Showcase highlights Native education

Aug 20 2018

Excited conversations filled the Intellectual House at the University of Washington until the side doors of the gathering hall had to be propped open to make room for the heat and energy.

UW College of Education students and faculty gathered the evening of August 10 for a joint showcase of teacher candidates’ culminating projects for their course “Understanding Tribal Perspectives: Implications for Teaching and Learning” and the first graduates of the UW’s Native Education Certificate Program.

Summer programs open doors to challenge students

Aug 15 2018

A runaway, metal rod clinks onto the brown linoleum floor as 10th graders build robots for an upcoming inter-class competition. “Start thinking: How high are you going to build the next one?” their teacher encourages.

In a nearby building, middle-schoolers crowd around their instructor as he holds a yellow dodgeball and helps them estimate the height of the floors in the building. Just down the hall, older mathematicians try to create their own theories under the watch of a school district math coach.

Book talk to explore higher education and social change

Aug 14 2018

A new name, a new director and a new book celebrate the inauguration of the Banks Center for Educational Justice at the University of Washington this October.

Supporting students in transition

Jul 26 2018

In a phenomena known as “summer melt,” many high school graduates plan to pursue higher education, but something derails them over the summer.

“They get confused, they don’t know how to fill something out, and then they don’t show up to their first day, and don’t show up for the rest of the year,” Natalia Esquivel - Silva (BA '18) explained.

It’s a chain of events that throws off the plans of many young people, with lifelong consequences.

Teachers take charge of their own professional development

EduDesign Lab teachers with students
Jul 24 2018

For teachers, professional development is too often an exercise of sitting, listening and taking in information from an expert—though rarely another classroom teacher.

Teachers from several Puget Sound elementary schools, however, are working to create a new model in which they take charge of their own professional learning. This July, a group of approximately 20 teacher fellows came together to explore how project-based learning can transform the classroom and plan how they’ll build their practice around student inquiry throughout the coming school year.

Professor explores play and the “science of skateboarding”

Jul 17 2018

Introducing science to young children as an engaging, active and fun enterprise is critical to nurturing their long-term interest in STEM learning and careers.    

Kristen Missall, associate professor at the University of Washington College of Education, is exploring how to strengthen learning in informal, play-based settings as part of a National Science Foundation-funded project to redesign an exhibit at Iowa Children’s Museum.

Planting seeds of change

Dylan Tran
Jul 13 2018

As a student at Tacoma's Lincoln High School, Dylan Tran expected his Advanced Placement World History course to provide him with multiple stories and perspectives of human history. But from the first page of the textbook, he felt like something critical was missing.

After looking over the list of authors, Tran noticed the ten authors were all white and seven were male. And, over the course of the year, Tran remembers that most of the course topics were focused on the experiences of whites in Europe and the United States.

Outdoor Learning Institute to showcase transformative learning outcomes

Jul 5 2018

Learning opportunities are everywhere!

Doctoral student explores contributions of Asian American educators

Jun 27 2018

In his first year as a teacher in Arizona, University of Washington PhD student Lin Wu struggled to make genuine connections with his Mexican American students.

As a first-generation immigrant from China, Wu had personally experienced the challenges that accompany being accepted by U.S. mainstream culture. Unaware of the historical struggles that Chinese immigrants faced in the U.S., Wu found that he had suddenly become the “other.” It was this othering experience that initially prevented Wu from seeing beyond his own struggles.

Max Silverman named executive director of UW Center for Educational Leadership

Max Silverman
Jun 26 2018

Max Silverman, a nationally recognized leader with expertise in improving instructional leadership systems focused on equitable outcomes for students, has been named executive director of the University of Washington Center for Educational Leadership.

Silverman, who will assume his duties on July 1, has served in a variety of leadership positions throughout his career including school principal, central office leader, and most recently as deputy director of the Center for Educational Leadership.