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.
My aim is to promote youth agency in science for environmental and social justice. I investigate youth participation in authentic science research, called community and citizen science. My research focuses on youth agency with data, such as how youth ensure accurate data collection, view their data as consequential, use their data for environmental decision-making and leverage their data to advocate for the change they wish to see in their local communities.
