EdGSA is the School of Education subcommittee of the larger
Graduate Student Association at UC, Davis that aims to improve
graduate education and provide services, social events, and a
forum for us to express concerns. The goals
of EdGSA are to advocate for students, ensure the
inclusion of students in policy decisions, support students in
their quest toward academic scholarship, and establish a
community that fosters social justice in the SOE.
Who is a part of EdGSA?
As regularly enrolled graduate students in the School of
Education (PhD, EdD, Masters) and professional students in the
teaching credential program, you all will automatically be EdGSA
members. Members of EdGSA nominate students to be the
representatives of their emphasis area.
Recent and Ongoing EdGSA Activities:
Prospective Student Dinner at Red 88
Emphasis Area Happy Hour Socials
Student Mentoring QA Sessions/Videos: qualifying exams,
dissertation process, and job searches (contact Leslie Banes for
info)
Mentorship Social for First Year Students
Class Gift 2015: Coffee and Tea for Student Lounge
Coordinating Student Speakers at Graduation
Coordinating meetings to keep students updated on the search
for a new dean
If you have any ideas or concerns to share with the EdGSA
officers, issues specific to your emphasis area, or if you would
like to get involved, please don’t hesitate to contact
us.
EdGSA Officers and Emphasis Area Representatives
(2018-2019)
Erin Winters is a doctoral student and GAANN Fellow in education
with an emphasis in learning and mind sciences,
specializing in educational measurement and
statistics.
Her research considers different approaches for validating the
scores from high stakes and large scale for different uses.
She’s particularly interested in examining the effectiveness of
different statistical approaches for establishing the
instructional sensitivity of tests and assessments, especially as
they relate to research design.
I am broadly interested in the transition from high school to postsecondary education and the early years of postsecondary studies for socioeconomically disadvantaged students. I want to understand how students from disadvantaged groups navigate higher education curriculum and institutions. Utilizing my training in econometrics, I apply quasi-experimental methods to large institutional datasets. I am specifically interested in understanding socioeconomic status in higher education via poverty, immigration status, and homelessness.
DJ Quinn has taught at community colleges and four-year
institutions, and has worked
on flipping classrooms, contract grading, and
other student-focused initiatives for increasing retention and
transfer for First-Year Composition. His research interests
live at the intersection of technology and engagement,
and increasing academic access for students from
culturally, linguistically, and socioeconomically diverse
backgrounds.
