Summit on art/science youth programs held in Dublin

Researchers from the Institute for Science + Math Education traveled to Ireland for the summit “Building Capacity for Engaging Adolescents in Art/Science Learning” held in Dublin May 13-15. This interdisciplinary convergence was to plan a long-term research agenda to investigate how integrated approaches to art and science learning can be used to create more equitable learning opportunities and life outcomes for youth from non-dominant communities. Read more about summit and UW researchers involved in the effort.

Conference examines citizenship education across nations

The UW Center for Multicultural Education hosted the conference "Global Migration, Structural Inclusion and Citizenship Education Across Nations" June 22 to 26 in Seattle.

The conference brought together dozens of the world's leading scholars in multicultural education to share perspectives, issues, theories, research and strategies for implementing citizenship education courses and programs in schools that will facilitate the structural inclusion of students from diverse ethnic, racial, linguistic, and religious groups into their nation-states. Among the participants were professors James Banks, Walter Parker and Cherry McGee Banks (UW Bothell), and doctoral candidates Yiting Chu and Tao Wang.

CEL begins federal principal professional development study

In early June, the Center for Educational Leadership launched facilitator training as part of its work on a large-scale research study of principal professional development funded by the U.S. Department of Education’s Institute of Education Sciences. The rigorous evaluation will examine the impact of professional development on principals in eight districts around the country, providing evidence on the effectiveness of principal professional development and practical guidance to policymakers, states and school districts.

Christine Tran honored as National Hunger Fellow, emerging leader

Doctoral student Christine Tran (Educational Leadership and Policy Studies) recently spoke at the 2015 Congressional Hunger Center awards ceremony as the recipient of its Alumni Leadership Award. Tran was a CHC Bill Emerson National Hunger Fellow. Tran also recently met with the U.S. Secretary of Defense as a member of the 2015 Emerging Leaders in Science and Society cohort, hosted by the American Association for the Advancement of Science. ELISS prepares graduate students to collaborate across disciplinary boundaries for the benefit of society. Tran and other cohort members spoke to Secretary Ash Carter about his pathway from Ph.D. to public service as well as the role in interdisciplinary and cross-sector collaborations in national security.

L4L achieves 100% on-time completion

Every member of L4L Cohort 5 completed their doctorate at the end of their third year and graduated this June, the first cohort to achieve 100 percent on-time completion. The achievement reflects the significant ongoing work of L4L faculty to create a relevant, job-embedded curriculum centered around performance standards and supported by a rigorous three-year capstone portfolio process. This year's graduates were the second cohort to use the capstone portfolio process, designed to support and provide relevance to practicing leaders in improving their leadership practice. 
L4L Cohort 6 will begin their work in the program — dedicated to producing innovative, equity-focused leaders who have the ability to transform educational systems to help realize ambitious learning goals for all students — on July 6.

Sue Nolen participating in effort to revolutionize engineering education

Professor Sue Nolen will participate in the National Science Foundation-funded project "Revolutionary Changes in Chemical, Biological and Environmental Engineering at Oregon State University." Nolen will be responsible for documenting the changes in departmental structures and faculty goals and practices across the five years of the grant. In addition, she will contribute to professional development and curriculum modifications related to problem-based learning approaches and student engagement. Read more about the project.

What is targeted feedback and when do I use it?

Over the past decade, there has been a significant transformation in the way principals interact with teachers. Principals are no longer just managers, they are also instructional leaders who enlist a variety of strategies to support the professional growth of teachers. One support in particular, targeted feedback, is a way to help teachers immediately shift their teaching practice to improve student outcomes. The Center for Educational Leadership’s Sheeba Jacob delves into targeted feedback in the CEL blog.