Through
4/26
Using theater-inspired workshops, J. Michael DeAngelis of Career Services helps students prepare for the job market by thinking on their feet.
Three prize-winning teams will design and undertake post-graduation projects that make a positive, lasting difference in the world.
Wale Adebanwi and Deborah A. Thomas of the School of Arts & Sciences are among 188 fellows chosen in the United States and Canada.
Project SHARPE aims to “look at work of reparations and what campuses founded before the Civil War are doing to repair,” surveying students of African descent about their experiences on campus.
The Empowerment Through Education Scholarship Program at Penn’s Graduate School of Education is helping to prepare and retain teachers and educational leaders.
Sponsored by Penn’s Graduate School of Education, the project is a digital repository of neighborhood, institutional, and community histories.
In a Katz Center talk, education and political philosopher Sigal Ben-Porath offered suggestions for universities navigating tense times.
At an event on Jan. 30, three winning project groups were honored for ‘choosing to help make lives better.’
Pheng finds that, while diversity as a concept is often celebrated in schools, course content need to avoid lumping Asian backgrounds together as one amorphous societal entity.
Every three years, the Organisation for Economic Co-operation and Development issues a standardized test to 15-year-old students around the world. Here, an education professor boils down the results.
Robert M. Zemsky of the Graduate School of Education says that higher education needs to do something to make the product better, more relevant, and less costly to students.
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Richard Ingersoll of the Graduate School of Education says that qualified teachers make a difference for students by both knowing the subject and knowing how to teach the subject.
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Jonathan Zimmerman of the Graduate School of Education argues that universities don’t build social justice messages to account for multiple perspectives.
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Dean Katharine Strunk of the Graduate School of Education says that novice teachers in their first three years at Michigan schools are the ones who need to be replaced, since they’re the most likely to leave.
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Peter Eckel of the Graduate School of Education says that it’s uncommon for poor university governance to reach the point where it threatens accreditation, though dysfunction can seriously limit an institution’s ability to thrive.
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