August 2, 2017
Congratulations to Vanessa D'Egidio, BC'08 and alumna of the Urban Teaching Program in Childhood Education, on receiving a Fulbright Distinguished Awards in Teaching grant!
From the press release: "Ms. Vanessa D'Egidio of The School at Columbia University in New York, NY has been offered a Fulbright Distinguished Awards in Teaching grant to Netherlands by the United States Department of State and the J. William Fulbright Foreign Scholarship Board. Ms. D'Egidio is one of approximately 45 U.S. citizens who will travel abroad through the Fulbright Distinguished Awards in Teaching Program in 2016-2017. Recipients of Fulbright grants are selected on the basis of academic and professional achievement, as well as demonstrated leadership potential."
Project Title: Beyond a Single Story: Engaging with Diverse Perspectives Through Historical Sources and Current Events
Project Overview: "I've always felt that it is impossible to engage properly with a place or a person without engaging with all of the stories of that place and that person. The consequence of the single story is this: It robs people of dignity. It makes our recognition of our equal humanity difficult." In her TED Talk, "The Danger of a Single Story," Chimamanda Ngozi Adichie evokes the necessity of challenging stereotypes and oversimplified narratives. How can educators empower youth to uncover complexities related to individual and collective identities, histories, and social issues? This project will focus on curricular practices in the Netherlands that engage students in critically analyzing historical sources and current events from diverse perspectives. Vanessa aims to examine how Dutch teachers encourage connections between the past, present, and future. She seeks to learn how educators have shifted their pedagogy and praxis in response to growing racial and ethnic diversity in the Dutch school system, as well as contemporary issues and events.
July 31, 2017
Ishrat Ahmed, BC'16 and alumna of the Urban Teaching Program in Secondary Mathematics, was chosen by the Knowles Science Teaching Foundation as a member of its 2017 Cohort of Teaching Fellows. This year, 37 promising high school mathematics and science teachers who are just beginning their careers were awarded Knowles Teaching Fellowships.
Ishrat will begin her first year of teaching at Forsyth Satellite Academy in New York, NY, this fall. She is committed to teaching mathematics to high school students in the U.S. Ishrat earned a Bachelor of Arts in mathematics and psychology from Barnard College and is working toward a Master of Science in mathematics education from Columbia University.
KSTF is committed to supporting a national network of mathematics and science teachers in building leadership and collaboration, facilitating exploration and innovation, and ultimately improving mathematics and science education in the U.S. The Knowles Teaching Fellows Program—the Foundation’s signature program—is a comprehensive, five-year program that supports early-career, high school mathematics and science teachers in their efforts to develop teaching expertise and lead from the classroom. Through the program, Knowles Fellows have access to grants for expenses associated with purchasing classroom materials, engaging in professional development, and spearheading leadership activities that have an impact beyond their own classrooms. Fellows also benefit from access to stipends, mentoring and coaching from experienced teachers and teacher educators, and membership in a nationwide community of more than 300 teachers who are committed to improving education.
May 16, 2017
Today, Harvard Education Press is publishing Inside Our Schools: Teachers on the Failure and Future of Education Reform, edited by Brett Murphy, BC'07 and alumna of the Urban Teaching Program in Secondary Social Studies. As Brett tells us, "the book reveals the negative effects of many of the biggest education issues of the past fifteen years, including school closures, new teacher evaluation systems, school discipline policies, and the overuse of standardized tests, just to name a few, and offers teacher-led alternatives for providing an equitable, engaging, and empowering education." Congratulations on your book, Brett!