Empowering students to become their own advocates

Feb 1 2018

As program director of the College Assistance Migrant Program (CAMP) at Wenatchee Valley College, Yuritzi Lozano (MEd ‘13) has witnessed the power of students becoming advocates for their own education.

Haring Center celebrates 2017 achievements

Jan 26 2018

Researchers at the University of Washington's Haring Center for Research and Training in Inclusive Education spent 2017 like most years: asking critical questions about inclusive education, researching and testing new strategies, and broadly sharing their research findings to add new knowledge and advance the field of inclusive education and early intervention.

Education students design innovations to better serve immigrant youth

Undergraduate students collaborate
Jan 24 2018

Over 24 intense hours, teams of University of Washington education students drew upon design thinking processes to craft new ideas for better addressing the educational needs of immigrant and refugee youth and families.

Closing the potential gap

Jan 22 2018

While visiting two high schools on opposite sides of Chicago, Rhoan Garnett (PhD ‘18) experienced first-hand the detrimental effects of the college information gap.

Garnett, then assistant dean of admissions for Bowdoin College, started his day visiting a well-resourced school in north Chicago. He remembers students at the school being respectful and interested in speaking with him.

Celebrating the life of Ginger Ackerley

Jan 10 2018

Long-time civic leader and philanthropist Ginger Ackerley will be remembered for advancing education in the Puget Sound region and her efforts to ensure that all children enter school prepared to learn throughout their lives.

Doctoral student explores nuance of ‘Blackness’ in student experience

Adaurennaya Onyewuenyi
Jan 9 2018

Growing up, Adaurennaya Onyewuenyi was a straight A student. She knew early on that college was in her future.

Yet navigating school didn’t come nearly as easy for her brothers and cousins, even though they were close in age and attended the same schools.

“From elementary school all the way through high school, they were getting punitive punishments that were more racialized,” Onyewuenyi said. “I wondered, ‘Why are the educational pathways and experiences so different between myself and my brothers and cousins?’”

Creating spaces where students feel valued

Pedro Navejas Rodriguez
Jan 3 2018

Whether it’s in the classroom or after school, Pedro Navejas Rodriguez (U-ACT ‘13) is working to create spaces where all students feel valued.

That desire brought Navejas Rodriguez, a first-generation college graduate, to Grandview Middle School where he teaches 8th grade journalism and language arts, as well as Advancement Via Individual Determination (AVID) and alternative learning methods classes.

Promoting self-esteem among African-American girls through racial, cultural connections

Professor and students in classroom
Dec 21 2017

For African-American students, data, alongside societal attitudes and stereotypes, often present a negative picture: a wide academic achievement gap separating them from their white peers. Higher rates of discipline and absenteeism. Discrimination by other students, teachers and the larger community. And just last summer, a study indicated that black girls, from an early age, are perceived as more aggressive and sexual – less innocent – than white girls.

Student looks to advocate for early learners

Beverly Dosono
Dec 19 2017

As a first-generation college student, Beverly Dosono’s path to becoming an advocate for underrepresented students started at an early age.

Her parents immigrated to the U.S. from the Philippines in the 1980s determined to achieve a better life and settled in a small, rural town in Eastern Washington populated mainly by other immigrants. Though having little formal education themselves, Dosono’s parents encouraged their daughter to excel in academics.

Working for 'noisy' classrooms

Alexandra Goodell
Dec 12 2017

At the University of Washington’s Robinson Center for Young Scholars, Alexandra Goodell (PhD ‘18) has watched students get so immersed in learning that everything else gets put by the wayside.

“We had one teacher in the accelerated Algebra II class last year and she was saying, ‘The students all wanted to take their books out to lunch with them! I had to make them take a break’,” Goodell said.