Joan DeJaeghere, professor in the Department of Organizational Leadership, Policy, and Development (OLPD), was invited to present her new book, Educating Entrepreneurial Citizens, at the University of Dar es Salaam’s Institute of Development Studies in Tanzania, and she presented at a book panel at the African Studies Association in Chicago in November. The book is a critical examination of how entrepreneurship and livelihood programs are implemented for youth, and considers how neoliberal influences on education are being reshaped in local contexts.
Joan DeJaeghere, professor in the Department of Organizational Leadership, Policy, and Development (OLPD) and co-principal investigator of the Research on Improving Education Systems in Vietnam (RISE), gave a one week seminar in October, 2017 on conducting qualitative research in schools and classrooms to researchers from the Vietnam Institute of Education Sciences (VNIES), a partner in the RISE project. In December, she gave another one week seminar to researchers from VNIES on analyzing qualitative data – interviews and classroom observations. While the main purpose of the seminars was to support the research of RISE, it also offers a group of Vietnamese researchers continuing professional development in the area of qualitative research.
Anna Chistokhina (left) and Zoya Berdnikova (center) from the Social Innovation Fund in Krasnoyarsk, Siberia, traveled to ICI in January for a scouting trip as part of the U.S.-Russia Peer-to-Peer Project, a collaborative project with ICI’s Global Resource Center on Inclusive Education (GRC). The project, funded by the U.S. Embassy in Moscow, is developing systems to support the community inclusion and employment of young adults with disabilities.
Chistokhina and Berdinkova, along with GRC co-directors Renáta Tichá (far right) and Brian Abery, visited sites focused on transition from secondary school to community living and employment by young adults with disabilities, and discussed similarities and differences between service and support approaches in the U.S. and the Russian Federation. Among the sites were the Success Beyond program in St. Paul (pictured), Lionsgate Academy, and The Arc of Minnesota; they also shadowed professionals who support young adults with disabilities in community-based settings. This was part of the preparation and planning for a larger Russian delegation coming to ICI in April.
The Peer-to-Peer project is a continuation of a long-standing partnership between Krasnoyarsk State University and ICI. “What I really enjoy about this continued collaboration between Krasnoyarsk and Minnesota is how sincere and dedicated our Russian partners are to making a difference in the lives of children and young adults with disabilities back home,” says Tichá.
Morgan Betker, Ph.D. student in the School of Kinesiology, was nominated by the U of M Graduate School for the prestigious Midwest Association of Graduate Schools (MAGS) Excellence in Teaching Award. As the only doctoral student nominated, Betker will represent the U of M at MAGS’ 2018 regional competition. The award will be presented at the MAGS 74rd Annual Meeting, April 4-6, 2018, in Grand Rapids, MI.
MAGS Excellence in Teaching Award recognizes and encourages graduate students for future service as college and university faculty. It supports the Council of Graduate Schools’ (CGS) efforts to promote Preparing Future Faculty to meet needs in academia.
Betker is pursuing her Ph.D. in Kinesiology with an emphasis in exercise physiology, advised by Dr. Beth Lewis.
The Learning Technologies (LT) Media Lab has teamed up with the Weisman Art Museum to give visitors the chance to record and share their favorite Prince moments as part of the exhibit, “Prince from Minneapolis” running through June 17, 2018.
“You don’t have to be at the exhibit to contribute,” says LT creative director Jeni Henrickson about the interactive software that lets the visitors record and share their memories of the performer. “Visitors can view the recordings and make their own from their homes. People around the world can go to this site and add a Prince moment,” she adds.
Visitors can pin themselves on an interactive map and view stories on the video wall, either at the touch screen monitor in the museum or from their home computers equipped with video cameras. The entire interactive wall was custom-developed by the LT team.
The LT Media Lab has a track record of leveraging their technological skills to allow the public to share their stories around educational topics. In the past, they used video documentation and online learning environments to allow students to follow their expeditions into the arctic to evaluate climate change as part of the Changing Earth project and, most recently, into South America to capture stories about the science and future of agriculture as part of the AgCultures project led by Professor Aaron Doering.
The Weisman and the LT Media lab will continue their collaboration on the upcoming exhibit, “Vanishing Ice” which opens January 27, 2018 and offers a glimpse into the rich cultural legacy of the planet’s frozen frontiers.
The Minnesota Department of Human Services (DHS) has renewed its contract with the Research and Training Center on Community Living (RTC-CL), at the Institute on Community Integration, for continuation of training and technical assistance to build capacity for implementing positive support practices across the state. The $1.2 million contract extends the current work begun in 2012 by RTC-CL’s Minnesota DHS Systems Change and Capacity Building Through Research, Training, and Technical Assistance Projects, work that enhances Minnesota’s capacity to support community living for individuals with disabilities and/or mental illness. Minnesota DHS has made a new five-year commitment to working with RTC-CL, beginning with a two-year agreement for Fiscal Years 2018 and 2019. The project directors at RTC-CL are Amy Hewitt and Rachel Freeman. “This DHS contract provides an important vehicle for building the capacity for person-centered practices and positive supports across the state of Minnesota and to improve the lives of people with intellectual and developmental disabilities using large-scale systems change,” says Freeman.
The new contract’s primary areas of focus include expanding implementation of statewide person-centered practices and positive behavior support through regional training and technical assistance; building service professional capacity using DirectCourse, the online competency-based training system operated by a partnership of the RTC-CL and Elsevier; facilitation, coordination, and implementation support for Minnesota’s statewide plan for building effective systems for implementing positive practices and supports; technical assistance and training for organizational change to promote the use of person-centered practices within Minnesota DHS; building and sustaining in-state training capacity for person-centered thinking and person-centered planning; development of Web-based resources on best practices in implementing person-centered and positive behavior supports; and coordination of communities of practice for person centered practices and positive behavior supports.
Veronica Fleury, assistant professor in the Department of Educational Psychology’s special education program, has been awarded a $30,000 grant from the Organization for Autism Research (OAR). The project, Students and Teachers Actively Reading Together (START), will evaluate the feasibility and acceptability of an adaptive shared reading intervention for preschool children with autism spectrum disorder (ASD).
START’s first-stage intervention will be traditional dialogic reading—which encourages adults to prompt children with questions and engage them in discussions while reading to them—delivered in small groups of three to four students. Children who respond well to dialogic reading will continue with the group intervention. Those who are slower to respond will be randomized to one of two intensified instruction conditions.
This proposal is related to an application submitted to the Institute of Education Sciences for a larger four year development project that is currently under consideration.
Two weeks ago, the U.S. Centers for Disease Control and Prevention (CDC) renewed the appointment of ICI’s Jennifer Hall-Lande as the Minnesota Act Early Ambassador, extending it through October 2018 to spread the CDC’s “Learn the Signs, Act Early” message throughout the state.
CDC trained her to develop and expand on ICI’s Act Early work of promoting early identification, screening, and intervention for autism and related neurodevelopmental disabilities in culturally- and linguistically-diverse communities across Minnesota. That work expanded this fall when the Association of University Centers on Disabilities (AUCD), through a subcontract from CDC, awarded her $137,000 for a new nine-month project, “Learn the Signs, Act Early” Formative Research Evaluation of Developmental Books. ”
This project helps the Minnesota Act Early team to evaluate the effectiveness of our materials in promoting parent-led developmental monitoring, and it’s also a great opportunity for building a strong professional partnership with the AUCD team and UCEDDs in New York and Indiana,” she says. UCEDDs (University Centers for Excellence in Developmental Disabilities) are a federally-designated network of programs similar to ICI that are housed in major universities and teaching hospitals across the country to promote a nation in which all Americans, including Americans with disabilities, participate fully in their communities.
“This grant adds to ICI’s growing portfolio of ‘Learn the Signs, Act Early’ projects, including our Outreach Work and State Systems Grant: Minnesota Act Early,” says Hall-Lande. Also, in September, ICI’s Minnesota Act Early team partnered with Minnesota Help Me Grow to train another group of cultural delegates to conduct Learn the Signs outreach in their communities. The newly-trained delegates join the ranks of an existing “Minnesota Learn the Signs, Act Early” statewide network of approximately 100 trained delegates who use the Act Early materials and resources to help parents monitor child development. In this way, delegates connect with families in their communities to support early identification.
Fran Vavrus, professor, and Peter Demerath, associate professor, in the Department of Organizational Leadership, Policy, and Development (OLPD), were both plenary speakers at the Comparative and International Education Fall Symposium held on October 26-27 at George Mason University. Their panels addressed the theme of the symposium, Interrogating and Innovating CIE Research, by focusing on the legacies of colonialism in educational research and on methodologies that offer alternative approaches to knowledge production. OLPD alumna Laura Willemsen and Ph.D. student Richard Bamattre also presented a paper at the conference on their innovative approaches to teaching comparative education at UM.
The Institute for Translational Research in Children’s Mental Health (ITR) is excited to host Dr. Megan E. Patrick, Ph.D., from the University of Michigan to discuss her research on high-risk drinking among young people. Her talk, “High-risk drinking among adolescents and young adults: Motivations, expectancies, and opportunities for intervention” will highlight implications for prevention and intervention.
The colloquium will take place on Tuesday, November 21 at 9 a.m. at ITR’s offices (1100 S Washington Ave). Refreshments will be provided. To RSVP, e-mail firstname.lastname@example.org.
Dr. Patrick’s work focuses on the development and consequences of adolescent and young adult risk behaviors, including alcohol use, drug use, and risky sexual behaviors. Her interests include motivation and decision-making, the prevention of health risk behaviors, statistical methods for modeling behavior and behavior change, and web-based survey methodology.
High-risk drinking among adolescents and young adults: Motivations, expectancies, and
opportunities for intervention
Alcohol is the most commonly used substance of abuse among youth. Drinking often begins during adolescence and then escalates in frequency and quantity into early young adulthood. Research has typically focused on binge drinking (i.e., having 5 or more drinks in a row), but recent studies have highlighted that drinking also often far exceeds that quantity threshold. In this talk, Dr. Patrick will present an overview of her research on “high-intensity drinking” (i.e., having 10 or more drinks in a row) among adolescents and young adults, the extent to which motivations for drinking and expectancies of drinking consequences are associated with later alcohol use and problems, and implications for prevention and intervention.
The colloquium will take place on Tuesday, November 21 at 9 a.m. at ITR’s offices (1100 S Washington Ave). Refreshments will be provided. To RSVP, e-mail email@example.com.
Karen Seashore, Regents professor in the Department of Organizational Leadership, Policy, and Development (OLPD), was in Norway last month, where she worked with school district leaders and school development agencies, gave a keynote presentation at the Nordic Educational Conference, and presented to 130 participants in a school leader preparation program.
“I really like the idea of doing work that is important and impactful and being able to get outside of the college bubble, to see and be a part of the surrounding community,” explains sophomore marketing major Mackenzie Kerry, who found a job that let her do just that as a literacy mentor with CEHD America Reads. The program trains college students of any major in reading and literacy skills to equip them to tutor K-8 students in schools and after-school programs. The CEHD America Reads program, housed in the Department of Curriculum and Instruction’s Minnesota Center for Reading Research, partners with local schools and community organizations to improve literacy. The program employs 100 university students as literacy mentors during the school year.
“It’s an amazing job,” says Logan Haen, a sophomore biology major who has been a literacy mentor since coming to the U last year. Haen appreciates the different perspectives he has gained working with students of diverse backgrounds. “I’ve gained tons of knowledge about other cultures and the program has allowed me to explore different parts of Minneapolis.”
M.Ed. and Initial License in Elementary Education candidate, Jessica Rifley, agrees that working with America Reads was eye-opening. Coming from a small town, Rifley was eager to find a job that “allowed me to leave campus and really immerse myself in various Minneapolis communities and begin networking with nonprofit and community organizations.” Rifley, like many other literacy mentors, found a calling through the program. “I wasn’t 100 percent sure what I wanted to do when I graduated (I believe the total major count was five before settling on elementary education) but I knew that I wanted to work with young people in whatever capacity allowed me to make the most positive impact possible.”
“Elementary education students talk about how this is a double dose of teaching practicum. It builds on teaching experience,” says program coordinator, Megan Pieters. The program offers literacy mentors the chance to work with students in multiple settings for 6-10 hours per week and find out if education or youth work might be their career path.
For any student with a work-study award, this program has the potential to be transformative—not just for the mentees, but the mentors, as well. “America Reads has definitely impacted my understanding of what the true definition of service is,” Rifley explains. “[I learned that] it is necessary to build connections with a community and understand the resources they have to offer, rather than focus on what needs to be “fixed” or changed.”
Junior youth studies major, Choua Lee, feels the program has helped her understand the complicated factors that can affect a child’s ability to be successful in the classroom. “I have learned that every individual is going through something, and that may impact their learning.” She adds that the program has helped her to be “more patient and understanding” when working with youth.
Partner site coordinator, Sister Sharon White of the East Side Learning Center notes that the “America Reads mentors are passionate and enthusiastic about making a difference. Staff often comment on the poise of the mentors and how seriously they take the responsibility. We appreciate our ten-year partnership with America Reads!”
For students who are interested in becoming a literacy mentor, America Reads is accepting applications. Students must have a work-study award, but do not need their own transportation. Starting rates are $10.50/hour.
Reflection Sciences, a Minnesota start-up founded by two CEHD professors, has announced a new partnership that aims to measure and improve school readiness through games developed specifically for early learners. The collaboration pairs an Executive Function (EF) measurement tool developed by Reflection Sciences with Kiko’s Thinking TimeTM games in order to track students’ progress in EF as they play.
Executive Function capabilities are key developments in the preschool years. Sometimes called the “air traffic controller of your brain,” EF is the set of neurocognitive functions that help the brain organize and act on information. These functions enable us to pay attention, control behavior, and think flexibly—abilities necessary for success in kindergarten and beyond.
Kiko Labs, which worked with University of California–Berkeley and Harvard neuroscientists to develop educational games for young learners, offers activities targeting skills essential to cognitive learning and school readiness for children ages 3 to 7.
Reflection Sciences—founded in 2014 by child development professor Stephanie Carlson and professor Phil Zelazo of the Institute of Child Development—provides professional development, training, and tools for assessing and improving Executive Function skills. Their Executive Function measurement tool, called the Minnesota Executive Function Scale (MEFSTM), is the first objective, scientifically based, and normed direct assessment of executive function for ages 2 and up.
MEFSTM is already used by educators in 32 states to track growth in EF and effectiveness of methods and curriculum. This new partnership hopes to bring schools and early child advocacy organizations a complete solution for building and measuring skills essential to school success.
“We pride ourselves on having the first nationally normed objective measure of EF for preschool children, but caregivers also want solutions they can try to help improve children’s EF skills and prepare them to succeed in school,” Carlson says. “I am delighted to be able to recommend Kiko’s Thinking TimeTM games as a natural complement to the MEFS.”
A new study shows that successful implementation of preschool-to-third-grade programs yields benefits in increasing school readiness, improving attendance, and strengthening parental involvement in school education—strategies that can close the achievement gap for children at risk.
“Scaling and sustaining effective early childhood programs through school–family–university collaboration” was published in the September/October 2017 issue of Child Development by Arthur Reynolds, professor of child development, and colleagues in the Human Capital Research Collaborative (HCRC).
The Child–Parent Center Preschool to Third Grade program (CPC P–3) is a collaborative school reform model designed to improve school achievement and family engagement from ages three to nine. The program provides small classes, intensive learning experiences, menu-based parent involvement, and professional development in co-located sites. In the study, investigators evaluated evidence from two longitudinal studies, the Chicago Longitudinal Study, begun in the 1980s, and Midwest CPC, which started in Minnesota and Illinois in 2012.
“We found that organizing preschool to third grade services through partnerships with schools and families creates a strong learning environment for ensuring that early childhood gains are sustained, thus reducing the achievement gap,” said Reynolds, HCRC co-director.
Implementation in five Saint Paul Public Schools serving high proportions of dual language learners led to gains in literacy of nearly a half a year at the end of preschool. The gains were sustained in kindergarten with further evidence of increased parent involvement and attendance. Small classes and engaged instruction contributed to these gains.
“Thanks to the support of the CPC P-3 program, family rooms at the five Saint Paul Public School sites are vibrant and welcoming environments,” said Kathleen Wilcox-Harris, chief academic officer of the Saint Paul Public School District. “It is not uncommon to see a hub of activity in these spaces promoting the bridge between the home, community, and school environments. The program with guidance from HCRC has led to a menu of family engagement opportunities known as the Families First Menu of Opportunities that is being implemented at other sites. The small classes and preschool to third grade alignment of instruction has also been of substantial benefit.”
In collaboration with Saint Paul Public Schools and other implementation sites, guiding principles of the effectiveness of program expansion are shared ownership, committed resources, and progress monitoring for improvement. The addition of Pay for Success financing in the Chicago Public School District shows the feasibility of scaling CPC P-3 while continuing to improve effectiveness. Each dollar invested in the CPC P-3 program has demonstrated a return of $10 in reduced need for remedial services and improved well-being.
Findings from the study support increased investment during the early grades. As Reynolds documented in a recent Education Week commentary, spending on early childhood development in the first decade of life is a smart investment.
“Since only about half of young children are enrolled in public preK programs, and less than 10 percent participate in P–3 programs that follow the key principles of CPC, increased access to high-quality education and family support services can make a big difference in reducing the achievement gap,” Reynolds said. “Nationally, only one third of fourth graders read proficiently on national assessments, and preschool or school-age programs alone are not enough to raise these rates to acceptable levels, especially for the most vulnerable children. CPC not only helps children be school ready, but improves reading and math proficiency over the school grades, which led to higher rates of graduation and ultimately greater economic well-being.”
Human Capital Research Collaborative, an interdisciplinary research institute in the Institute of Child Development, College of Education and Human Development, offers a multitude of resources for CPC P-3 implementation, including monitoring tools, manuals, and extensive resources on the website CPCP3.org.
Funding for the study is from the National Institute of Child Health and Human Development, U. S. Department of Education, and the Bill & Melinda Gates Foundation.
On October 1, the College’s Institute on Community Integration (ICI) received a one-year, $100,000 grant from the U.S. Embassy in Moscow to create virtual and in-person platforms for dialogues between professionals and parents who support young Russians and Americans with disabilities. The goal is to develop opportunities and strategies for inclusive community living and employment (independent or semi-independent housing and community participation) for young adults with disabilities in both countries. Specifically, the grant will support 16- to 21-year-olds in the Twin Cities and in the Siberian city of Krasnoyarsk. Known as the U.S.–Russia Peer-to-Peer Project: Developing Systems to Support the Employment and Community Inclusion of Young Adults with Disabilities, the collaboration will include electronic exchanges on inclusive community living and employment. There will be dual person-to-person exchanges between Russia and the U.S. (including conferences in each country) and dialogues about how culture affects community inclusion in both countries. The exchanges will feature seven adults in each country, including professionals, family members, and at least one person with a disability representing each country. The project will form learning communities to serve as resources for successful transition approaches and strategies, author a guide outlining key practical steps for inclusive employment and community living, and create online modules in these areas available in both countries.
The Russian collaborator on the project is the Social Innovation Fund in Krasnoyarsk. Project director Renáta Tichá and colleague Brian Abery (pictured together in Moscow in 2015) have worked on various projects with people in Krasnoyarsk, including staff from Krasnoyarsk State Pedagogical University, and look forward to expanding those relationships. “This project is an important continuation of our work with professionals in Krasnoyarsk who support children and youth with disabilities. This new opportunity provides a venue for collaboration with our colleagues on transition issues for young adults with disabilities from school to community,” says Tichá. U.S.–Russia Peer-to-Peer is a project of ICI’s Global Resource Center for Inclusive Education, of which Tichá is also director.
Clayton Cook, John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and associate professor in the Department of Educational Psychology’s school psychology program, and his colleagues from the University of Washington have recently been awarded two grants by the Institute of Education Sciences (IES).
The first, led by Cook, is a three-year, $1.4 million project entitled Development and Evaluation of the Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T). The goal of BASIS-T is to revise and refine a feasible and effective implementation enhancement intervention that helps motivate elementary school teachers to adopt and deliver evidence-based classroom practices (EBPs) with fidelity to better meet the social, emotional, and behavioral needs of students.
The second, Cook is a co-project investigator on with a colleague from the University of Washington. The four-year, $1.4 million project, Development of RELATE (Relationships to Enhance Learners’ Adjustment to Transitions and Engagement), focuses on developing and testing an intervention that builds off Cook’s research on the Establish-Maintain-Restore approach to promote teacher-student relationships. Specifically, RELATE will be developed and pilot tested as a dropout prevention strategy for 9th grade students as they transition into high school—a critical transitional period that is associated with the greatest amount of students dropping out of school.
Congratulations to Dr. Cook and his colleagues on the recognition and support of this important work!
Michael Rodriguez, Campbell Leadership Chair in Education and Human Development and professor in the Department of Educational Psychology’s quantitative methods in education program, was recently appointed chair of the Department of Defense’s Advisory Committee for Military Personnel Testing. Rodriguez has been a member of the committee since 2012.
The Advisory Committee for Military Personnel Testing exists within the Office of the Under Secretary for Personnel and Readiness. The committee’s duties vary over time, but the primary focus is on the design, development, and validation research of the Armed Services Vocational Aptitude Battery and related tests, including non-cognitive assessments addressing readiness for military life.
According to Rodriguez, “These assessments serve important roles in the identification, selection, and placement of individuals interested in serving in any of the six branches of the military or seeking military careers.”
In addition to its work developing and evaluating tests for the armed services, the committee reviews the efforts of the ASVAB Career Exploration Program used by many high schools across the nation. The program provides free access to many resources for students, parents, and educators—including the aptitude test, interest assessment, and career exploration tools.
Joan DeJaeghere, professor in the Department of Organizational Leadership, Policy, and Development (OLPD), recently presented her new book, Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods, a publication resulting from the MasterCard Foundation project on youth livelihoods, to several audiences in South Africa. She presented at an author meets critic session at the Human Development and Capability Approach annual conference in Cape Town. She then presented to a group of graduate students at Nelson Mandela University in Port Elizabeth, a group affiliated with the Chair for Youth Unemployment, Employability and Empowerment. Finally, she presented her work to graduate students at the Institute for Social Development at the University of Western Cape. The issue of entrepreneurship education that Joan critically takes up in the book is of great interest to scholars, practitioners and policymakers in South Africa because the government is engaging in many entrepreneurship initiatives to address unemployment and poverty.
The College’s Institute on Community Integration (ICI) has been awarded a $2.5 million “Stepping-Up Technology Implementation” grant from the U.S. Department of Education, Office of Special Education Programs, to develop technology tools that support the national implementation of two evidence-based web applications over the next five years. For more than 26 years, the Check & Connect intervention model has helped keep thousands of students across the country on track towards graduation. The Student Engagement Instrument (SEI) is the second web application that will be utilized in the project. SEI is a screening tool that establishes reliable and valid measures of students’ cognitive and affective engagement. This “Stepping Up” project will develop, pilot, and disseminate web-based tools (i.e., interactive web site, online professional development, manuals and guides, and other specific technology resources) that support the implementation of these two particular interventions. David R. Johnson is Principal Investigator (PI) on the project; Eileen A. Klemm will serve as Co-PI.
“We are thrilled to receive this note of confidence from our colleagues at the U.S. Department of Education,” says ICI director David R. Johnson. “The Check & Connect model is a well-established intervention that has proven to work with disengaged students. We look forward to further developing the technology support system that will enable its national implementation.”
The new project will be conducted in three phases. The first phase (years 1-2; including 3 total schools) will involve initial iterative development of the supporting technology tools. The second phase (years 3-4, involving 4 total schools) will feature a pilot program to further develop and evaluate the technology tools and resources with test sites. If approved, the team moves into the third phase (year 5, featuring 10 total schools) where they will implement and continue to evaluate the specific tools in the additional schools that will become first time end-users. A formative and summative evaluation process will be designed and implemented by an evaluation coordinator to provide continuous feedback on all project activities. A dissemination plan will also be developed as part of the project’s scope.
Check & Connect is an evidence-based mentoring intervention for K-12 students who show signs of disengagement from school and may be at risk of dropping out. At the core of the Check & Connect model is a trusting relationship between student and a dedicated mentor. Students are referred to a Check & Connect mentor when they have poor attendance, behavioral issues, and/or low grades. The mentor both advocates for and challenges students to keep education salient using systematic “Check” and “Connect” procedures. Check & Connect is the only dropout prevention intervention listed on the IES What Works Clearinghouse found to have positive effects on staying in school.
The special education bachelor of science degree and academic and behavioral strategist (A.B.S.) licensure program in the Department of Educational Psychology within the College of Education and Human Development has been recognized as the number three special education undergraduate program in the nation.
The results are produced by Best Education Degrees, whose mission is to provide information on the best schools specializing in educational degrees and to enable, empower, and enhance the careers of education professionals and education students alike.
According to Best Education Programs, special education programs were ranked based on their reputation, tuition, academic support per student, and average early salary ten years after graduation. Scores were determined by examining specific data points from organizations such as the National Center for Education Statistics, U.S. News and World Report, and the National Council on Teacher Quality (NCTQ). Payscale was used to determine average salaries. Best Education Degrees collected the data and assigned a total score for each school based on the criteria.
The special education bachelor of science degree and A.B.S. licensure program was launched in fall 2014. The program is unique in that graduates earn their degree and teaching license in just four years and have the opportunity to study alongside leaders in the field of special education.
Scholarships are available for undergraduates interested in special education.
- Incoming first-year special education students are automatically considered for the Campbell Scholarship for Education. Visit the Office of Admissions scholarships page for more information on this and additional CEHD scholarships available to incoming first-year students.
- Each year through 2018-19, the Schulze Future Teacher Scholars Program will award scholarships of up to $10,000 to eligible undergraduate students, including students from the special education program.