Research, Inclusion & Innovation Speaker Series
As part of ongoing efforts to promote research culture and inclusive excellence by the College of Professional Education, COPE introduces its first annual Research, Inclusion & Innovation Speaker Series. The lineup for this year's series includes speakers with wide-ranging backgrounds and topics so do not miss out on the right experience(s) for you.
Register below for the Zoom session(s) you would like to attend.
Speaker Series Lineup
September 8, 2022 - 12 p.m.
Donald Easton-Brooks, PhD
Dean of the College of Education & Human Development, University of Nevada, Reno
Equity in Education
Donald Easton-Brooks is an award-winning author, leader, researcher, and advocate in diversity, equity, inclusion and culturally responsive practices. After earning his PhD in Educational Leadership with an emphasis on Educational Research and Culturally Responsive Practice at the University of Colorado at Denver, he went on to produce award-winning research and create programs to address academic challenges of minoritized communities by using quantitative methods to show the impact systematic barriers play.
Based on his research, Easton-Brooks helped create the Oregon Teacher Pathway and South Dakota Teacher Pathway programs designed to promote equity in education by diversifying the educator workforces and developing culturally responsive teachers. Elected to the American Association of Colleges for Teacher Education (AACTE) national board and the executive board of The Council of Academic Deans from Research Education Institutions (CADRE), he also was a member dean of the Learning and Education Academic Research Network (LEARN). He has been awarded for his leadership at the International Urban Education Conference and served as a mentor for the Committee on the Senior Scholars of Black Education (CSCE) through the American Educational Research Association (AERA).
October 5, 2022 - 12 p.m.
Michael J. Kennedy, PhD
Professor, University of Virginia
Building Declarative, Procedural, and Conditional Knowledge: The Elusive Pursuit of All Three
Michael J. Kennedy, PhD, has published over 60 peer-reviewed articles. Along with colleagues, he received a 2018 doctoral level and 2019 masters level training grant from the Office of Special Education Programs (OSEP) within the U.S. Department of Education. Kennedy and colleagues have won two grants from OSEP's Stepping Up Technology Implementation competition. He was an inaugural winner of the early career research and mentoring grant competition from the Institute for Education Sciences in 2013 and is Co-Editor of the Journal of Special Education Technology. Kennedy was awarded the 2021 TED/Pearson Excellence in Teacher Education Award, and he heads the STORMED Lab (Supporting Teachers through cOaching, obseRvations, and Multimedia to Educate students with Disabilities).
Kennedy's main area of research is design, implementation, and experimental testing of multimedia-based interventions to support pre- and in-service teacher knowledge and implementation of evidence-based practices. Innovations include Content Acquisition Podcasts (CAPs) — instructional vignettes intended to support teacher knowledge and readiness to implement evidence-based and high-leverage practices and other uses. In addition, along with Rachel Kunemund, PhD, Kennedy created the COACHED (Capturing Observations and Collaboratively Sharing Educational Data) web app — a free resource to support researchers, teacher educators, school leaders, teachers, and other education stakeholders.
November 18, 2022 - 12 p.m.
Natalie Danner, PhD
Early Childhood Content/Engagement Coordinator, Illinois Early Learning Project, University of Illinois Urbana-Champaign
Joyful Inclusion in Montessori Education
The work of Natalie Danner, PhD, focuses on education and care of young children with and without disabilities. With a PhD in Early Childhood Special Education from the University of Illinois at Urbana-Champaign, Danner is an American Montessori Society-credentialed Montessori early childhood educator. She believes Montessori environments with multi-age classrooms and opportunity for choice and individualized hands-on learning offer ideal opportunities for all children to learn.
Her research explores the inclusion of young children with disabilities in preschool classrooms, the development of early childhood special education teacher education standards, and the professional development needs of in-service and pre-service teachers surrounding inclusion.
- Glenda Flores, PhD: A look at Latina Teachers - Creating Careers and Guarding Culture
- Jorge Burmicky, PhD: Rethinking Leadership by Design - A Competency-Based Framework for Developing Future Leaders in Higher Education
- Cristina Huertas, PhD: Educational Technology and Pluriliteracies Applied to Bilingual Education - A Step Further from the CLIL Approach
- Joanna Wong, PhD: Teacher Inquiry into Asset-Based Literacy Pedagogy for Culturally and Linguistically Diverse Learners
- Zhongfeng Tian, PhD: Challenging the “Dual” - Designing Translanguaging Spaces in a Mandarin-English Dual Language Bilingual Education Program
- Brittany Frieson, PhD: Hear Our Truths - The Power of Multilingual Black Girls' Literacies
- Julio Ruiz, PhD: The IMAS Project - An innovative approach for improving mathematical competence and achieving student success
- Sarah Rodriguez, PhD: Beyond Broadening Participation - Implementing Identity Development and Facilitating Success for Latina/o/x students in STEM
- Danny Martinez, PhD: Languaging in Solidarity - Black and Latinx Youth Ingenuity in Everyday Classroom Interactions
Page last updated 9:24 AM, September 6, 2022