By Lois J. Gray
This article was originally published by the University of Iowa College of Education.
Thanks to a generous $15 million gift from the Scanlan Family Foundation, the Iowa Center for School Mental Health in the University of Iowa College of Education will be renamed the Scanlan Center for School Mental Health, pending approval from the Board of Regents, State of Iowa, at its July 27 board meeting.
In addition to the new name, the gift will expand clinical support for school mental health in collaboration with the Belin-Blank Center, not only across the state but across the nation.
By Mike Wolterbeek
In collaboration with the Incline Education Fund, the Nevada First-Gen Network offers a free summer pilot program to engage and inspire rising 6th and 7th graders from Incline Middle School. The program will expose students to various STEM activities, leadership building, art and culture in a fun and inclusive University-based environment.
By Denise Ray
The University of North Georgia’s (UNG) Summer Scholars STEM Institute held throughout the month of June helped pre-service teachers in UNG’s College of Education gain experience in preparing lesson plans in science and engineering while focusing on English language learners. A nearly $300,000 National Science Foundation grant, which runs through 2024, helped fund the academy for 60 students rising into fourth grade through eighth grade at local area schools.
By Jason Harper
The University of Wyoming has welcomed the inaugural cohort of the Wyoming Teacher-Mentor Corps (WTMC), an initiative led by the UW College of Education.
The WTMC is designed to foster teacher excellence by creating a network of Wyoming educators who can provide expert support for emerging teachers. The 21 cohort members represent 16 of the state’s 48 school districts — creating a web of expert teacher mentors that spans Wyoming.
By Lucas Held and Lauren Pescatore
As state leaders continue to weigh the best use of federal funding to improve education in the wake of the COVID-19 pandemic, a major new research report by the Learning Policy Institute and The Wallace Foundation underscores the importance of federal, state, and district policies that foster the availability and quality of principal preparation and professional development programs. The research finds that the preparation and professional development a school principal receives not only shapes their efficacy as a leader, but are also associated with positive outcomes for teachers and students.
By Angela Turk
Georgia State University’s College of Education & Human Development received a $106,928 grant from the Georgia Department of Education to help teachers earn their dyslexia endorsement.
Georgia State is one of 14 universities and regional education service agencies to receive state funding, which can be used to cover tuition, fees and exam costs for teachers in dyslexia endorsement programs or to improve and expand those programs, according to the Department of Education’s website.
By Casey Kelly
Schools across the state held their last classes of the 2021–22 school year , marking the official start of summer for Maine students, parents and teachers. However, about 125 educators didn’t the classroom , as they took part in the first annual University of Maine Educators Institute being held virtually June 22–23.
The theme of this new UMaine Summer University program, developed in collaboration with the Maine Department of Education, is “Supporting Emotional and Behavioral Well-Being in School Communities: From Surviving to Thriving.”
$1.2 Million Grant from National Science Foundation Funds Alternative Certification Program
By Sara Strong
Photo credit: Getty
Some people are born to be teachers, even if early career choices lead them down other paths first. For professionals working in STEM fields, a new University of Houston program offers a fast track to earn a place at the head of a secondary school STEM classroom – and change their own lives in the process.
Applications are currently being accepted for the first cohort of STEMPro, an intensive nine-month alternative teaching certification program and a collaboration between UH’s College of Natural Sciences and Mathematics and College of Education. The addition of this post-baccalaureate outreach, which focuses on already established professionals, expands the existing teachHOUSTON program, which serves undergraduates seeking teaching certificates. It also supports the UH focus on training quality teachers ready to serve in communities where they are needed most.
By Lori Goodson
The Rural Education Center in the Kansas State University College of Education has entered a strategic partnership with the Rural Schools Collaborative to strengthen and advance every aspect of rural education in Kansas. The Rural Schools Collaborative, housed at Monmouth College, is a national grassroots network of rural schools, higher-education institutions and organizations focused on rural teachers and rural education.
By Gisele Galoustian
Florida Atlantic University’s College of Education School Leaders Program has been awarded a three-year, $1,039,041 grant from Broward County Public Schools (BCPS) to support two graduate degree programs as part of the Teacher School Leader Equity for Instructional Performance (EQUIP) grant project initiative. BCPS is the sixth largest public school system in the United States and the second largest in Florida.
By SFA News
Stephen F. Austin State University’s James I. Perkins College of Education has partnered with the Galena Park Independent School District to staff up to five paid internships during the 2022-23 academic year.
The program, which launches this fall, will let students use clinical teaching assignments to gain valuable classroom experience before entering the education workforce. While all teaching areas are available, GPISD particularly needs interns in early childhood through sixth grade, special education, bilingual education, math and English language arts.
JMU College of Education program will empower first-generation college and at-risk local students to unlock potential
By Clay Sutton
James Madison University’s College of Education will receive $1.4 million over the next five years to help eligible high school students in the Shenandoah Valley overcome social, emotional, and academic barriers to achieve success in education beyond high school.
JMU will receive a total of $1,437,685 to create a JMU Upward Bound Program. The funds will support two programs, one at Harrisonburg High School in Harrisonburg City Public Schools and one at Spotswood High School in Rockingham County Public Schools, supporting a total of approximately 30-35 high school students at each school.
The Arizona Teacher Residency has accepted its first cohort of 30 future teachers, as well as the 30 supervising teachers who will be working with those teacher residents this next school year.
The Arizona Teacher Residency is a first-of-its-kind graduate program in Arizona modeled after medical residencies to help recruit, prepare, support and retain K-12 teachers, especially those with identities that have been underrepresented in the teaching population. The two-year program provides aspiring teachers with in-classroom experience, a living stipend, a master’s degree and a job at a partnering school district. Residents will receive mentoring and induction from a trained instructional mentor through the Arizona K12 Center in their second year with the support continuing into the third year.
By Allison Matthews
(Photo by Grace Cockrell)
A group of young people with Autism Spectrum Disorder who are interested in science, technology and related fields are getting a new chance to learn about physics and other topics as part of an innovative camp at Mississippi State, which may be the country’s first of its kind.
MSU Assistant Professor of Physics Ben Crider is using a prestigious $600,000 National Science Foundation 2019 Career Grant to advance his nuclear physics research, which includes a highly interactive summer experience for students with autism that was delayed due to COVID-19.
By Kyle Mittan
Chris Richards/University of Arizona
A University of Arizona College of Education program that provides mentorship and educational resources to Arizona’s Indigenous communities will extend its reach thanks to a $1.2 million grant from the Arizona Department of Education.
The Native Student Outreach, Access and Resiliency program, better known as Native SOAR, emphasizes Indigenous teaching and knowledge. Over the course of 10 weeks, the program allows UArizona students from any major to spend about three to four hours a week mentoring middle and high students across Arizona and teaching them about attending college, cultural resiliency, leadership skills and identity exploration.