College of Education > About > College News & Features > Good News April 2022
April 1, 2022 /
Posted in: COE News /
On March 15, adjunct professor
Paul Emerich France released the second edition of his book, Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms. In the book, he challenges conventional thinking on personalized learning, challenging educators and administrators alike to humanize personalized learning, moving away from web-based adaptive technology and towards a pedagogy that prioritizes human connection and learner agency. The work features a foreword by Carol Ann Tomlinson, the author of
The Differentiated Classroom, and endorsements from Tony Wagner, Doug Fisher, and Jo Boaler.
Instructional Assistant Professor Donna Kiel, EdD was asked by the Director of the Library of Congress, Teaching with Primary Sources program to be the keynote speaker at their annual retreat. Kiel was selected based on the success of her RISE TPS Racial Justice Program: Using Primary Sources to Build Empathy. She will present her framework and the ways primary sources engaged teachers, students, and parents in critical conversations leading to greater empathy and understanding.
A team of students from the Counseling Program (Courtney Griffin, Veronica McMillion, Anya Ross, and Angela Sundstrom) won First Place- Master’s Level in the National Ethics Competition of the American Counseling Association. The purpose of the competition is to educate members of the association regarding ethical issues and to engage graduate students (masters and doctoral level) in critically analyzing a potential ethical case and creating an appropriate ethical decision-making plan to respond to the ethical situation. Each student won a $100 honorarium, a certificate of recognition, complimentary registration for the 2022 ACA Conference, and will be recognized at an awards ceremony during the conference. Their names and the winning essay will be posted on the ACA website.
On Feb. 16th, Assistant Professor Autumn Cabell, PhD published an op-Ed in Ms. Magazine entitled “The Pandemic is Our Chance to Fix the Black Women in STEM Gap”. In addition, in honor of National School Counselors Week, Autumn Cabell was interviewed in Newsline's Ask an Expert segment about the role K-12 school counselors play in students' mental health.
On February 11, 2022, Assistant Professor Eric Brown, PhD appeared on WBEZ's Reset with Sasha-Ann Simons to talk about the mental health of students. The daily talk show brings listeners the news and conversations that matter most to their day-to-day lives.
Qianhui Tian Hub has been awarded the
American Educational Research Association (AERA) Service-Learning and Experiential Education SIG 2022 Outstanding Graduate Student Paper Award for her research submission titled “Digital Solidarity: Engaging With Literature to Explore Virtual Service-Learning in Higher Education”. She will be honored at this year's annual conference in San Diego which will be held in both in-person and virtual formats. Qianhui has also been invited to serve as a special guest on an episode of the AERA SLEE SIG 41 podcast,
Experiential Commons, to highlight her research.
A new edited book, Belonging in Changing Educational Spaces: Negotiating Global, Transnational, and Neoliberal Dynamics, co-edited by Professor Emerita
Karen Monkman, PhD and Doctoral Program alumna
Ann Frkovich, PhD was released on February 22, 2022. Among the various contributors who responded to the Call for Chapters and were accepted for inclusion are three COE alumni: Frkovich (co-editor),
Angee Kraemer Holland, EdD, and
Jeremiah Howe, MA (Social and Cultural Foundations in Education).
"This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization. Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces."