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MLK Week at the College of Education

January 25     11:00 - 12:30

Please join us for Diversity lunchtime discussion

**Diversity and Social Action**

SAEC in The Hub

*bring your lunch - snacks and drinks provided

Creating a learning environment that fosters discovery and dissemination of knowledge to promote learning, equitable access, and enhanced learning outcomes for all students

Teacher Education
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News from U of U Reading Clinic

Two recent accomplishments we're excited about: West High School Reading Intervention Grant and an IES Project Site in Utah

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Educational Leadership & Policy Alumnus selected as Weber State University President

Brad Mortensen, has been selected as the new president of Weber State University. Brad received his PhD from ELP in the Fall of 2009. Congratulations, Brad!

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UITE Alumna Wins National Teacher Award

In recognition of inspirational teaching nationwide, Stephanie Hunt of Clayton Middle School in the Salt Lake City School District has been named the Utah recipient of the first-ever National University System-Sanford Teacher Award. The 51 teachers, representing each state, and the District of Columbia, each receive $10,000 for demonstrating their commitment to creating inspirational and harmonious classrooms that support student development and achievement.

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UURC Instruction the Focus of Nationwide Research Study in Botswana

The Botswana Ministry of Education, the University of Botswana, and Stepping Stones International, have undertaken an empirical study of the University of Utah Reading Clinic’s (UURC) model for helping teachers make challenging grade-level text and word study accessible to students with a wide variance in reading ability.

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Archive News

Lauren Barth-Cohen

The Way We Learn: Lauren Barth-Cohen for the GCSC Seminar Series

We have all struggled with learning at some point in our education. Mathematics and the sciences can be especially daunting for many, while for others it just clicks. Yet it isn’t just about innate ability: the ways that we learn are essential to our educational success. As climate change bears down upon us, understanding this process can provide the key to preparing the leaders of tomorrow by making science and math education more comprehensible and engaging for students of all types. Read More...


2018-2019 J. George Jones, Jr and Velma Rife Jones Endowed Lecture Series

Joel LevinJOEL R. LEVIN, PhD
Contemporary Single-Case Intervention
Research Designs and Statistical
Analyses Practice

March 7-8, 2019
SAEC Artworks for Kids Auditorium

Microaggressions are subtle—often unintentional—statements or actions that reveal unconscious biases toward members of marginalized communities. While anyone may experience prejudice or stereotyping, the term “microaggressions” is used specifically in connection to those in historically marginalized groups, which include gender, race, ethnicity, veteran status, sexual orientation, religion, age, ability, national origin and citizenship status or any of these intersecting identities.

Even though these comments are not always intended to be rude or insulting, the impact of microaggressions is harmful because they perpetuate stereotypes in both casual and systemic ways. At a personal level, they communicate that a person doesn’t belong. For example, when someone tells a person of color that they speak English well, it implies that the person doesn’t look like English is their first language. The impact of this statement labels the person of color as an outsider, which can be alienating. Read the article >>


State after-school programs make a difference for students in Utah
affected by intergenerational poverty

Utah Education Policy Center releases new study on after-school programs

A study by the Utah Education Policy Center (UEPC) found that students who participated in after-school programs designed to serve those affected by intergenerational poverty performed better on year-end state assessments in English language arts, mathematics and science compared to their performance in the years they did not participate. Moreover, students in these programs also performed better the longer they were in the after-school program. Students tripled the average academic gains in assessment scores after attending for three years compared to the gains in scores for one year of attendance. The report that contains a longitudinal analysis of student outcomes can be found at




Alumni, Emeriti, and Friends

Kimberly Miller Carson Kim was actively involved in the Utah School Boards Association and served on several District and Summit County-related committees and served as a District facilitator for interest based decision-making training. Kim is excited to continue her passion for education through her association with the University of Utah College of Education's Advancement Board.

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Make a difference

To help ensure a bright and strong future for the U and its students, you may choose to make a single gift, spread your contributions over a period of time, or choose a deferred giving option. Your gifts are deeply appreciated and we will steward them with care.

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University of Utah Committment


Deans and administrators through the University of Utah campus issued this letter in mid-October to affirm their commitment to creating an inclusive environment where there is no tolerance for acts of racism or bias in any form.


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2018 Convocation Video

2018 Convocation video

Last Updated: 1/15/19