Join Dean Heather Lattimer and Associate Dean Marcos Pizarro on Wednesday, September 1, from 3-4pm on Zoom for an informal discussion about your student priorities! The information to join the Zoom discussion was sent to Lurie College students via a Google Calendar email invitaiton.
View this post on Instagram
We’ve got a Full House…of Board!! So excited to introduce you to our NSSLHA Board for the 2021-2022 school year. We are all looking forward to getting to know you and work with you all this year. Wishing everyone a strong start💙💛🤩
–
Our SJSU National Student Speech Language Hearing Association (NSSLHA) enables students to have access to professional, educational, and clinical resources and participate in American Speech-Language-Hearing Association (ASHA) and NSSLHA sponsored events. Connect with SJSU NSSLHA on Instagram (@sjsunsslhachapter), Twitter (@sjsunsslha), Facebook (@sjsuNSSLHA), or sjsunsslhachapter@gmail.com.
Our new SJSU undergraduate Minor in Transformative Leadership is an interdisciplinary approach to leadership development through engagement with anti-racist pedagogies and practices. By building a foundation and framework for developing an intersectional lens throughout this program, students develop their leadership goals around becoming transformative agents of change in their communities through meaningful, culturally affirming, and sustaining practices!
Our Fall 2021 courses include EDLD 120 – The Right to Learn: Language, Dignity, and Education as well as EDLD 160 – 1st Generation College Students Pathways. Watch the video below to meet our Lurie College faculty who are teaching the courses – Dr. Veneice Guillory-Lacy, Dr. María Ledesma, and Dr. Luis Poza – and learn more about our Transformative Leadership Minor at sjsu.edu/edleadership/academics/undergraduate-minor or email us at transformativeleadership-group@sjsu.edu.
Hello! I’m Desirae McNeil. I am a Graduate Student Ambassador for Lurie College. It was on my heart to start a community with other Black-identifying grad students together. If you are interested in joining me in creating a space to regularly meet for networking and support, please complete the interest form at bit.ly/lcoeblackgrad.
We are seeking Lurie College students who are members of the LGBTQIA+ community and want to lead trainings and shape the future of inclusive education within our college! Apply now to become a member of our new En-queer-tros initiative and get paid to use your knowledge, skills, and experience to make Lurie College more queer affirming. Apply at tinyurl.com/enqueertros or email Child and Adolescent Development faculty Robert Marx at robert.marx@sjsu.edu for more information.
For Immediate Release
From the San José State University (SJSU) Center for Collaborative Research Excellence in Education (CCREE)
SAN JOSÉ STATE UNIVERSITY – CENTER FOR COLLABORATIVE RESEARCH EXCELLENCE IN EDUCATION (CCREE) has awarded a 3-year Doctoral Fellowship to Sofia Fojas through partnership funding provided by the SJSU Ed.D. Leadership Program and the Connie L. Lurie College of Education.
Dr. Brent Duckor, Director of SJSU’s CCREE says the goal of the multi-year fellowship is to engage in applied research that addresses and advances equitable outcomes for students in foster care and students experiencing homelessness in the K-12 population. He notes that this fellowship will provide advanced training in quantitative and qualitative research methods and opportunities for engagement in education policy with a focus on moving research into spheres of professional training and practice. We are extremely pleased and honored to have Ms. Sofia Fojas with us, said Duckor.
“I look forward to serving as a doctoral fellow at San José State University and studying policy for students experiencing homelessness and youth receiving foster care services. I am ready to step into the next phase of my life. I chose to pursue my doctoral studies in the Ed.D. Leadership program here among many other programs because here I see an opportunity for serving as a catalyst for large-scale change at the policy level for the most disenfranchised students in our education system” says Ms. Fojas.
Sofia Fojas was born in Hawaii to immigrant parents and moved with her family in the 1970’s to San Jose, California where she graduated from high school and returned to Hawaii to earn a degree in anthropology at the University of Hawaii at Manoa. Ms. Fojas has served as a music educator for twenty-seven years, a public school music teacher (grades 2-12) and an administrator for the arts in two school districts in Northern California.
Sofia is currently serving as the Arts Coordinator for Santa Clara County of Education. She is the regional Arts lead at the state level in California, and also serves as a board member of a national arts education organization.
Sofia is a professional violinist and performs with San Francisco Bay Area local and regional ensembles. Sofia has performed with Los Cenzontles and recorded with them on an album of the Chieftains. She has played in backup orchestras behind Natalie Cole, Dionne Warwick, Andy Williams, Smokey Robinson, and Johnny Mathis. Passionate about the role of art and music in transforming lives, Sofia Fojas brings a powerful lens to the study of policy change that puts the whole curriculum back into focus, say her doctoral advisors, Dr. Brent Duckor and Dr. Lorri Capizzi. After a long fascination with STEAM education, “Her vision of La cultura cura – culturally specific arts can be the foundation of authentic interventions for students experiencing homelessness and youth in foster care, each of whom need our support and connection now more than ever,” says Dr. Capizzi.
As Sofia notes, “The success of any effective academic intervention is rooted in connecting with the heart, not only the head. The arts can make that emotional connection that I believe is critical to effectively addressing and bridging the opportunity gap for our most vulnerable youth. I have combined my love for and commitment to culturally responsive arts education my whole life. This fellowship will help me bring to life even deeper arts education work aimed at diversity, equity, inclusion, and most importantly, access for our most underserved students across the state.”
Congratulations to Child and Adolescent Development and Educational Leadership student Vinson Vũ, whose program proposal “Resilient Superstars: How We Can Support the Futures of Trans+ Young Adults” has been accepted for the 2021 NASPA Western Regional Conference!
Congratulations to our Child and Adolescent Development department, which was highlighted in a recent Reading Partners newsletter! Read the full feature below.
Each year, Reading Partners collaborates with San José State University’s (SJSU) childhood and adolescent development (ChAD) program to provide opportunities for their undergraduate students, who are on-track to becoming educators, to work with local K-4th grade students in the Silicon Valley community. SJSU’s ChAD students learn the concepts around becoming effective instructors and educators in their coursework, and through the partnership with Reading Partners, their undergraduates are able to implement and refine the skills they learn through tutoring our students.
SJSU ChAD students have shown continued resiliency in how they deliver tutoring sessions to our students, whether it is online via our virtual platform or in person at our reading centers. We are constantly amazed by how thoughtful and committed ChAD students are; as a result, we want to commend and recognize our SJSU partners for serving as tutors and role models for many K-4th grade students throughout our community.
Learn more about ChAD’s service learning opportunities at sjsu.edu/chad/resources/service-learning
How do you design inclusive models for teaching and learning? It’s simple: Ask the students.
Last week, the Lurie College held its first Learner Design Summit to launch SJSU’s regional Rapid Education Prototyping (REP4) Alliance.
The REP4 Alliance is a powerful network of regional and national education, industry and technology leaders, led by the six founding higher education partners, including the Lurie College. This alliance brings together diverse learners to develop new ideas for higher education programming using liberatory design principles.
At the summit, a total of 25 local students, including rising 11th and 12th graders, recent high school graduates, community college students and SJSU undergraduates collaborated and designed creative proposals, or “prototypes,” to address existing challenges in the higher education system.
“A prototype is a pitch that students prepare to showcase the needs and solutions that create institutional change,” said Rebeca Burciaga, professor of educational leadership and Chicana and Chicano Studies as well as the faculty executive director of SJSU’s Institute of Emancipatory Education (IEE).
“SJSU student mentors are leading what we call ‘dream teams’ to dream up these ideas. We hope to find ways to incorporate their solutions and perhaps work with campus leaders to make those immediate changes.”
San José State President Mary Papazian kicked off the weeklong event with a message for the Spartan community.
“We believe that initiatives such as emancipatory education and REP4 support the development of equitable and inclusive educational systems that nurture the creativity and brilliance of all learners so that our diverse, democratic society can truly thrive,” she said.
“Collectively, the themes of this work are well-aligned with SJSU’s interests in advancing and transforming our educational systems, which many of us believe are in urgent need of radical change.”
Read the full story on by Julia Halprin Jackson on the SJSU Newsroom blog.
In collaboration with Dr. Insoo Oh at Ewha Womans University in South Korea, Counselor Education faculty Kyoung Mi Choi invites SJSU undergraduate students to join our upcoming Cultural Diversity ZoomPal project, which will take place from Monday, August 9 – Friday, August 13. This will be a wonderful opportunity for Korean American students at San Jose State University to engage in cross-cultural conversation with Korean college students at Ewha Womans University, Seoul, South Korea, about a range of topics:
To express your interest in this opportunity, complete this Google form.
“As a future community college counselor, I am keenly determined to decrease these unequal, recurring rates by closing the achievement gap among first-generation, low-income college students from diverse backgrounds so that they can attain their educational goals.”
Congratulations to Counselor Education student Huy Le, who was selected by the SJSU College of Graduate Studies to receive the Bertha Kalm scholarship for the 2021-2022 academic year! Learn more about Huy on the College of Graduate Studies’ blog.
Shoutout to Department of Educational Leadership faculty María Ledesma, who was quoted in the recent New York Times article! The story – “Critical Race Theory: A Brief History – How a complicated and expansive academic theory developed during the 1980s has become a hot-button political issue 40 years later” – is available at nyti.ms/3iRJocl
The newly-established Rapid Education Prototyping (REP4) Alliance is a powerful network of regional and national education, industry, and technology leaders, led by the six founding higher education partners, including the SJSU Lurie College of Education. This alliance will create opportunities to bring together diverse learners to codesign new ideas for education using liberatory design principles.
In Summer 2021, we launched this network with a free Learner Design Summit, which is a leadership development opportunity designed to bring together rising 10th, 11th, and 12th grade students, recent high school graduates, community college students, and SJSU undergraduate students to collaborate and design creative proposals to address existing challenges in the higher education system.
Watch the video above to learn more about the proposals from our student design leaders, who met one another for the first time, came up with and refined their proposals, and presented them to the SJSU President and senior administration within 4 days.
This feature was originally written by the SJSU Division of Research and Innovation.
Saili Kulkarni, Assistant Professor of Special Education at San José State University, has been awarded a racial equity grant from the Spencer Foundation for her research studying the intersections of disability and race and the implications for PK-12 education, justice studies and educators.
The grant supports education research projects aimed at understanding and improving racial inequality in education. Kulkarni and her team will receive $75,000 to pursue their project, “Playing Together: Using Learning Labs to Reduce Exclusionary Disciplinary Practices for Young Children of Color with Disabilities.”
Nearly six years ago, Kulkarni and her colleagues noticed a dearth of literature on the subject of exclusionary discipline — such as expulsion and suspension — for young children of color with disabilities, so they decided to take matters into their own hands.
“The idea came from a combination of our own experiences as special ed teachers, but also the experiences that we had working with other early childhood special ed teachers in toddler classrooms and centers,” Kulkarni said.
She and her colleagues understand firsthand that early learning experiences can have long-lasting effects on student outcomes. Disabled students in minority groups have significant disadvantages, and Kulkarni wants to reframe how teachers support and educate them.
“The project is really thinking about how to reduce or exterminate these ideas of exclusionary and harsh discipline for young kids of color with disabilities,” Kulkarni explained. “There’s been a recent uptick in the news of kids of color with disabilities, particularly Black children, who are getting suspended or expelled from preschool and kindergarten classrooms for things that are considered minor.”
Her work seeks to understand why these harsh consequences for seemingly minor infractions are occurring. She plans to orchestrate a multi-disciplinary effort to work with parents, teachers, administrators and other stakeholders to address the issue.
This proposal was Kulkarni’s second go-round for a grant award. This time, she had the University Grant Academy’s (UGA) assistance, a San José State University resource led by the Office of Research designed to assist faculty in writing grant proposals and obtaining extramurally funded grants.
“The nice part about the UGA is that it’s really structured, and it gives you lots of resources,” said Kulkarni. “You get course release as faculty for a semester to dedicate time on developing and sending your project for funding. We spent the entire semester working on several different grant components, getting feedback throughout the process from mentors, and convening with peers to see what everyone else was working on to potentially find some elements or efforts to collaborate.”
Kulkarni attributes much of her success to her colleagues and her mentor Laurie Drabble, Associate Dean of Faculty Success and Research and UGA facilitator.
“Laurie gave me tons of guidance and feedback,” Kulkarni said. “She also encouraged me to reach out to other mentors to get additional feedback, and that really helped get our grant some of the much needed details that it was missing early on.”
“Saili worked really hard to take full advantage of the UGA for her first submission — funding on the second round is not surprising and well-deserved,” shared Drabble.
With leaders like Kulkarni spearheading research to attain racial equity in education, disabled children of color may have a greater chance of getting access to the support they need – instead of being kicked out of school where they are even more disadvantaged. She hopes her work can make a public impact that will provide children that have a lack of opportunities, get closer to their full potential, and ensure that all children have the chance to flourish.
“The UGA and SJSU Research Development are here precisely because extramural funding is very hard to get, it really is the norm that it takes two to three submissions and careful editing and revising each time before a proposal is funded,” noted Julia Gaudinski, Director of Research Development.
“I am thrilled to see that Dr. Kulkarni leveraged her work from the UGA and turned it into a successful re-submission.”
Did you know that Lurie College has a Spotify profile and with over 35 faculty playlists? Give them a listen this summer at bit.ly/lurie-playlists
The newly-established Rapid Education Prototyping (REP4) Alliance is a powerful network of regional and national education, industry, and technology leaders, led by the six founding higher education partners, including the SJSU Lurie College of Education / Institute for Emancipatory Education. This alliance will create opportunities to bring together diverse learners to codesign new ideas for education using liberatory design principles.
In Summer 2021, we will launch this network with a free Learner Design Summit, which is a leadership development opportunity designed to bring together rising 10th, 11th, and 12th grade students, recent high school graduates, community college students, and SJSU undergraduate students to collaborate and design creative proposals to address existing challenges in the higher education system.
Learn more and apply to participate in the summit – which will take place Monday, July 19 – Thursday, July 22, 9am-1pm – at sjsu.edu/education/community/iee/rep4.
Culture eats strategies for breakfast! Hold an SEL-compass toward stronger working relationships and collaboration by weaving in opportunities for your learners to learn and share about who they are. Leave with a toolkit of activities to try Monday and a deeper understanding of the power of seeing and being seen by others.
Access additional resources and all of our K-12 Teaching Academy webinars at sjsu.edu/education/community/k12-academy
As teachers prepare to return back to the classroom, we will return, not as the teachers who began remote learning last year, but as teachers fully changed. We have adopted new tools and technologies, rethought assessment and instructional strategies, and had a glimpse into student home lives and gained insight in the importance of social and emotional learning. In this session we will reflect on a year of teaching and learning through the COVID pandemic, and determine what to take back with us to the classroom to be better educators than before.
Access additional resources and all of our K-12 Teaching Academy webinars at sjsu.edu/education/community/k12-academy
Thanks to the efforts of our Child and Adolescent Development students Julia Doan and Erin Maxwell and faculty Joy Foster, Jessica Frasier, Rayna Friendly, and Emily Slusser and thanks to the numerous contributions from Lurie College donors, our Play Yard Crowdfunding Campaign has exceeded our goal and raised a total of $10,175! We’re looking forward to transforming our Child Development Lab Preschool Play Yard into one that promotes inclusivity and enhances the quality of care and instruction offered to the Toddler Lab students.
This presentation brings together SJSU faculty and practicing Ethnic Studies teachers to deepen participants’ understandings of the purposes and core principles of Ethnic Studies teaching alongside examples from classroom practice. Webinar participants will have the opportunity to learn about the documented benefits of Ethnic Studies for students (regardless of racial and ethnic background) as well as specific culturally responsive curriculum activities that afford student agency, community engagement, and meaningful social analysis as part of students’ academic and personal development. Such activities include Youth Participatory Action Research, student counterstories and testimonios, and an in-depth look at a multi-faceted unit of instruction implemented in the 2020-21 academic year that fostered healing, home and community connections, and students’ “freedom dreaming” — collective envisioning of a more just society.
Access additional resources and all of our K-12 Teaching Academy webinars at sjsu.edu/education/community/k12-academy
For some trans and genderqueer students, returning to in-person school may bring anxiety, fear, and expectations of victimization. For others, though, school may be the sole safe haven from an unsupportive home environment. This webinar, therefore, will provide the knowledge and skills needed to establish or enhance affirming and supportive classroom and extracurricular spaces, with a specific focus on practical steps to foster gender equity and inclusion. The presenters bring their experience teaching high school English, serving as a GSA advisor, providing direct community support to teachers and LGBTQ+ youth in the Bay Area, and conducting research with trans and genderqueer adolescents about their families, schools, and communities.
Access additional resources and all of our K-12 Teaching Academy webinars at sjsu.edu/education/community/k12-academy
This session explores how TK-5th grade teachers launch the school year with three main interrelated goals at the forefront: Building a classroom community that humanizes students and values their intersectional racialized identities, particularly those from Black, Indigenous, Latinx, and Asian backgrounds; Learning about students’ strengths, interests, experiences, and barriers to learning; Integrating students’ funds of knowledge and community cultural wealth into Ethnic Studies and Anti-racist curricular and pedagogical practices to facilitate liberatory student learning.
Access additional resources and all of our K-12 Teaching Academy webinars at sjsu.edu/education/community/k12-academy
In The Next Normal we will reflect on lessons learned from the prepandemic era of teaching and provide practical strategies to restore an equitable classroom community while supporting teacher wellness.
Access additional resources and all of our K-12 Teaching Academy webinars at http://sjsu.edu/education/community/k12-acdaemy
On Friday, July 30, join Teacher Education faculty Brent Duckor and Counselor Education faculty Lorri Capizzi at the online CCOG Educator Summit, where we will feature Dr. Erika Zepeda, Educational Psychologist and CCREE consultant, in our breakout session “Using Trauma Informed Approaches in a Post-Pandemic Classroom for Students in Foster Care and Youth Experiencing Homelessness.” Dr. Zepeda will provide educators with “on-the-ground” tools to assess and support students transitioning back into the classroom in a post-pandemic world. Dr. Zepeda will include her experience in working with culturally diverse communities and in identifying student protective and risk factors through a trauma informed approach for all students and in particular for students in foster care and youth experiencing homelessness. Register to attend the summit by Thursday, July 15, by completing this Google form.
