The fifth annual UC Davis Give Day will take place noon on Friday, April 16th through 5:00 pm on Saturday, April 17th. This 29-hour online fundraising drive is an opportunity to contribute and support UC Davis students, faculty and program areas.
Because of the generosity of our donors and Board of Advisors, we will have 11 giving challenges this year, including challenges to support our Transformative Justice in Education Center, Dean’s Innovation Fund and Classroom Improvement Project.
But you don’t need to wait until then to participate. Right now you can:
Become a Social Ambassador
It’s easy and fun to help increase donations to programs you’re passionate about. Sign up to become a Social Ambassador and help spread the word through emails and social media posts.
Watch our Give Day Video Message
Hear a heartfelt message from School of Education students about the impact of the scholarships they’ve received. Watch it now.
For the first time, this year you can donate to your favorite programs before Give Day officially kicks off. It not only supports important work, but it encourages others to give. Donate today!
Transformative Justice in Education Center
Meet the Picnic Day
Join us on April 15 from 11 am – 12 pm via Zoom for an insider’s conversation with 2021 Picnic Day Marshals Prof. Maisha Winn and Prof. Torry Winn, co-founders of the Transformative Justice in Education Center (TJE). They’ll be discussing building community and exploring the root causes of racial inequality. Register to attend.
UC Davis Athletics
TJE and UC Davis Athletics have a new partnership to provide coaches, student-athletes and staff with tools to identify and work against structural racism. “When I think of the student-athletes, there’s an opportunity for them to be a part of the change that’s needed on campus,” said Prof. Lawrence Winn. TJE will lead a series of workshops for each team, starting with men’s and women’s basketball. Read more.
Prof. Nancy Erbstein has partnered with the UC Davis Center for Regional Change to develop the Community Futures, Community Lore online toolkit, a project which grew out of her work in Nepal and India over three decades ago. This online youth participatory action research resource documents youth-led efforts over place and time and makes previously inaccessible resources freely available to the public. Explore Community Futures, Community Lore.
Carlas McCauley, Director of Research and Partnerships/Executive Director of REEd, has been appointed to the newly formed Education Advisory Board for the Washington, DC-based nonprofit Results for America. The Education Advisory Board will inform and support Results for America’s efforts to increase the impact that states, school districts and schools have on student opportunities and outcomes through more frequent and effective use of data and research evidence.
Prof. Heidi Ballard and postdoctoral researchers Erin Bird, PhD ’19 and Michael Dobbins from the Center for Community and Citizen Science have been awarded a $5,000 Global Affairs Seed Grant for International Activities, matched by a $5,000 grant from the School of Education’s Dean’s Innovation Fund.
“We’re so grateful to Dean Lindstrom for providing the matching funds for this seed grant,” said Ballard, “and we’re excited about the project.” The grants will fund a project to co-create an educational and culturally relevant environmental monitoring program for indigenous Maya youth in Southern Belize.
Wheelhouse: The Center For Community College Leadership and Research has published two research briefs on student parents at community colleges, an important but not well understood demographic. The main report, A Portrait of Student Parents in the California Community Colleges, matched data from community colleges and financial aid applications to identify and compare demographics, course taking and persistence among parenting and non-parenting students. The supplemental report, Like a Juggler, draws on interviews and focus groups at an anonymized CC to illuminate the experience of racially minoritized student parents.
Policy Analysis for California Education has
Pandemic Response in California, an
analysis by California Education
Lab researchers of the responses of K-12 schools
after school closures in spring 2020. Authors Alexandria
Hurtt, Dr. Kramer
Cohen and Dr. Sherrie Reed found
that districts clearly communicated plans centered on meeting
students’ basic needs, including providing meals and access to
technology. In contrast, it was more difficult to find clear
information about changes to instruction, though rural and
low-income districts were less likely to offer synchronous
STUDENT AND ALUMNI NEWS
Doctoral Candidate Kayton Carter has been named the Executive Director for Academic Advising Enrichment, an office of Undergraduate Education. In this position, Carter, informed by his background as a first-generation college student and his experience directing UC Davis retention centers, will work to create “an advising philosophy the entire campus can align with,” one that is trauma-informed, according to an interview with Undergraduate Education. Carter’s doctoral research is focused on Black male retention and graduation.
Associate Director of the UC Davis Center for Chicanx and Latinx Academic Student Success Lina Mendez, PhD ’10 was recently honored by the University of California President’s Advisory Committee on the Status of Women (PACSW). PACSW presented “Women We Admire: Lina Mendez,” featuring remarks by Mendez about her experiences as a first-generation college student, including her time as a PhD student at the School of Education, her impactful institutional service, and more. Watch the presentation.
The winter 2021 Brown Bag Speaker Series has completed! Catch up
with our most recent conversations, including “I feel like you’re
summarizing badly what we’re saying,” presented by School of
Education postdoctoral scholar Liam
Aiello and “Money, Equity, &
Schools: A CRT/Racial Realist Analysis of Educational
Leadership,” presented by Prof. Gloria
Rodriguez and Dr. Enrique Aleman.
Recent Research Publications
- Dean Lauren Lindstrom co-authored “Examining the Role of Peer Support on Work Experiences for Young Women With Disabilities,” published in the Journal of Career Development.
- Adam D. Musser, dissertation-year fellow, co-authored “Critical Literacy and Abolition,” a chapter in Critical Literacies Handbook.
- Prof. Yuuko Uchikoshi co-authored “Challenges in Assessing California’s Diverse Dual Language Learners,” as part of a First 5 California’s DLL pilot Study.