News

Faculty affiliates of the Institute of Diversity Sciences at UMass Amherst were awarded a $299,271 National Science Foundation (NSF) grant to examine the Eureka! partnership – an innovative 5-year program that addresses the gender gap in the fields of science, technology, engineering and math (STEM). The research project, entitled “Examining collective impact in a Community-University Partnership to Broaden Girls’ Participation in Science from Middle School to High School Graduation,” will deploy mixed-method research and have wide-ranging impact – informing researchers, educators, families and industry about how best to broaden participation in STEM education and the STEM workforce.

The New Carney Family Auditorium to open in Fall 2019

The College of Education community is excited about upcoming renovations to the auditorium in Furcolo, a space that we were unable to include in the initial round of renovations when the former Marks Meadow Elementary School was transformed into space for the College of Education.

Torrey Trust holding her award from ISTE

Torrey Trust, assistant professor in the department of teacher education and curriculum studies, recently received a Making IT Happen Award from the International Society for Technology in Education (ISTE).

Sonia Nieto

College of Education professor emerita Sonia Nieto was awarded an honorary Doctor of Humane Letters by Mt. Holyoke College.

Keisha Green, UMass Amherst

Keisha Green, assistant professor, secondary English education, was selected as a recipient of the 2018 Distinguished Graduate Mentor Award by the UMass Amherst Graduate School.

Dr. Chrystal George Mwangi, CSSR Research Affiliate, was recently on of 16 projects awarded funds by the Worldwide Universities Network (WUN) Research Development Fund for her project "Researching Diversity, Inclusion and Student Success: Towards a Global Campus Climate."

The CSSR was awarded a research grant by the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) to understand the college-going and within-college experiences of students with disabilities in Massachusetts, particularly regarding students with intellectual disabilities. Using a multi-method approach, the research team will draw upon document analysis, survey data, and institutional case studies to understand how students with disabilities, university administrators, high school counselors, and parents experience the current college pathways for students with disabilities.

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