Six doctoral students at the University of Washington College of Education will bolster the research and program evaluation capacity of local organizations serving youth starting in fall 2019 as...
Ambassadors help the College of Education deepen its impact through thought-partnership, outreach and advocacy. Driving positive change in the field of education requires collective action. Ambassadors increase their understanding of the prevailing issues impacting education and learn about College research, partnerships and outcomes. In turn, they communicate their discoveries within spheres of influence.
Stacey Runstad Campbell
Kim Ackerley Cleworth
Trish Millines Dziko
Kimberly Lasher Mitchell
Lynn Pigott Mowe
Ambassador Bulletin Archives
More than 700 new educators, researchers and leaders were honored during the University of Washington College of Education’s graduation ceremonies on June 11, with speakers highlighting the Class...
The UW College of Education is one of 15 of the nation’s leading teacher and principal preparation programs to be founding partners in the Educator Preparation Laboratory (EdPrepLab).
William White, a UW doctoral student in special education, recently spoke at a conference exploring opportunities to improve early education programs in central Virginia, with a focus on expanding access to high-quality programs.
The Banks Center for Educational Justice at the University of Washington is a central location for partnerships, program development and collaborative research with educational settings that sustain Native, Black, Latinx, and Asian and Pacific Islander young people across Seattle, urban and rural Washington, nationally, and globally. Learn more at https://www.education.uw.edu/cej/. The University of Washington College of Education, one of the nation's top 15 education schools, strives to transform inequitable systems of education to create just, sustainable and culturally-thriving democracies by engaging in dynamic, collaborative partnerships, practices and research.
This video tells the story of how Neighborhood House, a youth-serving organization, supported two distinct NSF-funded projects coming together to form an innovative, locally-based STEAM curriculum for undergraduate and middle school students. The first project is STUDIO, a non-traditional mentorship program bringing together STEM undergraduates at the University of Washington and youth living in a historically marginalized neighborhood in the Pacific Northwest. The second project is Mobile City Science, a digital, participatory mapping curriculum supporting youth to imagine and advocate for community changes through spatial data. As the nexus of relations between youth, university undergraduates, graduate students and the larger community, Neighborhood House hosted an opportunity for middle school and undergraduate students to collaboratively code and teach others about the assets of the area as well as a neighborhood vision. The result was a non-hierarchical educational setting in which middle school students shared their community and technological expertise and undergraduate students considered the potential of STEM for affecting local change.