Newsletter - January 2016
UCI School of Education Welcomes Carol McDonald Connor
Chancellor's ProfessorCarol McDonald Connor, Professor of Psychology and a Senior Learning Scientist at the Learning Sciences Institute at ASU, is joining the UC Irvine School of Education effective January 1. She has been awarded the title of Chancellor's Professor.
Dr. Connor’s work focuses on teaching and learning in preschool through fifth grade classrooms – with a particular emphasis on reading comprehension, executive functioning, and behavioral regulation development, especially for low-income children. Unique in her approach is the use of technology to establish exactly what types and doses of reading instruction are most effective for students with differing knowledge and skills.
Dr. Connor has developed online assessment tools, coupled with specific instructional modules, that teachers can easily use to first assess each of their students’ current learning needs, plan instruction using a dynamic lesson planner, deliver the appropriate instructional modules, and then monitor their progress so that the entire process can be fine-turned to maximize each student’s learning experiences. Random-assignment trials of her reading methods have documented large achievement gains for low-income students.
Dr. Connor is the first UCI Professor hired under the Provost’s prestigious High Impact Hire Program, which seeks to bring together clusters of faculty in research areas critical to the needs of the university and nation. Dr. Connor is the lead hire in a High-Impact Hire cluster titled “Restoring Opportunity through Educational Interventions.” Five additional faculty will be recruited to join Dr. Connor in this cluster in the Schools of Education and Social Sciences.
Chancellor's ProfessorCarol McDonald Connor, Professor of Psychology and a Senior Learning Scientist at the Learning Sciences Institute at ASU, is joining the UC Irvine School of Education effective January 1. She has been awarded the title of Chancellor's Professor.
Dr. Connor’s work focuses on teaching and learning in preschool through fifth grade classrooms – with a particular emphasis on reading comprehension, executive functioning, and behavioral regulation development, especially for low-income children. Unique in her approach is the use of technology to establish exactly what types and doses of reading instruction are most effective for students with differing knowledge and skills.
Dr. Connor has developed online assessment tools, coupled with specific instructional modules, that teachers can easily use to first assess each of their students’ current learning needs, plan instruction using a dynamic lesson planner, deliver the appropriate instructional modules, and then monitor their progress so that the entire process can be fine-turned to maximize each student’s learning experiences. Random-assignment trials of her reading methods have documented large achievement gains for low-income students.
Dr. Connor is the first UCI Professor hired under the Provost’s prestigious High Impact Hire Program, which seeks to bring together clusters of faculty in research areas critical to the needs of the university and nation. Dr. Connor is the lead hire in a High-Impact Hire cluster titled “Restoring Opportunity through Educational Interventions.” Five additional faculty will be recruited to join Dr. Connor in this cluster in the Schools of Education and Social Sciences.
650+ Educators Attend UCI Writing Project's 2015 Annual Conference for Teachers
The UCI Writing Project hosted the 21st annual conference for K-12 teachers on December 15th at the UC Irvine Student Center. The theme of the 2015 conference was Teaching Practices and Instructional Strategies that Position Students Closer to Reading and Writing Excellence.
The UCI Writing Project hosted the 21st annual conference for K-12 teachers on December 15th at the UC Irvine Student Center. The theme of the 2015 conference was Teaching Practices and Instructional Strategies that Position Students Closer to Reading and Writing Excellence.
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Keynote speakers were Penny Kittle, English teacher and K-12 literacy coach in North Conway, New Hampshire, and Kelly Gallagher, English teacher at Magnolia High School in Anaheim, California. Their two-part address was titled "The Art of Teaching: Crafting Classrooms that Inspire and Challenge All Students".
Morning breakout sessions, following Part 1 of the keynote address, offered the following choices:
Following lunch in the Crystal Cove Lobby and Part 2 of the keynote address, participants could choose from the following afternoon breakout sessions:
At the close of the session, UCI Writing Project staff distributed information about UCI's Summer Institute for Teachers on the Teaching of Composition and Literature, directed by Associate Professor Carol Booth Olson. Information
UCI Writing Conferences are offered every fall, usually in the month of December.
2015 Program (includes additional presenter information)
Morning breakout sessions, following Part 1 of the keynote address, offered the following choices:
- Using Visible Thinking to Implement Thinking Routines into the Reading/Writing Classroom that Promote the Common Core ELA Standards, Grades K-3 by Joni Chancer
- Mentor Poetry: Making Reading and Writing Connections, Grades K-8 by Lynn Dorfman & Rose Cappelli
- Taking CARE (Community/Choice, Access, Response & Engagement of Readers) to Promote Free Voluntary Reading, Grades 4-12 by Teri Lesesne
- Academic Moves for College and Career Readiness: What Happens When We Ask Students to Summarize, Synthesize, or Transform Texts?, Grades 4-12 by Barry Gilmore
- Building upon NCTE’s Literacies of Disciplines Policy Research to Move from the Information Age to the Imagination Age: Instructional Approaches With Proven Success, Grades 6-12 by Heather Lattimer
- Teaching Arguments Rhetorically: Fostering a Deeper Understanding of Ethos, Pathos, and Logos, Grades 7-12 by Jennifer Fletcher
- Evaluating the Quality of Evidence to Support a Claim: A Mini-Unit on Teaching Argument, Grades 7-12 by Rachel Bear
Following lunch in the Crystal Cove Lobby and Part 2 of the keynote address, participants could choose from the following afternoon breakout sessions:
- Grammar Matters: Embedding Grammar Instruction across the Day, Grades K-8 by Lynn Dorfman and Diane Dougherty
- WNDB (We Need Diverse Books) to Motivate and Engage Readers Inside and Outside the Classroom, Grades K-12 by Teri Lesesne
- Using Visible Thinking to Implement Thinking Routines into the Reading/Writing Classroom to Promote the Common Core ELA Standards, Grades 4-6 by Joni Chancer
- Speaking Volumes: How to Get Students Discussing Books (Fishbowls, Grids, Brainstorming Methods, Online Discussions, and More) to Enliven and Deepen Literacy, Grades 5-12 by Barry Gilmore
- Close and Critical Reading Strategies to Support Argument Writing, Grades 7-12 by Jennifer Fletcher
- Evaluating the Quality of Evidence to Support a Claim: A Mini-Unit on Teaching Argument, Grades 7-12 (Repeat of Workshop Session #1) by Rachel Bear
At the close of the session, UCI Writing Project staff distributed information about UCI's Summer Institute for Teachers on the Teaching of Composition and Literature, directed by Associate Professor Carol Booth Olson. Information
UCI Writing Conferences are offered every fall, usually in the month of December.
2015 Program (includes additional presenter information)
Co-authored Two "Top Read" Articles in Peer-Reviewed Journals
Two of Professor George Farkas' co-authored articles are designed "top read" in two peer-reviewed journals.
Educational Researcher
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions by Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Richard Mattison, Steve Maczuga, Hui Li, and Michael Cooka High School Exit Exam) scores, including scores on CAHSEE test items covering basic Algebraic skills.
Abstract
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.
Educational Evaluation and Policy Analysis
Which Instructional Practices Most Help First-Grade Students With and Without Mathematics Difficulties? by Paul L. Morgan, George Farkas, and Steve Maczuga
Abstract
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in the first-grade classrooms were associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted effect sizes [ESs] = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the United States may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD.
Two of Professor George Farkas' co-authored articles are designed "top read" in two peer-reviewed journals.
Educational Researcher
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions by Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Richard Mattison, Steve Maczuga, Hui Li, and Michael Cooka High School Exit Exam) scores, including scores on CAHSEE test items covering basic Algebraic skills.
Abstract
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.
Educational Evaluation and Policy Analysis
Which Instructional Practices Most Help First-Grade Students With and Without Mathematics Difficulties? by Paul L. Morgan, George Farkas, and Steve Maczuga
Abstract
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in the first-grade classrooms were associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted effect sizes [ESs] = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the United States may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD.
Cracks in the Schoolyard--Confronting Latino Educational Inequality
Professor Gilberto Q, Conchas has edited a new book, with recent Ph.D. in Education graduate Briana Hinga, addressing social inequality and Latino education. Cracks in the Schoolyard--Confronting Latino Educational Inequality examines
Abstract (Amazon)
In Cracks in the Schoolyard, Professor Conchas challenges deficit models of schooling and turns school failure on its head. Going beyond presenting critical case studies of social inequality and education, this book features achievement cases that depict Latinos as active actors -- not hopeless victims -- in the quest for social and economic mobility. Chapters examine the ways in which college students, high school youth, English language learners, immigrant Latino parents, queer homeless youth, the children of Mexican undocumented immigrants, and undocumented immigrant youth all work in local settings to improve their quality of life and advocate for their families and communities. Taken together, these counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults.
Conchas, G. (2015). Cracks in the Schoolyard: Confronting Latino educational inequality. New York: Teachers College Press.
Other recent books by Professor Conchas and colleagues include Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys; and The Color of Success: Race and High-Achieving Urban Youth (Teachers College Press).
Professor Gilberto Q, Conchas has edited a new book, with recent Ph.D. in Education graduate Briana Hinga, addressing social inequality and Latino education. Cracks in the Schoolyard--Confronting Latino Educational Inequality examines
- the processes that operate within and outside of school to push students out and keep them from thriving academically and socially.
- the patterns that exist among individuals -- students, teachers, parents, and other caring adults -- to resist failure and construct for school success.
- the role of case study methods in illuminating power, inequality, and success in education
Abstract (Amazon)
In Cracks in the Schoolyard, Professor Conchas challenges deficit models of schooling and turns school failure on its head. Going beyond presenting critical case studies of social inequality and education, this book features achievement cases that depict Latinos as active actors -- not hopeless victims -- in the quest for social and economic mobility. Chapters examine the ways in which college students, high school youth, English language learners, immigrant Latino parents, queer homeless youth, the children of Mexican undocumented immigrants, and undocumented immigrant youth all work in local settings to improve their quality of life and advocate for their families and communities. Taken together, these counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults.
Conchas, G. (2015). Cracks in the Schoolyard: Confronting Latino educational inequality. New York: Teachers College Press.
Other recent books by Professor Conchas and colleagues include Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys; and The Color of Success: Race and High-Achieving Urban Youth (Teachers College Press).
School of Education Establishes Chapter of the UCI Alumni Association
It's Official!
The School of Education is now a Chapter of the UCI Alumni Association and registered with the university as a viable governing body. As a Chapter, we will receive support with alumni events, marketing, and publicity. Our Chapter will focus on
We would like to expand our membership to serve on this exciting new Chapter. We invite you to join our team of alumni and work together to keep alumni engaged and create networking opportunities at your School and alma mater.
For more information, please contact Michelle Drame: [email protected].
It's Official!
The School of Education is now a Chapter of the UCI Alumni Association and registered with the university as a viable governing body. As a Chapter, we will receive support with alumni events, marketing, and publicity. Our Chapter will focus on
- providing a network of personal and professional connections for alumni
- hosting events and programs for alumni
- developing volunteer activities where alumni can assist with school initiatives
- supporting student scholarships
- communicating with the community about School accomplishments and opportunities
We would like to expand our membership to serve on this exciting new Chapter. We invite you to join our team of alumni and work together to keep alumni engaged and create networking opportunities at your School and alma mater.
For more information, please contact Michelle Drame: [email protected].
CalTeach Majors Deliver UCI Physics Assemblies to Area Elementary Schools
CalTeach undergraduates Martin Lopez and Snow Lu (pictured below) are doing their best to awaken a love for physics among area elementary students. During fall and winter quarters, they travel to area schools and host a UCI Physics Assembly, where they engage students in demonstrations and activities designed to promote STEM education.
During a recent assembly in Tustin, Snow and Martin used various equipment, ranging from advanced mechanisms to simple day-to-day tools, to help the students learn the fundamentals of physics - in this case, sound waves.
To start the assembly, Snow and Martin led a series of short games to introduce vocabulary words that would allow the students to increase their science vocabulary and expand their understanding of physics concepts.
Following this introduction, Snow and Martin used their equipment – e.g., springs, dowel chain, musical instruments, oscilloscopes, air track and cart - to reinforce how sound waves work. Then, students were given opportunities to experiment with some of the equipment on their own while role-playing a scientist at work learning about sound waves.
Area teachers are delighted with the UCI presentations. Following the Loma Vista Elementary [Tustin USD] assembly, fourth grade teacher Liz Marengo communicated,
Snow and Martin are Juniors, majoring in Physics. As students in the undergraduate teaching program CalTeach Science & Math, they will graduate with their STEM degree plus a California Teacher Credential in four years. Snow and Martin credit inspirational high school teachers for their interest in science, Mr. Thinh Luong from Mark Keppel High School for Snow, and Mr. Michael Towne from Citrus Hill for Martin. Snow comments,
Martin comments,
Snow and Martin have volunteered to lead the UCI Physics Assemblies partly as a community service activity, however, as they explain,
The UCI Physics Assemblies delivered at area schools were the inspiration of Physics Professor William Heidbrink. He and John Rosendahl started elementary physics assemblies at the school where Professor Heidbrink's children attended. Then, to excite children about science and math, they expanded the program to include schools in Santa Ana. In the early days, the assemblies were funded by an NSF grant housed in the Center for Educational Partnerships (CFEP) called FOCUS! More recently, Professor Heidbrink and Professor Phillip Collins approached CalTeach with the idea that presenting at the physics assemblies would be an authentic teaching experience for CalTeach undergraduates. During fall and winter quarters, CalTeach student volunteers present these assemblies to various elementary schools in area districts, including Santa Ana, Anaheim, Tustin, and Newport Mesa.
For additional information about UCI Physics Assemblies, please visit: http://www.physics.uci.edu/~outreach/
The undergraduate teaching program UCI CalTeach has been ranked the #1 teacher education program in the Western U.S. and recently lauded by the White House Initiative on Educational Excellence for Hispanics.
CalTeach undergraduates Martin Lopez and Snow Lu (pictured below) are doing their best to awaken a love for physics among area elementary students. During fall and winter quarters, they travel to area schools and host a UCI Physics Assembly, where they engage students in demonstrations and activities designed to promote STEM education.
During a recent assembly in Tustin, Snow and Martin used various equipment, ranging from advanced mechanisms to simple day-to-day tools, to help the students learn the fundamentals of physics - in this case, sound waves.
To start the assembly, Snow and Martin led a series of short games to introduce vocabulary words that would allow the students to increase their science vocabulary and expand their understanding of physics concepts.
- When we introduced the children to the idea of frequency and amplitude, we first defined it in terms of "how often something vibrates per unit time" (frequency) and "how far something vibrates" (amplitude).
- Having defined the vocabulary, we demonstrated how a hand vibration/wave would look, combining the ideas of high/low frequency and large/small amplitudes. The children then play a little game where they practice making hand vibrations. It is after this that we apply the vocabulary to sound waves, where the children then play a small game practicing making various types of sound waves using nothing but their own voices.
Following this introduction, Snow and Martin used their equipment – e.g., springs, dowel chain, musical instruments, oscilloscopes, air track and cart - to reinforce how sound waves work. Then, students were given opportunities to experiment with some of the equipment on their own while role-playing a scientist at work learning about sound waves.
Area teachers are delighted with the UCI presentations. Following the Loma Vista Elementary [Tustin USD] assembly, fourth grade teacher Liz Marengo communicated,
- Today Loma Vista had their UCI Physics assembly and all of the students and teachers were very impressed! I spoke with our fifth grade teacher, and he said he loved how the presenters were using academic vocabulary, used students to demonstrate concepts, and allowed students to play/explore with the science equipment. Fourth grade thought it was the perfect way to end our Wave Study. It was such a valuable learning experience for our scholars.
Snow and Martin are Juniors, majoring in Physics. As students in the undergraduate teaching program CalTeach Science & Math, they will graduate with their STEM degree plus a California Teacher Credential in four years. Snow and Martin credit inspirational high school teachers for their interest in science, Mr. Thinh Luong from Mark Keppel High School for Snow, and Mr. Michael Towne from Citrus Hill for Martin. Snow comments,
- Mr. Luong was a very inspirational teacher and role model to me during my high school career. I was in his AP U.S. History class, psychology class, and his teacher's aide. I spent half my school days working with him! He was a tough grader, I struggled to keep up in his class, but he motivated me to try harder and do my best. Through Mr. Luong's efforts, I became more motivated and started doing better in his classes. At the end of the school year, I was able to get a B in his history class and A in his psychology class. I was very proud of my grades because I know I worked very hard to achieve my goals. Mr. Luong's teaching style encompasses the methods we learn and practice in CalTeach. I hope to have a similar kind of impact on my students one day!
Martin comments,
- Mr. Towne is truly the only reason I decided to pursue an education in physics and a career in teaching. His methods of teaching were peculiar at first, nothing like the rest of the teachers from Citrus Hill High School. It wasn't until I took my first CalTeach class that I learned that his methods followed really closely the methods and strategies taught by CalTeach. Overall, Mr. Towne is the greatest teacher and greatest person I have ever met. He inspired me to challenge myself and believed in me when no one else would.
Snow and Martin have volunteered to lead the UCI Physics Assemblies partly as a community service activity, however, as they explain,
- We consider this an opportunity to expand our teaching experience and apply much of what we have learned in the CalTeach program.
The UCI Physics Assemblies delivered at area schools were the inspiration of Physics Professor William Heidbrink. He and John Rosendahl started elementary physics assemblies at the school where Professor Heidbrink's children attended. Then, to excite children about science and math, they expanded the program to include schools in Santa Ana. In the early days, the assemblies were funded by an NSF grant housed in the Center for Educational Partnerships (CFEP) called FOCUS! More recently, Professor Heidbrink and Professor Phillip Collins approached CalTeach with the idea that presenting at the physics assemblies would be an authentic teaching experience for CalTeach undergraduates. During fall and winter quarters, CalTeach student volunteers present these assemblies to various elementary schools in area districts, including Santa Ana, Anaheim, Tustin, and Newport Mesa.
For additional information about UCI Physics Assemblies, please visit: http://www.physics.uci.edu/~outreach/
The undergraduate teaching program UCI CalTeach has been ranked the #1 teacher education program in the Western U.S. and recently lauded by the White House Initiative on Educational Excellence for Hispanics.
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School Honors 2015 MAT/Credential Scholarship Recipients
Teacher Credential candidates were honored at the 2015 School of Education Recognition Ceremony on December 3rd. Thirteen scholarships were awarded in five categories.
Professor and Interim Dean Mark Warschauer welcomed students and parents, followed by Director of Teacher Education Virginia Panish, who explained the scholarships and the selection process.
Mary Roosevelt delivered the opening address and presented the first two awards.
Mary Roosevelt Honor Scholars in Teaching and Learning, presented by Mary Roosevelt: Established in recognition of Ms. Mary Roosevelt's contributions to the field of education, the Mary Roosevelt Honor Scholar in Teaching and Learning is awarded to highly qualified students entering the UC Irvine Master of Arts in Teaching+Teacher Credential, a 14-month program that includes coursework, student teaching, and preparation for the teacher credential.
Dean's Scholarship, presented by Mary Roosevelt: The Dean’s Scholarship is given to given to candidates in the Teacher Credential program who have demonstrated through their scholarship and activities a commitment to improving the lives and opportunities of students.
Bilingual Teacher Leadership Award, presented by Multiple Subject Coordinator Susan Toma-Berge: The Bilingual Teacher Leadership Award honors future bilingual teachers committed to teaching in dual immersion programs that recognize biliteracy as an important 21st century goal for all of their students. Students selected for this award have excelled in their fieldwork placements and show great promise as bilingual teacher leaders.
Owen Thomas Memorial Scholarship, presented by Director of Teacher Education Virginia Panish: The Owen Thomas Memorial Scholarship was established to honor and recognize Dr. Owen Thomas, a professor in Linguistics, Education and English at UC Irvine from 1975-1990, who led his field in the teaching of language arts. The purpose of this scholarship is to honor outstanding UCI undergraduate scholarship in English and a commitment to secondary English teaching.
Schools First Federal Credit Union Scholarship, awarded to an incoming student pursuing a master's in teaching who demonstrates the highest level potential for future success in his or her academic endeavors and future career.
Teacher Credential candidates were honored at the 2015 School of Education Recognition Ceremony on December 3rd. Thirteen scholarships were awarded in five categories.
Professor and Interim Dean Mark Warschauer welcomed students and parents, followed by Director of Teacher Education Virginia Panish, who explained the scholarships and the selection process.
Mary Roosevelt delivered the opening address and presented the first two awards.
Mary Roosevelt Honor Scholars in Teaching and Learning, presented by Mary Roosevelt: Established in recognition of Ms. Mary Roosevelt's contributions to the field of education, the Mary Roosevelt Honor Scholar in Teaching and Learning is awarded to highly qualified students entering the UC Irvine Master of Arts in Teaching+Teacher Credential, a 14-month program that includes coursework, student teaching, and preparation for the teacher credential.
- Gina Bock, Multiple Subject Candidate
- Anna Gaia, Single Subject Candidate: Spanish
- Noelle Gamber, Single Subject Candidate: Mathematics
- Lexa Glantz, Multiple Subject Candidate
- Kaycee Johnsen, Single Subject Candidate: English
- Cassandra Stephens, Single Subject Candidate: English
Dean's Scholarship, presented by Mary Roosevelt: The Dean’s Scholarship is given to given to candidates in the Teacher Credential program who have demonstrated through their scholarship and activities a commitment to improving the lives and opportunities of students.
- Marisa Alvarez, Multiple Subject Candidate
- Briana McCluskey, Single Subject Candidate: English
Bilingual Teacher Leadership Award, presented by Multiple Subject Coordinator Susan Toma-Berge: The Bilingual Teacher Leadership Award honors future bilingual teachers committed to teaching in dual immersion programs that recognize biliteracy as an important 21st century goal for all of their students. Students selected for this award have excelled in their fieldwork placements and show great promise as bilingual teacher leaders.
- Alejandra Lopez, Multiple Subject Candidate
- Adrian Rodriguez, Multiple Subject Candidate
- Gabriela Gomez, Multiple Subject Candidate
Owen Thomas Memorial Scholarship, presented by Director of Teacher Education Virginia Panish: The Owen Thomas Memorial Scholarship was established to honor and recognize Dr. Owen Thomas, a professor in Linguistics, Education and English at UC Irvine from 1975-1990, who led his field in the teaching of language arts. The purpose of this scholarship is to honor outstanding UCI undergraduate scholarship in English and a commitment to secondary English teaching.
- Lauren Wall
Schools First Federal Credit Union Scholarship, awarded to an incoming student pursuing a master's in teaching who demonstrates the highest level potential for future success in his or her academic endeavors and future career.
- Tiffany Wong, Multiple Subject Candidate
Pictured below
Top Row (l-r) - Interim Dean Mark Warschauer, Dean's Scholars
Middle Row (l-r) - Owen Thomas Scholar, Bilingual Scholars
Lower Row - Mary Roosevelt Scholars
Top Row (l-r) - Interim Dean Mark Warschauer, Dean's Scholars
Middle Row (l-r) - Owen Thomas Scholar, Bilingual Scholars
Lower Row - Mary Roosevelt Scholars
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Ph.D. Student Organizes Petition to Help Students and Applicants affected by Chennai Floods
Ph.D. StudentPh.D. in Education student Shafee Mohammed was cited in Scroll.in for his efforts to help current UCI students and applicants from Chennai who were affected by the recent flooding in Tamil Nadu (India).
Mr. Mohammed is a council member of the International and Internal committees of the Associated Graduate Students of UCI (AGS). When he realized that current students from Chennai had lost contact with their parents for almost a week due to heavy rains flooding the city and taking out both power and the Internet, leaving the city in a lock-down, he reached out to Francis Leslie, UCI Graduate Dean, and Chancellor Howard Gillman with a petition to push the deadlines for fee payment for currently enrolled students from Chennai and for submission of admission documents from Chennai applicants.
Shafee Mohammed is a first year doctoral student, specializing in Learning, Cognition and Development (LCD). Before entering the Ph.D. program, Mr. Mohammed was a practicing optometrist. His research interests include visual perception, working memory, contribution of vision towards working memory in visually “normal” and VI (visually impaired), neural plasticity and cognitive training of the VI and its effects on the academic performance of the VI.
Ph.D. StudentPh.D. in Education student Shafee Mohammed was cited in Scroll.in for his efforts to help current UCI students and applicants from Chennai who were affected by the recent flooding in Tamil Nadu (India).
Mr. Mohammed is a council member of the International and Internal committees of the Associated Graduate Students of UCI (AGS). When he realized that current students from Chennai had lost contact with their parents for almost a week due to heavy rains flooding the city and taking out both power and the Internet, leaving the city in a lock-down, he reached out to Francis Leslie, UCI Graduate Dean, and Chancellor Howard Gillman with a petition to push the deadlines for fee payment for currently enrolled students from Chennai and for submission of admission documents from Chennai applicants.
- Utilizing Facebook, Linkedin, and Whatsapp, I collected data on the students who were affected by either situation. With help from Timothy Ma, AGS President, I initiated a petition. When submitted to UCI administration, the petition was unanimously approved by the Graduate Dean and the Chancellor.
Shafee Mohammed is a first year doctoral student, specializing in Learning, Cognition and Development (LCD). Before entering the Ph.D. program, Mr. Mohammed was a practicing optometrist. His research interests include visual perception, working memory, contribution of vision towards working memory in visually “normal” and VI (visually impaired), neural plasticity and cognitive training of the VI and its effects on the academic performance of the VI.
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