Creating a learning environment that fosters discovery and dissemination of knowledge to promote learning, equitable access, and enhanced learning outcomes for all students
Training Future Foster Parents
Ryan Dickison, Clay Diffrient, Sophia Gagakuma, Cheryl LaMar and Kyle Whittle are students pursuing a master’s of education in the Instructional Design and Education Technology Program. These students are working to update training materials for potential foster parents with Utah Foster Care.
Peer Partners in the Elementary Art Classroom Lead to Growth for Students With andWithout Disabilities
Jonathan Hale and his research partners at the University of Utah Department of Special Education, John McDonnell & Kristen Paul, and Kelby McIntyre-Martinez, Assistant Dean for Arts Education and Community Engagement, College of Fine Arts, have found that the art classroom can lend itself to improved socialization for students both with and without disabilities.
Salt Lake Center for Science Education received the ‘Schools of Opportunity’ Gold recognition
Larry Madden, Principal at SLCSE, talks about the ‘Schools of Opportunity’ recognition and how this learning model is being incorporated in other Salt Lake City School District schools.
2019 College of Education Annual Diversity Lecture Series
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 A 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 uepc.live/igp2018
Ongoing through 10/8/19
U of U Health Farmers' Market
Health Sciences Education Building - Spencer F. and Cleone P. Eccles (HSEB)
Ongoing through 9/1/19
Pijama Time: Creations From The Times I Should Have Been Sleeping
Eccles Health Sciences Library, Main Level
Alumni, Emeriti, and Friends
Richard Kendell received his bachelor's degree in English from Weber State University and completed his M.S. and Ph.D. in Educational Administration at the University of Utah. He has worked as a high school English teacher and as a faculty member and associate dean in both the College of Education and the Graduate School at the University of Utah. He served as Superintendent of Davis School District in Farmington, Utah and as Utah Associate Superintendent of Public Instruction. Richard has also worked in private industry as research and development director for WICAT Educational Systems and as a project manager for hospital and health care facilities for the Boyer Company.
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SAFETY and WELLNESS
Your safety is our top priority. In an emergency, dial 911 or seek a nearby emergency phone (throughout campus). Report any crimes or suspicious people to 801-585-COPS; this number will get you to a dispatch officer at the University of Utah Department of Public Safety (DPS; dps.utah.edu). If at any time, you would like to be escorted by a security officer to or from areas on campus, DPS will help — just give a call.
The University of Utah seeks to provide a safe and healthy experience for students, employees, and others who make use of campus facilities. In support of this goal, the University has established confidential resources and support services to assist students who may have been affected by harassment, abusive relationships, or sexual misconduct. A detailed listing of University Resources for campus safety can be found at https://registrar.utah.edu/handbook/campussafety.php
Your well-being is key to your personal safety. If you are in crisis, call 801-587-3000; help is close.
The university has additional excellent resources to promote emotional and physical wellness, including the Counseling Center (https://counselingcenter.utah.edu), the Wellness Center (https://wellness.utah.edu), and the Women’s Resource Center (https://womenscenter.utah.edu). Counselors and advocates in these centers can help guide you to other resources to address a range of issues, including substance abuse and addiction.
University of Utah Committment
A LEARNING ENVIRONMENT WHERE ALL THRIVE
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.