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News
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.
Education Through Eye-Gaze Tech
Cheri Blue is a first-year Ph.D. student studying special education. Her research, drawing on nine years of experience working as a speech-language pathologist in public schools, focuses on augmentative and alternative communication.
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
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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
Events
Alumni, Emeriti, and Friends
Mathilda is Escalante Elementary's Science Specialist, training all pre-kindergarten through six grade teachers on inquiry based science along with teaching in the classroom fulltime, serving as the English Language Development Specialist, and being a site teacher educator for the University of Utah.
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University of Utah Committment A LEARNING ENVIRONMENT WHERE ALL THRIVE Deans and administrators through the University of Utah campus issued this letter 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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2019 Convocation Video
