Grace College Opens Center for Literacy & Learning 

By Grace College

Grace College’s new Center for Literacy and Learning (CLL) held a ribbon-cutting ceremony at its new tutoring center on the third floor of Mount Memorial Hall on September 9.  

The CLL, funded by Lilly Endowment Inc. through its initiative, Advancing the Science of Reading in Indiana, is dedicated to enhancing teacher candidate knowledge and application of Science of Reading evidence-based practices while collaborating with local school districts to build capacity for dynamic clinical placements. 

“The Center for Literacy and Learning is our collective response to the need for literacy,” said Rachael Hoffert, Ed.D., director of the center and chair of the Department of Elementary Education at Grace. 

Appalachian State Awarded $35 Million Grant to Expand GEAR UP College Access Program 

By Elyssee Gibson

The U.S. Department of Education has awarded a seven-year, $35 million GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant to Appalachian State University’s College Access Partnerships in the Reich College of Education. The award represents the largest single grant ever awarded to the university. 

GEAR UP is a federally funded college access program designed to increase the number of students who are prepared to enter and succeed in postsecondary education immediately after high school. Through a wide range of research-based services to students, families, and teachers, the GEAR UP NC Appalachian Partnership aims to improve college-going mindsets, high school graduation rates, and postsecondary enrollment rates. 

KU Partners with Teachers, Schools to Train Early-Childhood Special Educators; Publishes Guide For Teacher Prep Programs 

By Mike Krings

Teachers who work with young children with high-intensity support needs play a critical role in important stages of neurodevelopment and educational trajectory. But they need support, as well as training in the latest research and practices that best serve students at the critical early phase of their education. University of Kansas (KU) researchers are in the second year of a project to train future and working educators in the latest supports for early childhood special education, while making the practices and supports available for educators nationwide. 

KU faculty are beginning year two of Project MounTaiN, also known as Meeting the Need, a five-year $1.1 million grant project funded by the Office of Special Education Programs. The project has developed new curriculum to train educators who work with infants, toddlers, and young children in special education and is partnering with public schools, early intervention systems, and local early childhood centers in Kansas City, Lawrence, and Topeka to provide applied learning opportunities in a wide cross-section of schools and educational settings. The faculty has also published a manuscript outlining effective intensive intervention competencies for educators who will work with these children and their families. 

Read the full story on the University of Kansas website.

Lenoir-Rhyne Receives $1.2 million National Science Foundation Grant

By Lenoir-Rhyne University

The National Science Foundation (NSF) awarded Lenoir-Rhyne University a grant through the Robert Noyce Teacher Scholarship Program. The award, totaling $1.2 million, will fund eight scholarships each year over the next five years for Master of Arts in teaching students pursuing careers teaching science, technology, engineering, and mathematics (STEM) at the secondary level. 

“We designed this grant to tackle the dual challenge of addressing STEM teacher shortages – particularly in high-need schools – and creating pathways for underrepresented students to become STEM educators,” shared Hank Weddington, Ed.D., dean of the College of Education and Human Services. 

General teacher shortages have made news nationwide in recent years, and those shortages are even more pronounced in the STEM subject areas. By 2028, North Carolina is projected to require more than 300,000 workers to fill critical roles in STEM professions. Sustained economic growth is dependent on the educators who prepare their students to enter those professions. 

Huskers Make Big Impact on State Through Teacher Education

By Deann Gayman

This article was originally published on the University of Nebraska – Lincoln’s website and was reprinted with permission.

Nearly one in four new teachers in the state of Nebraska earn their degree from UNL. Among the May graduates who are now first-year educators is Madison Wosk, a fourth-grade teacher in Sutton, Nebraska, who grew up in Broomfield, CO.

“I’m having a bit of the jitters,” Wosk said from her classroom, as she prepped for the new school year — and her career — to begin. “But the level of preparation at UNL is amazing. I know I have the right tools in my tool belt, and the UNL education program really has prepared me to be the best teacher I could be.”

Kean University to Play Leading Role in New State Literacy Initiative  

By Kean University

Kean University this week signed an agreement with New Jersey officials to facilitate a study of literacy and learning loss among elementary students as lawmakers work to improve educational outcomes for children statewide. 

Governor Phil Murphy signed into law two pieces of legislation earlier this month to bolster literary education across the state.  

In this initiative, Kean, the state’s urban research university, will provide a learning and literacy loss consultant to the New Jersey Department of Education (NJDOE) to analyze data, coordinate policy, and implement best practices to improve students’ literacy outcomes. 

Hybrid Learning Environments Help Students with Learning Differences Thrive

By College of Education, UT Austin

Kara Huss, College of Education, University of Texas at Austin alumnae, has dedicated her career to supporting neurodivergent children, combining her passion for child development with her extensive training in special education and behavior analysis. Having earned her master’s degree and a BCBA certification, Kara believes that all behavior is a form of communication and is able to work with neurodivergent children both in the classroom and in learning environments outside of a strictly academic setting.

Now, as the executive director of the William’s School, Kara continues to drive the organization’s mission to provide individualized education and therapeutic support for children with autism and other neurodiversities. Her specific vision for a hybrid way of teaching remains a key factor in student success both inside and outside of the classroom.

Continue reading on UT Austin’s College of Education website.

P-12 Teachers Across Indiana Bring Global, Science Expertise to The Classroom Thanks to IU

By Nikki Livingston

Science continues to advance as the global economy rapidly changes, and P-12 students must acquire the knowledge and skills needed for the careers of tomorrow. It’s up to educators to make sure they are sharing the most up-to-date information with these students in an engaging way. As a premier research institution, Indiana University offers high-quality professional development opportunities to teachers across the state to help them prepare students for the future.

The P-12 School Engagement team consists of faculty from the Office of Community Engagement in the School of Education at IU Bloomington. The team works with partners across IU to offer professional development training in global competency, medicine, and environmental science, giving teachers the resources they need to prepare students for success.

How a Residency Partnership Increased Applicants by 5000% 

By Karen DeMoss

In one year, Virginia Commonwealth University’s RTR Teacher Residency increased their applicant pool in one school division (Virginia’s name for districts) by 5000% — from an average of six applicants in previous years to over 300. What made the difference? In 2023, VCU and Prince William County Public Schools (PWCS) advertised a groundbreaking new residency offering: A $43,000 salary, plus comprehensive benefits. 

“It’s not that people don’t want to go into education—It’s that they don’t want to go into debt,” Kim McKnight, Ph.D., Director of the Center for Teacher Leadership and Executive Director of RTR at VCU said. “It was really encouraging to see such a big increase in applicants.” 

Kennesaw State Professor Awarded $3.5 million Spencer Foundation Grant

By Raynard Churchwell

This story originally appeared on Kennesaw State University’s website and is reprinted with permission.

In conjunction with an ongoing effort to address the dearth of Asian American studies in K-12 school curriculums, Kennesaw State University professor Sohyun An, Ph.D., is among a group of researchers recently awarded a prestigious $3.5 million Transformative Research Grant from the Spencer Foundation. The first of its kind awarded by the foundation, the grant supports a robust collaborative research effort focused on supporting the integration of Asian American studies in the classroom.

Through the grant, An will serve as a co-principal investigator on a multidisciplinary team that includes principal investigator Noreen Naseem Rodríguez of Michigan State University; and co-principal investigators Esther Kim of College of William and Mary; Soo-yong Byun of the Pennsylvania State University; Michael Brown of the University of Michigan; and Jennifer Higgs of the University of California, Davis. Together, they will conduct an extensive study across five states to explore how communities advocate for and implement policies mandating the teaching of Asian American studies in K-12 classrooms, and how these initiatives impact student learning.

University of Maine, Rural Schools Collaborative to Continue Partnership Supporting Rural Educators, Communities

By Casey Kelly

This article was originally published on the University of Maine’s website and is reprinted with permission.

The University of Maine College of Education and Human Development and the Rural Schools Collaborative (RSC) have agreed to extend their partnership focused on advancing the preparation and professional development of high-quality rural teachers and school leaders throughout New England.

The parties recently signed a new memorandum of understanding to continue the collaboration through fiscal year 2027, allowing UMaine to remain the home of the RSC’s New England Rural Education Hub.

Sam Houston State University Education Students Study Abroad in Costa Rica

By Lidia Gutierrez

This article is reprinted with permission from Sam Houston State University.

Professors Francisco Usero-Gonzalez and Burcu Ates led students from Sam Houston State University to venture into Costa Rica for a unique study abroad program from May 11 to May 20. This trip was designed for students interested in pursuing a career in English as a Second Language (ESL) education, offering them an invaluable opportunity to experience teaching in a different cultural context and assist local educators.

“Study abroad programs significantly impact teacher candidates by enriching their teaching practices and preparing them to engage with diverse student populations,” Ates, the faculty lead for this study abroad program, said. “This global perspective enables them to create more inclusive curricula and foster a classroom environment that respects and celebrates ALL students.”

Innovative Program at UNI Leads to Dozens of New Elementary Educators

By UNI College of Education

More than 60 new educators are ready to launch their own elementary school classrooms for the first time, thanks to an innovative new program at the University of Northern Iowa. This group of teachers are the first graduates of the Purple Pathway for Paraeducators program, which launched in 2022 to provide practicing paraeducators a pathway for earning a bachelor’s degree in elementary education.

“This program involved a large amount of work, across multiple departments at the University of Northern Iowa. Thanks to this program, we now have 62 new elementary educators ready to lead their own classrooms,” said Colleen Mulholland, dean of UNI’s College of Education. 

Dickinson State University and Mayville State University Announce Formation of Border to Border Education Consortium

By Dickinson State University

Dickinson State University (DSU) and Mayville State University (MSU) are proud to announce the establishment of the Border to Border Education Consortium. This innovative partnership aims to enhance educational opportunities and resources across North Dakota by combining the strengths of both institutions. The first programs to be launched under this consortium will focus on mathematics and chemistry education, with further exploration into music education programs.

Holly Gruhlke, DSU vice president, expressed her enthusiasm for the new collaboration, stating, “This consortium represents a significant step forward in our mission to provide accessible, high-quality education to students across the state. By pooling our resources and expertise, we can offer programs that are both comprehensive and innovative. The collaborative efforts between our institutions will lead to a richer educational experience for our students. We are excited to begin exploring additional program opportunities.”

URI Education Professor Awarded Fellowship to Study Students of Color’s Response to Anti-Black Curriculums

Study will focus on creating and implementing a curriculum grounded in historically responsive literacy and Black historical consciousness.

By Jane Fusco

This article was originally published on the University of Rhode Island’s website and is reprinted with permission.

Tashal Brown, assistant professor of urban education and secondary social studies at the University of Rhode Island (URI), has been awarded a $70,000 Spencer Postdoctoral Fellowship grant from the National Academy of Education (NAEd), to research the influence of anti-Blackness in U.S. education and promote comprehensive representations of Black experiences in middle and high school curriculum.

Brown’s project, entitled, “Disrupting Anti-Black Logics in Education: Cultivating Critical Perspectives and Expansive Representations of Black Histories and Cultures in School Curriculum,” explores curricula that neglect Black histories and cultures, often portraying Blackness through a lens of trauma that harms Black students by denying their humanity, promoting deficit narratives, and distorting or prohibiting teaching Black history.

“Drawing from critical race theory and employing intersectional methodologies, the research aims to disrupt prevailing narratives and elevate the voices and experiences of Black students and other youth of color,” Brown said. “These frameworks are designed to authentically engage with students’ backgrounds, identities, and literacy practices, fostering a more inclusive understanding of Blackness.”