Four School of Education alumni whose work includes instructional design and technology, research in school improvement, student affairs administration and elementary classroom instruction have been recognized with the Indiana University School of Education Distinguished Alumni Award.
Research into adolescent relationships often focuses on negative influences. Tennisha Riley is looking to change that with a project that examines how Black youth talk about their emotional experiences as a result of racial discrimination with their same-race peers.
A group of talented IU School of Education students spent over a year planning a suicide-prevention-themed play that they transformed into a Zoom film once the pandemic struck.
The IU School of Education is now offering its first non-teaching degree, a B.S.Ed. in counseling and student services (CASS). Students may choose between two tracks, the Counseling Psychology track and the Higher Education and Student Affairs track.
A new study led by Tina O’Neal, Clinical Assistant Professor in Curriculum and Instruction, aims to address trauma and race-based traumatic stress by improving the cultural competence of teacher candidates and current teachers.
School of Education faculty have begun work on a project that will design and study an online suite of practice-based teaching activities intended to support mathematics and science preservice teachers in honing their skills for facilitating argumentation-focused discussions.
The M.S.Ed. in Mental Health Counseling and Counselor Education – Addictions Track has launched as part of the School of Education’s contribution to IU’s Grand Challenge, a multi-year response to the opioid crisis in Indiana.
Educating for Environmental Change (EfEC), an Environmental Resilience Institute-supported program to help Indiana educators teach climate change in the classroom, recently received Indiana’s top environmental award.
While the COVID-19 pandemic has affected every facet of life, it’s particularly changed education. At the first Armstrong Teacher Educator panel of the school year, five teachers shared how they’ve adjusted their teaching, whether from home, in school, or in a hybrid situation.
Dionne Danns, Professor of Educational Leadership and Policy Studies, delves into the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools in her newest book, Crossing Segregated Boundaries: Remembering Chicago School Desegregation, to be released on October 16.