SJSU Assistant Professor Awarded Spencer Foundation Grant to Support Her Fight for Minority PK-12 Students with Disabilities

This feature was originally written by the SJSU Division of Research and Innovation.

SJSU Lurie College of Education Special Education Department Faculty Saili Kulkarni

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.”

Child Development Lab Play Yard Reaches Crowdfunding Goal

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.

SJSU Lurie College of Education Child Development Preschool Play Yard Crowdfunding Campaign

K-12 Teaching Academy | Freedom Dreaming: Ethnic Studies Teaching in the Secondary Grades

Presenters

  • Julia Duggs | Ethnic Studies teaching candidate | SJSU Lurie College of Education
  • Victoria Durán, PhD | Social Science teacher | Overfelt High School
  • Marcos Pizarro, PhD | Associate Dean | SJSU Lurie College of Education | Twitter: @sjsulurie
  • Luis Poza, PhD | Assistant Professor, Teacher Education | SJSU Lurie College of Education | Twitter: @luisepoza

Description

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

K-12 Teaching Academy | Queering the Classroom to Foster a Safe and Inclusive Environment

Presenters

  • Robert Marx, PhD | Assistant Professor | SJSU Lurie College of Education | Twitter: @RbrtMrx
  • Frank J. Peña | Outreach and Speakers Bureau Coordinator | The LGBTQ Youth Space

Description

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

K-12 Teaching Academy | Bringing Our Humanity to the TK-5 Classroom Through an Ethnic Studies Stance

Presenters

  • Leah Aguilera | 2nd grade teacher | Oakland USD
  • Katy Felsinger | TK teacher | San Leandro USD
  • Hannah Swernoff | 5th grade teacher | Piedmont USD
  • Wanda Watson, EdD | Associate Professor | SJSU Lurie College of Education | Twitter: @wawatty

Description

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

Lurie College Faculty Presenting at CSU Center to Close the Opportunity Gap Summit

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.

K-12 Teaching Academy | Considering Community and Trauma

Presenter

  • Lara Ervin-Kassab, EdD | Assistant Professor | SJSU Lurie College of Education | Twitter: @drlarakassab

Description

As we return to both face to face and blended classrooms, we need to explore how we are (re)building learning communities, relationships, and safety in our classrooms. This presentation will be an interactive exploration of digital and analog approaches and tools for building relationships with and between students. We will explore the need to critically analyze our own practices and schooling norms so that school becomes a place of healing, rather than perpetuating and compounding the traumas all of us have experienced over the past year and a half.

Access additional resources and all of our K-12 Teaching Academy webinars at http://sjsu.edu/education/community/k12-academy

K-12 Teaching Academy | Reimagining K-16 (Science) Teaching and Learning During a Time of Crisis

Presenter

  • Tammie Visintainer, PhD | Assistant Professor Science/Teacher Education | SJSU Lurie College of Education | Twitter: @tavisint

Description

The intersecting COVID-19 and racial injustice crises have re-exposed the interwoven social, racial, political, and economic dimensions of educational opportunity and the injustices laid bare are many. This workshop will empower educators across disciplines from kindergarten to college as designers and leaders, who have the opportunity to transform inequitably designed education systems by radically reimagining and building learning environments from a foundation of human dignity and respect.

This workshop focuses on the design of equitable, inclusive, and justice-centered learning environments through the creation of design principles. Design principles serve as tenets for pedagogy and practice and as guidelines for the design of future learning experiences. To support this, I will draw from my experience as a science teacher educator and learning scientist exploring race, identity, and learning in science education; a professional pathway built from Black brilliance, generous mentorship, and the wisdom of scholars of color. As such, the workshop will engage in reimagining efforts that center the transformative and sustaining practices of Black, Indigenous, Latinx and other scholars of color who inspire the education community to approach teaching and learning from new ethical and pedagogical imaginations.

Workshop attendees will be introduced to design principles and guided through the construction process through an example from my secondary science methods course where teacher candidate’s construct Design Principles for Teaching (Science) for Equity and Inclusion. While science is the focal example, educators from any discipline are encouraged and welcome as this practice is widely applicable. Educators will leave the workshop with an expanded understanding of how to design learning environments that affirm and sustain the identities of minoritized students in/outside of science. This workshop offers hope and possibility for learning communities during the present crises and a reimagining of what they can become moving forward.

Access additional resources and all of our K-12 Teaching Academy webinars at http://sjsu.edu/education/community/k12-academy

Educators of Impact | Karin Jeffrey

Shoutout to Karin Jeffrey, who was recently nominated as a Lurie College Educator of Impact, which recognizes SJSU alumni who are teachers, counselors, therapists, school, or community leaders and have made a transformative difference in the lives of children, families, and communities.

“Professor Jeffery has been one of the most welcoming, helpful, & understanding professors I had thus far in the college career! She truly cares about her students academic, professional, & emotional well-being.”

SJSU Lurie College of Education Educator of Impact Karin Jeffery

Lurie College Faculty Present at CSU Center to Close the Opportunity Gap Webinar

Shoutout to Teacher Education faculty Brent Duckor and Counselor Education faculty Lorri Capizzi, who co-presented the webinar “How can Teachers, School Counselors, & Administrators support educational outcomes for students in foster care during extraordinary times?” as part of their SJSU Center for Collaborative Research Excellence in Education (CCREE) and in collaboration with the CSU Center for Closing the Opportunity Gap (CCOG). Watch the recording of the webinar below.

Lurie College Faculty Published in Latinas Leading Schools Book

Congratulations to Department of Educational Leadership faculty Fabiola Bagula and Rebeca Burciaga, whose chapters “Belonging and Being Enough” and “Coraje y Amor: Cultivating Leadership Through Cultural Intuition” were included in the recent publication of the book Latinas Leading Schools.  The book also includes contributions from Ana Tavares, Melissa Martinez, and Sylvia Méndez-Morse and all five scholars also collaborated on the Latinas Leading Schools panel as part of our Spring 2021 Emancipatory Education Speaker Series.

Latinas Leading Schools Book

Emancipatory Education Speaker Series Latinas Leading Schools Panel

  • 0:00 Welcome to our speaker series
  • 4:01 Introduction of Latinas Leading Schools panelists
  • 6:46 Latinas Leading Schools panel discussion
  • 30:48 Q&A with Latinas Leading Schools panel

Lurie College Faculty Promotions

Congratulations to all of our Lurie College faculty who have recently received tenure and/or been promoted!

  • Child and Adolescent Development faculty Ellen Middaugh has received tenure and become an associate professor
  • Communicative Disorders and Sciences faculty and chair Nidhi Mahendra has become a full professor
  • Educational Leadership faculty and interim chair Rebeca Burciaga has become a full professor and the executive director of our Institute for Emancipatory Education
  • Special Education faculty Andy Golloher has received tenure and become an associate professor
  • Special Education faculty Saili Kulkarni has received tenure and become an associate professor
  • Teacher Education faculty Brent Duckor has become a full professor
  • Teacher Education faculty Roxana Marachi has become a full professor

SJSU Lurie College of Education Spring 2021 Faculty Promotions

Lurie College Faculty Leading CSU Webinar

Join Teacher Education faculty Brent Duckor and Counselor Education faculty Lorri Capizzi on Tuesday, June 15, from 1-2pm for their webinar “How can Teachers, School Counselors, & Administrators support educational outcomes for students in foster care during extraordinary times?” with the CSU Center to Close the Opportunity Gap.  RSVP at bit.ly/3geTgLG

SJSU Lurie College of Education Faculty Brent Duckor Lorri Capizzi 2

Lurie College Faculty Receives Racial Equity Grant

Congratulations to Special Education Department faculty Saili Kulkarni, who has received a racial equity grant from the Spencer Foundation for her project “Playing Together: Using Learning Labs to Reduce Exclusionary Disciplinary Practices for Young Children of Color with Disabilities!”

SJSU Lurie College of Education Special Education Department Faculty Saili Kulkarni

Lurie College Faculty Arrivals and Departures

As the 2020-2021 academic year comes to a close, we would like to wish a fond farewell to the current Lurie College faculty who are moving on to their next chapters and extend a warm welcome to the incoming Lurie College faculty who will join our community beginning in the Fall 2021 semester!

Faculty Departing Lurie College After Spring 2021

Elaine Chin | Teacher Education Department

SJSU Lurie College of Education Teacher Education Department Faculty Elaine Chin

Elaine Chin is retiring from SJSU at the end of this academic year.  Elaine has been a part of the Lurie College community since 2007, serving as the associate dean, the dean, and a professor in the teacher education department.  She is thankful and grateful to all of the staff and faculty who have worked with her to make the Lurie College the great place it is.

Becca Cruz | Special Education Department

SJSU Lurie College of Education Special Education Faculty Rebecca Cruz

Rebecca Cruz, assistant professor in the special education department, has accepted a position at Johns Hopkins University for this upcoming school year.  Throughout this past year, Rebecca had a chance to co-teach several classes with some amazing faculty, learn about our many programs and credentials, and support the emancipatory framework embraced by the university.  Rebecca is honored to have been a part of the college this past year.  The support and community developed and sustained throughout a difficult year have been invaluable, and she hopes to continue her many collaborations in research and teaching into the future.

Faculty Arriving at Lurie College in Fall 2021

Veneice Guillory-Lacy | Educational Leadership Department

SJSU Lurie College of Education Educational Leadership Department Faculty Veneice Guillory-Lacy

Dr. Veneice Guillory-Lacy recently earned a Ph.D. in Cultural Studies and Social Thought in Education with an emphasis in Educational Leadership from the College of Education at Washington State University.  As a Black woman with Nez Perce Tribal descendency, Dr. Guillory-Lacy brings a rich background and unique lived experiences from the K-12 and higher education sectors.  She has served as a high school English teacher in San Jose, CA., a high school varsity basketball coach, a high school principal in the Pacific Northwest, a tribal college instructor, university lecturer and academic coach.

Dr. Guillory-Lacy’s research focuses on amplifying the voices of women of color in K-12 educational leadership, promoting social justice leadership, and centering race and gender.  She uses critical qualitative methods, while drawing from Critical Race Theory (CRT), Critical Race Feminism (CRF), Intersectionality, Black Feminist Thought, and Indigenous epistemologies.

Dr. Guillory-Lacy is excited to join the Lurie College of Education’s Educational Leadership Department and Transformational Leadership Master’s Program. She looks forward to building a transformational program that will help student leaders experience first-hand inside knowledge of the schooling system, address issues of culture and power in schools, and develop scholars and practitioners who will stimulate positive change in the educational system, and throughout their respective schools and communities. Dr. Guillory-Lacy’s goals and passion as a professor are to put critical theoretical frameworks to practice through deep engagement with research, schools, students, their families and the community to grow and have a larger impact for greater justice.

Sudha Krishnan | Special Education Department

SJSU Lurie College of Education Special Education Faculty Sudha Krishnan

Sudha Krishnan, Ed.D., has taught students with extensive support needs in middle school for 18 years.  She has been an adjunct faculty with San Jose State University for eight years, teaching courses in the Education Specialist credential and Master’s degree programs.

Her interest in special education was sparked by her experiences with children with disabilities during her early years in India and further cultivated when her son was diagnosed with autism.  Her recognition of deficit thinking and ableism as she navigated the educational system fueled her research in this field. Her research interests are focused on how implementing literacy practices using pedagogies based on socio-cultural theory can provide challenging and empowering education for students with disabilities.  She is interested in research in the disability studies field, particularly participatory action research with individuals with disabilities.  She is also examining the use of constructivism in special education, anti-deficit thinking, and teacher perceptions of ability in students with extensive support needs.

Sudha is keen to forward the equity and justice orientation of the College of Education and engage with all the faculty in special education and the college of education.  A great start has been her involvement with the disability studies strand in the Institute of Emancipatory Education.  Sudha is looking forward to the challenge of training new teachers in evidence-based practices while simultaneously imbibing them with a zeal for transformative leadership.

Tiffani Marie | Teacher Education Department

Tiffani Marie is the daughter of Sheryll Marie, granddaughter of Dorothy Wilson and Annette Williams, and the great-grandaughter of Artelia Green and Olivia Williams.  She comes from a long line of Arkansas educators. She is passionate about learning with and from youth, sewing, music production, and connecting to the natural world.  Tiffani is also excited about joining the Teacher Education Department and working with Ethnic Studies faculty colleagues at San Jose State University, particularly for the emerging collaborations and collective energy around supporting schools and communities to ensure that every child is seen and treated as a blessing.

Wanda Watson | Teacher Education Department

SJSU Lurie College of Education Teacher Education Department Faculty Wanda Watson

Dr. Wanda Watson is a teacher-scholar committed to liberatory education and teacher preparation. She is a Black woman first-generation college graduate from Harlem, New York who attended Public School 92, the Mary McLeod Bethune School and Frederick Douglass Academy.  Her range of educational and life experiences instill in her a paradoxical understanding of the deep-rooted ways oppression manifests in schools and society as well as the transformative potentialities of education.  Dr. Watson’s current research centers Black feminist pedagogies as embodied through political clarity, spiritual connectedness, and transgressive teaching and learning.  She maintains an Ethnic Studies teacher-inquiry group with TK-8 th grade teachers in the Bay Area which was initially funded through the Spencer Foundation.  Her scholarship also explores anti-racist education in youth organizing and informal learning as conduits for social and political change.  She has taught primarily elementary through middle school in Oakland, Harlem and Washington Heights.  She earned her BA in Human Biology and credential and MA at Stanford University.  She earned her Ed.D. in Curriculum and Teaching and completed her dissertation titled “Putting Up a Fight: Exploring the Social Justice Praxis of Youth Organizers of Color” while at Teachers College, Columbia University.  Dr. Watson remains visionary and pragmatic in her work; seeking paradigm shifts and moving beyond the “master’s tools” to educate young people while attending to the present sociopolitical and economic conditions under which children learn.  She’s been a teacher educator for the last 10 years and is joining SJSU as an Associate Professor in the Teacher Education Department. She’s most looking forward to working collaboratively with colleagues and various stakeholders to create educational experiences and structures that foster freedom for and with Black, Brown, and Indigenous children and communities.

Lurie College Set to Celebrate Spring 2021 Graduates

SJSU Lurie College of Education Graduation Celebration Spring 2021

The SJSU Lurie College of Education is looking forward to hosting a live graduation celebration to recognize our nearly 500 Spring 2021 graduates (and soon-to-be alumni)!  The Lurie College Graduation Celebration will take place online on Friday, May 28, at 4pm PDT and begin with a college-wide ceremony that will include remarks from Dean Heather Lattimer, Associate Dean Marcos Pizarro, and student speakers Janeth Canseco and Charline Tenorio, who are earning their Master’s Degrees from our Department of Counselor Education and Department of Communicative Disorders and Sciences, respectively.

I didn’t believe I would make it this far, be 20 years into my education, and be the first in my family to earn a master’s degree.  It’s something that I’m incredibly proud of, not only for myself but also for my family.  It’s also an incredible opportunity for me to be recognized as the first Counselor Education student to be selected as Lurie College’s student speaker.  That made me feel a sense of accomplishment.  In terms of how I feel about graduating – it’s very surreal.  It’s scary to think about what’s next, but I feel like if I try, I apply, and I don’t live with any regrets, then everything will work out. – Janeth Canseco, Counselor Education

Each Spring 2021 graduate will also be recognized during the college-wide ceremony.  Lurie College graduates, faculty, and staff have been invited to attend the live ceremony on Zoom, and family and friends are invited to watch the live ceremony on the Lurie College YouTube channel.

After the college-wide ceremony, each Lurie College department – Child & Adolescent Development, Communicative Disorders & Sciences, Counselor Education, Ed.D. Leadership, Special Education, and Teacher Education – is hosting an online reception to include remarks from faculty chairpersons, individualized slideshows, and socializing among graduates, faculty, and staff to close out the semester and calendar year.

San José State University as a whole is honoring and celebrating all Spring 2021 graduates by launching graduate recognition websites, which will go live on Friday, May 28, at 10am. Learn more on the SJSU Commencement website.

This has been the fastest two years of my life and I’ve enjoyed every second of it.  Before enrolling in my program, I knew generally that I wanted to be a speech therapist.  Now that I’ve completed the program, I know that I want to specialize in schools and work with children from diverse backgrounds.  It’s also an honor to serve as the Lurie College student speaker and represent our classmates who have such diverse backgrounds – some are parents, some are working while enrolled in school, some are switching careers, etc. – and have worked so hard to get to this moment. – Charline Tenorio, Communicative Disorders & Sciences

SJSU Lurie College of Education Communicative Disorders and Sciences Department Student Charline Tenorio

Charline Tenorio – MA, Department of Communicative Disorders & Sciences

Congratulations to our Lurie College Strategic Plan Grant Recipients

During the Spring 2021 semester, Lurie College faculty, staff, and students were able to apply for grant funding for projects that aligned with the priority areas of our strategic plan – community engaged, culturally sustaining, holistic, and interdiscplinary.  Congratulations to all of our teams who were awarded funding for the following projects for the 2021-2022 academic year!

SJSU Lurie College of Education Faculty and Staff Group Photo 8x10

“Bilingual Communication Project”

Project leaders: Peitzu Tsai, PhD – Faculty, Communicative Disorders and Sciences; Lyle Lustigman, PhD – Faculty, Communicative Disorders and Sciences; Janet Bang, PhD – Faculty, Child and Adolescent Development

Project description: Nearly half of the people in California speak a language other than English, including 40% of students in public education, and more than 60% of young children under age 5 are dual language learners (CalEd Facts, 2019; Census, 2020; Holtby, Lordi, Park, & Ponce, 2017). However, support for dual language learners has been challenged by lack of available high-quality assessment (Chernoff, Keuter, Uchikoshi, Quick, & Manship, 2021) and limited evidence-based information on dual speech-language development across languages in early childhood. Without empirical evidence, clinicians and educators are often required to make decisions based on judgments that are at risk of biases, particularly while serving clients and families whose cultural-linguistic backgrounds differ from their own. Strengthening our understanding of dual speech-language development can not only establish high-quality, evidence-based, developmentally-appropriate, and culturally-responsive practice guidelines, but also prepare future clinicians and educators to curb biases and make equitable and holistic decisions while serving children and families with diverse backgrounds. This current project aims to examine speech fluency patterns in the course of bilingual language development in Mandarin-English speaking children to provide future clinicians and educators training in differential diagnosis and recognizing signs for referral related to bilingual fluency development, provide evidence for the professional communities about bilingual fluency development, signs for referrals and appropriate clinical services, increase collaboration between SLP and ChAD undergraduate and graduate student training to inform curricular design in enhancing interdisciplinary student engagement in research and community service, and provide developmentally appropriate and culturally sensitive information for bilingual families in relation to supporting speech and communication in young children at home.

“Creating an Inclusive Climate: Queering Our Classrooms and Our Campus”

Project leaders: Robert Marx, PhD – Faculty, Child and Adolescent Development; Kyoung Mi Choi, PhD – Faculty, Counselor Education; Frank Peña – Outreach Coordinator, The LGBTQ Youth Space

Project description: If you’re hoping to make your class, office, or programming more accessible for and supportive of your queer and trans students and coworkers, be on the lookout for upcoming training sessions and a professional learning community supported by the Strategic Plan Seed Grant. “Creating an Inclusive Climate: Queering Our Classrooms and Our Campus” represents a partnership between the Lurie College of Education and The LGBT Youth Space to offer introductory and advanced trainings at the department and college level around topics like pronouns and vocabulary terms, the hidden curriculum in our classes, and creating opportunities for authentic self-expression. We will also be hosting a Professional Learning Community for faculty and staff who want to more deeply engage in the work of transforming their corner of the campus into a queer-affirming space.

“Early Childhood Connections”

Project leaders: Joy Foster – Faculty, Child and Adolescent Development; Jessica Fraser – Faculty, Child and Adolescent Development

Support team: Iya Namata – Student, Child and Adolescent Development; Isabel Vallejo, EdD – Staff, Dean’s Office; Andrea Golloher, PhD – Faculty, Special Education; Donna Bee-Gates, PhD – Faculty, Child and Adolescent Development; Maria Fusaro, EdD – Faculty, Child and Adolescent Development

Project description: Early Childhood Connections brings together a cohort of SJSU Lurie College of Education students and recent alumni from across disciplines, who are in pursuit of careers involving young children. Through virtual meetings, ECC provides a space for participants to cultivate relationships, build community, and learn from community partners.

“Enacting Emancipatory Education: The Development of an Intersectional Disability Studies Strand (IDSS) at SJSU”

Project leaders: Saili Kulkarni, PhD – Faculty, Special Education; Sudha Krishnan, EdD – Faculty, Special Education

Project description: This project seeks to develop an Intersectional Disability Studies Strand (IDSS) under the existing Institute for Emancipatory Education (IEE) at San Jose State University. Housed in the Lurie College of Education under the Institute for Emancipatory Education, the (IDSS) at San Jose State University will serve as a community-engaged, culturally sustaining space that centers disability visibility and disability as an intersectional identity. Our strand is defined as a space within the IEE that would provide specific resources and supports to engage intersectional disability studies and accessibility in education.

“Enhancing Ethnic Studies Education and Teacher Diversity Pathways”

Project leaders: Luis Poza, PhD – Faculty, Teacher Education; Travis Boyce, PhD – Faculty, African American Studies; Khalid White, EdD – Faculty, San
José City College

Project description: This project will unify and provide support for numerous incipient efforts currently underway between the Teacher Education Department and various other entities. TED seeks to diversify the teacher workforce and increase the anti-racist and emancipatory orientations of teacher candidates. One part of this work is the Ethnic Studies Residency Program (ESRP), which places carefully selected Social Science/History teacher candidates in Ethnic Studies classrooms at Overfelt High School of East Side Union High School District to help prepare teachers specifically of Ethnic Studies or, at minimum, with robust understanding of Ethnic Studies principles and practices should they go on to teach another subject within their credential. Another facet of the work involves partnering with the Ethnic Studies Council at San Jose State to recruit undergraduates in African American Studies, Chicana/o/x Studies, Asian American Studies, and Native American Studies into teacher preparation pathways through the SAGE programs that allow undergraduates to start taking graduate level courses for their teaching credential in their final years as they simultaneously complete their majors. A third dimension encompasses collaboration with Ethnic Studies faculty at San Jose City College who also teach high school dual enrollment Ethnic Studies courses to help their students feel welcome at their various transition points (from high school to junior college, transferring to SJSU SAGE undergraduate pathways, and ideally to Lurie College graduate programs including the ESRP). This project unifies all three of these efforts as part of a cohesive pipeline for capacity-building around Ethnic Studies content and pedagogy.

“Expanding Community Capacity for Youth Civic Empowerment”

Project leaders: Ellen Middaugh, PhD – Faculty, Child and Adolescent Development; Mark Felton, PhD – Faculty, Teacher Education

Project description: Civic education is widely viewed as an essential part of the K–12 education social studies. Yet, high quality civics curriculum is limited and even less has been developed surrounding online civic engagement that intentionally incorporates the lived experiences of students and teachers (Andolin & Conckin, 2020). Furthermore, research has found racial inequities in access to high quality civic learning opportunities, such as opportunities to discuss social problems and current events, options to express student voice and make decisions in an open classroom climate, and inequities based on school achievement and socioeconomic status in the total number of high quality civic learning opportunities (Kahne & Middaugh, 2008). Previous research suggests that the most effective civic education involves teaching through civic participation rather than just teaching about it (Blevins, LeCompte & Wells, 2016). However, teaching through participation online, which is where much public discourse unfolds and where youth often engage with civic issues (Cohen et al, 2012), can feel risky to teachers who have little experience in guiding youth in navigating such settings (Herold, 2016), especially in politically diverse environments. Our goals are to share existing opportunities and practices for youth civic empowerment (e.g. what’s working); identify critical needs for expanding and deepening youth civic empowerment: explore opportunities for integrating digital and civic learning opportunities in school; propose a set of design principles for curriculum that promotes civic action through social media; and develop and implement exemplar units.

“Interprofessional Education Project”

Project leaders: Jason Laker, PhD – Faculty, Counselor Education; Colette Rabin, PhD – Faculty, Teacher Education; Grinell Smith, PhD – Faculty, Teacher Education

Project description: The Interprofessional Education Project group (Jason Laker (Counselor Education), Rebeca Burciaga (Educational Leadership); and Collette Rabin, Grinell Smith, and Lara Kassab (Teacher Education)), will be developing two interdisciplinary education courses to be offered College-wide. One will focus on socio-cultural foundations of education, and the other will introduce students to Community-Based Participatory Action Research (CBPAR), possibly in collaboration with a local School District or other educational or community organization. We will be consulting with faculty across the College to identify representative content, apprehend interest and support among our colleagues, and determine the elements needed for one or both courses to “count” toward various degree and credential programs.

“Justice-Centered Science Teacher Collective: Supporting the Preparation and Development of K-12 Justice-Centered Science Teacher Leaders and Change Agents”

Project leaders: Tammie Visintainer, PhD – Faculty, Teacher Education; Single Subject Credential Program teacher candidates and beginning teacher alumni; teachers from the Lurie College STEM+C Teacher Institute

Project description: In this moment in history, the intersecting racial injustice, public health, and environmental crises have laid bare myriad educational inequities and the K-12 education system finds itself at the precipice of reproducing the injustices of normalcy or transformative change. At the same time, in K-12 science classrooms in California and elsewhere, the adoption of the Next Generation Science Standards (NGSS), the most recent science education reform, promotes shifting away from formulaic instantiations of the scientific method (e.g., prescribed labs) to align with the way real scientists do their work. However, while NGSS presents exciting opportunities, it also presents challenges. First, teachers are asked to teach science in ways that they often have not experienced themselves. Second, curricular materials are limited as are professional learning opportunities for teachers. To address these challenges, this project brings together Lurie College’s Teacher Education Department and College of Science’s Science Education Program to support the professional learning and development of transformative science educators through participation in a Justice-Centered Science Teacher Collective.

“Perspectives on Culturally Sustaining Practices for Black, Indigenous, and People Of Color who use Augmentative and Alternative Communication”

Project leaders: Alison Pentland – Faculty, Communicative Disorders and Sciences Department; Wendy Quach, Ph.D. – Faculty, Communicative Disorders and Sciences Department

Project description: This project will explore how professionals are supporting and can better support Black, Indigenous, and people of color who have severe communication needs. We intend to bring together individuals from these communities who use augmentative and alternative communication (AAC) to express themselves. Researchers and moderators will conduct four semi-structured interviews and four focus groups virtually through video conferencing and asynchronous text-based discussion hosted in Canvas. The groups will include people who use AAC and their families, focusing on how their unique cultural and linguistic identities may be supported by the professionals who work with them (e.g. speech-language pathologists, educators, occupational therapists, etc.).

Lurie College Faculty and Student Featured in Rethinking Schools

Shoutout to Special Education faculty Saili Kulkarni and students Samuel Bland and Monica Gonzalez, who were highlighted in the recent Rethinking Schools publication for their Special Education Teachers of Color Collective. Read the highlight at bit.ly/3oa8gye

Watch Our Faculty Research Symposium

Watch our Lurie College faculty present their research related to diversity, social justice and culturally sustaining pedagogy!

  • 0:00 – Welcome to our Faculty Research Symposium
  • 0:42 – Opening remarks from Dean Heather Lattimer
  • 1:55 – Allison Briceño, EdD – Assistant Professor, Teacher Education – “Teaching Pre-service Teachers to Enact Culturally Sustaining Pedagogy: Shifting Critical Consciousness”
  • 27:48 – Roxana Marachi, PhD – Associate Professor, Teacher Education – “Philanthro-Capitalism and Equity Doublespeak: When ‘Innovation’ is Exploitation and Silicon Solutions Fuel Next Level Systemic Racism”

Watch Our Lurie College Faculty Research Symposium

Watch our Lurie College faculty present their research related to diversity, social justice and culturally sustaining pedagogy!

  • 0:00 – Welcome to our Faculty Research Symposium
  • 0:57 – Opening remarks from Dean Heather Lattimer and Dr. Mark Felton
  • 2:52 – Lyle Lustigman, PhD – Assistant Professor, Communicative Disorders & Sciences – “‘And what were you doing?’ ‘Helping!’ Adult scaffolding in children’s early language development”
  • 26:24 – Nidhi Mahendra PhD – Associate Professor, Communicative Disorders & Sciences – “Spartan Aphasia Research Clinic (SPARC): Where aphasia research, clinical service delivery, and student training meet”

Join us for our next Lurie College Faculty Research Symposium on Thursday, May 6, 12-1pm – RSVP for the Zoom link

SJSU Lurie College of Education Spring 2021 Faculty Research Symposium 2 Allison Briceno Roxana Marachi

  • Allison Briceño, EdD – Associate Professor, Department of Teacher Education
    • “Teaching Pre-service Teachers to Enact Culturally Sustaining Pedagogy: Shifting Critical Consciousness”
  • Roxana Marachi, PhD – Associate Professor, Department of Teacher Education
    • “Philanthro-Capitalism and Equity Doublespeak: When “Innovation” is Exploitation and Silicon Solutions Fuel Next Level Systemic Racism”

Lurie College Faculty Receives SJSU Early Career Investigator Award

Congratulations to Child and Adolescent Development faculty Ellen Middaugh, who was selected by the SJSU Office of Research and Innovation to receive the Early Career Investigator Award!  Dr. Middaugh and her team of Student Research Assistants – George Franco, Kristen Huey, and Kristina Smith – research how youth utilize social media platforms to empower their voices, promote community and encourage civic engagement.  Watch the recognition video below that was shown during the SJSU Celebration of Research.

Attend Our Lurie College Faculty Symposia

Join our SJSU Lurie College of Education faculty as they present their research related to diversity, social justice and culturally sustaining pedagogy!

SJSU Lurie College of Education Spring 2021 Faculty Research Symposium 2 Allison Briceno Roxana Marachi

Thursday, May 6, 12-1pm, RSVP for the Zoom link

  • Allison Briceño, EdD – Associate Professor, Department of Teacher Education
    • “Teaching Pre-service Teachers to Enact Culturally Sustaining Pedagogy: Shifting Critical Consciousness”
  • Roxana Marachi, PhD – Associate Professor, Department of Teacher Education
    • “Philanthro-Capitalism and Equity Doublespeak: When “Innovation” is Exploitation and Silicon Solutions Fuel Next Level Systemic Racism”

SJSU Lurie College of Education Spring 2021 Faculty Research Symposium 1 Lyle Lustigman Nidhi Mahendra

Monday, April 19, 1-2pm, RSVP for the Zoom link

  • Lyle Lustigman, PhD – Assistant Professor, Communicative Disorders & Sciences
    • “‘And what were you doing?’ ‘Helping!’ Adult scaffolding in children’s early language development”
  • Nidhi Mahendra PhD – Associate Professor, Communicative Disorders & Sciences
    • “Spartan Aphasia Research Clinic (SPARC): Where aphasia research, clinical service delivery, and student training meet”

Institute for Emancipatory Education Launch and Executive Director Search

SJSU Lurie College of Education Institute for Emancipatory Education Cover Image

After multiple years of discussions, activities, and iterations, what was formerly known as the Future of Learning Initiative and the Emancipatory Education Initiative has now formally received approval by SJSU to become the Institute for Emancipatory Education (IEE)!

The next step in launching our IEE is to commence a search for a founding Executive Director.  The position has been posted on the SJSU Jobs website and the priority review of applications will begin after Tuesday, April 27.  Please share this opportunity with anyone who you believe has the interest, experience, and passion to advance the goals of our IEE.