries, and translating research into policy recommendations at local, state, federal, and global levels. Clinical applications feature crisis intervention on the 988 Suicide & Crisis Lifeline, expressive arts therapy, and bio-psycho-social-spiritual assessment in culturally diverse contexts. Macro-level work integrates program evaluation, coalition building, and advocacy, including policy engagement on childcare equity and humanitarian interventions in Gaza.
Leadership is framed as local and global, guided by a personal ethic to return home with honor. This value underpins efforts to build trust in rural Montana, ensure equitable access to resources, and advocate for the rights of children—the most oppressed group globally—across all intersecting identities.
The portfolio concludes with a vision for social work as a bridge between individual healing and collective transformation. It affirms that while the profession is imperfect, its power lies in presence, relationships, and the courage to navigate complexity. This work is offered as both a record and an invitation: to envision systems where dignity is non-negotiable, equity is practiced daily, and justice is pursued without borders.https://scholarworks.umt.edu/grad_portfolios/1518/thumbnail.jp
A Reflection of an MSW Student
No full texthttps://scholarworks.umt.edu/grad_portfolios/1520/thumbnail.jp
DESIGNING A BEHAVIOR-SUPPORTIVE LITERACY BLOCK USING UFLI PHONICS FOR FIRST GRADE STUDENTS WITH BEHAVIORAL CHALLENGES
No full textStudents with behavioral challenges tend to struggle while engaging with structured academic instruction, particularly in foundational literacy blocks. In fact, in 2021, it was reported that 27.7% of children aged 3-17 struggle with a mental, behavioral, or developmental disorder. (Leeb et al., 2024) While programs such as UFLI (University of Florida Literacy Institute) offer highly effective phonics instruction, these programs typically lack embedded support for individuals struggling with self-regulation, attention, and task persistence. As a result, these students are presented with a higher risk of falling behind in their reading skills. In this project, the author aims to develop a behavior-supportive literacy block for first grade students, using the core routines and structures of UFLI phonics enhanced with research-based behavioral supports and strategies. The proposed model includes strategies like movement/sensory breaks, structured routines, and proactive classroom management practices that will promote student engagement and reduce disruptive behavior before it begins. The overall goal is to create a strong, rigorous, and inclusive literacy framework and routine that will support students academically and behaviorally in early elementary school
Montana Kaimin, September 11, 2025
No full textStudent newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/11177/thumbnail.jp
Montana Kaimin, September 4, 2025
No full textStudent newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/11176/thumbnail.jp
Documents from the April 2, 2025 Meeting of the Associated Students of the University of Montana (ASUM).
No full textMinutes and agenda from the April 2, 2025 Meeting of the Associated Students of the University of Montana (ASUM)