AACTE Welcomes New Holmes Scholars for October

By AACTE

AACTE’s Holmes Program continues to grow, welcoming three new scholars for October from Indiana University Bloomington, Clark Atlanta University, and Sacred Heart University.

Samira Bashiru Named October 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Samira Bashiru of Purdue University as the October 2024 Holmes Scholar of the Month. Bashiru is a dedicated Ph.D. candidate in special education who embodies the spirit of academic excellence and community engagement that defines the AACTE Holmes Scholars Program. Her journey from Ghana to the United States exemplifies her commitment to advancing inclusive education and supporting diverse learners.

Research Focus

Bashiru’s research centers on evidence-based strategies and practices that support families and enhance the creativity and development of children with or without disabilities. Her particular interest lies in creativity in culturally and linguistically diverse learners with real or perceived disabilities, a focus that addresses a critical need in today’s diverse educational landscape. She has published a systematic review listed at the end of the article entitled “Best Practices for English Learners with Disabilities in US Schools – A Systematic Review.” Currently, Bashiru is working on two research papers:

1. Evidence-based practices for English Learners with disabilities
2. Creativity in preschoolers with and without speech disorders

Diversifying Educator Preparation: CTEPP Change Stories

By J. Kevin Taylor

CTEPP supports California State University’s (CSU) educator preparation programs in advancing support to historically marginalized communities. Anchored in Key Transformation Elements, CTEPP employs a data-driven, collaborative change process to enhance equity-driven teacher preparation.

This is an online-only event. Register online or scan the below QR code to learn more.

NC State Professor to Partner with Black Disabled Secondary Students to Improve Mathematics Education 

By Janine Bowen, NC State

The following article was originally posted on the North Carolina State University College of Education news website and was reprinted with permission. 

Jessica Hunt, a professor of special education and mathematics education in NC State’s College of Education, is aiming to counter disparities in STEM learning through her work on a new, grant-funded project entitled “Building and Testing a Framework for Liberatory and Conceptual Mathematics Learning with Black Disabled Students.” The project will be conducted in collaboration with the University of Virginia and the University of California-Santa Cruz and is funded by $4,342,845 from the National Science Foundation, of which the College of Education will receive $1,040,523.  

The project will establish and sustain a partnership with a cohort of Black disabled high school students to center their voices, knowledge, and experiences in the development of a theoretical coaching framework that addresses challenges while advancing conceptual mathematics learning and high school mathematics instructional practices.  

Biden-Harris Administration Awards Over $67 Million Through Magnet Schools Program, Fostering Diverse Schools Grants 

By U.S. Department of Education

The U.S. Department of Education (Department) announced $65.4 million in 12 new Magnet Schools Assistance Program (MSAP) awards and $1.7 million for two new awards under the Fostering Diverse Schools Demonstration Grant Program (FDS).  

These awards build on the $20 million in MSAP grants the Biden-Harris Administration announced in May ahead of the 70th anniversary of the landmark Brown v. Board of Education decision and further the Administration’s commitment to providing every student with a well-rounded education and improving the opportunities for every student to successfully learn and achieve. 

AACTE Member Institutions Awarded Augustus F. Hawkins Centers of Excellence Grants for FY24

By Tyler Pointer

AACTE is pleased to announce that the following 12 member institutions are FY24 grantees under the Augustus F. Hawkins Centers of Excellence Program (Hawkins Program):

• CSU Fullerton Auxiliary Services Corporation (California State University, Fullerton)
• East Central University
• Fort Lewis College
• National University
• North Carolina Central University
• Prairie View A&M University
• Sonoma State University
• Texas A&M University Kingsville
• Texas State University
• The University of Nevada-Las Vegas
• University Enterprises Corporation at CSUSB (California State University, San Bernardino)
• University of Colorado Denver

The Hawkins Program is one of several federal initiatives to support historically Black colleges and universities (HBCUs), Tribal colleges or universities (TCUs), and minority-serving institutions (MSIs), such as Hispanic-Serving Institutions (HSIs). The Hawkins program funds the expansion of high-quality teacher preparation programs at institutions that serve many students of color. These grants address the teacher shortage and will further diversify the teacher workforce.

Biden-Harris Administration Awards Nearly $50 Million to Hispanic-Serving Institutions 

By U.S. Department of Education

The U.S. Department of Education awarded nearly $50 million to Hispanic-Serving Institutions (HSIs) to support Hispanic and Latino students, and the colleges and universities preparing them for the future. 

“Our nation’s Hispanic-Serving Institutions open up new doors to opportunity and success for Hispanic and Latino students every day,” said U.S. Secretary of Education Miguel Cardona. “The grants we’re announcing today double down on the Biden-Harris Administration’s historic investments in Hispanic-Serving Institutions and reflect our determination to raise the bar for educational opportunity and equity in America.” 

Esmeralda Cartagena Collazo Named September 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Esmeralda Cartagena Collazo as the September 2024 Holmes Scholar of the Month. Cartagena Collazo’s outstanding contributions to academia, research, and education, exemplify the spirit of scholarly excellence and dedication to advancing education for marginalized communities.

Cartagena Collazo is pursuing a Ph.D. in Literacy, Language & Culture, at Texas Woman’s University, with an expected graduation of December 2025. Her academic foundation includes a post-baccalaureate certificate in biliteracy from Texas Woman’s University and both a master’s in education (specializing in curriculum and teaching English as a second language) and a Bachelor of Arts in elementary education in ESL from the InterAmerican University of Puerto Rico.

College of Education Faculty Member Part of Team Awarded $3.5 Million Grant

By Brian Cox

Credit: Steve Tressler/Penn State College of Education. All Rights Reserved.

A Penn State College of Education faculty member is part of a multidisciplinary team across several universities that has been awarded a $3.5 million Transformative Research Grant from the Spencer Foundation to conduct a large-scale, five-year study on community-driven initiatives to teach Asian American studies in K-12 classrooms.

Soo-yong Byun, professor of education, demography, and Asian studies, said the study — which is being conducted across California, Florida, Illinois, New Jersey, and Texas — aims to document challenges and barriers faced by the social justice movement regarding implementation of Asian American studies in the classroom, especially in the wake of increased violence against Asians and Asian Americans spurred by the COVID-19 pandemic. The researchers said they are also planning to use the information to provide resources for more states to eventually implement Asian American studies as a mandated part of their curricula.

Turning Doubt into Opportunity: Hispanic Heritage Month Reflection

By Esmeralda Cartagena Collazo

From an early age growing up in Puerto Rico, I developed a deep passion for languages. I was exposed to both Spanish and English, and I dreamed of becoming fluent in English, believing it would open doors for me. I thought that moving to the United States would make that dream come true, but my experience as a new student was far from what I had imagined. I didn’t have the support I needed, and instead of learning the language, I found myself isolated and struggling. However, those early challenges didn’t deter me from my goal. They fueled my determination to master the language that had once felt out of reach.

Like many newcomers, my journey was marked by perseverance. I continued to learn English despite the obstacles, and eventually, I pursued higher education, earning both my bachelor’s and master’s degrees in English as a Second Language (ESL). Today, I’m close to completing my Ph.D. Becoming an educator, especially in a language that wasn’t my first, was a way for me to turn my struggles into opportunities — not just for myself but for the many students and teachers I now support.

In Oregon: State Makes Strides in Diversifying Educator Workforce 

By Oregon Department of Education

The Educator Advancement Council, on behalf of and in partnership with the Oregon Department of Education (ODE), Oregon Teachers Standards and Practices Commission (TSPC), and the Higher Education Coordinating Commission (HECC) announces the release of the 2024 Educator Equity Report. The 2024 Educator Equity Report is the ninth report published by state education agencies since 2015 on educator workforce diversification efforts in Oregon.

The 2024 Educator Equity Report highlights several key findings that underscore the ongoing bright spots and challenges in achieving a more diverse educator workforce in Oregon. It is important to note that no state has a teacher workforce that proportionally mirrors the racial and ethnic diversity of its students. Despite slow progress, states, including Oregon, are actively improving and seeking strategies to recruit and retain teachers of color.

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. 

AACTE Board Member Shares Insights on Black Male Educator Shortage

By AACTE

The United States is grappling with a severe teacher shortage, with a notable deficit of Black male educators. This shortfall is raising concerns about its impact on learning outcomes and the academic potential of PK-12 students across the nation.

AACTE board member and dean of the College of Education at Bowie State University, Rhonda Jeter, Ph.D., shared her insights on the Bowie Black Male Educators Project — a proactive initiative to counter the shortage of Black male educators in the U.S. The initiative is supported by the critical funding of the U.S. Department of Education’s Augustus F. Hawkins Centers of Excellence (Hawkins) Program.

According to Jeter, studies have indicated that having a Black teacher significantly increases the likelihood of Black students graduating high school and enrolling in college.

Read the full post on Diverse: Issues In Higher Education‘s website below.

Sean Hembrick of Penn State Named August 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Sean Hembrick, M.Ed., as the August 2024 Holmes Scholar of the Month. A fourth-year doctoral student in higher education at The Pennsylvania State University (Penn State), Hembrick exemplifies the dedication, scholarship, and leadership that the Holmes Scholars program seeks to foster.

From Harlem to Higher Ed: Sean Hembrick’s Journey to Empower Black Scholars

Hailing from East Harlem, New York City, Sean’s academic journey is a testament to his commitment to education and social justice. Hembrick holds a Bachelor of Arts in English and sociology from Binghamton University, a Master of Fine Arts degree in creative writing from Queens College (CUNY), and a Master of Education in student affairs in higher education from Texas State University. Hembrick brings a rich interdisciplinary perspective to his doctoral studies.

In Oregon, Summer Is Another Season for Learning 

By Marc Siegel

Oregon Department of Education Director Charlene Williams, Ed.D., visited Imlay Elementary School in Hillsboro for a tour that showcased the school’s bilingual enrichment Summer Learning programs. She was joined by State Sen. Janeen Sollman, State Rep. Susan McLain, and Hillsboro Mayor Steve Callaway. 

Williams sits with incoming fifth grade students as they use math skills learned this summer to build sturdy bridges.

“In Oregon, summer is another season for learning,” Williams said. “So exciting to tour today’s programs and see young scholars advancing their learning with innovative, hands-on STEM activities and core literacy instruction.” 

“We are so grateful to be able to provide robust summer programming to more than 2,800 students this summer, thanks in large part to funding support from the State of Oregon,” said Hillsboro School District Assistant Superintendent for School Performance Brooke Nova. “These summer programs give our students who are most in need of support the opportunity to strengthen their skills and position themselves for enhanced success in the coming school year.”