Reimagine 2024–2025: Blueprint for the Future

2024 - 2025

Reimagine

Blueprint for the Future

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academia to enrich learning environments. We are also exploring how AI can enhance pedagogical practices to ensure greater equity and access for all students.

You’ll read about our faculty fostering playful learning in schools, everyday spaces, and hospitals, creating opportunities to enhance learning and family engagement. Additionally, we highlight our ongoing commitment to developing passionate and highly skilled teachers through our MAT, CalTeach, and bilingual certification programs. We aim to create an academic home that serves as a vital resource for educators across the region, equipping them with the tools needed to inspire the next generation.

Thank you for your continued support as we Dear Friends and Supporters of the UC Irvine School

embark on this journey of reimagination. Together,

of Education,

we will forge new pathways in education, impact

I am pleased to share this year’s edition of our annual

practices, and inspire the next generation of

magazine, now titled “Reimagine.” This publication

scholars and teachers poised to meet the challenges

lays out our vision for the future of education – a

of tomorrow.

blueprint for navigating a rapidly evolving world.

It highlights the transformative research, dynamic

Sincerely,

teaching, and innovative partnerships that define our mission at the UC Irvine School of Education.

“Reimagine” marks a new chapter in our journey as we redefine the role of schools of education within the broader educational ecosystem of Orange County

Frances Contreras Dean and Professor UCI School of Education

and beyond. We are developing a blueprint for the next decade that challenges us to innovate, codesign with our school and institutional partners, and to reimagine the future of education for students across the PreK-20 continuum.

In this issue, you’ll find inspiring stories of how we are reimagining education through partnerships and innovation. Our collaboration with Monroe Elementary, our first university-assisted school in the Santa Ana Unified School District, unites community and

Follow the UC Irvine School of Education on Social Media: @uci.education @UCIEducation UCI School of Education

Inside

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Building the Future of Education UC Irvine’s School of Education, the Santa Ana Unified School District, and Monroe Elementary School partner for the first University-Assisted Partnership School.

Global Collaborations Enhance Research & Student Experiences International partnerships expand research opportunities, enrich student experiences, and elevate UC Irvine’s School of Education globally.

Introducing OCEAN’s New Leadership Team The OCEAN program has introduced a new leadership team to expand community partnerships and strengthen research-practice initiatives.

Empowering Educators to Shape the Future The School of Education equips educators with the skills to create equitable, innovative learning environments through programs like the Teacher Academy, CalTeach, and MAT.

Reimagine 2024 - 2025 Volume 8, No. 1 Produced by the University of California, Irvine School of Education Staff: Dean Frances Contreras Sr. Assistant Dean Tamara L Schaps Sr. Associate Dean, Faculty June Ahn

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FEATURES

Also ...

Research 16 Smart Playgrounds

Highlights 18 By the Numbers 19 Madero L Pouncil Award 22 Women in the Community 34 Spotlight: Ph.D. Student Vanessa Bermudez 36 Anteaters in Education

Faculty 20 Faculty Profile: Asli Sezen-Barrie 21 New Faculty

Alumni 30 Profiles: Jenny Woo Ph.D. ’22 and Yenda Prado ’22 33 Class Notes

Giving 42 Special Thanks to Our Supporters

Sr. Associate Dean, Programs Drew Bailey Assoc. Dean, Faculty Development & Diversity Julie Washington

UCI School of Education 3200 Education Irvine, CA 92697-5500 949-824-8073 education-communications@uci.edu education.uci.edu

Exec Director of Development Duane Rohrbacher Director of Communications & Marketing Reimagine Editor Rachel Sampson Executive Director, Strategic Initiatives Sam Bersola E D U C AT I O N . U C I . E D U

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L to R: Monroe Principal Fernando Durán, Dean of UCI SOE Frances Contreras, Superintendent of SAUSD Jerry Almendarez

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Building the Future of Education: UC Irvine and Monroe Elementary Launch Groundbreaking Partnership in Santa Ana

By Sam Bersola

Photos by Marc-Anthony Rosas

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n a sunny September morning, leaders from UC Irvine’s School of Education, the Santa Ana Unified School District (SAUSD), and Monroe Elementary School gathered to formalize Monroe Elementary’s new status as a University-Assisted Partnership School. This innovative collaboration, made official by a memorandum of understanding on August 13, 2024, between SAUSD and UC Irvine’s School of Education, aims to elevate Monroe’s achievements through UC Irvine’s research and resources.

Monroe Elementary, celebrated for its Dual Language Immersion Program and awardwinning STEM education, was chosen for the partnership for a myriad of reasons, including its recent successes, dedication to educational excellence, strong foundation, and promising future, according to SAUSD Superintendent Jerry Almendarez. The partnership will further enhance Monroe’s strengths, including its nationally recognized Project Lead the Way STEM curriculum, which engages students in hands-on, real-world problemsolving while addressing gender and ethnic equity gaps. Monroe’s Principal, Fernando Durán, expressed the transformative potential of the collaboration:

“This partnership strengthens Monroe’s position as a model of educational excellence by integrating our Dual Language Immersion Program, nationally recognized Project Lead the Way STEM achievements, PBIS Platinum Award, and Community School Initiative. Together, we are expanding opportunities for students and families, setting a new standard for community-engaged education that will inspire similar efforts across the state.”

– Fernando Durán, Monroe Elementary Principal

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Faculty from UC Irvine, including Assistant Professor & Associate Faculty Director of OCEAN, Symone Gyles, and Associate Professor and Director of Orange County Educational Advancement Network (OCEAN), Andres Bustamante, joined the visit to Monroe to learn more about the school.

They remain eager to explore how Monroe’s practices can help inform their research, and how UC Irvine’s academic research can help inform Monroe’s teaching and programming.

UCI Assistant Professor Gyles shakes hands with SAUSD Superintendent Almendarez

Gyles reflected on the visit, stating, “the teachers, students, and staff are already doing amazing things.

With UC Irvine and OCEAN’s support, we can more boldly imagine a future school that serves their community. What an honor.”

One example of UC Irvine’s ongoing collaboration with Monroe is Associate Professor Bustamante’s

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“Fraction Ball,” a playful learning initiative that combines basketball with math lessons, illustrating the potential for innovative partnerships to enhance student engagement. Bustamante shared his enthusiasm for the expanded partnership: “I was so excited to see the teachers and students in action.

Monroe exemplifies excellence and innovation, and I’m honored that they have invited UC Irvine’s School of Education and OCEAN as a partner to imagine the future of education for Santa Ana’s students and families.”

Dean of the UC Irvine School of Education, Frances Contreras highlighted the significance of the first formal collaboration between the School of Education and a local school and the valuable opportunities this partnership will create for UC Irvine researchers to engage in community-centered research while strengthening the School’s long-standing relationship with SAUSD, UCI’s Center for Educational Partnerships (CFEP) and OCEAN. The partnership aligns with Monroe’s ongoing initiatives, supported by a new state Community School Grant. This funding will help Monroe offer integrated student support, foster family and community engagement, and promote collaborative leadership. The initiative also addresses broader district challenges, such as declining enrollment, which SAUSD hopes to combat by positioning Monroe as a hub of innovation and community development, serving as a blueprint for future collaborations between universities and public schools.

“We are grateful for Superintendent Almendarez’s visionary leadership in establishing this partnership between the School of Education and Monroe Elementary. By collaborating with key stakeholders - students, parents, community members, teachers, and staff - we are eager to co-create, through OCEAN, a forward-thinking, community-centered model of education that seamlessly integrates our research into classrooms. We’re excited to begin this journey together and look forward to the impact we will make in our first year.”

– Frances Contreras, Dean of UCI School of Education

“We recognize that the essential building blocks for college preparation are established during the elementary school years. With over forty years of partnership with the Santa Ana Unified School District, the majority of The Center for Educational Partnerships (CFEP) programming has focused on middle and high school services.

We are thrilled to collaborate with the School of Education in this visionary university-assisted partnership that will create a seamless academic pathway for students from elementary school through postsecondary success.”

a significant facilities upgrade of Monroe Elementary.

The school, which has operated in a single-building structure since 1972, currently includes 20 classrooms, a library, multipurpose room and a cafeteria.

Thanks to secured funding from local development assessments, the district is planning extensive renovations to both the school and its playgrounds, with the possibility of constructing a brand-new building.

– Santana Ruiz, Executive Director, CFEP

Monroe’s staff is equally as excited about the opportunity to partner with UC Irvine. Dr. Alvaro Quezada-Cano, Teacher on Special Assignment shared, “We look forward to working with UC Irvine researchers to enhance academic and behavioral strategies in our classrooms. Together, we can create a dynamic learning environment where innovative ideas and real-world solutions thrive.”

One exciting opportunity that the university-assisted partnership will help drive in the coming years is

UCI Executive Director Ruiz was greeted by Monroe Elementary Principal Durán.

“This project aims to construct a landmark educational facility at the Monroe campus while bringing lasting impact to the Delhi neighborhood. The UC Irvine UniversityAssisted Partnership School will be a symbol of innovation, driving both educational and community development for years to come.”

– Ted Walstrom, Assistant Superintendent for Facilities and Governmental Relations, SAUSD

L to R: SAUSD Deputy Supt. Lorraine Perez, Monroe Elementary Principal Fernando Durán, UCI Dean Frances Contreras, UCI Executive Director Sam Bersola, UCI Asst. Professor Symone Gyles, UCI Assoc. Professor Andres Bustamante, SAUSD Supt.

Jerry Almendarez, UCI Executive Director Santana Ruiz, SAUSD Asst. Supt. Ted Walstrom. The teams gathered in front of Monroe Elementary, next to Santa Ana’s Delhi Community Center, posing by the recently restored mural by renowned Chicano artist, and student of Diego Rivera, Sergio O’Cadiz, featuring Monroe’s eagle mascot and a jaguar as symbols of unity and cultural heritage.

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Global Collaborations Enhance

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Research and Student Experiences

By Christine Byrd

Like a tree with strong roots, the School of Education has been branching out and thriving. With international collaborations stretching from Europe to Japan, faculty and students in the school enjoy expanded opportunities for research, learning, networking, career development, funding and travel – all while a growing presence on the global stage solidifies UC Irvine’s position as one of the world’s top schools of education and education research.

Robust research collaborations One of the school’s longest-standing international collaborations is with Germany’s University of Tübingen. Jacquelynne Sue Eccles, Distinguished Professor of education, first began working closely with European education researchers back in the 1980s, and maintained those connections when she came to UC Irvine in 2013. Trained in developmental psychology, she points out that conducting projects in both the U.S. and overseas enables researchers to use quasi-experimental design techniques, helping to suss out differences in educational outcomes due to cultural and social influences.

“We can look at the extent to which basic psychological processes in schooling play out similarly in different sociocultural settings, or are fully grounded within the culture that they are happening,” said Eccles.

Over the years, the relationship between UC Irvine and the Tübingen researchers has evolved, creating opportunities for travel and collaboration among researchers from both institutions. A group of UC Irvine faculty and students presented at Tübingen’s LEAD Institute this month, while two graduates from

UC Irvine are currently post-doctoral scholars at Tübingen. Several post-doctoral scholars from the German university have come to California to work on projects including the groundbreaking UC Irvine Measuring Undergraduate Success Trajectories project (UC Irvine-MUST).

Now Nia Nixon (née Dowell), assistant professor of education, and Drew Bailey, professor of education, are also working to extend and formalize the collaboration between the School of Education and Tübingen’s LEAD Institute and Hector Research Institute of Education Sciences and Psychology.

“Both of our institutions value interdisciplinary collaboration. Bringing researchers together from different disciplines, interests, and policy contexts to carefully examine each other’s ongoing work and to discuss new ideas has the potential to generate ideas none of us would have generated on our own,” said Bailey. “I think our collaborations with the LEAD Institute have already demonstrated the potential productivity this kind of partnership can generate.

Other education faculty have also pioneered international collaborations.

Distinguished Professor Judith Kroll co-founded the

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Women in Cognitive Science (WiCS) organization with funding from the National Science Foundation more than 20 years ago. The goal of WiCS is to increase the visibility of women cognitive scientists and provide support during their early careers. The group has grown to 1,000 members worldwide, and Kroll continues to serve on its advisory board.

“There was a need, even as recently as 2001, to recognize the challenges that women face in pursuing a career in science,” Kroll said. “WiCS organizes events to address both the barriers and solutions for women cognitive scientists.”

Kroll also leads an National Science Foundation sub-award, Partnerships for International Research and Education (PIRE), which supports students conducting research at their home institutions and a term in Europe, Asia and Latin America to collaborate with a PIRE network partner. In 2023-24 Education Science undergraduate students Alejandra Jimenez and Julieta Monreal conducted research in Granada, Spain, and Krakow, Poland, respectively. Both are

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research students in Kroll’s Bilingualism, Mind, and Brain Lab. Training future educators & researchers Undergraduates in the school of education also benefit from international exchange opportunities, whether they are aspiring to become teachers or education researchers. UC Irvine works with three universities in Tokyo, Japan, through the US-Japan COIL Initiative (Collaborative Online International Learning) to offer undergraduates the chance to explore social and cultural aspects of education practices and policies through joint online courses.

“The goal of the collaborative online program is to foster cross-cultural understanding that informs how students perceive education in the US,” said Fernando Rodriguez, assistant professor of teaching, who got involved with the program in 2019 through his research on remote learning in higher education.

“International comparative education helps students expand their ideas about the field, and

helps them understand that many educational practices and policies that they take for granted are culturally informed,” he added.

In addition to online courses, students will be able to spend a quarter abroad in Japan beginning next year, following a pause during the pandemic. Participating UC Irvine students will study Japanese language and culture, while gaining insight into differences between the two countries’ school systems – such as the Japanese emphasis on the community and collective good in contrast to the American focus on developing an individual’s strengths and interests.

either traveling alone or being separated from their families during the journey across the continent. Housed in a cement compound that used to be military barracks, the children receive food, shelter and basic healthcare, but little to no education or enrichment activities to pass the months or years until they reach adulthood and are deported.

International education interventions Other international partnerships continually emerge, such as one led by Gustavo Carlo, professor of education. A developmental psychologist, Carlo is planning educational interventions that could benefit some of the millions of migrant children and adolescents around the world.

The idea was inspired by Carlo’s visit to an overcrowded facility for underage migrants in Ceuta, a Spanish territory in Northern Africa. The children had attempted crossing to Europe from Africa,

Back at UC Irvine, Carlo reached out to his colleagues in the School of Education, Lindsey Richland and Andres Bustamante.

The trio decided to create a series of educational interventions that could help migrant children like those held in Ceuta to develop social-emotional development, reasoning and logic, and math skills.

Working with researchers at the University of Granada in Spain, the team is seeking funding for the proposed intervention for migrant youth. Meanwhile, Carlo and his colleagues co-organize a

conference in Granada for this June: “Understanding and promoting learning and socioemotional development through prosocial behavior in vulnerable youth.” The event will include scholars from Spain and the U.S., as well as Turkey, Argentina and Taiwan – all of which have significant migrant populations.

“We are intensely focused on

“International comparative education helps students expand their ideas about the field, and helps them understand that many educational practices and policies that they take for granted are culturally informed.”

Fernando Rodriguez

children and youth development through a resiliency lens, in a way that is culturally grounded,” said Carlo. “We don’t just want to find ways to reduce psychopathology, but to take it to the next level to promote and foster health and well-being and give these kids a chance to thrive and succeed and reach their potential.”

If the project takes root, it’s likely to evolve to include faculty and graduate student exchanges between UC Irvine and the University of Granada, enhancing the research and educational goals while simultaneously benefiting migrant children.

These partnerships, and others being forged between the School of Education and universities worldwide, hold the potential to advance education research and pedagogy both at home and abroad, improving educational outcomes for learners around the globe.

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Introducing OCEAN’s new leadership team U

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Earlier this year, UC Irvine’s Orange County Educational Advancement Network (OCEAN) introduced a new leadership team comprising three members from the School of Education: Dr’s & Professors Andres Bustamante, Symone Gyles, and Adam Lara. Associate Professor Bustamante and Assistant Professor Gyles took on their roles as OCEAN’s faculty director and associate faculty director, respectively, in July 2024. Dr. Lara joined the team in April 2024 as OCEAN’s Associate Director of Research-Practice Partnerships and Community Engagement.

Q: What are your responsibilities in your new leadership roles?

How has OCEAN evolved and changed since you started?

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Andres Bustamante: I’m responsible for leading OCEAN’s strategic vision, implementing the initiatives, and sustaining and growing community partnerships.

AB: I began participating in OCEAN during its earliest stage and it’s been an amazing experience to watch how it’s grown. While its core commitments remain the same, the reach and impact of the community have grown tremendously through more than 50 research-practice partnerships and over 20 million dollars of extramural funding.

Symone Gyles: I am responsible for assisting Andres in these efforts, and learning from and with him. Our ultimate goal is to continue to grow the OCEAN community as we develop and sustain partnerships with the Orange County community and beyond.

Adam Lara: In alignment with OCEAN’s strategic vision, I help broker partnerships between faculty, school districts, community organizations, philanthropic groups, and public agencies, and lead the development and implementation of programming, policies, and procedures for efficiency and sustainability.

How did you first become involved in OCEAN?

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AB: I joined OCEAN as a first year faculty member in 2018 when I first arrived at UC Irvine. I was drawn to the idea of partnership research and was introduced to some of my original partners through the OCEAN network.

SG: I joined OCEAN in 2023 during my first year at UC Irvine’s School of Education. My research is grounded in, and fueled by, meaningful partnership work, and I was excited to join a community that shared the same ethos and values around communityengaged participatory research as I did.

AL: Over these last four months, we organized and hosted a successful 2024 OCEAN Annual Convening, which we plan to host annually as a space to uplift and celebrate OCEAN’s impact and accomplishments, and to strengthen relationships with valuable community partners, supporters, and donors. Over the summer, we fostered new relationships with Long Beach Unified School District, Lynwood Unified School District, and El Rancho Unified School District.

What do you hope to accomplish during your tenure in OCEAN?

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AB: I hope to maintain the great momentum that we currently have and expand the reach of our communities by engaging new faculty members and community partners. I’m also excited about building a sustainable model for supporting partnership work that honors the effort and resources it takes to conduct community-engaged research that centers partners’ strengths and prioritizes their most pressing challenges. OCEAN has built a reputation as a national leader in research-practice partnerships and I hope to continue to drive innovation and impact in this area.

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SG: I hope to continue to support the expansion of OCEAN with new faculty members, graduate students, and community partners, and to foster a research community that takes a people-first approach to our work. Continuing to expand our OCEAN partnerships outside of Orange County and developing a sustainable model for community-engaged research are two really big goals for us in the coming years, and I am really excited to support those efforts.

AL: I hope to strengthen relationships and trust with existing OCEAN partners, and build new connections, commitments, and partnerships with school districts, community-based organizations, and public agencies to improve educational opportunities and outcomes.

I hope to continue supporting efforts to strengthen the capacity of OCEAN faculty, graduate students, partners, families, parents, and students to engage in equitable collaboration for educational improvement in our highest needs communities. As part of this new and exciting OCEAN leadership team, I will help develop and implement a strategic plan that clearly articulates OCEAN’s vision, goals, structure, theory of change, and strategies over the next five years.

What impact will OCEAN have on the community in the next five years? Ten years?

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AB: One of the most exciting new OCEAN initiatives is the University-Assisted Partnership School collaboration between the UC Irvine School of Education and the Santa Ana Unified School District (SAUSD). This collaboration represents an enormous investment from SAUSD to build new facilities for Monroe Elementary School in Santa Ana (Calif.).

Because of the trust built through our committed partnership with SAUSD, they reached out to us to serve as a partner in making Monroe Elementary into a hub for innovation and excellence in education.

Unlike many university lab school models, Monroe is in a very under-resourced area in Santa Ana and serves the children and families in the neighborhood.

For me this is a shining example of the power of deep and trusting partnerships. Through combined resources and shared goals, our partnership is going to have a transformative impact locally in Santa Ana, as well as drive innovation in education at the national and international levels.

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SG: Andres touched on one of our most exciting new initiatives in OCEAN, which we are thrilled to be supporting. Another significant impact that OCEAN will have on the community is training the next generation of researchers. Graduate students are essential to our OCEAN community. As OCEAN fellows, graduate students take classes and participate in seminars that work to cultivate their research skills to develop meaningful, trusting, and reciprocal research partnerships, while also conducting impactful and relevant research. Through OCEAN, we are supporting the training of the next generation of scholars who will continue our strategic vision and mission toward deep and powerful community-engaged research.

AL: In addition to what was shared by Andres and Symone, I believe that OCEAN and, more broadly, the School of Education will be known for engaging in authentic, meaningful, equitable approaches for collaboration for educational improvement and change in high-need communities. I believe that OCEAN will contribute to improved educational outcomes and will be a leader and national model of how research institutions should engage in research for educational equity.

Can you share a favorite experience during your time with OCEAN?

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AB: One of my favorite parts about the OCEAN community is the training opportunities that our doctoral students receive. They have access to coursework from leading experts in the fields of research practice partnership and design-based implementation research. They are invited into a community of scholars doing excellent communityengaged work. And they receive opportunities to support and lead partnership work. One example that I am very proud of is a 2024 graduate from our program, Ashlee Belgrave. Ashlee was the first doctoral student that I mentored in my career. As an early career scholar, I did not have a grant-funded project that I could offer her as a research assistantship. However, through OCEAN, Ashlee received an opportunity to work on the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) college access program through the Center for

Educational Partnerships. She found a passion for scholarship around college access and conducted a fantastic dissertation study evaluating the impact of GEAR UP on students in Compton, Calif. Upon graduation, Ashlee was hired at UC Irvine to continue this work as a research scientist. This is a great example of how the OCEAN community can help students find research that they are passionate about and open excellent career opportunities.

About OCEAN

AL: In August 2024, the UC Irvine School of Education, in partnership with the City of Santa Ana, SAUSD, the Santa Ana Early Learning Initiative, and Northgate Market hosted a ribbon-cutting ceremony for a playful

learning installation in Santa Ana. The installation of a giant abacus at a bus stop at the intersection of Main Street and McFadden Avenue, and the installation of signage inside of Northgate Market to promote STEM learning was special because it was co-designed by local families to support early math and playful learning in everyday spaces. At the ribbon-cutting ceremony, a proud parent leader from the Santa Ana Early Learning Initiative shared how it felt to see the outcome of a co-design process that centered their voices, experiences, and leadership. The parent leader stated: “Cuando se comenzó con este proyecto, se me hace un nudo en la garganta, porque creo que fue uno de los primeros materiales que para nosotros nos sirvió para nuestra educación, primordialmente en las matemáticas, entonces ahora que este aquí plasmado, en vivo, le estoy explicando a mis hijos como lo utilizaba y para que nos servía, y me da mucho gusto y orgullo de pasar un poquito de lo que fue parte de mi educación; esto es un sueño hecho realidad, hemos trabajado en muchas cosas, y son pocas las que vemos realmente realizadas.”

(English translation) “When this project started, I feel a knot in my throat, because it was one of the first materials that was used for our education, primarily to learn math, so now that it is here, in real life, and I am explaining how I used it to learn math to my children, it gives me a lot of pleasure and pride to be able to pass on a little bit of what was part of my education to my children; this is a dream come true, we work on so many things, and this is one of the few that we actually see carried out.”

OCEAN catalyzes research-practice partnerships (RPPs) by connecting School of Education doctoral students and faculty with K-12 public schools and community nonprofits throughout Orange County and the surrounding Southern California region. The partnerships study and co-design solutions to pressing regional challenges. At each site, a School of Education faculty member and doctoral student work with partners to identify their greatest needs and goals, and in turn conduct research that will positively impact the local community. Targeted partnership research allows community partners to inform UC Irvine faculty and doctoral students about what they want to focus on, making sure that research directly arises from community needs. Collaboration across the network of OCEAN partners also has the potential to produce change at a systemic level.

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Empowering Educators to Shape the Future.

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s society evolves and technology redefines the future of work, empowering educators to lead the way in cultivating inquisitive, adaptable students is more crucial than ever. UC Irvine’s School of Education leads this effort through its Teacher Academy, CalTeach and the Master of Arts in Teaching + Credential (MAT) programs. Initiatives from these programs equip current and future educators with the tools to create equitable, innovative learning environments, ensuring that all students – especially those from underserved communities – are prepared to thrive in an ever- changing world.

CalTeach + MAT: Preparing Tomorrow’s Teachers As technology rapidly transforms the world, preparing students for future STEM careers is essential. The CalTeach program offers undergraduate math and science majors the chance to earn a teaching credential alongside their bachelor’s degree. Since its inception, CalTeach has certified 530 STEM educators who now teach in over 100 schools, working to close opportunity gaps in underserved schools, ensuring that students from diverse backgrounds gain the skills needed to thrive in the modern workforce.

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Complementing this mission, the MAT program offers an accelerated path to earning a master’s degree and a teaching credential in just 14 months.

Through immersive, hands-on experiences in real classroom settings, MAT graduates build a solid foundation in research-based practices, preparing them to lead with expertise and continue their professional growth. Together, these programs shape the next generation of educators who will inspire and prepare future learners and leaders.

The Teacher Academy: A Blueprint for Professional Growth At the heart of UC Irvine’s vision for the future of education is the Teacher Academy, a dynamic hub for professional development and collaboration committed to fostering learning and leadership among educators. Teachers engage with the Teacher Academy through a variety of professional learning opportunities such as book clubs, workshops and webinars, conferences, and teacher research groups.

The Teacher Academy is also home to five California Subject Matter Projects, which provide disciplinespecific professional learning in history, math, science, reading and literature. Through these projects, teachers gain deep, subject-specific expertise, strategies and curriculum for inquiry-based learning, critical thinking, and evidence-based instruction – essential skills for today’s students.

Innovative Initiatives for a Changing World To prepare students for a world driven by information and technology, the Teacher Academy also leads forward-thinking initiatives like the Media Literacy Collaborative, co-led by Dr. Nicole Gilbertson, Director of UC Irvine’s Teacher Academy, and Dr. Daisy Martin, Director of the History and Civics Project at UC Santa Cruz. This program advocates for

integrating media literacy into classrooms, teaching students to critically analyze digital content and develop informed civic reasoning. Other initiatives, such as the Teaching for Justice Conference and environmental justice programs, further the Academy’s interdisciplinary approach to learning, addressing pressing global challenges and preparing students for academic success and democratic engagement.

Through these comprehensive programs, UC Irvine’s School of Education is crafting a blueprint for the future of education, ensuring equitable, innovative, and high-quality learning experiences for every student. By cultivating a community of educators who prioritize student-centered learning and adapt to evolving needs, UC Irvine’s School of Education is transforming classrooms and preparing students to navigate an information-driven world.

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RESEARCH .............................................................................................................................................................................................

SMART PLAYGROUNDS

By Christine Byrd

UC Irvine School of Education faculty are collaborating on a project to create a first-of-its-kind school playground: one where slides, monkey bars and swings can be programmed by kids through their play. Funded by nearly $3 million in grants from the National Science Foundation, the smart playgrounds will give early learners hands-on experience with computer science and computational thinking skills that are increasingly important at all levels of education.

“We’re taking computer science concepts out of the screen and reinforcing them in physical, playful,

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real-world spaces,” said Andres Bustamante, assistant professor of education at UCI, and principal investigator on the project.

The four-year effort kicked off in January, with the first in a series of co-design sessions where researchers will learn from Latinx parents and kindergarteners about their favorite games and activities to do at their existing play structure. Local co-design sessions are being coordinated with the Santa Ana Unified School District (SAUSD) and the Santa Ana Early Learning Initiative (SAELI), both of which actively partner with UCI education researchers on multiple programs.

“Part of our process is trying to understand the realities and lived experiences of the families and the communities, and adjusting our ideas to complement their ‘funds of knowledge’ in a culturally sustaining way,” said June Ahn, professor of education at UCI and a national leader in research-practice partnerships, who is co-PI on the grant.

Additional co-design sessions will be held with families in Boston, where the team’s research collaborators are based. Marina Bers, the Augustus Long Professor of Education at Boston College, is the creator of the popular kids coding app Scratch Jr., and Chris Rogers, John R. Beaver Professor of Mechanical Engineering at Tufts University, is one of the designers of LEGO MINDSTORMS educational sets. Rogers will build prototypes of the programmable play structure in his Boston lab, incorporating switches, actuators, sensors and control boards.

Then, children will have the opportunity to try them out and provide feedback before the designs are finalized and installed.

Although the design process is just getting underway, Bustamante envisions elements such as music that plays when a child goes down a slide, with the song matching the speed of the child’s movement – from a moderate-tempo cumbia to a lively mariachi tune.

The project grew out of conversations between Bustamante and Bers, who spoke at the UCI School of Education in 2021, about building on both of their areas of expertise. Bustamante has previously worked with community groups in Santa Ana to develop interactive, play-based STEM projects. For example, the game Fraction Ball in which students at El Sol Science & Arts Academy explored fractions and decimals on a specially painted basketball court.

Another was a series of interactive, family-friendly STEM activities in public spaces including bus stops and grocery stores in Santa Ana.

Bers brings expertise in teaching computer science to early learners. The Scratch Jr. application she launched nearly a decade ago has helped make computer coding accessible to younger children, with more than 45 million users around the globe. Many educators and parents are eager to introduce their students to computer science, and the skills are increasingly being added to K-12 curricula.

“There’s a greater understanding now that computing is a big part of our kids’ lives,” said Bustamante. “But you don’t necessarily need screens to learn the concepts. Computer science means engineering and problem solving in a context that matters to the students – like programming their toys.”

By focusing on playgrounds at school sites, the researchers are able to work with teachers to incorporate the play into lessons. While students will have the opportunity for free play, there will also be organized activities on the structure followed up by classroom lessons that teachers can use to reinforce the learning objectives.

Importantly, the school-based project will also allow Bustamante and his colleagues to directly assess how the play-based activities and lessons impact the kindergarteners’ computer science learning – something much harder to measure in Bustamante’s other STEM playgrounds in public spaces in Santa Ana. While the project calls for retrofitting two or three playgrounds used by 500 kindergarteners at SAUSD schools, if it catches on, it could expand to other school playgrounds and community parks.

“Ten years ago, researchers at NSF workshops about smart cities were imagining and discussing the possibility of kids being able to program a city,” said Ahn. “Here we are, at a time in our history where the technology and the innovations from people including Marina and Andres, are enabling us to start turning those ideas into reality. It’s incredibly exciting.”

“Part of our process is trying to understand the realities and lived experiences of the families and the communities, and adjusting our ideas to complement their ‘funds of knowledge’ in a culturally sustaining way.”

June Ahn, professor of education at UC Irvine

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BY THE NUMBERS .................................................................................................................................

Data as of June 30, 2024

Grants $142 M

FA S T FA C T S

137

Active grant funding

No. 10

Active grants

School in education and education research globally

RISE IN FUNDED RESEARCH BY YEAR $141M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $131M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

........................................................

$120M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $110M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $100M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $90M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $80M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

No. 8

Public graduate school of education

$70M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $60M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

........................................................

$50M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $40M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $30M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $20M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $0M

2016

($43M)

2017

($46M)

2018

($63M)

2019

($90.9M)

2020

($96.1M)

2021

($110M)

2022

($121M)

2023

($131M)

No. 5

in funded research per faculty member

2024

($142M)

........................................................

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22

12

13

Active grants from the National Science Foundation

Active grants from the National Institutes of Health

Active grants from the Institute of Education Sciences

Active grants from the U.S. Department of Education

Giving 356 Total Gifts in FY24 18

No. 9

in education research – in the top 10% most cited publications – U.S. News & World Report

108% increase from FY23 120% increase from FY22

Matais Pouncil, Ed.D.’ 09 Madero L. Pouncil Award Honoring Legacy and Inspiring Future Educators Dr. Matais Pouncil, an alum of UC Irvine’s School of Education, created a scholarship to honor his brother, Madero L. Pouncil, and to give back to the institution that played a pivotal role in his academic and professional journey. As the first African American man to earn an Ed.D. from UC Irvine, he reflects on the incredible support and guidance he received from faculty and staff, which continues to shape his career in education.

Today, Dr. Pouncil serves as Provost and Vice President of Academic Affairs at a California community college, where he continues to advocate for equitable education.

He also founded The Baldwin Project, a nonprofit dedicated to mentoring young people as they pursue their cultural, educational, and professional goals.

Beyond his professional work, he remains actively involved with organizations such as Phi Beta Sigma Fraternity, Inc., 100 Black Men – Bay Area Chapter, and Southern University alumni affairs.

Dr. Pouncil’s scholarship embodies his lifelong dedication to mentorship and community empowerment, providing UC Irvine students with the opportunity to follow in his footsteps and make a lasting impact.

“This scholarship was created to honor my brother and the excellent experience I had at UC Irvine’s School of Education. The faculty and staff were incredibly supportive, dutiful to my academic senate, and incredibly smart. As the first African American man to earn the Ed.D. from UC Irvine, I remain evermore thankful for the opportunity.”

To learn more about creating a scholarship in the School of Education, please contact us at edu-advancement@uci.edu

FACULTY PROFILE .............................................................................................................................................................................................

Asli Sezen-Barrie Appointed Stacey Nicholas Endowed Chair at UC Irvine School of Education Dr. Sezen-Barrie will serve in this inaugural role to lead the school’s efforts in environmental and climate change education.

The University of California, Irvine School of Education welcomed Asli Sezen-Barrie, Ph.D., as the Stacey Nicholas Endowed Chair of Environmental and Climate Change Education in July 2024.

Since joining the faculty, Dr. Sezen-Barrie has demonstrated intellectual leadership in climate change education, fostering collaborations with local organizations, higher education institutions, and K-12 schools to advance effective climate change education across California.

“The appointment of Dr. Asli Sezen-Barrie as the Stacey Nicholas Endowed Chair marks a significant milestone for the UC Irvine School of Education,” said Frances Contreras, School of Education dean and professor. “Her expertise, passion and commitment to environmental and climate change education align with our mission to foster excellence and our dedication to innovative and responsive research

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and leadership. We look forward to the transformative impact she will undoubtedly bring to our community.”

Sezen-Barrie is currently the program director of the National Science Foundation (NSF) Division of Research on Learning and heads the Discovery Research PreK-12 program. Through this role, she leads efforts related to education of science teachers and in justice-oriented climate change. She also represents the division at interagency programs on climate change, including the Wildland Fire Initiative.

Her research aims to advance equitable learning environments, emphasizing diverse perspectives of doing and knowing science and engineering. Her projects led to integration of climate change ideas into science curricula in the states of Maryland, Delaware, Virginia, New Hampshire, and Maine.

Sezen-Barrie also serves as the chair of the American Education Research Association’s Environmental Education Special Interest Group. She is also the chief editor for the upcoming Handbook of Climate Change Research for Transdisciplinary Education.

Prior to joining UCI, Sezen-Barrie has served as an associate professor in the University of Maine, Orono School of Learning and Teaching and has been affiliated with the Research in STEM Education Center at the university.

The Stacey Nicholas Endowed Chair of Environmental and Climate Change Education was funded to support the teaching, research and service activities of the chair holder through a generous gift by longtime UCI supporter Stacey Nicholas.

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NEW FACULTY

.............................................................................................................................................................................................

The UCI School of Education is pleased to introduce four new professors to its diverse and internationally recognized faculty.

Eupha Jeanne Daramola, Ph.D.

Paola Andrea Guerrero Rosada, Ph.D.

Eupha Jeanne Daramola is an Assistant Professor at the School of Education, University of California Irvine. Her research uses critical theories of race to examine how racialized ideas and systems shape the design and implementation of PK-12 education policies in the U.S. Recently, she was an Associate Policy researcher at RAND, focused on evaluating the implementation of K-12 education policies with racial or economic equity goals. Daramola holds a M.Ed. in Urban Education from the University of Pennsylvania and a Ph.D. in Education Policy from the University of Southern California. Her research is informed by her time as a high school literature teacher in Philadelphia, PA.

Paola Andrea Guerrero Rosada studies the active ingredients of high-quality early education through an equity lens, focusing on scalable strategies to support the improvement and expansion of prekindergarten programs.

She uses a variety of quantitative methods from psychology, sociology, and economics to develop scalable and efficient measurement tools to assess and improve the quality of early education.

Her work has been funded by the National Academy of Education/Spencer, the Society for Research in Child Development SECC, and the Multisectoral Coalition “Todos a Leer” in Puerto Rico. She holds a Ph.D. in Education and Psychology from the University of Michigan.

Asli Sezen-Barrie, Ph.D.

Lena Shi, Ph.D.

Asli Sezen-Barrie is the Stacey Nicholas Endowed Chair of Environmental and Climate Change Education and an Associate Professor at the School of Education, UC Irvine. She also serves as the faculty advisor for the Environmental and Climate Change Literacy Projects (ECCLPs), which aim to design and implement innovative, justiceoriented partnerships across the UC-CSU systems. She is the Chief Editor of the forthcoming Handbook of Climate Change Research for Transdisciplinary Science Education and the lead author of Data Stories of Climate Change Impacts: Towards Justice-Oriented Education and Action.

She holds a Ph.D. in Science Education from Pennsylvania State University and a master’s degree in Educational Sciences from Bogazici University in Istanbul, Turkey.

Lena Shi is an Assistant Professor of Education Policy and Evaluation at UC Irvine. Her research and teaching focus on inequality in education.

Her research evaluates the impact of policies and factors that affect college access, educational attainment, and economic mobility using big data, field experiments, and surveys. In partnership with states, colleges, and non-profits, Shi works to design and implement resources and practices to improve education outcomes.

Shi served as a White House Policy Advisor to President Obama and as a U.S. Department of Education Presidential Management Fellow from 2014-2017. Shi earned her Ph.D. from Harvard University.

To learn more about our faculty, visit education.uci.edu/our-faculty

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Women in the Community

By Carol Jean Tomoguchi-Perez

A cognitive scientist fighting against gender stereotypes and bias in the 1960s and 1970s by co-founding an organization for women scientists. A researcher and educator working towards climate justice by investigating how climate civic engagement projects can transform students’ learning to action. A lecturer and supervisor equipping preservice teachers to critically evaluate and transform the curriculum and policies of the education system. A fourth-year undergraduate supporting other students through her peer leadership roles. Learn more about four inspiring women at the School of Education who are making a difference in their communities.

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Today, there are international branches of WiCS+ that have emerged, including WiCS Canada (2016) and WiCS Europe (2017).

Kroll’s research involves language learning and language use, as she explained: “I am a cognitive psychologist/cognitive neuroscientist who does research on how individuals learning and using more than one language juggle the two languages in their minds and brains.”

In 2023, Kroll and fellow professor and language researcher Elizabeth Peña became co-directors of the UCI branch of Bilingualism Matters, which serves as the organization’s first branch in California and on the West Coast.

Ensuring gender equity for women scientists Judith Kroll, Distinguished Professor, began her career as a scientist in the 1960s at a time when gender stereotypes and bias against women training to be scientists was strong, she recalled. In 2001, Kroll and two colleagues, professors Randi Martin at Rice University and Suparna Rajaram at Stony Brook University, founded Women in Cognitive Science (WiCS, now known as WiCS+, to acknowledge gender inclusiveness) with the purpose of supporting the visibility of all who identify as women by ensuring that they are included on editorial boards, influential committees and visible positions in professional organizations.

“Women in Cognitive Science was created as an effort to address gender equity issues in academia for women scientists,” Kroll said.

“By the time WiCS was created in 2001, one might have thought that these issues would have been resolved but, of course, they continue on many levels.

The goal of WiCS was to increase the visibility of women cognitive scientists and to provide support for early career women so that there would be a place where issues that are rarely discussed directly in academia could be discussed openly,” Kroll added.

After serving on the WiCS+ leadership team for 20 years, Kroll transitioned to the organization’s advisory board. “This is an organization that began on a shoestring with no funding and only a donation of a space to meet from the Psychonomics Society,” Kroll said. “Since 2001, there has been support from the National Science Foundation and a membership of over 1,000 people of all genders.”

Inspiring students through hands-on climate justice work Nelly Tsai is a UCI CalTeach lecturer and School of Education research specialist. As a co-founder of the Interdisciplinary Climate Explorations course, which she teaches at Northwood High School in Irvine, Tsai is committed to climate justice, recognizing that the climate crisis disproportionately impacts those who are least responsible and most marginalized.

“The goal of the course is to amplify youth voices and empower young leaders to act in the community to build a more just and sustainable future,” she said.

Throughout her teaching career, Tsai has recognized that climate change is the defining challenge of her students’ lives, and she’s dedicated to instilling

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respect for environmental stewardship in her classroom and beyond. “I have always been passionate about place-based education in which learning takes place within a localized context,” she explained. “This makes learning matter for students and enhances their understanding of their community.”

Tsai observes that climate justice work helps students connect with critical community issues and empowers them to enact changes using their knowledge. An example of this, Tsai said, is the food system unit of the Interdisciplinary Climate Explorations class. Acknowledging that food waste reduction is one of the top three climate solutions, her students initiate system-level change by meeting with stakeholder groups, such as cafeteria and custodial staff. Next, they take on transdisciplinary leadership roles through a schoolwide food waste awareness campaign, collaborating with cafeteria staff to adopt more environmentally friendly packaging as well as conducting surveys among students to propose menu changes aimed at preventing food waste.

“Many students feel their classroom learning lacks real-world application,” Tsai said. “The (Interdisciplinary Climate Explorations) course bridges this gap by demonstrating the relevance of their studies to themselves and their community.”

As a component of the course this year, Tsai has worked with several undergraduate researchers to mentor seven students to conduct climate education research under the guidance of School of Education Associate Professor Hosun Kang. The team’s research on reducing school food waste to mitigate the climate crisis was competitively selected for presentation at the upcoming American Educational Research Association conference in April.

As a result of her climate justice research, Tsai said: “I work to contribute and generate new knowledge on how we can culturally sustain students’ language, culture and identity through climate civic engagement projects that transform students’ learning to action.”

Supervisors as change agents for preservice teachers Evelyn Young is a lecturer and student teacher supervisor within the School of Education’s Master of Arts in Teaching + Credential (MAT) program. In her role, Young is inspired by the opportunity to center supervision as a core component of the teacher education preparation program.

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This led Young and her colleagues to create a UC Irvine supervisor professional learning community (PLC) this year, but the groundwork started back in 2018, when 13 MAT program directors, coordinators and supervisors from UC Davis, Irvine, Los Angeles, Santa Cruz and San Diego came together to conceptualize the development of a professional learning space for university supervisors.

“The creation of this space emerged from an awareness that while supervisors occupy a pivotal position in supporting preservice teachers to bridge the theories learned in university coursework with classroom practice, most supervisors receive little or no professional guidance, and rarely are they given the opportunity to engage in critical discourse within a professionalized space,” Young said.

From there, the Supervisors of Teacher Education Network Team (STENT) was born. To date, STENT has hosted three annual conferences for university supervisors, attended by more than 200 Californiabased supervisors. Additionally, STENT is recognized as a professional organization under the California Council on Teacher Education.

One of the goals of STENT was to create professional learning communities for and by supervisors on each UC campus.

“When the idea to create a supervisor PLC group was pitched to (director of teacher education) Susan Toma-Berge and (UCI CalTeach master teacher) Kris Houston, they were eager to support it,” Young recalled.

The UC Irvine PLC group hosts two meetings each quarter with the first hour devoted to professional development, and inquiry-based discussions organized and facilitated by the supervisors slotted into the second hour.

In their latest meeting, the PLC group reviewed a second-grade preservice teacher’s lesson plan, and discussed how to incorporate environmental literacy into the science lesson.

“The most exciting part was to see the second graders connecting how plants make food to questions such as: Where do humans get our food? Where does our body get energy from? What kind of food is healthy for our bodies? And what kind of food do we see in our community?” Young said. “What this shows is the candidate developing a sense of agency to turn a typical lesson on the plant life cycle into one that incorporates environmental and climate literacy.”

This illustrates the impact that supervisors can have to help preservice teachers apply the theories into practice. Young said the goal of teacher education programs is to equip preservice teachers to critically evaluate the curriculum and the policies of our education system, so that they can transform – not reproduce – the system.

“Student teaching is a critical period of a preservice teacher’s growth and development, and supervisors play an important role in that,” she said.

Paying it forward by advocating for and supporting peers Alexis Maddox Harlos is a fourth-year, first-generation undergraduate student at UC Irvine, double majoring in Education Sciences and Psychological Sciences.

For the past two years, Maddox Harlos has served as a resident advisor in Mesa Court for UCI Student

Housing, a peer academic advisor for the School of Education and a peer assistant for a K-12 Multicultural Education course. This academic year, Maddox Harlos continued to pursue her passion for supporting fellow Anteaters and took on the role of peer life counselor for the UCI Counseling Center’s Creating Options and Overcoming Hurdles (COACH) program.

Maddox Harlos credits her mother as her biggest source of inspiration and supporter, and she strives to offer a similar support system to others in the UC Irvine student community. She also finds inspiration working in peer leadership roles, where she can be a part of other students’ journeys. “I have had the privilege of watching students grow, learn and thrive in the spaces I have created,” she said. “I believe that every person has great potential, and it is gratifying to watch them achieve their goals and flourish throughout our time together, and support them through their journeys.”

She feels a sense of accomplishment when she sees her impact on her community. As she prepares to pursue her Masters in Counseling with a specialization in School Counseling in Fall 2024, she has witnessed many of her current and previous students applying to step into the same peer leadership positions she has served in the past four years.

“They were able to see and experience my passion for helping others, and they are now inspired to do the same,” she said. “I am so excited to be passing down the torch and watching them continue to grow on their journeys and impact the future students of UCI.” Ultimately, Maddox Harlos hopes to work with students as a high school counselor, where she can continue being a part of their journeys, provide support and watch them grow.

“It is crucial that one feels seen, heard, and supported and that their needs are being met and I have the chance to advocate and create change,” she said. “Success is holistic, and ensuring that they are thriving in all aspects of life allows for them to be themselves, grow, and achieve their dreams.”

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STUDENT PROFILES .............................................................................................................................................................................................

Class of 2024 Top Honors Graduates

By Carol Jean Tomoguchi-Perez

UC Irvine School of Education’s undergraduate Class of 2024 boasted 16 Education Sciences majors who earned high and highest academic honors. At UC Irvine, Summa cum Laude is awarded to the top 2% of the graduating class, and Magna cum Laude is bestowed upon the top 4%. These scholars’ exceptional hard work, resilience, and dedication to academic excellence have distinguished them among their peers, making them shining examples for many to follow.

In recognition, four of the top honors graduates shared their educational journey, insights and words of wisdom with the UC Irvine community and prospective students who look up to these top achievers for inspiration. We spoke to them as they left.

Alison Chin

Honors level: Magna cum Laude Q: What degrees did you earn?

A: I am a Education Sciences and Business Administration double major. I added the competitive Business Administration major, receiving magna cum laude honors in both majors.

Outside of school, what activities do you enjoy?

I love singing, acting, and filmmaking.

What inspired you to pursue a degree in education?

Since high school, I have worked in after-school programs, solidifying my desire to pursue teaching as I saw the impact I could make on kids’ lives.

Did you enjoy any extracurriculars during your time at UC Irvine?

During my time at UC Irvine, I served as a successful president of VocaLotus A Cappella, creating a highly inclusive environment and leading my group through its first international competition. I was also a mentor for the Human Resources Management Association and a part of Kappa Delta Pi (Education Honor Society) and Phi Beta Kappa. I also worked at the Disneyland Resort and Catalyst Kids.

Was there a professor, mentor, or fellow student at UCI who significantly influenced your path?

How so?

I am grateful to Jessica Oviatt for inspiring me to pursue graduate school, as I am now a part of UC Irvine’s Master of Arts in Teaching and Credential program and aspire to be an elementary school teacher.

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Amber Liang

Honors level: Magna cum Laude Q: What were the key factors that influenced your decision to attend UC Irvine and the B.A. in Educational Sciences degree?

A: Growing up, I always knew that I wanted to pursue a career in the education field, my grandma was a teacher, my mom is currently a sixth grade teacher, and my dad works as a computer technician for a school district. My family’s deep connection with education inspired my decision to continue that legacy at UC Irvine, a university with not only a beautiful campus but also a wonderful education program.

Sophie Gedney

Honors level: Magna cum Laude Q: What was your major?

A: I graduated with a B.A. in Education Sciences and a minor in Psychological Sciences.

Can you share your background?

I am from Connecticut and have loved my experience here in Southern California.

What recent accomplishment are you most proud of?

I graduated a year early!

Is graduate school in your future?

Yes. I am pursuing a M.S. in Teaching back in Connecticut in the fall!

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What were some defining moments during your time at UC Irvine that shaped your academic and personal journey?

A key moment that shaped my academic journey at UC Irvine was taking Urban Studies classes as part of my Psychological Science major requirements.

Learning about the impacts of the environmental context on students encouraged me to expand my perspectives and add Urban Studies as a major. I hope to integrate these three disciplines into my future work as a counselor or psychologist in K-12 settings and to positively contribute to the mental well-being of the next generation of students.

Among your academic achievements, which one are you most proud of and why?

I am most proud of receiving the Chancellor’s Award of Distinction, an award for graduates who have demonstrated commitment to cutting-edge research, leadership, or service at UC Irvine. This award allowed me to reflect on the diverse opportunities that I was fortunate enough to pursue at UC Irvine and the impact I’ve made on the campus community through the various roles I served in.

Tell us about your involvement in extracurricular activities, research projects, or organizations at UC Irvine, and how these experiences have contributed to your personal and professional growth?

At UC Irvine, I served as a peer academic advisor for the School of Education, where I provided academic advising to my peers! I also was a peer life coach at the UC Irvine Counseling Center, working with students individually to enhance their personal, social, and academic well-being. Outside of academics, I enjoyed volunteering with the American Red Cross Club, mentoring others in the Antleader Mentorship Program, and welcoming incoming students as a staffer for the Student Parent Orientation Program.

Although these experiences were all unique from one another, they all allowed me to support the campus community while introducing me to lifelong skills, friendships, and memories that I will carry into my future.

What aspirations do you have for the next chapter of your life? Where do you see yourself in the next five years? Ten years? Is graduate school in your future?

As I move into this next chapter of my life, I plan on broadening my experience with K-12 students through different educational roles. I will also be preparing to pursue my Master’s in School Counseling. A long-term

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goal of mine would be to obtain an Ed.D. degree, as I hope to work in education administration or policymaking in the future.

Finally, what advice would you offer to new and prospective students to make the most of their university experience?

Step out of your comfort zone and be open to new experiences! From joining a club to applying for a campus job to utilizing UC Irvine’s beneficial resources, seeking out different opportunities to involve yourself within the campus community will make your time here at UC Irvine extremely meaningful and memorable. You never know what amazing people you will meet, what perspectives you will broaden, or what rewarding skills you will build by taking the first step in trying something you’ve never done before.

Alexis Maddox Harlos Honors level: Summa cum Laude

Q: What were the key factors that influenced your decision to attend UC Irvine and pursue the B.A. in Educational Sciences degree?

A: One key factor that influenced my decision to attend UC Irvine was finding a place that felt like home. From the moment I stepped foot on campus, I knew it was the right place for me. I chose the B.A. in Education Sciences degree because I wanted a well-rounded degree in education, psychology, teaching, and policy and provide me with the opportunity to gain field experience before graduating.

What were some defining moments during your time at UCI that shaped your academic and personal journey?

One defining moment at UC Irvine was taking my first education course, EDUC 40 (Theories of Development and Learning Applied to Education) with Janice Hansen during my first quarter. I knew from that moment on I had a passion for psychology in education and wanted to explore it further. This ultimately led me to pursue my double major in Psychological Sciences.

Tell us about your involvement in extracurricular activities, research projects, or organizations at UC Irvine, and how these experiences have contributed to your personal and professional growth?

During my time at UC Irvine I served as a resident advisor in Mesa Court and a peer academic advisor in the School of Education advising office for two years. I also served as a peer life coach in the C.O.A.C.H. program at the UC Irvine Counseling Center, where I was able to get hands-on experience coaching students this past year. With the support of the faculty within these departments and my peers I was able to gain confidence in my abilities and discover my passion for working with students and the counseling field.

Was there a professor, mentor, or fellow student at UCI who significantly influenced your path?

How so?

Barry Goldenberg has been a great support system, mentor, and friend during my time at UC Irvine. He has been a great influence on my educational journey and has always encouraged me to shoot for the stars.

He has always been there to talk and provide advice on any topic and his support and mentorship is something I will cherish forever.

What aspirations do you have for the next chapter of your life? Where do you see yourself in the next five years? Ten years? Is graduate school in your future?

In the fall I will be starting my graduate school journey in the Master’s in the Art of Counseling program at the University of San Diego. I hope to continue my educational journey and pursue my Psy.D. or Ph.D. after obtaining my Master’s degree.

Among your academic achievements, which one are you most proud of and why?

I am most proud of being inducted into Phi Beta Kappa during my junior year as the top 1% of my graduating class. My mother had always talked about this honors society since my first year at UC Irvine and being selected made it feel like I was achieving something for her that she always wanted but never got to accomplish herself.

Finally, what advice would you offer to new and prospective students to make the most of their university experience?

Four years may seem like a long time but it will fly by in a blink of an eye. Take advantage of every opportunity presented to you and make the most of every moment. UC Irvine and the School of Education is a special place and they are always here to support you!

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ALUMNI PROFILES .............................................................................................................................................................................................

Jenny Woo, Ph.D. ’22: bridging generations and cultures through emotional intelligence

By Carol Jean Tomoguchi-Perez

Founder of Mind Brain Emotion and inventor of social-emotional learning games and courses Jenny Woo Ph.D. ’22 has contributed to the social and emotional development of children and adults, transcending cultural and generational divides through her products such as the 52 Essential Conversations skill-building emotional intelligence card game.

Before embarking on her Ph.D. journey at the UC Irvine School of Education, Woo had already made

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strides in addressing the gaps in emotional and social learning through 52 Essential Conversations, a card game that strengthens relationships and boosts learning by improving listening skills, confidence, emotional intelligence, self-control and cooperation with siblings, friends, peers, and adults. However, her experiences at UC Irvine deepened her understanding of the broader educational needs and inspired the development of additional tools aimed at fostering emotional intelligence, cognitive bias awareness, and coping skills. Influenced by topics such as positive youth development and the importance of homeschool partnerships, Woo recognized the vital role of connecting generations, contexts, and cultures in learning.

“It was hard juggling founding a company with a full-time Ph.D. program, on top of being a parent,” she said. “However, I find translating research into practice deeply meaningful and rewarding, and creating card decks was my approach to synthesizing information through learning by doing, and benefitting others.”

Describing herself as a “knowledge smuggler,” Woo credits her experiences as an Asian American immigrant and first-generation college student with influencing her entrepreneurial goals. “Growing up with little social capital has honed my work ethic, resourcefulness, and scrappiness,” she said.

“My mission is to create accessible, affordable, and culturally responsive resources to level the playing field and empower all to fully express their potential.”

Woo’s ventures have reached a broad audience, helping people across all demographics to develop essential skills for emotional and social intelligence. Her card games, initially designed for children, havefound applications in diverse settings, benefiting homeless youth, individuals undergoing

trauma-informed care, speech-language therapy clients, veterans, and corporate teams seeking to improve emotional intelligence and team-building.

“It’s incredibly rewarding to see my creation benefiting people across race, gender, generation, and socioeconomic classes,” she shared.

Passionate about mental health education and prevention, Woo’s research focuses on the resilience and well-being of students of color, emphasizing the need for mental health education and prevention in AAPI and underserved communities. She advocates for education programs that move from awareness to action, addressing the challenges of representation, stigma, and help-seeking behavior in securing mental health resources. In response, Woo developed the Emotional Intelligence certificate program at UC Irvine.

“I believe we need more modern-day and relatable education programs to equip students and adults with the skills, knowledge, and confidence for selfcare and self-advocacy,” Woo said of the program,

which incorporates interactive games and experiential learning to amplify the power of peer-to-peer conversations and connections. “My program focuses on educating and creating a sense of belonging, self-reflection, and psychological safety,” she said.

For current Ph.D. students and Asian American individuals with entrepreneurial dreams, Woo encourages accepting feelings of imposter syndrome and turning them into something positive. “It will always be there,” she said. “Know that we all have it; it never disappears. Embrace it and channel it to connect with others authentically.”

As she continues her journey, the mother of three aims to enjoy life fully while creating evidence-based resources that cultivate kindness, compassion, and purposeful living. Her goal to scale and broaden her impact through institutional partnerships underscores her commitment to empowering the AAPI community, and she hopes to invest in AAPI startups eventually.

“I hope to continue to represent and inspire the AAPI community through my work,” Woo said.

School of Education alumna Yenda Prado authors groundbreaking book on inclusive education

By Carol Jean Tomoguchi-Perez

In the ever-evolving landscape of education, the insights and innovations of experts are pivotal in shaping inclusive learning environments that cater to the needs of all students. Among these experts is Yenda Prado ’22 who has recently co-authored a book that covers the field of inclusive education.

The book, Voices on the Margins: Inclusive Education at the Intersection of Language, Literacy, and Technology, is set to be published by MIT Press on May 14, 2024, and marks a significant milestone in Prado’s career as an educator, researcher, and advocate for inclusive learning practices.

Prado’s journey to this achievement is illustrative of her commitment to education. A Spanish-speaking, Mexican-origin immigrant, Prado has navigated the challenges of being an English learner and a child with a disability to achieve notable academic success.

Her educational path took her from Stanford to Harvard and ultimately to UC Irvine, where she pursued and completed her Ph.D. with the support of the Orange County Educational Advancement Network (OCEAN) and the UC Irvine Digital Learning Lab. Her dissertation on an inclusive education program at one of UC Irvine’s partner schools has not only contributed to academic discourse but has also paved the way for her upcoming book.

Voices on the Margins is an exploration of how digital technologies can empower students with disabilities, especially those from underrepresented communities, to find their voice and place within the K-12 education system. Co-authored with Professor Mark Warschauer, an expert in the field of education and informatics at UC Irvine, the book draws on theoretical analysis, a review of extant literatures, and

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the authors’ ethnographic case study research in a remarkably diverse full-inclusion school in the western United States, drawing on data both before and after the COVID-19 pandemic shuttered the school building and necessitated emergency distance learning.

“Voices on the Margins is a juxtaposition of innately dissimilar ideas,” Prado said. “Voice is a powerful symbol for democracy, inclusion, and full participation in society. Voice offers a platform for sharing our perspectives and talents with the world. In contrast, to be on the margins means to be excluded to the fringes of society. This book is about what happens when structural barriers are removed, and inclusive infrastructures are put in place, so that voices that might normally be marginalized are empowered to shine through.”

The book’s innovative approach, focusing on the intersection of language, literacy, and technology, extends beyond traditional research by centering on the experiences of a culturally and linguistically diverse group of teachers, staff, parents, and children, offering insights into the transformative potential of digital technologies in creating more inclusive learning environments.

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“It was such a pleasure co-authoring this book with Yenda,” said Warschauer. “The close relationships she developed with teachers, students, and parents, combined with her thoughtful analyses, yielded rich insights into the intersection of technology use and literacy development among diverse learners.”

Voices on the Margins is poised to engage a wide audience, from academic researchers and teachers to policymakers and advocates working towards the implementation and evaluation of inclusive programming in K-12 schools. Its accessible and public-facing language ensures that its findings and proposals will resonate not only in the United States but also internationally, aiding in the global push for educational inclusivity.

Prado continues to contribute to the field of technology-enabled inclusive education through her research and writing as an education researcher and advisor for organizations including the U.S. Department of Education, PBS KIDS, and Digital Promise. Warschauer, as the director of the Digital Learning Lab, remains at the forefront of developing digital tools and environments to support a diverse range of learners.

CLASS NOTES .............................................................................................................................................................................................

Stephen Stern ’91 Chemistry Teacher, Upper Arlington City Schools

Stephen Stern has been an educator for 33 years.

He is married with two children and has lived in Columbus, OH since 1993. He currently teaches at Upper Arlington High School. In 2019, he earned the American Chemical Society (ACS) Chemistry Teacher of the Year award for the central Ohio region. ............................................................................

Wenli Jen, Ed.D. ’03, ’04 CEO, Integral Prudence Solutions

Dr. Wenli Jen was elected Vice Chair of the PBS SoCal Community Advisory Board. She and her colleagues recently published a commentary, “Creating Professional Learning Spaces Through Collaborative Partnerships to Support Teachers in Teaching Asian American Students,” in the Issues of Teacher Education Journal. ............................................................................

Nicole Bourbon ’07 Senior Director, Communications and Advancement, Barnard College

Since graduating from UCI, and exploring pathways in K-12 education, Nicole pursued a career in higher education development and alumni relations. She focuses on donor relationships and alumni engagement in support of connecting graduates and friends of universities, colleges, and health systems to the impact of philanthropy on current student experiences, institutional growth, and communities. She has worked for Notre Dame, UC Irvine, NYU, Pace University, Columbia Business School, and KU Foundation (University of Kansas and its Health System). She now leads the development and alumnae communications and donor relations programs for Barnard College, Columbia University. ............................................................................

Reginald Sample, Ed.D. ’09 Regional Director, LAUSD

teacher, 22 years as an Administrator), Dr. Sample is most noteworthy for transforming the academic culture, community activism and collaborative visionary leadership of schools he has led. Currently Dr. Sample is the Regional Director in LAUSD-Region South overseeing 13 Pre-K-12 Schools in Gardena and South Los Angeles. Dr. Sample was recognized as a Top 50 School of Education Graduate and earned a UCI Alumni Association Lauds and Laurels award in 2017. In 2014, Dr. Sample was honored with a monument for his community leadership at the “Walk a Mile in My Shoes” outdoor permanent art display in Los Angeles. ............................................................................

Stacy Yung ’09 MAT + Credential Program Single Subject Coordinator, UC Irvine

Stacy Yung is the UCI MAT + Credential Program Single Subject Coordinator serving as both a Single Subject Social Science Supervisor and a Mentor Teacher. Prior to her work at UCI, Stacy taught middle school history for 12 years in IUSD and was a founding staff member of both Jeffrey Trail Middle School and Cadence Park K-8 School. Her focus in her teaching practice centered on culturally sustaining pedagogy, social justice, and student-centered learning. At her school site, she served as an EdTech Mentor and supported PLC teams as a PLC Facilitator Coach. She was also a History-Social Studies mentor teacher working with the district’s Literacy Department to support all History-Social Studies middle school teachers with standards-based learning and implementing CA State History-Social Science framework and standards. Stacy works to make impactful change through innovative educational technology tools to promote equity and access in education and she is committed to supporting educators in their efforts to create inclusive classroom and school communities. In 2021, Stacy co-founded Educate to Empower with fellow UCI MAT alumna, Virginia Nguyen. Educate to Empower’s mission is to make Asian American experiences more visible while standing in solidarity with other communities of color by providing equity-centered resources, education, and advocacy for educators in the classroom and at home. Its vision is to cultivate belonging, wellbeing, and joy for everyone in their classroom and communities.

In 29 years of education (five years as a special education teacher, two years as a general education

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Frank Olmos ’10 Research and Evaluation Coordinator, Los Angeles County Office of Education

Dr. Frank Olmos was honored with the prestigious 2024 Stephen E. Bemis Memorial Award by the International Personnel Assessment Council (IPAC) for his exceptional contributions to Human Resources and personnel assessment. With over 18 years of experience, Dr. Olmos has been recognized for his pioneering work in modernizing assessment methods and his leadership in the field. He continues to shape the future of HR through his innovative research, including artificial intelligence.

focused organizations. Outside of the classroom, Jasmine creates and edits instructional materials with California Educators Together (CaET), a CA Dept. of Ed program, which works to bring free, high-quality resources to educators. In addition to working with CaET, Jasmine is a board member of Close the Gap Foundation, which focuses on providing aid and mentorship to low-income and first-generation students. ............................................................................

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Marcus Evangelista ’13 Assistant Principal

Marcus Evangelista graduated in 2013 from the CalTeach program with a bachelors in Biology/ Education. He went on to earn a Masters of Science from Johns Hopkins University in Educational Technology. Marcus has taught Biology, Chemistry, and Physics for over 9 years. He recently began his 3rd year as an Assistant Principal at a comprehensive high school. Marcus is also a lecturer and teaches PS5/BS14 at UCI. Marcus is married to his wife Emily and they have a 1-year old daughter, Madison. ............................................................................

Jasmine Hobson ’14 Teacher, Hesperia Unified School District

Jasmine Hobson Rodriguez teaches Expository Reading and Writing and AVID at Hesperia High School.

For the past six years, Jasmine has organized a Black History Month event for Hesperia High, transforming the library into a student-created museum consisting of research, artwork, and guest speakers including individuals from the Veterans of the Civil Rights Movement, NAACP and other social-advocacy

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Casey Campbell ’14, ’15 Teacher, Capistrano Unified School District

Casey Campbell has been teaching math at Don Juan Avila Middle School for ten years. He is the department chair for the math department and has led the AVID program and Cultural Proficiency Team on campus. In 2018, he was a mentor teacher for UCI. This year he was recognized as the Capistrano Unified School District Middle School Teacher of the Year. He and his wife (also a math teacher and department chair) welcomed their first child this July. ............................................................................

Briana McCluskey ’16 Teacher, Saddleback Valley Unified School District

Briana McCluskey teaches both English 1 and 2 college prep. She is a STEAM English 1 teacher who incorporates a yearlong PBL assessment by working with other STEAM classes. She is also the Journalism Advisor for The BullETin Magazine.

She has been an Induction Mentor for four years and a Writing Project Fellow. She bought her first home in 2019 and got married a little over two years ago. She has been traveling the world with her husband whenever her school site is on break, and they hope to start a family soon.

Jamrensze De Leon ’17 Associate Director of Center for Culture, Equity, and Empowerment, George Mason University

Since graduating from UCI with double majors in Educational Sciences and Sociology, Jamrensze became a Student Affairs professional serving in various roles in Housing/ Residence Life at UCLA, The Ohio State University, University of Michigan, and the Northeastern University over the course of six and a half years. Jamrensze completed her Master’s at The Ohio State University in Higher Education and Student Affairs in 2021. Jamrensze published an article in The SAGE Encyclopedia of Filipina/x/o American Studies, co-written with one of her faculty mentors Dr. Marc Johnston Guerrero, titled “College Student Organizations” and mentions UCI’s Kababayan. Jamrensze currently serves as an Associate Director at George Mason University’s Center for Culture, Equity, and Empowerment – the multicultural office and an on-campus haven for students of color to be seen, valued, and empowered to obtain a sense of belonging at Mason and beyond – where she has become a licensed Intercultural Development Inventory (IDI) Qualified Administrator and will also be teaching the inaugural University Studies course offered by the office: “An Intercultural Introduction to Mason.” Jamrensze hopes to begin her Ph.D. journey in Fall 2025, where her research and dissertation will center on the narratives of the Asian Pacific Islander Desi American (APIDA) community and their experiences with microaggressions and racial enoughness in the postsecondary education environment. ............................................................................

Lani Matsumura ’18 Instructional Designer, Stanford University School of Medicine

Lani Matsumura has been recognized for her impactful work in education. In 2021, she was recognized as a LifeChanger of the Year for her work as a public school teacher. In 2023, she transitioned to a role as an Instructional Designer at Stanford

Photos courtesy of the alumni

Medicine, where she creates learning experiences for clinicians and healthcare professionals around the world. In 2023, she represented WGU and Stanford Medicine in an interview on CBS News Sacramento, was honored in The Learning Guild’s 30 Under 30 cohort, and presented at the Learning 2023 conference in Orlando, FL. In 2024, she served as a Learning Experience Champion and speaker at Stanford University’s inaugural InnovateED Innovations in Education and Technology conference. ............................................................................

Tracy Shepherd ’18 Resource Teacher, Orange Unified School District Shepherd spent two years teaching in San Marcos Unified School District and both of those years were impacted by COVID. During that time, she served as technology lead, helping her staff navigate distance teaching by curating resources to support both families and students. For the past three years, she has been teaching in Orange Unified School District as a combo teacher (1st/2nd and 2nd/3rd), a second grade teacher and a mentor teacher. She also received the “Outstanding Teacher Award” from her school’s PTA during the 2022-2023 school year.

This upcoming school year, she will become a Resource. Her new role is to identify, assess and teach intervention lessons for Tier 2 students. ............................................................................

Jarrod Ventura ’19 Graduate Student Instructor, Chapman University Jarrod’s time at UCI’s School of Education and as Teachers of Tomorrow President led him to pursue a Masters Degree in Higher Education from California State University, Fullerton in 2021. Afterwards, Jarrod worked full time in student affairs for the University of Massachusetts Global and UCI’s UROP. Now, he is pursuing a Ph.D. in Media Communication and Technology from Chapman University and is co-authoring a book chapter on positive media psychology (to be published in 2025).

To submit alumni updates for future publications, please email education-communications@uci.edu

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Anteaters in Education Alumni Chapter Board Members Thomas Arntson ’95 Member at Large

Thomas “Tom” Arntson is an elementary school teacher at Country Hills Elementary (CA Distinguished School ’23) and served as a member of the Teachers Union Bargaining Team from 2014-2022. He earned his teaching credential from UCI in 1995. In 1998, he took a sabbatical to teach K-12 English in Madrid, Spain. Tom is a passionate teacher and enjoys trying new theories on instruction, assessment and student learning. From the beginning of his career, he has always said, “Make school engaging and fun, and kids will want to come!” Tom piloted and implemented Minecraft Education in the Brea Olinda Unified School District giving students the opportunity to demonstrate a variety of intelligence. He also collaborated on a virtual reality project that was shared with the United Nations called “Sustainable Global Goals.” This project challenged students to solve 17 problems developing governments are struggling with. Tom is also a Kahoot! Ambassador with more than 40 standards-based content assessments in science, history and geography with more than 7 million players. He is married to an amazing wife and has two wonderful children. In his free time, he teaches robotics and ukulele, and he enjoys traveling to faraway countries to surf, eat and experience new cultures. ....................................................................................................................................................................

Alvaro Brito ’09 Treasurer

Alvaro Brito has 10 years of experience as a teacher, site coordinator, and specialist.

He graduated from UCI with a B.A. in psychology with a minor in education. He earned a master’s degree in teaching from USC and a master’s degree in educational technology from Cal State Fullerton. He is currently enrolled in an educational doctorate degree program in educational technology at Boise State. Alvaro currently serves as a 21st-century learning specialist at Compton Unified School District.

He oversees the district Innovation Labs, the FIRST LEGO Robotics Programs and STEAM events, serves as the General Manager for the growing middle school and high school esports program, and is a leader in supporting teachers in 21st-century teaching and learning.

Alvaro was awarded the Compton Unified Teacher of the Year Award for the 2020-2021 school year for his remote teaching and innovation leadership. Alvaro is an agent of change and is committed to supporting the local communities he grew up in through equity and social justice. ....................................................................................................................................................................

Megumi Cramer ’16 Member at Large

Megumi graduated from UC Irvine in 2016 with a B.A. in Education Sciences and Sociology and obtained her Master’s in Education from Loyola Marymount University in 2019. Megumi began her teaching career as a Teach for America corps member in 2017, teaching Special Education in South Los Angeles. She later served as the Director of Student Support Services in Las Vegas and is currently the Director of Exceptional Education at Nevada Rise Academy.

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Amber Gascoigne ’06, ’08 UCIAA Liasion

Dr. Amber Gascoigne currently serves as the Director of Expanded Learning for Palm Springs Unified School District. Prior to this position, she was an elementary school teacher for eight years and an elementary school principal for seven years.

In her current role, she oversees all the enrichment and intervention programs across Palm Springs Unified. This includes running programs during school breaks to ensure students have safe and educational programs to attend. She strives to work with her local community to provide her students with new opportunities and extends experiences in the programs to locations beyond the Coachella Valley so her students can see what the world has to offer. Amber received her B.A. in psychology and social behavior, multiple subjects teaching credential and master’s degree in teaching all from UCI. She completed her administrative services credential at the University of Redlands and most recently earned her doctorate in organizational leadership from the University of La Verne. ....................................................................................................................................................................

Kim MacKeand ’04, ’05 President

Kim MacKeand graduated from UCI with an economics degree with minors in education and management. She received her social science credential from UCI and her master’s degree in education and administrative credential from Chapman University. While attending UCI, she was an officer and volunteer with the Share Tutorial Project,an organization that partnered with the Santa Ana Unified School District to tutor students in their after-school program. She worked as a tutor for the Santa Ana Unified School District during her senior year of college. Tutoring students during college inspired her to become a teacher. She currently is a high school history teacher in Riverside County and has served as a basketball coach, club advisor, CAHSEE/STAR Testing coordinator, BTSA support provider/mentor, and WASC member. She is passionate about mentoring other teachers. ....................................................................................................................................................................

Yvonne Mansouri ‘04, ‘05 Mentorship Chair

Yvonne Mansouri graduated from UCI with a B.A. in psychology and social behavior from the School of Social Ecology in 2004. She received her Master of Arts in teaching and credential in 2005. Ms. Mansouri has over 20 years of experience working and volunteering in education, serving as an elementary school teacher, BTSA support provider, an instructor in the Gifted Students Academy, and, for the past ten years, as owner and tutor of Cambridge Learner’s Academy. She has returned to the field for teaching as a Certificated Substitute Teacher in Irvine Unified School District and Saddleback Valley Unified School District. She also actively serves in her children’s PTA program, holding positions as president, drama and theater coordinator, and math team director. She is a member of the California Science Teachers Association (CSTA), National Honor Society in Psychology (Psi Chi), and American Montessori International (AMI). She holds a certificate from UCI in Gifted and Talented Education and is a Tier 1 and 2 NGSS certified educator. ....................................................................................................................................................................

Kiruthika Paulvannan ’12, ’17 Member at Large

Kiruthika Paulvannan graduated UCI in 2012 with a B.S. in Biological Sciences and a B.A. in Japanese Language and Literature. After a brief stint as a preschool substitute teacher, 2 years of teaching English abroad through the JET program, and some time as a researcher, she returned to UCI to receive her single subject Science credential and M.A. in Teaching in 2017. She later completed a methods class at San Jose State to obtain a World Languages credential for Japanese in 2019. Ms. Paulvannan currently teaches 7th and 8th grade science in the Bay Area and manages the wild school garden with the assistance of brave students. She enjoys learning about and teaching sustainability and ethics, and doing science with her students.

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Diana Phuong ’10 Member at Large

As the Executive Director at Braven, Diana Phuong leads a team of passionate and talented professionals who are dedicated to empowering diverse, homegrown college students with the skills, networks, confidence, and experiences needed to break down systemic barriers and pursue meaningful careers and lives. Diana brings over eight years of experience in senior leadership roles within the education and nonprofit sectors, demonstrating a proven track record in change management, fundraising, strategic direction, program development, culture building, and intentional staff development initiatives. Diana’s mission centers around inspiring joy and nurturing the next generation of active, adaptable, and globally-minded change makers. With an unwavering commitment to education, leadership, and inclusion to drive equitable outcomes, Diana holds a Master’s degree in Educational Leadership and Administration and is a Certified Diversity Professional. She possesses a deep passion for fostering community relationships and establishing profound partnerships that lead to significant social impact. Throughout her career, Diana has delivered hundreds of high-quality training sessions for both adults and youth, provided thought leadership to facilitate efficient systems-level change through data analysis, and effectively managed multiple marketing channels to elevate company branding and drive revenue growth. ....................................................................................................................................................................

Sabah Rashid ’04 Member at Large

Sabah Rashid is returning to the international circuit! She will be the Head of the Lower Primary and International Baccalaureate (IB) Primary Years Programme (PYP) Coordinator with the GEMS Education group at their World Academy in Abu Dhabi.

Stateside, she developed the learning support program in the middle school at Gill St Bernard’s in New Jersey, served as Head of Early Childhood and Lower School at the Léman Manhattan Preparatory School in New York, and coordinated IB PYP at the Saint Andrew’s School in Boca Raton, Florida. She is proud to have established a bilingual Swiss boarding school in Dubai, UAE. Throughout her travels, she visits schools nationally and internationally as an author. She published Upside Down, a children’s picture book written in rhyme about perseverance and doing hard things. ....................................................................................................................................................................

Dimple Ravuri ’20 Vice President

Dimple Ravuri has dedicated four years to teaching secondary science at her alma mater, Buchanan High School, in Clovis, CA. She has taught a range of courses, including Biology, Chemistry, Honors Chemistry, and most recently, AP Biology.

Dimple has contributed significantly to her district as a member of the Curriculum Design Team for Chemistry. Additionally, she has served on the Climate Assessment team for the past four years. Her leadership extends beyond the classroom as the lead advisor for the Robotics and Science Olympiad programs. Dimple’s focus has been on advocating for the needs of students and staff, striving to create a supportive and enriching educational environment. ....................................................................................................................................................................

Xochitl Soto-Ortiz, Ph.D. ’97 Member at Large

Dr. Xochitl Soto-Ortiz is a high school principal with 25 years of experience in public education in urban districts of Southern California. She is also an adjunct professor at Pepperdine University Graduate School of Education and Psychology. Dr. Ortiz graduated from the UC Irvine School of Social Ecology in 1997 with a major in criminology and a minor in psychological science. Her career in education began as a biliterate Spanish/English BCLAD-certified elementary school teacher before serving as a Board Certified Behavior Analyst (BCBA) school psychologist at the elementary and secondary levels. In addition, she has over eight years of experience as an educational leader and administrator at the elementary and secondary grade levels. Her research includes the study of effective leadership in alternative education settings. Dr. Ortiz is passionate about cultivating

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meaningful relationships with students, families and staff. Her well-rounded experience as a teacher, a BCBA school psychologist and a site administrator in K-12 settings has given her a robust set of skills, tools and training to serve the academic needs of diverse student populations in early and secondary education. Growing up as a low-income multilingual learner and being a first-generation college graduate distinguishes Dr. Ortiz’s leadership approach. This first-hand knowledge of struggle broadens her understanding of the unique needs of her diverse students. It enables her to apply her professional acumen with compassionate empathy to achieve positive educational outcomes for her students and staff. ....................................................................................................................................................................

Dee Statum ’26

Student Representative Dee Statum is a transfer student in their second year at UCI. They currently serve as the Director of Diversity, Equity, Inclusion, Justice and Belonging for the Associated Students of the University of California, Irvine (ASUCI) and as a Campus Action Committee Chair for the University of California Student Association (UCSA). They are a UMOJA Peer Educator for the UCI Transfer Student Center and will serve as a Resident Advisor this academic year. They plan to either work in community organizing or education policy. They are very excited to contribute and learn more about how they can be an active alum in the future!

Alumni Board AntBassadors

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Carolyn Brothers ‘78, ‘80

Mary Roosevelt ’75

Carolyn Brothers is a facilitator/trainer for the Osher Lifelong Learning Institute at UCI. She has taught in the San Jacinto and Garden Grove Unified School Districts and at Coastline College and Chapman University. She is one of the founders of the Resource Library for the Boys & Girls Club in Garden Grove.

Ms. Brothers graduated from UCI in 1978 with a degree in psychology and later received two teaching credentials from UCI.

Mary Roosevelt, the former program coordinator for the multiple subject credential program and Director of External Relations for the UCI Department of Education, received the UCI Medal in 1990. She also previously served as an ambassador and board member of the UCI Foundation. She is a trustee of the Ecolint American Foundation, President Emerita of the University of California Research Associates, and a friend and honorary fellow of Griffith University in Queensland, Australia. Mrs. Roosevelt was the principal of the Junior House at the United Nations International School in New York and also taught at the International School of Geneva in Switzerland, where she created the first draft of what is now the elementary curriculum for the International Baccalaureate.

Board AntBassador

Board AntBassador

To learn more visit: education.uci.edu/alumni

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The Dr. Carol Connor Memorial Fund ......................................................................................................................................................

The Dr. Carol Connor Memorial Fund, established in her honor, stands as a lasting tribute made possible through the generous support of her friends and colleagues. This gift aims to preserve and elevate Carol’s transformative legacy at the UC Irvine School of Education, particularly her work in advancing literacy outcomes for all kindergarten to third-grade students.

As a distinguished researcher and educator, Carol’s rigorous randomized control trial research, funded by the US Department of Education and NIH, led to the development of the A2i (Assessment to Instruction) software. Today, Scholastic A2i helps teachers across the country tailor instruction to each student’s unique needs, significantly improving literacy outcomes and helping transform learners into proficient readers. ......................................................................................................................................................

“The gift intends to preserve the legacy and impact of Carol’s work at the UC Irvine School of Education. We hope this fund will continue her mission to transform education and ensure that every child receives the best start possible.”

– Jay Connor

Thank you to our 2023-2024 Dean’s Leadership Society Members.

(July 1, 2023 – June 30, 2024) .............................................................................................................................................................................................

The Dean’s Leadership Society consists of alumni, parents, faculty, and friends whose commitment and generosity through annual gifts of $500 or more provide vital support to the School of Education and its programs. Members understand the impact education has on shaping our world in a rapidly changing society.

Lifetime Members ($1M+)

Dean’s Cabinet Members ($25K+)

Ascendium Education

Advanced Education Research and

Chan Zuckerberg Initiative, LLC

Development Fund

Charles Stewart Mott Foundation

Carol Booth Olson and Todd Huck

Edison International

Carolyn Brothers ’78, ’80

Jacobs Foundation

Heising-Simons Foundation

Mellon Foundation

Human Options, Inc.

National Math & Science Initiative, Inc.

Douglas and Sandra Jackson

Stacey Nicholas

Kay Family Foundation

SchoolsFirst Federal Credit Union

Sonny and Martha Kothari

The Spencer Foundation

Nihon Kohden Digital Health Solutions

William T. Grant Foundation

Tim Nguyen ’98 and Rommony ’98 Chhung Parker Hannifin

Legacy Members (Any Planned Gift)

Strada Education Network, Inc.

Anonymous Donors

Kevin ’10 and Stephanie Tsao

Darlene Bailey ’71, ’72, ’ 77 Jean Leslie† James and Claudia Looney Frances Smith† Victoria ’81 and Fabrice Vasques Christopher ’68 and Sherryl Wilson

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Gold Members ($5K+)

Inland Regional Energy Network (I-REN)

Sreeram Balakrishnan and Roopa Ramaswamy

Richard Kwong ’04

Christine Baron

Lawrence Berkeley National Lab

BMO Bank

Florence Martinez

Kimberly Burge ’69, ’83, ’99

Stephanie Martinez

Keith Curry ‘11

Kian Mokhbery ’12

Miner Anderson Family Foundation

Matais Pouncil ’09

Adriana ’00 and Andres ’00 Nava

Stephanie ’76, ’88 and Allan Schneider

Pacific Life Foundation

Jeanne Stone

Wendy Robello ’04

Jason Tong ’02

Tides Center

Myuriel ’96, ’11,’ 12 and John ’96 von Aspen

Eva Thomas

Jekwon Yeh ’04

Irene Thomas and Linwood Howard

Evelyn Young

Deborah and Kerry Vandell

Doron ’02, ’17, ’18 and Joanne Zinger

Sustaining Members ($500+)

Recent Alumni Members ($250+)

Tom Arntson ’95

(Graduated within last 10 years)

Dana Asendio

Vincent Ha ’20

Glen Baron and Margretta Voinet-Baron

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Valerie Brewer ’11 Brandon Brown ’04

Bold = UCI Alumni

Juan Calcagno

Italics = UCI Trustee

CARS (College Access, Readiness and Success)

† = Deceased

ChevronTexaco Corporation Kelvin Chuang ’09 Philip Collins Joseph Connor Kamilo Curry Greg and Dorothy Duncan Derek Dunn-Rankin and Katherine Martin Albert ’72 and Anne Encinias Google, Inc. Michael and Rufie Harr Valerie Henry ’86, ’04

University of California, Irvine 3200 Education Irvine, CA 92697-5500 education.uci.edu