- Warner Alumna Wins National ASHE Dissertation of the Year Award
Warner School alumna Amalia Dache-Gerbino ‘14 (PhD) was awarded the Association for the Study of Higher Education (ASHE) 2014 Bobby Wright Dissertation of the Year Award. She was honored with the award on Nov. 21 at the 39th Annual ASHE Conference that took place in Washington, D.C.
- Warner School Professors Awarded Spencer Foundation Funding to Study Early Impacts of edTPA Implementation
Warner School Professors Kevin Meuwissen and Jeffrey Choppin have received a one-year research grant from the Spencer Foundation to examine teaching candidates’ experiences with and perceptions of edTPA initiation and its impact on their teacher preparation programs.
- EVENT: University of Rochester Hosts First Annual Disability Studies Symposium
The University of Rochester will hold its first-ever Disability Studies Cluster Symposium on Friday, Nov. 14. The 2014 symposium, themed “Complicating Normalcy: Disability, Technology, and Society in the Twenty-First Century,” is organized around the documentary film FIXED: The Science/Fiction of Human Enhancement.
- Video Chronicles the Genesee Valley Writing Project
Every summer, the Warner School of Education hosts a month-long Genesee Valley Writing Project (GVWP) workshop for teachers from all different levels, to discuss their approach to writing curriculum. As the teachers discuss ideas about how to teach their students more effectively and give each other feedback, they are also working on their own personal writing interests, which most of them can't find the time for during the school year.
- Exploring Identities Through Self-Portraits
A signature course at the Warner School is focusing on helping future educators understand diversity issues and to eliminate practices of exclusion and inequality in schools. Master's students create self-portraits that represent aspects of their identities—including race and ethnicity, language, class, gender, ability, and sexual orientation—as a way to explore how their life experiences may inform how they teach.