EduTalks to explore tipping points in education on February 27

Dec 18 2019

Discover work taking place at critical junctures of education during the University of Washington College of Education's next EduTalks event, taking place February 27, 2020, at the Burke Museum.

Top 9 most viewed videos of 2019

Dec 16 2019

The University of Washington College of Education's graduation celebrations, faculty and alumni EduTalks, and ongoing efforts to advance equity and excellence in education took the top spots among the College's most viewed videos of 2019. We revisit the College's top 9 popular videos of the year to date in the following roundup.

No. 9: Teaching for Black Lives Gathering

Top 9 Instagram posts of 2019

Dec 13 2019

The 2019 calendar year was marked by a host of significant awards, meaningful events and celebrations by members of the University of Washington College of Education community. We revisit some of these milestones by highlighting the College's top 9 popular posts on Instagram (as of Dec. 13). 

Beyond basketball: Teaching players to be selfless on and off the court

Dec 12 2019

During her time playing for the Stanford University women’s basketball team, Charli Turner Thorne (MEd ‘90) developed a keen interest in helping other athletes perform their best. She came to the University of Washington to study educational psychology, with the intent of becoming a sports psychologist in the future – but then she realized that coaching was her true calling.  

Professor’s new book explores equitable collaborations with families and communities

Dec 10 2019

A new book by University of Washington College of Education Professor Ann M. Ishimaru, “Just Schools: Building Equitable Collaborations with Families and Communities,” examines the challenges and possibilities of creating more equitable forms of collaboration among non-dominant families, communities and schools.

Alum seeks to uplift role of non-dominant languages in Seattle Public Schools

Nov 12 2019

On his early morning commute along the quiet streets of Roxhill to the John Stanford Center for Educational Excellence, Thad Williams (PhD ’18), a native of Tennessee, passes by several neighborhoods that capture the diversity which drew him to Seattle.

In a school district where there are presently 147 languages and dialects spoken, he holds a critical role in empowering the city’s linguistically diverse students.

Podcast: New report offers recommendations to improve doctoral education across the globe

Nov 5 2019

An international group of researchers and leaders of doctoral education recently released a report with seven recommendations to improve doctoral education worldwide following a September convening organized by the University of Washington College of Education’s Center for Innovation and Research in Graduate Education (CIRGE). 

Grant supports UW’s role in national effort to advance equity in science instruction

Oct 31 2019

A national initiative to make science learning more coherent and equitable that is being supported by learning scientists from the University of Washington College of Education has received a $2.5 million grant from the National Science Foundation to push its work forward.

Student works to close gaps to hopeful futures

Oct 22 2019

Growing up in a school system that lacked adequate resources to serve its students, most from low-income households and students of color, Lana Huizar saw several former classmates enter the school-to-prison pipeline or settle for jobs that could not support a family.

“I just wanted to be able to go into a field that could work to improve the lives of the people that I grew up with and what I consider my family, my friends and my neighborhood,” said Huizar, a former sergeant in the United States Marine Corps.

UW receives $1 million award to study impact of dual credit reform on college opportunity and equity

Oct 16 2019

While more students of all backgrounds are aspiring to and enrolling in college, completion rates have remained stagnant, with approximately 40 percent of students who enter 4-year colleges never completing their degrees.