Arizona State University President Michael Crow on Tuesday addressed 46 scholars from Saudi Arabia who spent a year at ASU as part of a teacher leadership program and will be returning to their native country next week.
Crow essentially told the cohort thank you, job well done and good luck on your next journey. Oh, and remember — learning is a lifelong pursuit.
Mary Lou Fulton Teachers College Dean Carole Basile talked with Ted Simons on PBS’ “Arizona Horizon” about how Arizona’s teacher shortage is a symptom of a larger problem.
“We weren’t meeting all of our students’ needs,” says Erica Mitchell, executive director, academic services. Mitchell is referring to the former MLFTC retention and engagement team, which comprised a manager and a handful of retention specialists who had a wide range of duties, from housing to student engagement to retention activities to supervision of peer leaders.
Kristin Elwood (PhD ’18) is a postdoctoral scholar at two National Science Foundation-funded research centers at Arizona State University. Elwood graduated from ASU in 1997 with a bachelor’s degree in English, which she used to teach high school English and graphic design for 12 years. But when she decided to pursue a doctoral degree, she found her focus had changed. She chose the Mary Lou Fulton Teachers College PhD in Learning, Literacies and Technologies.
This month, 46 visiting scholars from the Kingdom of Saudi Arabia returned home after a year of professional development in Phoenix, Arizona.
On Sunday, Jan. 6, Mary Lou Fulton Teachers College welcomed to the ASU campus 18 fellows of the Fulbright Distinguished Awards in Teaching Program for International Teachers. Fulbright DAI brings international primary and secondary school teachers to the U.S. to observe, pursue individual and group projects, and take courses for professional development.
“For each man sees himself in the Grand Canyon.”
— poet Carl Sandburg.
Feb. 26 marks the centennial of Grand Canyon National Park and the sesquicentennial of John Wesley Powell’s expedition down the Colorado River. Literally and figuratively, it’s Arizona’s biggest attraction. Naturally, it draws the attention of artists, faculty, and scientists from Arizona State University, the state’s biggest university.
iTeachELLs Project Director, Wendy Farr wrote an article for Edutopia outlining the challenge teachers are facing supporting dually classified learners in the classroom. To address the challenge, she proposes the instructional model called Problem-based Enhanced Language Learning (PBELL) developed by the iTeachELLs team at ASU.
EdBuild, a nonprofit studying education funding, recently published a report citing that nationwide and in Arizona, predominately white school districts get more money per student than non-white districts. The gap? A hefty $23 billion.
In Arizona, schools that serve mostly non-white students receive 46 percent fewer dollars than mostly white schools, creating a $7,613 difference per student according to the report. Many of the mostly white Arizona districts are small, rural districts while those with mostly non-white students are in larger, urban districts.
Late last month, 12 Herberger Young Scholars Academy students were recognized with prestigious awards from Cambridge Assessment International Education to acknowledge their outstanding performance in the Cambridge examination series. The Cambridge International General Certificate of Secondary Education is the world’s most popular international curriculum for 14 to 16-year-olds. It’s internationally recognized by leading universities and employers.