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Program Faculty

Janice Kido, B.Ed., Secondary Education, University of Hawaii, 1965; M.A., Speech Communication, University of Hawaii, 1970; Ph.D.,Communication: Speech Communication/Cross-Cultural Communication/Multicultural Education, The Union Institute, 1993. Janice has taught in Hawaii's culturally diverse high schools and colleges, and directed Evergreen's MIT program. "The dynamics of interaction across differences in race, class and gender, between students and teachers and students with each other are, for me, the critical pieces in the teaching/learning environment."

Elizabeth Diffendal, B.A., Social Anthropology, Ohio State University, 1965; M.A., Cultural Anthropology, University of California Los Angeles, 1968; Ph.D., Applied Anthropology, The Union Institute, 1986. Elizabeth has worked as an evaluation consultant for Head Start; bilingual programs in the Tacoma Public Schools, and as a consultant designing training for the multi-cultural child care centers on military bases. "As an anthropologist, among my interests is the culture of schools and the process of schooling. What is communicated in daily routines and in teacher attitudes; what is rewarded, and what points of view and perspectives on American democracy are children learning in school?"

Sonja Wiedenhaupt, B.A., Psychology, Wheaton College, 1988; M.A., Developmental Psychology, Teachers College, Columbia University, 1991; Ph.D., Social/Personality Psychology, University of California at Berkeley, 2002. "My current focus revolves around the roles that motivational factors such as self-efficacy, intrinsic motivation and interest play in learning."

Gery Gerst Gery Gerst, B.A., History, Spanish, Education, St. Martin’s College, 1971; "5th Year" Teaching Certificate, University of Washington; M.Ed., Western Washington University, 1992. Gery taught U.S. History & AP History, Spanish, Social Sciences, and NW history for 30 years. He held numerous education and professional organization leadership positions at the local, state, and national levels. For 7 years he was Chairperson for St. Martin’s Education Division Professional Advisory Board. Since 2001 he has taught various education courses for St. Martin's and been a Field Supervisor for Student Teachers, both at St. Martin's and Evergreen. Most recently he created a web-based Civics curriculum "V.O.T.E." for state teachers grades 8-12 as part of the Secretary of State’s Office "Voter Outreach Through Education" program and served on the State Legislature's design subcommittee to create an Oral History curriculum. Since 1977 he has guided students during Spring break on educational tours of the East coast. "I strongly believe teachers should model life-long learning and contribute to the profession. My orientation is that teachers need to care about, and teach to, the whole child. I love helping students become empowered and excited learners and helping aspiring educators become even more effective."

Additionally, visiting faculty specialists, educational media experts and K-12 practitioners enrich the program's resources.

	Janice Kido, B.Ed., Secondary Education, University of Hawaii, 1965; M.A., Speech Communication, University of Hawaii, 1970; Ph.D.,Communication: Speech Communication/Cross-Cultural Communication/Multicultural Education, The Union Institute, 1993. Janice has taught in Hawaii's culturally diverse high schools and colleges, and directed Evergreen's MIT program. "The dynamics of interaction across differences in race, class and gender, between students and teachers and students with each other are, for me, the critical pieces in the teaching/learning environment."
	Elizabeth Diffendal, B.A., Social Anthropology, Ohio State University, 1965; M.A., Cultural Anthropology, University of California Los Angeles, 1968; Ph.D., Applied Anthropology, The Union Institute, 1986. Elizabeth has worked as an evaluation consultant for Head Start; bilingual programs in the Tacoma Public Schools, and as a consultant designing training for the multi-cultural child care centers on military bases. "As an anthropologist, among my interests is the culture of schools and the process of schooling. What is communicated in daily routines and in teacher attitudes; what is rewarded, and what points of view and perspectives on American democracy are children learning in school?"
	Sonja Wiedenhaupt, B.A., Psychology, Wheaton College, 1988; M.A., Developmental Psychology, Teachers College, Columbia University, 1991; Ph.D., Social/Personality Psychology, University of California at Berkeley, 2002. "My current focus revolves around the roles that motivational factors such as self-efficacy, intrinsic motivation and interest play in learning."
	Gery Gerst Gery Gerst, B.A., History, Spanish, Education, St. Martin’s College, 1971; "5th Year" Teaching Certificate, University of Washington; M.Ed., Western Washington University, 1992. Gery taught U.S. History & AP History, Spanish, Social Sciences, and NW history for 30 years. He held numerous education and professional organization leadership positions at the local, state, and national levels. For 7 years he was Chairperson for St. Martin’s Education Division Professional Advisory Board. Since 2001 he has taught various education courses for St. Martin's and been a Field Supervisor for Student Teachers, both at St. Martin's and Evergreen. Most recently he created a web-based Civics curriculum "V.O.T.E." for state teachers grades 8-12 as part of the Secretary of State’s Office "Voter Outreach Through Education" program and served on the State Legislature's design subcommittee to create an Oral History curriculum. Since 1977 he has guided students during Spring break on educational tours of the East coast. "I strongly believe teachers should model life-long learning and contribute to the profession. My orientation is that teachers need to care about, and teach to, the whole child. I love helping students become empowered and excited learners and helping aspiring educators become even more effective."
	Additionally, visiting faculty specialists, educational media experts and K-12 practitioners enrich the program's resources.