This column originally appeared in Diverse: Issues in Higher Education and is reposted with permission. The author was a panelist during AACTE’s Holmes Summer Policy Institute on June 4. The views expressed in this post do not necessarily reflect the views of AACTE.
Last week I had the opportunity to talk to current and aspiring doctoral students who were attending the American Association of Colleges for Teacher Education (AACTE) Holmes Summer Policy Institute. Throughout the session titled “Linking Research to Policy: White Papers, Blogs, and Social Media,” I joined several panelists to dialogue about the importance of leveraging social media as an outlet to get your research exposure outside of the ivory tower and into the hands and screens of practitioners and policy makers.
AACTE Holmes Scholars and other graduate students are invited to sharpen their research acumen at the annual Holmes Dissertation Retreat and Research Symposium, July 26-28 at Rowan University (NJ). The retreat supports the research, academic, and professional development of doctoral students through 2½ days of workshops, relationship-building activities, and peer-to-peer and student-to-faculty engagement.
A combination of plenary and smaller concurrent sessions will cover topics such as writing an annotated bibliography, quantitative and qualitative research methods, developing measurable questions, mentor/mentee relationships, reading/dissecting research articles, publishing research, academic etiquette, time management, scholar identity, and training for Holmes Program coordinators.
Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss why demand for Oswego residents is growing, how the clinical partnerships are boosting teacher recruitment, and myriad outreach efforts supporting diversity and inclusion–including the AACTE Holmes Program.
The growing clinical partnerships and residency programs of the SUNY Oswego School of Education are generating a compelling track record that places both student teachers and graduates in high demand among local districts. The programs are also boosting recruitment and support of more culturally and linguistically diverse educators, thanks to a variety of efforts on campus and beyond.
Oregon teacher educators meet with U.S. Representative Kurt Schrader (second from left) during AACTE’s Day on the Hill.
Last week, AACTE members, chapter leaders, and partners convened for the Association’s annual Washington Week events in Arlington, Virginia, and on Capitol Hill. United under the theme “Your Voice Matters,” participants joined in one or more of the three signature events: the State Leaders Institute, the Holmes Summer Policy Institute, and Day on the Hill.
State Leaders Institute
(June 4, 2018, Washington, D.C.) – Teacher educators and other members from colleges and schools of education across the nation are convening June 3-6 for the American Association of Colleges for Teacher Education (AACTE) 2018 Washington Week. This national advocacy event for educator preparation, themed “Your Voice Matters,” is taking place at the Renaissance Arlington Capital View Hotel in Arlington, Virginia, and on Capitol Hill.
“Washington Week is one of our premier programs, and AACTE is very proud to gather our colleagues and students from throughout the states to focus on policy and advocacy. I strongly encourage all of our members–administrators, faculty and staff—to attend and to make their voices heard,” said Dr. Lynn M. Gangone, president and CEO of AACTE. “Washington Week also showcases many of AACTE’s partnerships and highlights the importance of coalition and collaboration, particularly among education organizations here in Washington, to advocate for educator preparation at the federal and state levels.”
On June 4, AACTE will welcome more than three dozen students to the Holmes Summer Policy Institute in Arlington, Virginia, as part of the Association’s Washington Week. This annual institute connects students with advocacy work at the intersection of education research and policy.
Throughout the day, interactive panel discussions will explore topics such as advocating for students of color, using social media for research and advocacy, and partnering with grass roots organizations and other advocacy groups. Featured panelists will include representatives from national organizations and associations such as UNCF, EdTrust, and HBCU Buzz. The Holmes institute participants will also receive a policy briefing and join an evening reception with the leaders of AACTE’s state chapters.
Congratulations to May Scholar of the Month Erica Reid of the University of Nevada, Las Vegas (UNLV)!
Originally from upstate New York, Reid earned her B.A. in English from the University at Albany and a M.S. in secondary education from the College of Saint Rose. She began working for UNLV in 2016 as an instructional designer for the Plus Center, creating modules for the hospitality industry training programs. Before joining the UNLV staff, she served as a secondary English and language arts teacher, licensed to teach grades 6-12.
The authors are part of the AACTE Holmes Program at Florida Atlantic University. For information about the program, visit aacte.org. The views expressed in this post do not necessarily reflect the views of AACTE.
On March 27, Holmes Scholars at Florida Atlantic University hosted a research workshop, “Understanding the Role of the Theoretical and Conceptual Frameworks in Dissertation Research.” More than 30 doctoral students and faculty attended the event with the university’s four Holmes Scholars – Kalynn Hall Pistorio, Kayla Elliott, Deborah McEwan, and Brianna Joseph (pictured above, standing, along with Holmes Coordinator Professor Rangasamy Ramasamy).
Panelists from the AACTE Holmes Program speak during the March 1 Deeper Dive session.
As an AACTE intern this semester, I was given the opportunity to be a part of the 70th Annual Meeting in Baltimore, Maryland, including attending several sessions in between my other staff assignments. One of the events I enjoyed attending addressed the challenge that education systems face with the lack of minority teachers, especially Black and Hispanic/Latino men, in today’s diverse classrooms.
Being a college student who is both Hispanic and Black, I found this topic intriguing and the discussion valuable as members of the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and students in the AACTE Holmes Program interacted with each other and with the audience.
The views expressed in this post do not necessarily reflect the views of AACTE.
Facilitators Candace Burns, William Paterson University, and Dana Dunwoody, Boston University, address Holmes students (seated, L-R) Yanfang Wang, SUNY Oswego; Aylie Moya, University of Texas Rio Grande Valley; and Alex Caston, University of Nevada, Las Vegas; standing (L-R) are NIC leaders Ernest Black, California State University, Fullerton, team; Nanette Missaghi, University of St. Thomas team; and Michael Dennehy, Boston University team
During the 2018 AACTE Annual Meeting, a Deeper Dive session pursued insights into effective strategies for improving the recruitment and retention of teachers of color. In this interactive session, “Promising Practice and Lessons Learned: Pathways for Recruiting, Retaining, and Supporting a Diverse Educator Workforce,” discussants included members of the AACTE Holmes Program joined by representatives from the AACTE Black & Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC).