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Our Mission Our Mission The UNC School of Education is committed to realizing the transformative power of education and — in turn — is redefining what it means to educate. Education has the power to break down barriers, lift up individuals, and empower communities to rise and thrive. To that end, we inspire educators to lead, think creatively, act with passion, and strive toward equity for all.

UNC SCHOOL OF EDUCATION

ANNUAL REPORT 2022-23

Table of Contents

A MESSAGE FROM THE DEAN

RANKINGS

LEADERSHIP

RESEARCH Research Features Research News Journal Editors

11 13 17 20

FACULTY Faculty Features Faculty News

21 25 29

STAFF NEWS

PROGRAMS

DIVERSITY, EQUITY, INCLUSION, AND BELONGING

STUDENTS Enrollment Student Features Student News

41 42 43 52

CAROLINA COMMUNITY ACADEMY 53 DEVELOPMENT AND ALUMNI RELATIONS Development Totals Board of Visitors Alumni Council Alumni Notes

59 61 62 63 64

Peabody Hall, Campus Box 3500 Chapel Hill, NC 27599-3500 Phone: (919) 966-1346 Email: ed@unc.edu Web: ed.unc.edu Produced and published by the UNC School of Education Editor: Fouad Abd-El Khalick Managing Editor: Morgan Ellis Assistant Managing Editor: Brittany Cowan Graphic Designer: Grayson Mendenhall

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A Message from the Dean Friends and Fellow Educators,

You will also read about a $2+ million U.S. Department of Education

members, working closely with campus colleagues and educators

In fall 2022, we announced the good news that faculty member

in Person County Schools, were deeply engaged in the launch of a

Dorothy Espelage and the School would host the biennial World Anti-

new, innovative K-2 school in Roxboro, N.C. This was a huge task

Bullying Forum October 25-27, 2023. Few, if any, gatherings like this

that served as a reminder of the power of collaboration. A year later,

exist, and the 2023 forum marks the first time it has traveled outside

Carolina Community Academy continues to provide that reminder.

of Europe. We look forward to welcoming researchers, practitioners,

hen I think of the time this annual report covers — July 1, 2022, to June 30, 2023 — it is difficult not to immediately think of July 2022. Our faculty and staff

When the first group of kindergartners turned their tassels in June 2023, they did so with grade-level proficiency in reading and math. No student was chronically absent. We believe our focus on “educating the whole child” had much to do with this success. Investing in school staff members, student well-being, and the community in which the school is located is critical to a student

grant that will place our school counselors-in-training in rural schools — an effort that aims to reduce and mitigate inequities of mental health disparities among low-income rural students.

policymakers, educators, and more to North Carolina to advance efforts to prevent and end bullying. These are just a few examples of the extraordinary work happening at the UNC School of Education. This community of driven faculty, scholars, staff, students, and alumni face education’s toughest challenges head on — in classrooms, schools, districts, academia,

realizing their maximum potential.

industries, and more — every day.

Beyond Carolina Community Academy, the past year has seen the

I encourage you to keep reading to meet the incredible people at

School of Education grow in additional ways. This growth holds great promise for learners and educators in North Carolina and beyond — but especially in our state’s rural communities. Within this report, you will read about an anonymous $3 million gift that launched the Fellows for Inclusive Excellence program, which will bring Carolina’s aspiring teachers and school counselors into

the UNC School of Education who are leading high-impact research and efforts to better North Carolina, the United States, and the world through education. Thank you for reading and thank you for your work to Propel the World. All my best,

rural Title 1 schools, provide financial incentives to keep them in those schools once they graduate, and provide assistant principals within those schools with professional development from our faculty members that helps them lead highly effective learning communities.

ANNUAL REPORT 2022-23

Fouad Abd-El-Khalick Dean and Alumni Distinguished Professor

t the UNC School of Education, we know people propel our world. People who imagine and persevere and create. Here, in Chapel Hill, we build people’s minds, spirits, and resolve to make the world a better place through education. Our community of scholars, students, staff, and alumni Propel the World. We work to solve pressing problems, to better understand learning, to improve teaching, to redefine what it means to educate lifelong and lifewide. We innovate. We ask and answer tough questions — to ensure that every learner has the opportunity to reach their maximum potential.

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Our Pillars The UNC School of Education is a community of collaborative researchers, practitioners, students, staff, and engaged alumni and supporters. We are dedicated to realizing the transformative power of education and to achieving equity in educational access and outcomes for all learners in a diverse and just society. Our work is guided by four pillars: Educating the Whole We recognize that learning is dependent on the well-being of children, their families, and their communities. With a focus on underprivileged and underserved communities, we seek work with educators, parents, schools, communities, and beyond, in partnership with other schools and units at Carolina, to empower learners and communities to thrive. Empowering the Leaders of Tomorrow We empower educators and scholars to lead; to think creatively, act with passion, and strive for excellence and equity for all. Equipped to succeed in their professions, our graduates also emerge as leaders in their institutions and communities, and mindfully contribute toward continually improving and transforming them. Collaborating for the Greater Good We seek productive and meaningful partnerships across disciplinary and institutional boundaries, working with all stakeholders within and beyond formal institutions of education. A well-educated, diverse, and empowered public is key to addressing social inequities and injustices; promoting and supporting the health and well-being of all; and ensuring the competitiveness and prosperity of our state and nation. Advancing Knowledge, Driving Innovation We produce cutting-edge knowledge and pursue innovative, research-based solutions to the most pressing problems of educational theory, practice, programs, and policy in North Carolina, the nation, and beyond.

ANNUAL REPORT 2022-23

RANKINGS

A top-ranked school of education For its 2024 guide, U.S. News & World Report ranked the UNC School of Education No. 21 among U.S. schools that grant doctoral degrees in education — its higheset ranking in two decades.

No.

SCHOOL OF EDUCATION

PUBLIC SCHOOL OF EDUCATION

No.

SCHOOL OF EDUCATION IN NORTH CAROLINA

Seven of the School’s specialty programs were ranked among the best in the nation: Special Education — No. 15 Educational Psychology — No. 17 Elementary Education — No. 17 Education Policy — No. 20 Secondary Education — No. 20 Curriculum and Instruction — No. 24 Educational Administration — No. 26

LEADERSHIP

Leadership The UNC School of Education is led by a dynamic team of education researchers and professionals focused on the success of our students, the School, and the field.

Fouad Abd-El-Khalick Dean

At right is the leadership team at the UNC School of Education entering the 2023-24 academic year.

Morgan Ellis Director of Communications and Marketing

Shauna Harris Assistant Dean for Student Affairs

Anthony James Director of Diversity, Equity, Inclusion, and Belonging

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Tammy Cox Assistant Dean for Finance and Operations

Megan Garrett

Thurston “Thad” Domina Associate Dean for Academic Affairs Director of Graduate Studies

Jill V. Hamm

Assistant Dean for Development

Associate Dean for Research and Faculty Development

Diana Lys

Amy Richardson

Assistant Dean for Educator Preparation and Accreditation

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Director of Carolina Community Academy and PK-12 Partnerships

Research Faculty members at the UNC School of Education and their collaborators at the University of North Carolina at Chapel Hill and beyond pursue innovative educational research and projects. They explore the nature of learning that contributes to effective teaching, data-driven classroom interventions and curricular improvements, insightful analysis leading to informed policies, and evidence-based advancements in educator preparation.

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$88.23m 2022-23 TOTAL RESEARCH PORTFOLIO

NIH-FUNDED PROJECTS

NSF-FUNDED PROJECTS

U.S. DEPARTMENT OF EDUCATION-FUNDED PROJECTS

Total Research Expenditures $19.90m $20m

$17.05m

$18m $16m

$13.83m

$14m

$11.64m

$12m $10m $8m

$14.60m

$7.55m

$6.97m $4.75m

$6m

$5.73m

$6.20m

$7.51m

$4m $2m 0 2012

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2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

RESEARCH

Brian Boyd Rethinking the autism research agenda

or 20+ years, Brian Boyd, Ph.D., has dedicated his career to ensuring high-quality education and outcomes for a most vulnerable population — children and young adults with significant disabilities, who are often

subject to exclusion, isolation, and poor postsecondary outcomes.

His research has led to effective classroom and home-based interventions for very young autistic children. For autistic individuals who exhibit repetitive, restrictive, and sensory behaviors that interfere with their quality of life, his work has helped them to more fully engage in learning experiences. Boyd’s recent scholarship aims to engage and serve an even more vulnerable and marginalized population — autistic children and youth of color and their families. The goal of this work is to make bold inroads to change diagnostic, service provision, and research processes to reduce systemic barriers in the field of special education. Boyd, the William C. Friday Distinguished Professor of Education, brings a unique scholarly expertise and agenda that holds the potential to alter the field of autism research. Through necessary diversity, equity, and inclusion efforts and research that engages community members as key stakeholders, his impact on the field can ultimately improve outcomes for all autistic people. A field-leading autism researcher Before joining the School, Boyd served as a professor at the University of Kansas, where he also led the Juniper Gardens Children’s Project, a premier research institute known for ground-breaking efforts to improve the care and educational experiences of children. Before that, he was a faculty member in the UNC Department of Allied Health Sciences, earning tenure and holding research appointments at the Frank Porter Graham Child Development Institute and the Carolina Institute for Developmental Disabilities. His work has resulted in more than 85 refereed journal articles in top journals across fields. He has published seven book chapters and one book, “Handbook of Early Childhood Special Education.” He serves as PI or Co-PI on four grants — totaling over $20 million — from the National Institute of Health, one from Health Resources and Services Administration, and two from the Institute of Educational Sciences.

“There are many underrepresented groups who haven’t been featured in autism research, which raises the question: What do we really know about autism?” Following is a Q&A with Boyd, who talked about where autism research needs to go, where his work is going, and how we can better serve autistic people who have intersectional identities. You recently directed Juniper Gardens Children’s Project, and you also serve in varying capacities for several field-leading journals. In those roles, you have had a unique opportunity to guide research. Where does research focused on autism, developmental disability, and special education need to go? I was recently part of an international working group commissioned by The Lancet that produced a report about the future of autism research. One area that we recognized, and this is something I had already recognized in my own research, is that there are many underrepresented groups who haven’t been featured in autism research, which raises the question: What do we really know about autism? We have to make sure our research is reflective of the autistic population. They’re not just autistic. They have multiple identities. They may be autistic and LGBTQ; I’ve been doing some of that research. We need to really think about those marginalized groups who haven’t been featured in research — to grow our body of research, to ensure we understand as many perspectives as possible, and to ensure the interventions we develop are culturally appropriate and relevant. Even biological research, does it make sense in light of marginalized people not being featured in previous studies? Another area for study is around autism and aging. Autistic people age

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and grow old, but we don’t know a lot about the aging process of autistic individuals and what it means to grow older with autism or disability. Does it mean you’re at any increased risks for physical or mental health conditions? [Faculty member] Kara Hume and I are working together on another area that deserves more attention: autistic adolescents who are at increased risk for co-occurring mental health conditions, particularly anxiety and depression. We need to begin to understand what they are going through and how we can mitigate those co-occurring mental health conditions. And then another area involves fundamental questions around interventions. How do we best individualize interventions? For whom do our interventions work best? Under what conditions do our interventions work best? What’s the best developmental window or timing for an intervention? Figuring out the developmental timing of our interventions and which work best for which individuals is something we’re still figuring out because this has important implications for our work. Those are some of the areas where the field is trying to move and where we need to go if we want to advance the lives of autistic people. Your research has shifted to focus on the intersection of marginalized populations, most notably race and disability. What led to that shift? What do you find at that intersection? What led to that shift was my interactions with autistic families of color, in particular Black families. They really have no ability to separate their race from their child’s disability, and their child has no ability to separate their race and disability. They are operating at that intersection. I was hearing concerns from families about their child having police interactions. They were saying, “He can’t communicate or he engages in odd behavior, and he’s a Black male so what does that mean for his life? How do we navigate that as a Black family of an autistic child?” No one was talking about those things on the same scale we were talking about other issues in autism. And again, Black people with autism and their families are certainly underrepresented in research. We also see disparities in terms of timing of diagnosis. Black kids often get misdiagnosed earlier on so it takes sometimes longer to get an autism diagnosis, and we certainly see disparities in access to the kinds of services and quality of services for Black kids. I started to think, “I have a position. I’m at a place in my career and in the field where I can begin to speak to some of those issues,” so I decided to shift a lot of my research to focus specifically on Black autistic children and families. For me, what I found at that intersection is joy. It’s the happiest I have been with autism research because it really marries my identity as a Black man with the research I do. It’s important to me to help those families have a voice. I’ve been talking to a number of Black caregivers, Black parents of autistic children, Black autistic people about their experiences and really trying to think about how we can shape a research agenda. I also recently formed a group of Black academics in autism research, and we’re going to have meetings where we talk about how we advance the cause. How do we uplift the Black experience within this field that is predominantly White researchers? It’s essential that we start to privilege the voices and experiences of [Black researchers] who haven’t had a voice in this work. How do we begin to overcome these kinds of disparities for people of color and for people from underrepresented groups who have autism or some form of disability? I think part of overcoming these disparities is beginning to work in partnership with underrepresented communities, to really elevate the issues they are dealing with. We can’t address these disparities without understanding the experiences of all marginalized identities of autistic people. We need to really understand those intersections to help these groups overcome.

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Creating new momentum in autism research June 9, 2023, Brian Boyd, Ph.D., hosted the first in-person meeting of the Black Empowerment in Autism Network, which met in Peabody Hall on the UNC-Chapel Hill campus. The first-of-its-kind group of Black scholars was developed to make autism research more inclusive and examine the ways that autism impacts Black children and their families. The network aims to provide opportunities for Black autism researchers and experts to connect, share their experiences and knowledge, and discuss ways to improve understanding and support for Black autistic individuals. During the meeting, more than 20 researchers, educators, medical professionals, psychologists, speech pathologists, and social workers convened to discuss strategies to bridge the gaps in autism research and ways to enhance communication tactics between practitioners and clients, which could result in more equitable and effective outcomes for Black autistic populations. In-person attendees work at institutions and organizations across the U.S., including North Carolina Central University, University of Wisconsin-Milwaukee, Penn State University, and more. Additional researchers from across the U.S. and one from Australia also joined the meeting via Zoom. The day began with a presentation, “The State of Autism Research for Black Folks,” led by attendees that explored a number of facets related to autism research, including the prevalence of autism in Black populations, diagnosis and its timing for Black children, access to services and outcomes of those services, diversity of autism researchers and research participants, and more. The day ended with next steps for the group. “We want to represent the broad range of research that we see in autism and mentor the next generation of researchers,” said Boyd. “We want the group to represent a continuum of autism research with the goal of thinking about different audiences and ways to convey who we are, what we do, and what we want to accomplish.”

RESEARCH

Nianbo Dong Powering up educational research

ianbo Dong, Ph.D., laughingly acknowledges PowerUp! — a software suite of educational power analysis tools he has continued to expand since the original tool launched nearly a decade ago — is best suited for the grant-writing phase of research. In the academy, where a researcher’s number of citations amassed provides one measure of scholarly success, PowerUp!’s utility makes it somewhat uncitable.

“Some researchers submit the proposal with power analysis, they receive the grant, do their analysis, and then write the article without power analysis,” said Dong, Kinnard White Faculty Scholar in Education. “I joke with my collaborators, ‘Is this work worth continuing?,’” Dong said regarding its relative uncitable-ness. Of course, his joke is rhetorical. PowerUp! is near essential in some avenues of educational research. Cited or not, Dong said he is certain PowerUp! continues to help educational researchers work more efficiently and confidently. As of February 2023, the software’s website had been accessed more than 12,000 times. PowerUp! aids researchers in planning a range of experimental and quasi-experimental study designs, providing invaluable, time-saving tools to estimate the statistical power of their research design. In other words, PowerUp! near immediately helps scholars determine the likelihood of finding meaningful results in their research.

“We always want evidence-based policy and interventions. To generate this, we need better tools.” And PowerUp! does all of this while considering key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., fixed effect and random effect) used in the analysis. Since that original launch, Dong and collaborators continued to grow the suite of PowerUp! tools — all at no cost to users. In 2016, they launched PowerUp!-Moderator and PowerUp!-Mediator, to detect moderator and mediator effects, respectively, in cluster randomized trials. In 2019, the PowerUp! lineup expanded to include PowerUp!-CEA, a tool to calculate statistical power in multilevel randomized cost-effectiveness trials. The deep methodological and statistical understanding that underpins PowerUp! has helped Dong and colleagues to generate external funding from the National Science Foundation and the U.S. Department of Education’s Institute of Education Sciences (IES), which has led to new educational research methodologies. But creating new, better, rigorous methodology and tools like PowerUp! are just half of the story when it comes to Nianbo Dong’s work.

In 2013, Dong and Rebecca Maynard, Ph.D., a faculty member at the University of Pennsylvania, created PowerUp! with individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted time-series designs in mind.

Applying advanced methods for the greater good

A researcher enters a minimum detectable effect size and immediately knows the sample size needed for that project. They can also do the opposite: enter a sample size to see the minimum detectable effect size.

Which leads into the other half of his scholarly output: the application of methodologies to answer complex questions — questions that move beyond superficial research findings, questions that seek deeper meaning and understandings, questions asked to ensure that every

When talking with Dong about his methodology research, he quickly interjects to clarify: “applied methodology.”

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student is considered in educational research. “Education is a key factor for changing someone’s life, to change their socio-economic status,” said Dong, a first-generation college student. “Now, I want to know what a program or an intervention can do to change a person’s life by providing good education.” The recently published “Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials,” which appears in Prevention Science, pooled data from eight IESfunded cluster randomized trials to address research gaps regarding social and behavioral outcome disparities. Dong and his team found that significant gender, racial, and socioeconomic disparities existed in social and behavioral outcome measures — including concentration problems, disruptive behavior, emotion dysregulation, family involvement or problems, internalization, and prosocial behavior. The discrepancies — the largest varied across schools — could be reduced by interventions and favored students who were female, ineligible for free or reduced-price lunch, and White. A succinct, definitive conclusion that can inform future research, more effective interventions, policies, etc. is the whole point of scholarly research. But that succinctness of the findings belies a process that’s equal parts creative, analytical, labor intensive, and rigorous. In the ways of quantitative methodology, integrative data analysis (IDA) is a fairly recent addition to a researcher’s toolkit, first appearing in Psychological Methods in 2009. In that publication, Patrick J. Curran, Ph.D., and Andrea M. Hussong Ph.D., professors of psychology at UNC-Chapel Hill, defined IDA “as the analysis of multiple data sets that have been pooled into one.” They wrote that “both quantitative and methodological techniques exist that foster the development and maintenance of a cumulative knowledge base within the psychological sciences” and pointed to meta-analysis as the best tool to achieve that knowledge base at the time. But where meta-analysis allows for the synthesis of statistics drawn from existing studies, IDA draws from original data sets — enabling deeper statistical analysis within a massive, aggregated data set. Since 2009, the use of IDA has radiated outward from psychology and across a number of adjacent fields, including education. In Dong’s study, the previous cluster randomized trials provided data from 90,000 kindergartners through eighth graders in 387 schools in four states. Those trials were selected because they evaluated the effectiveness of school-based prevention interventions and used the same outcome measures. Most of those projects involved a 2-day teacher training. Some included additional coaching. All included a primary outcome of teacher reports of students’ behavior using the Teacher Observation of Classroom Adaptation–Checklist. As one might imagine, bringing together data in those quantities takes time and attention. In IDA, the reconciliation of disparate or incongruous sets of raw data is a process known as “harmonizing.” But the work put into harmonizing data pays off, enabling researchers, Dong included, to draw big conclusions about programs and interventions and, more importantly, their effects on students according to a number of demographic identifiers. Dong and his collaborators provide empirical evidence that indicates significant disparities in multiple social and behavioral outcomes for

ANNUAL REPORT 2022-23

students between females and males, White and Black, White and Hispanic, and eligible and ineligible for free or reduced-price lunch — in both the control and treatment groups. Their analysis accounts for the random effect of students being nested in school; for example, the outcomes disparities of Hispanic students in one school will likely differ from Hispanic students in another school compared to White students. The study affirms decades of concern regarding disparities in outcomes for students of color and students of low socio-economic status. But it also provides insights into the effect… Does an intervention have a different effect for a Black student? A Latino student? A female student? A student who receives free or reduced-price lunch? This kind of approach also enables researchers to understand the outcomes for underrepresented groups in research. For example, a previous study may not have yielded enough Latino participants to draw significant or even accurate conclusions about outcomes for those students. By combining similar studies, IDA has the potential to unlock new, urgent understandings within existing data. The most rigorous methods possible To develop new methodologies and tools, Dong said he listens to the challenges faced by other researchers. “So my research ideas come from practical needs for new statistical tools or methods,” Dong said. “In those needs, I also look for the potential to generate new knowledge that can have big impact.” In his current NSF-funded research, Dong is working to create a statistical framework and tools to plan multi-level randomized costeffectiveness trials, including moderating and mediating effects in addition to the main effect, specifically with regard to STEM education. As the need for effective STEM education programs, policies, and practices have grown, so has the demand for comprehensively assessing their cost-effectiveness. Studies that have been designed to address that demand have evaluated the comparative performance of other programs in terms of both effectiveness and the cost of producing the effects. Many current assessments have dealt almost exclusively with only program effects. Dong envisions more comprehensive assessment tools that detail not just the effects of STEM programs but also the net cost of producing those impacts across the many organizational levels that make up school systems, critically enhancing STEM cost-effectiveness studies by estimating and separating costs across levels. Recently, Dong collaborated with colleagues to develop statistical methods and a user-friendly tool to help educational researchers plan their cluster randomized cost-effectiveness trials (CRCETs), which involve the random assignment of entire clusters to a treatment or control condition to evaluate both the cost and effectiveness of an intervention. While CRCETs aren’t completely new, no tools exist to support that line of scholarly inquiry. And while these tools are built for scholars, implications exist for education leaders and policymakers to make more informed decisions. In the case of CRCETs, by linking the cost of implementing an intervention to its effect, researchers and decision-makers will be able to see the degree to which an intervention is cost-effective. “We always want evidence-based policy and interventions,” Dong said. “To generate this, we need better tools.” Dong is always in pursuit of those tools.

RESEARCH

Research News

Research News $2.27 million Department of Education grant to help bring school counselors to rural N.C. districts With a $2.27 million grant from the U.S. Department of Education, the UNC School of Education will work to reduce and mitigate inequities of mental health disparities among low-income rural K-8 students by increasing the number of its highly qualified school counseling graduates in the schools where those students learn. The grant funding makes possible “Helping Heels — Expanding Access to Care and Improving Opportunities for Rural Schools in the Tar Heel State,” a 5-year project that will place school counselors-in-training in rural highneeds elementary and middle schools and incentivize the School’s counseling graduates to seek employment in those schools or similar ones. By increasing the number of qualified school-based mental health professionals from rural areas and from culturally diverse backgrounds in rural high-needs schools and districts, the project aims to reduce and mitigate inequities of mental health disparities services and improve mental health and educational outcomes for minoritized and marginalized students. Dana Griffin, Ph.D., an associate professor in the School Counseling program, is the project’s principal investigator. Faculty members Dorothy Espelage, Ph.D.; Lewis Hatcher, Ph.D.; and Robert Martinez, Ph.D., will serve as co-principal investigators. “Helping Heels” will launch in Granville and Person Counties, and Carolina Community Academy, beginning fall 2023. Over the project’s five years, 33 school counselors-in-training will complete coursework at the School of Education and a yearlong internship at a school in the participating districts. Data collected over the course of the project will be used to assess the clinical skills of school counselors-in-training, to shape professional development curriculum for professional school counselors serving as site supervisors, and to inform the School Counseling program’s course content. The project will also evaluate primary and secondary outcomes — including SEL skills, bullying, and academic outcomes — of Second Step at three times across academic years to evaluate programming impact within schools where school counselors-in-training are placed.

UNC School of Education at AERA 2023 UNC School of Education faculty members, students, postdoctoral researchers, and alumna presented at the annual American Educational Research Association (AERA) meeting, held in Chicago April 13-16. They also presented at AERA’s virtual conference May 4-5. Each year, the conference serves as the world’s largest gathering of education researchers and a showcase for groundbreaking, innovative studies across a number of fields. UNC School of Education scholars — including 19 faculty members, one faculty emerita, and more than 25 students and postdoctoral researchers — presented authored or co-authored papers at symposia, round-table discussions, professional development courses and more. Though not presenting, even more faculty members and graduate students are represented in presented papers they co-authored. Jeff Greene, Ph.D., McMichael Family Professor, was recognized as the 2022 outstanding reviewer for Review of Educational Research (RER). A journal of AERA, RER publishes critical, integrative reviews of research literature bearing on education, including conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. Katherine “Kaki” Blackburn, a student in the Ed.D. in Educational Leadership program, was named a 2023 David L. Clark Scholar by the University Council for Educational Administration. During the annual meeting, she joined fellow Clark Scholars for the David L. Clark National Graduate Student Research Seminar in Educational Administration & Policy, which brings together emerging educational administration and policy scholars and noted researchers for presentations, discussion, and professional growth.

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Houck co-edits book focused on school funding mechanisms across the U.S. Eric Houck, Ph.D., an associate professor in policy, leadership, and school improvement and a noted authority who examines how educational finance systems can generate inequities, co-edited the book “Funding Public Schools in the United States, Indian Country, and the US Territories.” The publication serves as a second edition of the compendium of school funding mechanisms. As a supplement to the annual “State of the States” reports, these edited volumes provide comprehensive overviews of each state’s school funding mechanism, with details about assessment and valuation, tax programs, and allocation metrics. “This is the level of detail that is not always reported on state websites,” Houck said, “and needs experts in school finance to collect and make sense of these multiple overlapping policies that govern education funding. “This volume expands on the previous edition with updates about COVID funding in each state as well as an expanded scope to cover school funding for Native communities, D.C., and the U.S. Territories,” Houck said. “A companion volume examining higher education funding is expected within the next two years.” Houck worked with more than 75 authors to produce the book’s 53 chapters, bringing together the nation’s collective school finance expertise while supporting an underserved community. “The interactive effects of state policies and federal programs in Native nations and for these populations is not well understood in the wider school finance community,” Houck said. “This book continues NEFA’s commitment to examining the equitable distribution of resources across multiple student populations.”

Hume part of team awarded $3.5 million NIH grant to study inclusive fitness With a $3.5 million grant from the National Institutes of Health (NIH), UNC School of Education faculty member Kara Hume, Ph.D., and adjunct faculty member Brianne Tomaszewski, Ph.D., will lead research that aims to increase the physical activity of adults with intellectual disabilities in an effort to support their physical and mental health and promote healthy aging. The R01 grant, called the PACE program, or Physical Activity and Community EmPOWERment, will fund pilot testing of two multi-level physical activity programs — Step It Up and Power Hour — to understand the feasibility, acceptability, and fidelity of each. Tomaszewski, also an assistant professor at the UNC TEACCH Autism Program in the Department of Psychiatry, is the grant’s lead principal investigator. Hume, the Richard “Dick” Coop Faculty Scholar in Education, and Melissa Savage, Ph.D., an assistant professor at the University of North Texas, are co-principal investigators. Research has shown physical activity can contribute to a variety of positive outcomes in areas that include academics and adaptive behavior and can provide health benefits, including protective factors that help to mitigate Alzheimer’s disease and related dementias. Research has also shown that it can be difficult for adults with intellectual disability to engage in physical activity and thus, they experience higher rates of early-onset dementias and age-related conditions. “Physical activity is critically important for everyone, but often individuals with intellectual and developmental disabilities are left out of exercise-related opportunities and spaces,” said Hume, a foremost autism researcher who has long studied educational interventions for autistic children and adolescents. “There are so few inclusive, adaptive fitness offerings for these populations. This grant can help us to really understand the impact of community fitness programs on the quality of life for the participants — those with and without disabilities. “And while this will be very preliminary work, Brianne, Melissa, and I are curious if this type of regular exercise may slow down cognitive decline as individuals, particularly those with intellectual disabilities, age.”

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RESEARCH

Research News

Research News New study co-authored by Sartain shows online learning can boost equity in higher education Even before the COVID-19 pandemic, online education was growing rapidly. Groundbreaking new research found almost 40% of students in the University of North Carolina System took at least one class online in 2019. This approach to education at public institutions, and the increased flexibility that goes along with it, has the potential to address equity issues around who can participate in higher education. The study — “The Expanding Landscape of Online Education: Who Engages and How They Fare” — authored by faculty member Lauren Sartain, Ph.D., doctoral student Wesley Morris, and Lisa Barrow, Ph.D., at the Federal Reserve Bank of Chicago investigates the patterns and impacts of remote learning across the 17-school UNC System from 2012 to 2020, leading up to the pandemic. Its findings reveal many college students take a mix of online and in-person classes, providing flexibility that benefits those students in terms of improved GPAs. This research is the first to look at the rates and impact of online college courses at a large, diverse public system. “While the pandemic necessitated a move to online learning, this research shows that UNC System schools were already offering a mix of in-person and online learning options,” Sartain said. “And that combination was ultimately beneficial to student learning. There’s certainly more to explore since the pandemic has accelerated and entrenched online learning. Now we need to be asking, ‘How can we better help students leverage the flexibility of online course options to succesfully earn their degree or whichever credential they seek?’” Among the takeaways: • In fall 2012, 22% of UNC System undergraduates took some or all courses online; seven years later, that number was 37%. The pandemic would push the national figure over 80% in 2020. • Online course takers were more likely to earn As in online courses compared to their in-person courses, but they were also more likely to fail online classes. • Ultimately, engaging in online course-taking did not improve a student’s likelihood of graduating from college but didn’t hurt it either. The findings suggest that while online course offerings may provide students valuable flexibility, additional supports may be needed to translate increased online learning opportunities into higher graduation rates.

Can virtual reality help prevent future suicide attempts in young people?

Cross-School collaboration receives grant to prevent Black youth suicide

Faculty member Marisa Marraccini, Ph.D., received an MQ and AFSP Fellowship to expand her work to develop and test virtual reality (VR) interventions in the treatment of adolescents hospitalized for suicidal thoughts and behaviors.

Faculty members Constance Lindsay, Ph.D.; Dana Griffin, Ph.D.; and Marisa Marraccini, Ph.D.; received a Student Experience Research Network (SERN) Sunset Grant to study school-based mental health services and referrals, and aggressive school disciplinary practices to better understand how these factors influence Black youth suicide. Linday is a faculty member in educational policy, Griffin in school counseling, and Marraccini in school psychology.

The £225,000 fellowship award — from MQ: Transforming Mental Health, an international mental health research charity based in London, and the American Foundation for Suicide Prevention — will expand research funded by the National Institute of Mental Health, enabling Marraccini to center the voices of Black, Brown, and LGBTQ+ youth in the development of VR interventions over the next three years. “My work situates suicide prevention within the environment youth spend majority of their time: schools,” Marraccini said. “Without prioritizing school environment, researchers and practitioners miss opportunities to address the day-to-day stressors and issues faced by students.

Their work aims to inform upstream approaches to suicide prevention delivered in school settings and contribute to a sizeable gap in the literature in support of preventing Black youth from dying of suicide.

“This award will allow me to partner with ethnic, racial, gender, and sexual minoritized youth recovering from mental health crises to tailor the VR experience to better meet their needs.”

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Editors to our fields’ premier journals Our researchers are actively engaged at the forefront of their communities of scholarship. They serve in editor roles for some of our fields’ leading journals, collaborating with editorial team members from institutions across the nation and globe to push their areas of scholarship. The rigorous and cutting-edge research featured in these publications expand and strengthen our understandings in educational fields and drive practice in P-20 educational institutions and communities.

Journal of Early Intervention

Brian Boyd, Ph.D., William C. Friday Distinguished Professor of Education, serves as co-editor of the Journal of Early Intervention. The journal offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. Boyd serves alongside co-editor Brian Reichow from the University of Connecticut.

Educational Psychologist

Jeffrey A. Greene, Ph.D., McMichael Family Professor, is co-editor of Educational Psychologist, one of the top journals in educational research and the journal of Division 15 (Educational Psychology) of the American Psychological Association. He serves alongside co-editor Lisa Linnenbrink-Garcia, a professor at Michigan State University.

Educational Researcher

Thurston “Thad” Domina, Ph.D., Robert Wendell Eaves Sr. Professor in Educational Leadership, is one of five co-editors leading Educational Researcher, the premier academic journal of the American Educational Research Association. He shares co-editor responsibilities with June Ahn, an associate professor at the University of California, Irvine; Andrew McEachin, a policy researcher at the RAND Corporation and a core faculty member at the Pardee RAND Graduate School; Dana Thompson Dorsey, an associate professor and associate director of research and development for the Center for Urban Education at the University of Pittsburgh; and Sarah Woulfin, an associate professor at the University of Connecticut.

Journal of Research in Science Teaching

Troy D. Sadler, Ph.D., Thomas James Distinguished Professor of Experiential Learning, serves as co-editor — with Felicia Moore Mensah of Teachers College at Columbia University — of the Journal of Research in Science Teaching (JRST). JRST is the leading academic journal in the field of science education and is the official journal of NARST. The journal was previously co-edited, from 2014-2019, by UNC School of Education Dean Fouad Abd-El-Khalick, Ph.D.

Professional School Counseling

Dana Griffin, Ph.D., associate professor of school counseling, serves as associate editor of Professional School Counseling — the flagship journal of the American School Counselor Association and of the school counseling profession. Professional School Counseling is a rigorous peer-reviewed journal that publishes high-quality manuscripts on theory, research, and best practices for the profession.

The Urban Review

Sherick A. Hughes, Ph.D., Samuel M. Holton Distinguished Professor, serves as editor of The Urban Review, a journal devoted to examining issues around improvement of urban schooling and education. The Urban Review was previously coedited by retired professor George Noblit. Doctoral student Torrie Edwards serves as managing editor.

Educational Evaluation and Policy Analysis

Nianbo Dong, Ph.D., Kinnard White Faculty Scholar, serves as one of five associate editors of Educational Evaluation and Policy Analysis, a leading scholarly journal in the field of education research. He will help lead the journal from 2023-2025. Educational Evaluation and Policy Analysis is considered a premier journal for rigorous, policy-relevant research on issues central to education. It publishes articles intended to inform a wide range of readers — from scholars and policy analysts to journalists and education associations — working at local, state, and national levels.

Reading Research Quarterly

Christian Ehret, Ph.D., associate professor, serves as co-editor of Reading Research Quarterly, which is the leading global journal offering multidisciplinary scholarship on literacy among learners of all ages, including the latest research studies (methods, results, effects, findings, and implications).

ANNUAL REPORT 2022-23

Faculty From promising young scholars to our fields’ pre-eminent researchers, to forward-thinking experts preparing the next generation of educators, the UNC School of Education is home to a world-class faculty. Our faculty members advance knowledge, drive innovation, and empower future education leaders. They are often called on to move forward conversations about education — in the media, in large-scale collaborative projects, in advisory roles to government leaders, in field-leading academic journals, and more.

UNC SCHOOL OF EDUCATION

50 Faculty Members

52%

Faculty by Rank

28%

Full

14 Associate

Assistant

20%

Faculty Diversity % Racial and Ethnic Diversity among Faculty

32%

22%

25 20

22% 19%

19%

18%

21%

20%

2016

2017

26%

2018

2019

28%

2020

2021

29%

15 10 5 0 2011

2012

2013

2014

2015

2022

2023

The UNC School of Education values and recognizes all forms of diversity. The above metrics only reflect diversity as captured by University data.

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FACULTY

L-R: Nianbo Dong, Fouad-Abd-El-Khalick, Ethan Hutt, Kara Hume, and Brian Boyd at the 2022 Celebration of Scholarly Excellence.

Endowed Faculty Members Endowed Faculty Members Our faculty members in the UNC School of Education are distinguished in their areas of research, and we are able to recognize some of those faculty members with the distinction of either endowed professor or scholar. Fouad Abd-El-Khalick Alumni Distinguished Professor Matthew Bernacki Donald & Justeen Tarbet Faculty Scholar Brian Boyd William C. Friday Distinguished Professor of Education Lora Cohen-Vogel Frank A. Daniels Jr. Professor Dionne Cross Francis Joseph R. Neikirk Professor Thurston “Thad” Domina Robert Wendell Eaves Sr. Professor in Educational Leadership

Nianbo Dong Kinnard White Faculty Scholar in Education

Ethan Hutt Gary Stuck Faculty Scholar in Education

Dorothy L. Espelage William C. Friday Distinguished Professor of Education

Marisa Maraccini Donald & Justeen Tarbet Faculty Scholar

Jeffrey A. Greene McMichael Professor

Troy D. Sadler Thomas James Distinguished Professor of Experiential Learning

Jill V. Hamm William C. Friday Distinguished Professor of Education Sherick A. Hughes Samuel M. Holton Distinguished Professor Kara Hume Richard “Dick” Coop Faculty Scholar in Education

R. Keith Sawyer Morgan Distinguished Professor of Educational Innovations Matthew G. Springer Robena and Walter E. Hussman Jr. Distinguished Professor of Education Reform

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UNC School of Education welcomes new faculty members in 2023-24 With the beginning of the 2023-24 academic year, the UNC School of Education welcomed four new faculty members — Casey Calhoun, Ph.D.; Christian Ehret, Ph.D.; Courtney Hattan, Ph.D.; and Joseph Williams, Ph.D. — who bring to Chapel Hill a range of expertise and ongoing research activities that span fields in education.   “I am thrilled to welcome these exceptional new faculty members to the School,” said Fouad Abd-El-Khalick, Ph.D., dean of the School and Alumni Distinguished Professor. “Their expertise and scholarly record immediately enrich our community and will contribute to the growth and success of our future educators and scholars. We look forward to supporting their research and service endeavors that hold great promise for our fields and, most importantly, for learners and the communities we serve.” Casey Calhoun, Ph.D. Assistant Professor Casey Calhoun., Ph.D., joined the School as an assistant professor in the School Psychology program. Prior, Calhoun served as faculty at the Medical University of South Carolina (MUSC) and in the UNC School of Medicine, where he was an investigator on federally and

to youth and families in the greater Raleigh area, while supervising psychology interns, externs, and postdoctoral clinicians. His research combines experimental, schoolbased, and prevention-oriented studies to examine stress and coping during adolescence. His lab-based work examines the neurobiology and subjective experience of stress reactions, incorporating various methodologies

locally funded projects and contributed to clinical training

to establish stress response profiles connected with

efforts. Calhoun also founded a private practice where he

increased risk of internalizing symptoms.

Christian Ehret, Ph.D.

form connections with emerging technologies through

Associate Professor

their experiences with reading, writing, and digital media

Christian Ehret, Ph.D., joined the School as an associate professor. Before Carolina, he was a faculty member at

production. By investigating this intersection, Ehret works to uncover insights that will inform the development of

McGill University in Montreal. Ehret employs a design-

inclusive educational practices and empower learners

based research approach to delve into the impact of

to navigate the digital landscape effectively. Ehret also

emerging technologies and digital platforms on equitable

explores various school, family, and community resources

literacy education and curriculum development. His

that can contribute to establishing and sustaining

ongoing projects aim to examine how children and youth

connections between emerging technologies and literacy.

Courtney Hattan, Ph.D.

and seeks to build community-informed research-practice

Assistant Professor Courtney Hattan, Ph.D., joined the School as an assistant professor. She previously served as an assistant professor at Illinois State University. Her work explores how readers’ knowledge impacts their comprehension and text processing. Operating through an equity lens, Hattan

partnerships. Her work has examined reading materials used in classrooms, observed literacy instruction, and evaluated various methods for helping students recall and apply their knowledge before, during, and after reading. Her work has been published in leading academic journals including Review of Educational Research, Reading Research Quarterly, Journal of Educational Psychology,

bridges sociocultural and cognitive theories of learning

Reading and Writing: An Interdisciplinary Journal, Reading

and literacy, employs mixed-methods research designs,

Psychology, and more.

Joseph Williams, Ph.D.

and career readiness program dedicated to empowering

Professor

the youth of Charlottesville from historically minoritized

Joseph Williams, Ph.D., joined the School as a professor in the School Counseling program. Before,

ANNUAL REPORT 2022-23

provided office- and school-based mental health services

communities, specifically in grades 7-12. Williams’s research primarily focuses on three areas: academic

he held tenured faculty positions at George Mason

resilience among students of color and those from low-

University and in the Counselor Education Program

wealth families; protective behavioral strategies that K-12

at the University of Virginia (UVA) and was the faculty

students of color use to cope with racism-related stress;

research director for the Starr Hill Pathways program

and multicultural and social justice training practices for

at the UVA Equity Center — a free, year-round college

helping professionals.

FACULTY

POWER HOUR O

n Sunday afternoons, in a nondescript strip mall in Chapel Hill, muscles are expanding, hearts are swelling, and a community is thriving. It’s all happening at Power Hour, a fully inclusive, adaptive fitness class for young adults with autism and other developmental disabilities. At Power Hour, athletes of all ages, fitness levels, and abilities get moving in a friendly, encouraging atmosphere.

“People here are so welcoming and patient with me at whatever level I’m at,” shared Hannah, an athlete in the class. “It’s not just an indifferent group of strangers; it’s a community.” “I like meeting new people,” added Joey, “and it gets me off the couch!” Hannah and Joey are among a number of athletes in the class who have autism. The class helps all attendees develop strength, balance, mobility, and endurance — but the primary focus is on building connections and community. “At Power Hour, we’re trying to build inclusive communities outside of school or work settings,” said Kara Hume, Ph.D., who coaches the class. An associate professor at the UNC School of Education and a faculty fellow at the Frank Porter Graham Child Development Institute, Hume has worked with children and young adults with autism for more than 30 years. In the past 10 years, her work has focused more on supporting autistic adolescents and young adults. “We know that exercise has proven positive effects on a variety of outcome areas, from academics to adaptive behavior,” Hume shared. “But there is still a great deal to understand about how exercise can

enhance mental health and self-determination — two areas in which I have great interest.” The classes start with social interactive games that have a fitness component, such as being on a team doing relays or assigning the class different exercises depending on whether they agree with a true or false statement, such as “I prefer UNC over Duke.” One side may be instructed to do sit-ups while the other side does push-ups. Just like any fitness class, there’s always a modification. Gunnar, a young man in the class who uses a wheelchair, is sometimes in his chair participating in group activities that tighten and loosen his muscles; other times he’s out of his chair doing physical therapy. “I had some trouble keeping up at first,” shared Peter, an athlete who travels from Pittsboro to attend the class. “But everyone is supportive, and I’ve made so many friends.” Another athlete, Rico, interjected: “I like the push-ups.” (He was on the side who liked UNC, though, so he did sit-ups.) Hume is part of a truly exceptional group of faculty members and scholars at the UNC School of Education with expertise in special education who are focused on serving students with autism. These faculty seek to find solutions to improve health and well-being through applied research. “We are in communities, in homes, in schools working with autistic individuals who are providing their input along the way,” Hume said. “I regularly hear from these youth, their families, and teachers, that we need more opportunities to build connections, more places to foster a sense of belonging, and more efforts to transform communities to

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do not identify as having a disability. “Everyone shares that they feel more engaged, happier, and healthier at the end of our sessions,” she said. “Special education research usually looks at the impact of activities on those with disabilities, but I think it is equally important to understand how we all benefit from working out and hanging out together. I want to know more about how the full community is thriving as the result of our participation in Power Hour — recognizing it’s a much more reciprocal process. I don’t think we know as much about that as we should.” Hume plans to build on this work and has already submitted a grant request with a similar focus to the National Institutes of Health. The preliminary data from this pilot study will help her make a more compelling case to future funders.

better understand and support those who are neurodiverse. I believe sports and fitness — and, in this case, Power Hour, can be a vehicle for all of this.” As the coach of Power Hour, Hume said she can see the many benefits for all of the participants in each class. “I can measure that in the amount of laughing we do and the amount of weight we move. But as a researcher, I have always wanted the opportunity to formally examine the social and health impacts of our program.” As the newly appointed Richard “Dick” Coop Faculty Scholar in Education, Hume now has that opportunity. With the support of the award, she is designing and executing a small-scale pilot study on the effect of Power Hour — both on the athletes with disabilities and the other gym members who join in the class. Hume’s hopes for this study are two-fold. One, she would like to see a reduction in feelings of isolation and loneliness for young adults with autism. She also wants to measure the benefits for participants who

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The award is supported by a gift from Malbert Smith III (’77 M.Ed., ’80 Ph.D.) and his wife, Alisa Edwards Smith. The Smiths made the gift in honor of three former UNC School of Education professors — Richard “Dick” Coop, Gary Stuck, and Kin White — to create opportunities and provide invaluable resources to help advance the research of faculty scholars. “I appreciate that the school sees the value of this type of work and is investing in finding ways to keep making this important work happen,” commented Hume. “I am grateful and excited to have the opportunity to more formally study the effects of Power Hour with the support of these funds.” Power Hour is a free, volunteer-based community activity open to all, and operates because of the generosity of so many, including co-founder Hayley Church, coordinator Elizabeth Cefalo, and the owners and members of Crossfit Chapel Hill. Power Hour is well connected to the UNC-Chapel Hill community. Postdoctoral researcher Laura Ornelas is co-leader of the group, and current and past students and employees have volunteered and/or participated as athletes in the class.

FACULTY

Dorothy Espelage Worldwide anti-bullying conference comes to the U.S. for the first time

he fight against bullying continues Oct. 25-27, 2023, when the UNC School of Education hosts the World Anti-Bullying Forum (WABF). This marks the first time WABF is hosted outside of Europe.

Collaborators, leading anti-bullying researchers, practitioners, policymakers, and educators from around the world will convene at the Raleigh Convention Center in downtown Raleigh as part of an ongoing dialogue in the work against bullying. UNC School of Education faculty member Dorothy Espelage, Ph.D., is leading the event. Espelage, William C. Friday Distinguished Professor of Education, is a foremost expert on bullying and youth well-being. For more than 25 years, she has pursued research and evidencebased practices and sought a worldwide network of like-minded collaborators to answer questions that include: How can we prevent bullying? How can we make schools safer? The biennial WABF serves as a meeting place for international researchers, practitioners, policymakers, and youth advocates in the work against bullying, facilitating the dissemination of research, advocacy, network building, and the sharing of content. Friends — a Stockholmbased organization that provides adults with research-informed tools to prevent bullying among children and young people — launched WABF in 2017 to end violence against and between children in accordance with the sustainable development goals of the United Nations.

and at the most recent gathering. “We received some very strong bids from around the world, but Professor Espelage and her team have a unique capacity of organizing a Forum where dialogue is bringing the bullying prevention field forward, as well as bridging the research/practice gap,” said Frida Warg, WABF managing director. As one of the world leaders in her field, Espelage is credited with introducing the notion that school-based bullying is best understood as a behavior that emerges over time, is maintained as a group phenomenon, and serves as a precursor to other forms of youth violence. Research led by Espelage has resulted in more than 275 refereed journal articles, 75 book chapters, and eight books, making her one of the world’s most-cited scholars in her areas. Her work has attracted more than $16 million in research funding. Following is a Q&A with Espelage on the importance of the World Anti-Bullying Forum, what’s changed since she delivered the Forum’s first address in 2017, how bullying and bullying prevention work differs around the world, and more. What does it mean for the UNC School of Education to host the World Anti-Bullying Forum? WABF is a forum that brings researchers, practitioners, and policymakers together to address the question: “How can we prevent bullying?”

“To host this kind of international event focused on making the world a better, safer place speaks to the stature of Dr. Espelage’s work to prevent bullying and school violence and to promote the well-being of students,” School of Education Dean Fouad Abd-El-Khalick said. “It also speaks to the School of Education’s commitment to educating the whole child and to the field-leading research that happens on this campus.”

Why it’s important is that this forum has not been held in the U.S., and currently we don’t have any international bullying prevention activities such as this happening in the U.S. We used to have the International Bullying Prevention Association conferences, but they haven’t met since 2019. That really has been a loss to the field. This forum coming to the U.S. — as opposed to China, Russia, and Norway — is a big deal.

Sweden hosted the WABF in 2017 and 2021, and Ireland hosted it in 2019. Espelage delivered a keynote address at the first WABF event

What people may not understand is that UNC-Chapel Hill, Duke, NC State, and area HBCUs have been engaged in decades of work on

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bullying, so it’s almost like we’re bringing it home. We have prevention science and public health here at UNC-Chapel Hill. Duke and UNC’s psychology programs have dominated the developmental psychology field and what we’ve known about bullying for the last 50 years. There’s a huge concentration of bully researchers and practitioners in the Research Triangle so in some ways it really is celebrating our origins and our roots. That said, it’s also important to know the bullying efforts in the U.S. have lagged behind those of other countries. We led in the beginning, but have gone backward because of the political climate around bullying and social-emotional learning. How important is this event and anti-bullying research for the U.S. right now? When you review the systematic reviews or the meta-analyses, or you’re examining how effective certain intervention programs are across the world, we in the U.S. fare at the bottom. The reductions of bullying in European countries and internationally — in Australia and Canada — they’ve done a better job than the U.S. For U.S.-based researchers, we need to figure out why that is. What is it about the U.S. context that we have only modest reductions of 10-12% of bullying, but then our colleagues have reductions that range from 20-50% in some places. This event offers a venue for us to interact with our peers, particularly ones in Canada who have been very, very successful at reducing bullying at higher rates. Then learning from Australia and Africa and Asia; we’re going to be able to talk to them about their success in their home countries. It’s just a good reset for us to figure out why is it that our peers (1) have been successful in reducing bullying and sustaining those reductions where we have not, and (2) have done so much more in the area of cyberbullying and the metaverse. There’s going to be a theme here about the metaverse. We’ll have the chance to talk to peers about some of the best cyberbullying intervention programs that have come out of Finland, Germany, Spain, and Italy. We have almost zero cyberbullying interventions in this country because we focus so much on face-to-face bullying and have ignored the influence of media and technology. And now, we’re hoping to bring in Meta to have conversations about the worlds that kids are creating. A lot of people think this is new. Second Life has been around for decades, and Meta reminds me of Second Life. This WABF is going to give us an opportunity to recharge and rethink… maybe stop doing the things we’re doing in K-12 settings that are not moving the needle. I think it’s going to be a good combination of topics and ones that can help us rethink some of our strategies in big systems. That said, it’s not fair to compare the U.S. to, say, Finland, a smaller, less diverse country. With so many facets to preventing bullying, especially culturally specific ones, what are your hopes for this WABF? Each country has a lot to offer. U.S. researchers have a lot to offer, but it’s not going to be the U.S.A. show. It’s going to be about representation. What we’re trying to do for the keynotes is to have a keynote person that represents each of the continents, and that’s never been done. We’re trying to get our African colleagues in. It’s a challenge, but we’re going to try to do that.

One thing that will be addressed during this conference, and this is a real point of contention, we have this definition of bullying that has recently been challenged by some scholars across the globe. At the last WABF, they partnered with UNESCO and a scientific working group to propose a revised definition of bullying. That work is ongoing, and they’re going to be present and be our partners in 2023 as well. Hopefully, at the end of this next forum, we have a definition of bullying that will capture a fuller picture of it and help to align all of our research going forward. This forum really is a unique space for researchers to bring research to the practitioners who are in the field. Usually, you have either just a practitioner conference or just a research conference. Here we will, of course, have the research keynotes, but then we will create experiences to bring in researchers, practitioners, policymakers, and, equally important, youth for dialogue. We’re bringing in youth because why hold a conference to talk about youth without youth. We’re hopeful for panels and expressive arts to show how youth address these kinds of issues. You delivered the keynote address at the first WABF in 2017. What’s changed since then? Have we made progress decreasing bullying? I remember being in Stockholm, and I tried to drive home the point that we have to address bias-based bullying in our prevention efforts because everybody was talking about just a generic kind of bullying. I said, “No. Bullying is situated in systems of oppression and power and dominance.” I remember it because nobody was talking about how marginalized populations, including gender and sexual minority youth, youth with disabilities, and youth of color experience bullying at higher rates than peers not from these historically marginalized groups. The audience in the first WABF was not diverse. Most bullying researchers do not match the changing demographics of youth in U.S. schools and those across the globe. That’s a problem, but I’m trying to help fix that. And I am fixing it with my students, the majority of whom are of color or identify with intersecting marginalized populations. But after that first forum, we saw the priority in Dublin and the priority most recently in Sweden again was predominantly biased-based bullying and aggression. The community heard that message, they paid attention to it. And if you go to the most recent program in Sweden, the two preconferences, one was on racial bullying and one was on prevention of sexual violence for which bullying is a precursor for some youth. That was not in the program except for my keynote in 2017. That has changed tremendously and necessarily. Many countries do not collect social identity information on a lot of their surveys. They aren’t even asking if survey respondents are from immigrant populations or people coming from war-torn countries. They don’t ask about race or ethnicity. They don’t ask about sexual orientation. Things are changing, but more work needs to be done.

We need good scientists with really engaging, meaningful presentations.

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FACULTY

Faculty News Marraccini named APA’s 2022 Lightner Witmer Award recipient Marisa Marraccini, Ph.D., received the 2022 Lightner Witmer Award, an honor bestowed by the American Psychological Association (APA) to recognize early-career achievement in the field of school psychology. The APA’s Division of School Psychology (Division 16) presents the award annually to a young professional or academic school psychologist who demonstrates scholarship worthy of special recognition. The award was presented to Marraccini at the APA’s 2022 annual convention held in Minneapolis.

Program to create improved social media resources for adolescent mental health received C. Felix Harvey Award A program that will bring researchers and high school students together to develop a social media campaign that provides mental health resources for adolescents received the C. Felix Harvey Award to Advance Institutional Priorities at the University of North Carolina at Chapel Hill. Faculty member Marisa Marraccini, Ph.D., will lead the team that received funding from the award. Marraccini and a team of collaborators will work side-by-side with high school students in Lee County, N.C., to craft social media messaging and test its efficacy through a co-creation process. The campaign will be designed to provide education and therapeutic skills to prevent mental health disorders. Marraccini, who is a licensed school psychologist, said she often incorporates ideas from adolescents into her work, and that inspired her to include them directly in her efforts to develop improved messaging about mental health.

Boyd named interim director of Frank Porter Graham Child Development Institute In February 2023, Penny Gordon-Larsen, Ph.D., vice chancellor for research, appointed Brian Boyd, Ph.D., William C. Friday Distinguished Professor of Education, to serve as interim director of the UNC Frank Porter Graham Child Development Institute (FPG). “FPG is one of Carolina’s largest pan-campus centers and institutes with a dedicated staff of professionals committed to the wellbeing of children everywhere. It is a vital part of UNC-Chapel Hill’s research enterprise and service to the state, nation, and world,” said Gordon-Larsen. “I’m pleased that Dr. Boyd has agreed to take on the responsibilities of interim director for FPG as he is familiar with the institute from his work as the current chair of the FPG Executive Leadership Board and his role as faculty fellow there.” Boyd previously served as a professor of Applied Behavioral Science at the University of Kansas, where he also led the Juniper Gardens Children’s Project, a premier research institute known for ground-breaking efforts to improve the care and educational experiences of children over the last half-century. Prior to Kansas, Boyd spent nearly a decade as a faculty member in the UNC Department of Allied Health Sciences, earning tenure and holding research appointments at the Carolina Institute for Developmental Disabilities and FPG. FPG is home to more than 50 projects related to developmental disabilities; physical, social, and emotional health; early care and education; early intervention and special education, racial, ethnic, linguistic, cultural, and socioeconomic diversity, and more to address important issues facing children and families.

‘Simply the best’: Horner and Riger named School of Education Teaching Excellence Award recipients Enthusiastic. Engaging. Inclusive. Simply the best. Those are but a few ways students described the UNC School of Education’s 2021-22 Teaching Excellence Award recipients Martinette Horner, Ed.D., and Dana Riger, Ph.D.

“Adults tend to teach teens directly – in school and in therapy – but they can be more receptive to learning from their peers,” Marraccini said. “Teens have the knowledge and the insight to make the same ideas adults try to share with them better and more relevant.”

The annual awards recognize School faculty members who demonstrate Horner expertise, creativity, and innovation in their classrooms; who make learning engaging, vibrant, and relevant to students; and whose work and accomplishments set a standard of excellence.

Three groups of Lee County students will be recruited and receive stipends to participate. One group will co-design messaging, a second group will provide feedback to improve the campaign, and a final group will participate in an effectiveness study. 1893 Brand Studio, a marketing agency led by UNC-Chapel Hill students, will provide creative consultation and support video and media development.

“When it comes to teaching excellence at this school of education, we have an embarrassment of riches,” said Fouad Abd-El-Khalick, dean and Alumni Distinguished Professor. “Our students Riger learn from truly exceptional scholars dedicated equally to advancing our fields and to empowering leaders of tomorrow.”

UNC SCHOOL OF EDUCATION

Abd-El-Khalick named Kuwait Prize 2021 laureate for career accomplishments in science education Fouad Abd-El-Khalick, Ph.D., dean of the UNC School of Education and Alumni Distinguished Professor, was selected by the Kuwait Foundation for the Advancement of Sciences (KFAS) to receive the 2021 Kuwait Prize. The prize is awarded annually to Arab scientists and scholars, who over the course of 20 or more years, have made vital and innovative research or creative contributions in different fields that include basic sciences, applied sciences, economics and social sciences, and art and literature. Abd-El-Khalick, who hails from Lebanon, was the sole winner of the 2021 Kuwait Prize in the field of economics and social sciences, specifically in educational sciences, for his scholarship on nature of science in science education and contributions to STEM (science, technology, engineering, and mathematics) education. “I am honored and humbled to receive this prestigious award, which is intended by the State of Kuwait to recognize the contributions of Arab scientists no matter where in the world they undertake their research,” Abd-El-Khalick said. “As a proud Lebanese American, it is deeply satisfying to see the continued recognition of the sciences as the border-crossing, global currency that unify us all in the pursuit of truths for the betterment of people and communities everywhere.” KFAS presented the award to Abd-El-Khalick at its annual awards ceremony in February 2023 in Kuwait City. Due to COVID-19 disruptions, the ceremony honored the 2020 and 2021 Kuwait Prize laureates. Abd-El-Khalick, a leading international science education researcher in precollege grades and teacher-education settings, has made significant, transformative contributions to the development of the scholarly study of teaching and learning about, and assessment of “nature of science.” Nature of science describes the characteristics of scientific knowledge and how that knowledge is developed and validated. Abd-El-Khalick has also maintained an active research program and consulted on large-scale educational reform projects in Egypt, Lebanon, Qatar, and Yemen.

StaffNews News Staff Lys named president of N.C. Association of Colleges for Teacher Education

Staff Excellence Awards The UNC School of Education awarded its annual Staff Excellence Awards to Karren Crawford, accounting technician; Leigh Anna Hutchison, program support specialist; and Gail Kinley, university program specialist. They were nominated by faculty and staff, and then selected

Crawford

for the award by a committee made up of fellow staff members. Crawford’s nominators called her a “positive force” and an integral part of the finance and Carolina Community Academy teams. Hutchison’s nominators called her a “pivotal” member of the School

Hutchison

programs who “considers all the little details that make the student experience better and works tirelessly to implement them.” Kinley’s nominators recognized her as a leader among fellow staff members beyond” in all she does.

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NCACTE is the leading advocacy group for policy issues regarding teacher preparation in North Carolina, and its membership includes private and public educator preparation programs across the state. Lys will serve as NCACTE president until 2024. In the role she will have an opportunity to make direct impact on the success of teacher education and preparation in the state — and, ultimately, the success of students, educators, and schools.

Counseling and School Psychology

and a colleague who goes “above and

Diana Lys, Ed.D., assistant dean for educator preparation and accreditation, was named the ninth president of the North Carolina Association of Colleges for Teacher Education (NCACTE) on Sept. 22, 2022, at the organization’s 40th annual Teacher Education Fall Forum held in Raleigh, N.C.

Kinley

NCACTE prides itself on uniting North Carolina’s public and private educator preparation programs, the North Carolina Department of Public Instruction, and national accreditors.

Programs The UNC School of Education takes a broad view of education, and our program offerings reflect this. From the undergraduate level to the doctoral, our innovative programs provide students with access to and insights from foremost scholars and professionals who provide tools, knowledge, and experiences, preparing them to lead in a variety of settings and fields.

UNC SCHOOL OF EDUCATION

Academic programs offered Doctoral Degree Programs Doctor of Education in Educational Leadership (Ed.D.) Doctor of Education in Organizational Leadership (Ed.D.) online program coming soon Doctor of Philosophy in Education (Ph.D.) Concentrations: Applied Developmental Science and Special Education Culture, Curriculum, and Teacher Education Learning Sciences and Psychological Studies Policy, Leadership, and School Improvement Doctor of Philosophy in School Psychology (Ph.D.) Master’s Degree Programs Master of Arts in Educational Innovation, Technology, and Entrepreneurship (M.A.) Master of Arts in Teaching (M.A.T.) Master of Education for Experienced Teachers (M.Ed.) Early Childhood Intervention and Family Support Master of Education in School Counseling (M.Ed.) Master of School Administration (M.S.A.) Undergraduate Degree Programs Bachelor of Arts in Human Development and Family Science (B.A.Ed.) Bachelor of Arts in Human and Organizational Leadership Development (B.A.) Bachelor of Music in Music Education (B.M.Ed.) UNC Baccalaureate Education in Science and Teaching (B.A. or B.S.) Licensure and Certificate Programs Birth-Kindergarten, Pre-Kindergarten Licensure Interprofessional Graduate Certificate in Improvement Science and Implementation Pathway to Practice NC School Administration Licensure

HyFlex programs for working educators The School offers two HyFlex — hybrid, flexible — programs designed to serve the needs of working professionals throughout North Carolina seeking to further their education and generate new opportunities within their careers. The Master of School Administration (MSA) program is ideal for students seeking to maintain their employment while pursuing a degree leading to school leadership. The program spans four semesters and includes two summer sessions. Its unique delivery format combines synchronized digital learning with on-site, face-to-face meetings. The program equips students with knowledge and skills needed to address equity and excellence issues in schools, tackle opportunity and achievement disparities, and establish and nurture inclusive school environments. All MSA students have the opportunity to engage in a year-long, full-time, state-sponsored internship during their final year. The Early Childhood Intervention and Family Support (ECIFS) concentration — part of the Master of Education for Experienced Teachers (MEdX) program — is tailored for early childhood educators working full-time, offering HyFlex learning options for students. The program combines both face-to-face and online class sessions, or fully remote sessions with synchronous meetings. The degree program spans two years, and its students have the opportunity to obtain licensure within North Carolina at the conclusion of the program. Removing geographic barriers through flexible access to curriculum, both HyFlex programs connect North Carolina educators with expanded licensure, professional learning, and career development opportunities.

Pathway to Practice NC is residency license teachers’ most flexible path to licensure in North Carolina. A unique collaboration between the NC State College of Education and the UNC School of Education, Pathway to Practice draws upon the expertise of leading scholars and highly effective educators at North Carolina’s top public Educator Preparation Programs to deliver the highest quality online, competency-based education (CBE) to residency license teachers. Since 2017, Pathway to Practice has enabled more than 400 residency license teachers — working fulltime in more than 80 of the state’s 115 school districts — to work toward licensure at a pace that works for them. Learn more at pathwaytopractice.com.

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PROGRAMS

Committed to leading positive change HOLD graduates inaugural class at May 2023 graduation ceremony

aunched in fall 2021, the School’s Human and Organizational Leadership Development (HOLD) program celebrated the graduation of its first class of students May 13, 2023.

Students enrolled in HOLD are offered a program of study combining and building upon courses in education, policy, analytics, organizational theory, and leadership education. The program’s course of study includes cross-listed electives in Carolina’s Kenan-Flagler School of Business, and Departments of Communication, Public Policy, and Sociology. To be eligible for graduation, the first 21 HOLD graduates completed capstone projects, applying their knowledge and skills around leadership and organizational change to practice through on-thejob training at area organizations that include a corporate training business, a staffing and recruiting company, and an education nonprofit, among others. “In HOLD, there are so many opportunities to build career readiness competencies,” said Jemilia Davis, Ph.D., HOLD program director. “Based on conversations we’ve had with our students — especially in our capstone classes — teamwork, leadership, and communication rise to the top as skills they have been able to improve through the HOLD program and the experiences it provides.” HOLD prepares students to understand, lead, and create meaningful change effectively in a variety of settings aligning with and outside of

education. The program offers students the opportunity to collaborate with professionals and fellow students from diverse backgrounds as they discover new knowledge and develop solutions to key challenges within education and other industries. The first class of HOLD graduates utilized their dedication to create a positive impact in the world inside the classroom to build a collaborative learning experience like no other. Through their experiential learning projects and research, they navigated workplace settings and the challenges of those settings — providing them experiences that will help them to become organizational and community change agents after they turn their tassels at graduation. “My hope is that graduates will take what they have learned through the many group projects, critical reflective leadership discussions, and written and oral communication to make positive changes in their worlds,” Davis said. On the adjacent page, meet some of the first HOLD graduates and hear about their experiences in the program.

“HOLD attracts students committed to change as individuals, in their communities, and in organizations that make a local or global impact.”

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Stone Watson

Hometown: Morehead City, North Carolina For Stone Watson, the HOLD program enabled him to explore leadership inside of the classroom while serving in leadership positions outside of the classroom. At Carolina, Watson served as an orientation leader and was involved within student government. Watson said HOLD also provided a venue to utilize his second major in political science to examine how politics interacts with organizations internally and externally.

the Hunt Institute, he investigated the recruitment techniques of the organization and how intern skills can be leveraged for fulltime employees. Watson shared he gained an array of experience surrounding the inner workings of non-profit organization and how its operations impact external work. “HOLD allowed me to connect with a small group of peers, now friends, and learn from their experiences,” Watson said. “Additionally, I gained hands-on experience outside the classroom that has guided me toward my future career aspirations and the impact I want to have!” What does leadership look like to you? “Leadership, to me, is being of service to others, taking multiple

During his HOLD capstone project, Watson served as the higher education intern for the Hunt Institute, an education nonprofit. At

viewpoints into consideration when making a decision, setting a

Romallus Dew

addressed how entities can limit the effects of administrative

Hometown: Wilson, North Carolina While his dreams changed during his academic journey, Romallus Dew said he had the opportunity to accomplish his ultimate goals while at Carolina. From meeting his wife before beginning classes during his first year to obtaining a salaried position as a human resources and payroll director at EATS2SEATS to traveling more in the last four years than ever before, Dew learned more about himself and has come to understand where he wants his future to lead him. HOLD has helped make that possible.

good example, and not being afraid to be daring.”

burnout by creating processes to automate and routinize back-end procedures that are traditionally operated by personnel. Through all of the experiences he has had in regional operations and human resources, Dew said he is prepared to step into any corporate setting and become a change-maker or pursue entrepreneurial endeavors. “HOLD has prepared me to do literally anything,” Dew said. “The multidisciplinary approach teaches us how to run an organization in at least five different ways, and the capstone experience and faculty support that we receive builds our confidence.” What does leadership look like to you? “To me, leadership looks like being an advocate. It’s making sure

For his capstone project, Dew interned at EATS2SEATS, a premium staffing and recruiting organization that operates in over 10 states across the eastern U.S. In this role, Dew had the opportunity to lead thousands of staff to break sales records at sporting and entertainment venues everywhere. Dew’s capstone project

your team is prepared to tackle anything and set up for success. I

Destiny Moore

hoping to grow as a leader. The summit is set to relaunch in January 2024. During her time at the Carolina Leadership Academy, Moore had the opportunity to take a hands-on leadership development approach, examining her personal leadership style and implementing it in a variety of situations. To Moore, the primary lessons of the HOLD program encourage students to remain authentic in their leadership journey and conscious of how they show up in a team.

Hometown: Harrisburg, North Carolina Destiny Moore applied to the HOLD program because of her involvement within the UNC Office of Student Life and Leadership. She said she enjoyed the work she was doing in the

will always be the person in any organization to be the trainer, the change agent, and the doer. A leader is someone that you never have to worry about if they’re listening because once you tell them what you need, the next contact you have comes with a solution.”

Moore’s capstone site was the Carolina Leadership Academy in

“HOLD gave me an opportunity to go into my community and instill real change about things that I genuinely care about,” Moore said. “Each course concludes with a community project that focuses on assessment, development, or implementation strategies for an organization. Because of this, I have had the chance to work with several university departments on initiatives and events.”

Student-Athlete Development at UNC. During her project for the

What does leadership look like to you?

semester, Moore was tasked to rebuild the Carolina Leadership

“To me, leadership is driven by passion, knowledge, and commitment to a team or organization. An effective leader serves their people and consistently learns and evolves.”

Carolina Union and shifted her career goals to reflect that. Moore aspires to work within higher education and help students realize their fullest potential.

Summit, a leadership development camp taught by UNC varsity student-athletes for youth who are passionate about sports and

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PROGRAMS

Effective educators of tomorrow for Durham Public Schools DREAM graduates first cohort at May 2023 graduation ceremony

uring the School’s May graduation ceremony, it celebrated the first cohort of students in the DREAM — or Diverse and Resilient Educators Advised through Mentorship — residency program.

diverse teachers committed to the success of students in Durham,” said Kristin Papoi, Ph.D., DREAM principal investigator. As each resident enters the next phase of their teaching careers, which includes three years in DPS, they will continue to have opportunities to reflect on their practice, receiving unique support from faculty and staff within the School who work closely with the DREAM program. DREAM and its residents cultivate a space that not only prepares highly effective educators, but positions them to have positive influences on the academic outcomes among their students. Pictured above, clockwise from top left: Megan Cannady, Elena Delvalle, Destinee McDaniels, and Emily Banks.

In 2020, the School announced DREAM, a collaboration with Durham Public Schools (DPS) to recruit, train, and support teachers from diverse populations to work in the district’s high-needs schools. DREAM is made possible by a $4.8 million grant from the U.S. Department of Education. The DREAM program combines 12 months of Master of Arts in Teaching (MAT) coursework and a year-long student-teaching internship followed by three years of employment in DPS and unique on-the-job guided mentorship to prepare residents for an effective and impactful career as an educator. Throughout the 2022-23 school year, DREAM residents student taught in Durham schools, working hands-on with students. They also utilized a network of ongoing support from the School and DPS to become effective educators who support the needs of their students. “We are thrilled to partner with our long-time collaborators in Durham Public Schools to recruit, educate and retain driven, dynamic, and

DREAM offers an innovative educational pathway, combining the MAT program with three years of on-the-job mentorship within Durham Public Schools. This mentorship includes a range of support such as workshops, training sessions, and seminars tailored to meet the unique needs of new teachers. DREAM aims to increase teacher diversity, recognizing diverse educators’ positive impact on students of color. For more information, visit ed.unc.edu/dream.

UNC SCHOOL OF EDUCATION

Program News School Counseling program reaccredited The School Counseling program was reaccredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). After undergoing a full review, the program was found “to meet all standards in a satisfactory manner” and is accredited for eight years. The School Counseling program has been continually accredited by CACREP since 1984. Since the program’s creation, the School’s counselors-intraining have applied didactic learning almost immediately. In this way, classroom experiences take on new meaning and some learning which might otherwise be viewed as too theoretical can have practical significance. The 14-month program graduates approximately 25 entry-level school counselors each year after completing 60 required credit hours of coursework and a year-long school-based internship. The CACREP Board of Directors announced accreditation decisions during its January 2023 meeting. The decision follows CACREP’s accreditation process which involves a self-study conducted by the program and then a peer assessment which occurs either on-site or virtually. The self-study was conducted by program faculty and Lewis Hatcher, Ph.D., School Counseling program director. The School virtually welcomed a CACREP site visit team composed of counseling educators and professionals for the peer assessment Oct. 16-19, 2022. In the site visit team’s report, team members noted the program’s “integration of the clinical experience with the didactic portion of the program,” “the high retention and graduation rate of students,” and “the excellent performance of students on the NCE and PRAXIS exams.”

A new paradigm for preparing today’s professionals Today’s graduates leave college campuses and enter an everchanging workforce, working within organizations that must continuously adapt and improve to better serve the people — patients, students, and clients — who depend on them. To meet this need, an interdisciplinary group of faculty and staff across Carolina, led by Lora Cohen-Vogel, Ph.D., Frank A. Daniels Jr. Professor, launched the Interprofessional Graduate Certificate in Improvement Science and Implementation to equip students and practicing professionals with knowledge and tools needed to enact organizational change. The certificate program will equip degree-seeking graduate students and non-degree-seeking professionals with evidence-based practices and frameworks to help them build and lead organizations that learn. ANNUAL REPORT 2022-23

School collaborates to launch new teacher pipeline program in Person County A new grow-your-own teacher pipeline effort will launch in Person County this fall through a collaboration between the UNC School of Education, Person County Schools, and Piedmont Community College. The program, titled Teach in Person, will support Person County students interested in pursuing a career in teaching through the creation of a new pathway from Person County Schools to Piedmont Community College to UNC-Chapel Hill and then back to a Person County classroom. Teach in Person will prepare high-quality educators from Person County with the aim that they will return to teach in the district, helping to avoid potential future staff shortages. Teach in Person will draw upon resources from all three collaborating institutions to support the program’s participants along their pathway to teaching licensure.

MAT program earns A+ on scientifically based reading instruction for elementary teacher candidates The Master of Arts in Teaching (MAT) program was recognized by the National Council on Teacher Quality (NCTQ) as among the best in the nation in preparing future elementary teachers to teach children to read, earning an A+ distinction in a new NCTQ report, “Teacher Prep Review: Strengthening Elementary Reading Instruction.” The MAT program is among 48 programs nationwide, five in North Carolina, highlighted by NCTQ for going above and beyond the standards set by literacy experts for coverage of the most effective methods of reading instruction — often called the “science of reading.” The MAT program is one of only nine graduate programs in the country, and the only graduate program in North Carolina, to earn an A+ designation. To evaluate the quality of preparation provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in the School’s required literacy courses for MAT students who will go on to teach elementary students. To earn an A+ distinction, programs needed to exceed NCTQ’s targets for coverage of the five core components of scientifically based reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension — and not teach any instructional practices that are unsupported by research and can inhibit students’ progress in reading.

Diversity, Equity, Inclusion, and Belonging Diversity, equity, inclusion, and belonging are values built into the work done at the UNC School of Education. Our research and programs seek to serve people from diverse backgrounds and to empower people from underserved and marginalized communities. Within Peabody Hall, the School also has a vision for inclusive excellence. We seek to be an organization where a diverse and talented community of people — faculty, staff, students, and more — want to come, stay, and do their best work on behalf of educators and learners.

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Diversity, Equity, Inclusion, and Belonging News James leads DEIB efforts Assuming leadership of the School’s diversity, equity, inclusion, and belonging efforts beginning in January 2023, Anthony James, Ed.D., immediately began building relationships with faculty, staff, students, alumni, and campus partners. With an emphasis on a sense of belonging, James understands that relationships and daily interactions are critical pieces of the puzzle. James utilizes an Inclusive Excellence (IE) model to support and embed diversity efforts, which incorporates diversity efforts into the core of organizational functioning, such as recruiting and hiring processes, training, and administrative structures and practices. This framework moves efforts out from the margins as stand-alone activities. It also creates a shared narrative that connects themes from academics to advancement. Additionally, IE recognizes that a unit’s success depends on how well it values, engages, and includes the robust diversity of faculty, staff, students, administrators, and alumni.

Black History Month panel focuses on the political landscape in education As part of Black History Month, Anthony James hosted the virtual panel “The Political Landscape of Black Oppression in Education” on February 22, 2023. Bringing together academics from across disciplines, the panel discussed navigating the political landscape of Black oppression and its impact on future generations, paying particular attention to Florida’s then recent ban on teaching Advanced Placement African American Studies courses, as well as demands for removal of DEI content from college campuses and K-12 classrooms. James hosted and Ann Shillingford, Ph.D., owner of UnCage Coaching and Consulting, moderated the panel which featured: • Courtney Howard, Ph.D., Chief Diversity Officer • William Sturkey, Ph.D., Associate Professor of History • Shannon Eaves, Ph.D., Assistant Professor of African American History • Teresa Turner, Ed.D., Owner of The School Doc

Showcasing Women’s History During Women’s History Month 2023, Anthony James partnered with both the UNC School of Education and UNC School of Information and Library Science’s communications teams to ask the women in each community: Who are the women who inspired you in your life and/or career journey? Their responses, which ranged from mothers to mentors to teachers and more, were featured on each school’s social media channels and on digital signage in each school’s building. The responses also captured the voices of students, faculty and staff members, and members of the School leadership team.

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The event was co-sponsored by the UNC School of Education and UNC School of Information and Library Science.

Women of Worth Conference at UNC-Chapel Hill Looking ahead for 2023-24, the UNC School of Education has encouraged its community members to attend the 2023 Women of Worth Conference: Empow(HER), hosted by UNC Diversity & Inclusion, on Sept. 29, 2023. The conference will focus on professional development, career advancement, and building effective networks. The conference will address issues around identity and inclusion and provide a brave space to discuss topics such as: glass ceilings, imposter syndrome, leadership development, and well-being.

DIVERSITY, EQUITY, INCLUSION, AND BELONGING

James named inaugural director of diversity, equity, inclusion, and belonging

hen talking about his new role as the inaugural director of diversity, equity, inclusion, and belonging (DEIB) at the UNC School of Education and the UNC School of Information and Library Science, Anthony James, Ed.D., leans heavily into the idea of belonging.

Belonging — specifically its absence in his own experiences — drives James’s work to make the people within classrooms, programs, teams, schools, organizations, and beyond feel connected to the people around them and the work they collectively undertake. “I want to make sure people feel they have a place here, whether they’re a student or faculty member or staff member because everyone wants to feel like they belong somewhere, to have their village,” said James, who joined the schools Jan. 3, 2023, after serving as director of minority education and outreach at the College of Charleston’s School of Education. At Carolina, James will help both schools to realize their vision of inclusive excellence — organizations where talented people from diverse backgrounds want to come, stay, and do their best work. He will initiate, lead, and sustain efforts to expand diversity, bolster belonging, and promote the highest standards for inclusive excellence. In the new role, James expands upon work led by faculty member Dana Griffin, Ph.D., who served as dean’s fellow for diversity, equity, and inclusion from July 2020 until James’s arrival. “This role is imperative for the School, every school, and I am thrilled to welcome Dr. James,” said Fouad Abd-El-Khalick, Ph.D., dean of the UNC School of Education and Alumni Distinguished Professor. “I also cannot thank Dr. Griffin enough for her excellent work during the past few years. This new staff role is part of her legacy and our unwavering commitment to diversity, equity, and inclusion work at the School.”

“I liken diversity to technology. When computers first came out, most businesses knew that technology was going to be imperative for them to be successful. They knew their whole infrastructure had to revolve around the use of technology in order to be successful. We’re at that point with diversity now. It has to be central to everything we do.” To become a teacher, he needed licensure, so he joined Call Me MISTER — Mentors Instructing Students Toward Effective Role Models — a program created by South Carolina educational leaders to increase diversity in the state’s teacher workforce and especially to increase the number of Black men in teaching. He earned a master’s degree from the College of Charleston, where the program is based, and taught first grade for five years.

Belonging, succeeding

After teaching, James earned an Ed.D. from the University of South Carolina. Up to that point, he said his experiences in higher education didn’t reinforce a sense of belonging. In many spaces, he was the only Black man. And he was often tapped to provide a non-White perspective in service to his school, so he resolved to become a leader in the DEIB space.

After graduating from college, James said he found belonging inside a classroom tutoring second graders.

After earning his doctoral degree, James returned to the College of Charleston as the director of minority education and outreach. In that

UNC SCHOOL OF EDUCATION

capacity, he also returned to the Call Me MISTER program as its leader, working to recruit men of color to the teaching profession. “I wanted students to feel like they belonged,” he said. “I wanted to get them across that finish line (of graduation).” At the College of Charleston, his work also extended to faculty members, working with them to ensure syllabi provided a range of perspectives, including ones of scholars from historically marginalized groups. He helped them revisit their course policies to ensure equity. He worked with staff members on belonging efforts and consulted with other departments and schools across the campus. In 2022, James was one of 40 professionals selected for the National Association of Diversity Officers in Higher Education’s (NADOHE) Standards of Professional Practice Institute. He called it a “major opportunity” for him and his work to advance higher education. James brings his experiences and skills to the leadership teams of both the School of Education and the School of Information and Library Science. Following is a conversation with James edited for space and clarity. When you began to develop your expertise in diversity, equity, and inclusion efforts, what did you set out to accomplish? Folks from marginalized communities in organizations, we are often asked to do some of the heavy lifting for DEIB. I was constantly asked as a graduate student so I wanted to become an expert in these matters. I thought a lot about the work from my own perspective. I wanted to feel like I belonged and I didn’t always feel that way. Part of what I wanted to do was to make sure other people felt they belonged … because when people don’t feel like they belong, they leave. In my previous role, one of my biggest goals with students was retention. The same goes for faculty. I want them to get tenure. For staff, I want them to receive a promotion or a reclassification. Using my own personal experience of not feeling like I belonged actually motivated me to do the work for others. Why is diversity, equity, inclusion, and belonging so important in higher education or any industry? I liken diversity to technology. When computers first came out, most institutions and businesses knew that technology was going to be imperative for them to be successful. It wasn’t an add-on thing. They knew their whole infrastructure had to revolve around the use of technology in order to be successful. We’re at that point with diversity now. Diversity just can’t be something that we do. It has to be central to everything we do. We have to be able to capitalize on the diversity that’s present. The reason why some institutions fail is because they see [diversity] as a standalone thing. We do a diversity workshop, and we’re done. That’s a huge mistake. We have to think about [diversity] as the folks did when technology was being introduced. It became central, and now you notice that there’s no budget cuts for technology. We have to have that same mentality when it comes to issues of diversity.

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“Diversity is just the first thing. That’s the least that we can do. Belonging is the end, the goal. Equity, inclusion, justice all fall in between. We’re at a point now where we’re more diverse. But what happens next? We need to focus on success, and that gets at the belonging piece.” How does a role like this help us to succeed? I believe successful change leaders recognize windows of opportunity created by everyday events and capitalize on them. Early on, many change agents focused on access so we’re talking about the 1960s and 70s. Access was their diversity, and that was integration. For me, diversity is just the first thing. That’s the least that we can do. Belonging is the end, the goal. Equity, inclusion, justice all fall in between. We’re at a point now where we’re more diverse. But what happens next? We need to focus on success, and that gets at the belonging piece. I’ve seen leaders walk around campus and say, “Look at all the diversity we have.” It was sad because many of those students were not staying and graduating. Those students didn’t feel like they belonged and didn’t succeed. [Success is] the whole reason to bring in diverse students, right? Focusing on the right data and ensuring success will play a big part in this work. What does success look like to you? What do you want for the School of Education and School of Information and Library Science? Nothing beats a student saying, “This was my experience at Chapel Hill. I had a phenomenal educational experience. The professors were loving. They were kind, they were available.” I want our students to be able to say that about us. I want them to feel like this is the place they can grow and learn. I want our faculty and staff members to be able to say this is a great place to work, grow, and learn and to become the best version of themselves. And I want to make sure the data matches that. I also measure success by the number of change agents that we turn out from here who we create and promote and send out to do this work. One of my strengths: I am able to help students with some of their issues, but also help them to become ambassadors and change agents to help other students. One of my former students led a workshop yesterday and did a phenomenal job. I was so proud because I had been preparing him for that moment. He is going to be in phenomenal DEIB leader. Faculty and staff can do this, too. That’s the one message I want to send clearly: We have to do this work together.

Students Our students come from North Carolina and beyond, from careers in education and from a number of other fields and industries. Each student brings a unique perspective that enriches our classrooms, research labs, and the broader Carolina community. They all come to Carolina with a passion to redefine what it means to educate. When our students graduate, they take with them tools, knowledge, and experiences that will help them to propel the world through education.

UNC SCHOOL OF EDUCATION

Enrollment

Enrollment by Program

768 Total Enrollment

Undergraduate

276

HUMAN DEVELOPMENT AND FAMILY SCIENCE (B.A.ED.)

185 EDUCATION MINOR

Race*

HUMAN AND ORGANIZATIONAL LEADERSHIP DEVELOPMENT (B.A.)

Master’s

MASTER OF SCHOOL ADMINISTRATION (M.S.A.)

MASTER OF ARTS IN TEACHING (M.A.T.)

MASTER OF EDUCATION FOR EXPERIENCED TEACHERS (M.ED.)

White 58% Black 13.5% Latino 13.5% Asian 9% Two or more races 4.5% American Indian/Alaska Native 1% Not Specified 0.5%

SCHOOL COUNSELING (M.ED.)

Gender*

MASTER OF ARTS IN EDUCATIONAL INNOVATION, TECHNOLOGY, AND ENTREPRENEURSHIP (M.A.)

Doctoral

EDUCATION (PH.D.)

SCHOOL PSYCHOLOGY (PH.D.)

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EDUCATIONAL LEADERSHIP AND CURRICULUM AND INSTRUCTION (ED.D.)

Female 86% Male 14%

* The UNC School of Education values and recognizes all forms of diversity. The following metrics only reflect diversity as captured by University data.

STUDENTS

Fostering growth and empowerment through teaching

ince the second grade, Emily Banks, the UNC School of Education’s 2023 Student Teacher of the Year, has known she wanted to pursue a career in teaching.

Growing up in rural North Carolina, Banks (’22 B.A.Ed., ’23 M.A.T.), who is of Puerto Rican heritage, said she experienced a gap in Latinx representation among her teachers and within the curriculum. This inspired her to be that representation for her students and to create an inclusive and culturally rich classroom experience. “It really does make an impact on students to see someone who looks like them,” Banks said. “I hope to continue to see the field of education diversify and help with that in any way that I can.” In May 2023, Banks graduated as a member of the first cohort of the DREAM — or Diverse and Resilient Educators Advised through Mentorship — residency program in which residents complete the 12-month Master of Arts in Teaching (MAT) program along with a year-long student-teaching internship and then teach for three years in Durham Public Schools. As a student teacher at Durham’s R.N. Harris Elementary School during the 2022-23 school year, Banks learned best practices from her mentor teacher and found ways to better connect with her students. Banks also said she learned how to value the voices of her students, providing opportunities for them to share their feedback and input. She encouraged students to express which activities they found enjoyable and to gauge their comprehension of topics, enabling Banks to tailor future lessons accordingly.

“I want to make sure that I could put my own culture into my teaching, but also recognize the cultures of my students in the classroom.”

“I always love seeing students try something new, whether it’s solving a math problem or starting a book,” Banks said. “It’s incredible seeing them want to continue to learn.” Leading with lasting care and connection During her student teaching experience, Banks utilized her classroom as a place for innovation and creativity. While helping students thrive in the classroom, Banks was able to thrive in her journey toward becoming a teacher by learning key skills and building connections with colleagues and peers on being an effective educator. Lara Greene, a fifth grade teacher at R.N. Harris Elementary School and Banks’s mentor teacher, said that through her commitment to building strong relationships, immersing herself in the curriculum to effectively teach all subjects, and honing her classroom management techniques, Banks exemplified the impact of leading through lasting care.

“I enjoy seeing students develop their thoughts and opinions and ideas about the world,” Banks said. “They have such incredible minds. It’s really cool to be able to listen to their ideas and listen to how they view the world.”

“Ms. Banks’s calm and embracing demeanor clicked instantly with her class,” Greene said. “The students felt comfortable confiding in her personally and academically, and they consistently worked hard during her lessons and small groups. She was somebody they strived to please and make proud.”

While prioritizing her students’ needs, Banks built a rapport with them through daily check-ins and learning about their backgrounds, interests, and skills to create an engaging learning space.

Greene noted that Banks’s transition into full-time teaching in January 2023 was seamless, noting she entered into each day of class with lesson plans and a strong understanding of the curriculum. She said

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Banks’ detail-oriented nature and ability to keep her students in mind during planning enabled her to differentiate her lessons for each student’s needs. “She has tremendous initiative, a desire to continue to learn, and a reflective mindset,” Greene said. “Ms. Banks cares. She deeply cares about her students, she loves this profession, and she will make a difference as an educator.” Cheryl Mason Bolick, Ph.D., MAT program coordinator, said she watched Banks grow into a passionate and skilled educator. Bolick said she fosters active learning through hands-on teaching approaches and delivers relevant and engaging content that empowers students. “Emily is at her best in a group environment and is consciously proactive at getting full involvement of all other team members to derive the best results possible,” Bolick said. “She is always respectful and handles conflict with exceptional composure and diplomacy. She has an effective personal style, and is admired by staff, families, and students.” Bolick, who also served as Banks’ direct supervisor for her student teaching this past year, shared that Banks built a community in her classroom and school and led with compassion to engage students for deeper learning. “Emily is a remarkable educator,” Bolick said. “Her greatest strengths are her sensitivity to others and a commitment towards building an inclusive classroom for all students. As a mentor and a role model in and out of the classroom, Emily has had a positive impact on students, families, community members, classmates, and colleagues.” Creating a transformative and inclusive learning experience Throughout her academic journey, Banks took part in various opportunities to enrich her learning and effectively applied them to her classroom practice while collaborating with her peers to cultivate the necessary skills for her career. “The School and DREAM have provided me with opportunities that I could not have even dreamed of before that have directly influenced my teaching and how I approach education,” Banks said. As part of an experiential education program, Banks and her peers in the MAT program participated in Outward Bound in 2022, spending five days in the North Carolina mountains. The trip provided her with opportunities to enhance her collaboration skills, leadership skills, and gain valuable insights for the classroom. This summer, Banks was selected for the Tricontinental Teacher Training Exchange Program, an exchange program for pre-service teachers and soon-to-be pre-service teachers to engage with preservice teachers at the University of Hamburg (Germany) and the University of Education, Winneba (Ghana). Looking ahead, Banks is eager to start her journey as a teacher at Glenn Elementary in Durham during the 2023-24 school year. She plans to remain dedicated to fostering her students’ growth and creating an inclusive learning environment that inspires students personally and academically. “I feel like my world of opportunities has broadened since I’ve entered college,” Banks said. “I continue to dream and pursue opportunities to see where they take me. I’ve learned so much that I want to bring back to my own classroom. I think that I’m a better teacher because of these experiences.” ANNUAL REPORT 2022-23

Producing the most effective teachers for high-need schools A report — prepared for the University of North Carolina System by the Education Policy Initiative at Carolina — found that the UNC School of Education prepared North Carolina’s most effective teachers, especially in secondary STEM subject areas and for economically disadvantaged and minority students. The report examined students’ North Carolina End-ofGrade exam scores from the 2012–13 through 2016–17 academic years to determine the effectiveness of teachers who graduated from UNC System universities. It calculated how many additional months of student learning were achieved in teachers’ classrooms beyond an expected number of months of learning. Diana Lys, Ed.D., assistant dean for educator preparation and accreditation, said the results reflect emphases that the School and its faculty place on preparing students for helping the neediest students. “We see it as part of our mission to address educational inequities through relationship building and student engagement,” Lys said. “These data indicate that we are having success preparing our teacher candidates to do just that.” Among overall student populations, the report found students in a Carolina teacher’s classroom gained: • Elementary math — 1.26 additional months • Middle school math — 1.73 additional months • Middle school science — 2.4 additional months • High school biology — 2.2 additional months Larger gains were seen among students from economically disadvantaged and minority populations, as well as from struggling schools. Economically disadvantaged students gained: • Middle school science — 3.3 additional months • High school biology — 2.4 additional months Minority students gained: • Middle school math — 1.26 additional months • High school biology — 2.3 additional months Students within low-performing schools gained: • Middle school science — 4 additional months

STUDENTS

Christopher Hill (’23 M.Ed.):

Celebrating my Hillside High students

Christopher Hill, who graduated from the School Counseling program in 2023, reflects on an internship spent at North Carolina’s oldest historically Black high school during its centennial year.

s a school counselor-in-training who understands the importance of being helped by caring adults, I have a heart for advocacy and the development of our students — the leaders of the next generation. I wanted to become a school counselor to help guide my students through their academics as well as college and career decisions, and to assist them in overcoming barriers in their personal lives. I originally had the opportunity to collaborate with students as a classroom teacher and had the opportunity to work with many that were labeled as “EC,” “at-risk,” or “males in need of guidance” — an experience I would not trade for anything. As an educator, I was able to impact many students at once in large group settings. However, it quickly became clear that many students needed more individualized attention, which I was not always able to provide. This is what led me into school counseling. I wanted to be able to work one-on-one with students in the school setting in a holistic fashion. One where I could focus on them, life issues, and academics while still being able to deliver classroom lessons. From both my own days as a student and then as an adult member of the school community, I have found that in many kids need more than one leader in the school building who will go above and beyond to meet their needs. School counseling enables me to be one of those collaborative leaders and to make a direct impact on students’ lives, which can help guide them as they grow towards becoming successful, contributing members of society. As a teacher and school counselor-in-

training, I’ve helped students dealing with issues that include suicidal thoughts, gun violence, college and career readiness, and more. The 14-month School Counseling program within the UNC School of Education has been an intensive and rigorous program that has given me many opportunities to grow personally and professionally. My professors push me. They also provide support. I have realized that when given proper support, any person can succeed at pursuing their passions despite challenges they may face along the way. I carry the qualities of my professors to my internship site at Hillside High School in Durham. At Hillside — the oldest historically Black high school In North Carolina — I have experienced a school whose staff have made my internship professional and family-like, and a school environment that’s unmatched in terms of culture and excitement. This school year is a special one as Hillside celebrates its 100th anniversary. Being a member of Hillside’s staff during its 100th year has enabled me to experience and celebrate Hillside’s culture in full effect. Attending sporting events and extracurriculars such as step shows and parent nights, I have been able to meet proud alumni and see the best of what Hillside, which is often referred to as a “mini HBCU” because of its similarities with N.C. Central University (just down the street), offers students and the community. Part of that culture also includes academic excellence. Hillside offers a range of courses that include a focus on Python programming, Swift development, and world languages that will help set students up for success in a number of post-secondary pathways.

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From the day I started, the school counselors embraced me – especially my supervisor Dr. Floyd, and allowed me to work alongside them as they emphasize college and career readiness, relationship building, and community within the school. This has also provided me the chance to meet many amazing students when they stop by to either check in and/ or meet with their counselors. Five of those students, current seniors, exemplify both academic and community excellence. They will attend various universities where they will continue to develop and make a positive impact beyond graduation from Hillside. Alysia Davis Alysia is a hardworking student who shows drive, passion, and resilience in

Giving students the opportunity to discuss their passions helps counselors develop better relationships with their students. It’s something I have done this year and will continue to do in the future.

and out of the classroom. She ranks

Nikkyla Johnson

top 3 in her class and is an IB student.

Nikkyla is an exceptional student with a big heart who hopes to become a clinical psychologist. According to Nikkyla, “My biggest aspiration is to start a non-profit organization dedicated to educating youth on mental health.”

At Hillside, she accomplished great things, including being the president of Theta Phi Delta Sorority, certification in Harvard’s CS50’s Introduction to Computer Science, and participating in the Duke Research in Engineering program in which she created a computer programming environment that assists in analyzing the composition of a human cornea. As a counseling student, my professors emphasize dedication and passion in our classes. I wanted people to see Alysia’s passion for STEM firsthand so I connected her with Dana Griffin, Ph.D., a school counseling faculty member, to give a presentation titled “Breaking Barriers: Creating a Pathway for Young Black Females in STEM.” I wanted Alysia to show this group the drive, excellence, and passion that every student and professional should strive toward. Nicole Pyles Nicole is an exceptional student, friend, and businesswoman. At Hillside, she was named Ms. Freshman, Ms. Sophomore, Ms. Junior, and Ms. Hillside as a senior. She is a member of Theta Phi Delta Sorority in which she participates in event organization, school activities, and community service. This fall she will attend UNC-Chapel Hill with plans to major in business and psychiatry so she can assist people with mental health in the workplace. Nicole also runs a successful baking business. According to Nicole, one advisor that has had an impact on her is Mrs. Scott, who is also known as “B-Lock,” the head of Theta Phi Delta Sorority at Hillside. Nicole stated that B-Lock has been like a mom to her with her guidance and is always willing to tell her what she needs to improve on. As a school counseling student, my classes have shown that the leadership skills B-Lock display are essential to the development and well-being of students. Monica Green Monica, who moved with her family to North Carolina from Philadelphia, is an exceptional person and ranks in the top 5 of her class. I have spoken with many counselors whom all brag and state how wonderful a student she is. Monica plans to major in a form of Anthropology at Princeton University in the fall.

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While Monica is a gifted and passionate student, she also has another passion: road cycling! Monica told me that she began cycling during the pandemic and that she biked 750 miles in two weeks! She estimates she’s ridden about 2,000 miles since 2020. This active lifestyle is something that Monica is proud of.

Working with Nikkyla in the past few months, one thing became clear: She loves to help others. She strives to make a positive impact on her community through various ways. At Hillside, Nikkyla is a member of Theta Phi Delta Community Service Organization, and beyond school, is a member of StrongHER TogetHER, an organization that enables her to work with girls in areas such as schoolwork and life. Her kind and caring nature will help her to make a positive impact in the lives of people — just as she has on me as a school counselor. Having the opportunity to assist Nikkyla has helped me improve my knowledge and ability to help young people in their college and career readiness preparation. I am excited to see where her path takes her. Tahir Henry I met Tahir in the hallway, but I had seen him play on the football field before that. He values strong personal relationships. Next year, he will play football at Davidson College on a full scholarship and plans on majoring in fine arts. He wants to be an art director at a software business and hopes to work at Apple. Tahir is a great kid whose positive energy rubs off on his teammates and classmates. As a school counselor, working with athletes is important as many will need assistance with application and eligibility processes. However, Tahir has displayed the ability and maturity to make sure his talents in the classroom and on the field have been taken care of. He is an exemplary student that every counselor would enjoy working with. --Working with the students at Hillside makes my time a joy every day I walk through the doors. The passion and drive for excellence they display pushes me to become a better advocate and leader for my students. I look forward to becoming a full-time school counselor after I graduate this year.

STUDENTS

Annah Kate Lassiter (’24 B.A.Ed.):

‘The best version of myself ’

Annah Kate Lassiter is a senior majoring in Human Development and Family Science (HDFS). After graduating in 2024, she plans to enter the School’s MAT program to become an elementary school teacher. She says she is eager to begin a career that will help shape the hearts and minds of future generations. Lassiter took EDUC 390: “Sources of Strength” in fall 2022. Below, she reflects on the course and how she plans to incorporate its lessons into her future classroom.

The ”Sources of Strength” course helped to provide me with life lessons and mental health strategies while building core principles for my future. Mental health can sometimes be an uncomfortable conversation. I will admit, entering this classroom was a little nerve wracking. Talking about my mental health with my peers was scary to me. This class allowed me to speak freely and unjudged. I could truly be the most authentic version of Annah Kate.

s a second-year student stepping into the “Sources of Strength” class last semester, I was excited to enroll in another class with Dr. Dorothy Espelage.

One of my favorite parts of this course: At the beginning of each class, we would share a Rose, Bud, Thorn with our peers. For those of you who are unfamiliar with this, Rose, Bud, Thorn is a self-reflective activity that forces honest and intentional conversation. Rose means you share something positive in your life, Bud means you share something you are optimistic or looking forward to, and Thorn is something that you are struggling with.

Unknowingly, I had entered a classroom that would completely change my college experience and help shape me into the young woman I am. For those who know me, it is no secret my first year wasn’t an exciting and fun-filled one. Shortly after starting classes, I was homesick, challenged, and unencouraged. I began to think maybe UNC was not the right place for me — which was a real problem since everyone in my family bleeds Carolina Blue blood! Not wanting to disappoint those who had believed in me, I did as my mom would tell me to do when facing a challenge: I “sucked it up, buttercup,” and decided I was going to be successful here and find my happy place along the way. A meaningful Zoom meeting with an amazing, thought-provoking advisor led me to finding my home in the School of Education.

Fostering this communication enabled me to grow closer with my peers, but, ultimately, I learned a lot about myself and have grown in ways I never imagined possible. The Sources of Strength wheel which is a huge learning aspect of the course features eight spokes. While learning about the mental health spoke, the importance of journaling was shared. I had never journaled or self-reflected on paper. Since October 19, 2022, I can confidently say that journaling has become a highlight of my day and has enabled me to grow as a person — and has greatly improved my mental health.

I enrolled in Dr. Espelage’s EDUC 405: “Parenting and Family Life Education” — an HDFS requirement. I had truly found my happy place at UNC — the School of Education. It makes a tremendous difference in your day-to-day when you are surrounded by people who have the same aspirations and passions that you have!

As a future educator who plans to work with elementary students, instilling the importance of mental health and positive perspectives from a young age is essential for our future generations. I plan to incorporate Rose, Bud, Thorn into my classroom and generate honest and vulnerable friendships through the use of the Sources of Strength wheel.

During the summer I received an email from Dr. Espelage regarding enrollment in her “Sources of Strength” course and immediately signed up. Since the first day of this course, I felt respected, valued, and encouraged by my fellow students, the professor, and teaching assistants. I can confidently say that these course instructors were intentional with getting to know Annah Kate as a person rather than just Annah Lassiter as a student.

While reflecting on my educational journey, I have seen the importance of building intentional relationships with students. I intend to build genuine, profound, and life-long relationships with my students as I know the intentional educators in my life have greatly influenced my experiences. I am forever grateful for the experiences this course provided me with as it has helped me to become the best version of myself.

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Advancing the scope of community and care for all

rowing up in a close-knit community in Philadelphia, surrounded by generations of her family, Maya Bracy developed a keen interest in supporting and improving the lives of children and families. Originally on a pre-med track at Williams College in Williamstown, Mass., Bracy realized medicine was not the only way to serve children and families. After enrolling in an introductory psychology course, Bracy knew that she wanted to lean into her love of working with people on a behavioral and mental health level. After receiving a bachelor’s degree in psychology with a concentration in Africana studies in 2019, Bracy entered into a post-baccalaureate program through the University of Maryland Child Development Lab. For two years, she worked as a faculty research assistant and as an Intramural Research Training Award Fellow with the National Institutes of Health’s Section on Development and Affective Neuroscience. With principal investigators, Bracy focused on the origins of anxiety by analyzing the individual differences in infant temperament, social development, and behavior in relation to brain structure and function. As she conducted this research, though, she searched for opportunities to advance knowledge by incorporating her Africana studies background and a more community-focused approach — ultimately understanding how communities connect and how they remain resilient. Her search led her to the School’s ADSSE program — a Ph.D. concentration that enables her to improve the lives of youth and their families in the context of communities and to serve individuals from diverse sociocultural backgrounds. Within Bracy’s research, which examines the impact of social interdependence amongst minoritized populations on child development, she draws on her personal experiences. By recognizing the richness of having people outside of her family to support her development as a person, she hopes to curate policies geared toward the developmental care of children and families. “It’s important to look into policies or practices that expand what we think of when we think of parents or support communities and how we can integrate that into real things that are happening and how we can support people,” Bracy said.

ANNUAL REPORT 2022-23

In that work, Bracy reflects on her childhood and the structure of care that she received in her upbringing. Through this, Bracy’s research delves into understanding more about the informal networks of care and community care options and the individuals in children’s lives outside of their biological parents who contribute to their development. “My program within the School of Education is a lot more developmentally based,” Bracy said. “What’s really cool is I get that community or applied piece within learning more about education and how schools are a big connector of individuals, families, and communities.” In addition, Bracy aims to utilize mixed methods to conduct research that considers nontraditional childcare, family, and community support practices and will examine the needs of LGBTQ, BIPOC, and lowincome families. “We don’t move through life on our own,” Bracy said, reflecting on the community that was central to her development. “I can’t say that I made it anywhere that I am today without the people who were in my corner helping me and protecting me. While individual factors are really interesting, what’s more interesting to me is how communities thrive together.” For her interest in being an agent for change within human development practices, Bracy received a Robert Wood Johnson Grant and is a participant in the 2022 Health Policy Research Scholars Program (HPRS) cohort – a national leadership program sponsored by the Robert Wood Johnson Foundation for doctoral students geared toward advancing a culture of health policy. Within this program, Bracy, who is the first Health Policy Research Scholar in the School, and individuals within her cohort utilize the skillsets and knowledge obtained through their respective fields of study to build healthier and more equitable communities. “The community and support that HPRS provides me during my doctoral journey is so rich and comprehensive,” Bracy said. “My cohort is not only made up of interdisciplinary scholars and mentors who are working towards similar research and health equity goals, but they also all come from historically marginalized backgrounds like me.”

STUDENTS

Revealing critical nuances in big data

hen you talk with Alberto Valido, a fourth-year doctoral student in the Applied Development Science and Special Education concentration, about his research, he overflows with excitement about the possibilities of what he can accomplish. The excitement is understandable. Valido stands at the forefront of aggregating longitudinal data sets to gain a better understanding of mental health across the lifespan of LGBTQ people of color. The insights from this work could begin informing a number of new research avenues aimed at providing better mental health care and prevention efforts for people with intersectional identities — a most vulnerable group that sees higher rates of depression and suicidality. “In individual trials, there are a very small number of [LGBTQ] people [of color] to say this intervention or prevention works for them,” Valido said. “You have to combine trials into one large data set.” To do this work, Valido was awarded a prestigious F31 Predoctoral Fellowship, which comes with $75,000 in funding, from the National Institute of Mental Health. Of submitted applications, his was in the 4th percentile and accepted upon first submission. “To be accepted after the first submission is a rarity, and being in the 4th percentile, at that, is astounding,” said Dorothy Espelage, Ph.D., William C. Friday Distinguished Professor and Valido’s advisor. “But that speaks to the importance of Alberto’s work and his stature as a really promising young scholar.” Growing skills and networks — and as a researcher As the conversation continues, you also begin to understand that Valido’s excitement is also well-earned — and personal. He immigrated with his family from Cuba to Miami in 2010 after more than a decade of applying for a visa and being denied. He grew up in a small town in the middle of Cuba, a place he says is full of “machismo” and “toxic masculinity.” For him, as a gay teenager, that culture led to bullying and then to anxiety. Espelage’s lab has provided a researchbased avenue to work against that kind of culture. Valido’s work with Espelage has resulted in a network of like-minded collaborators, focused on preventing bullying and violence, and ensuring the mental health and well-being of marginalized people.

Valido has jumped at every opportunity. He has managed her RAVE (Research Addressing Violence in Education) Lab, coordinated operations for multiple grants from the CDC, NIJ, and NSF. He’s trained, supervised, and mentored 30 undergraduate lab assistants. He taught himself R, an open-source software used for statistical computing and graphics. He has worked with a team of renowned scholars as part of the American Psychological Association’s Task Force on Violence Against Educators and School Personnel. When he had the chance to join a collaboration between Espelage and C. Hendricks Brown, a leading prevention and intervention scholar at Northwestern University, he developed and honed skills with big data, bringing multiple data sets together and then finding ways to “harmonize” similar, yet slightly incongruous, data within them. That research is pointing the way toward his future work — integrative data analysis, or IDA. Aggregating big data to understand LGBTQ youths’ mental health For his work funded by the F31 Fellowship, Valido will utilize 18 data sets to understand depression and suicidality of LGBTQ people of color from a developmental perspective. But by combining those individual data sets into a single data set, IDA provides increased statistical power and the ability to study an expanded sample of underrepresented subgroups. Valido will be able to examine longitudinal trajectories of depression and suicidality among LGBTQ adolescents of color and explore overlapping age cohorts to gain a better and broader understanding of development. “We are looking at every intersectionality, evaluating whether these trials are effective or not for them,” he said. “Do we see movement in mental health in these specific populations and groups — sexual orientation, race, and ethnicity?” Understanding depression and suicide-related behaviors among LGBTQ people of color will close essential knowledge gaps in research. Valido can help to address a critically important public health concern: Increased rates of depression and suicidality among LGBTQ people of color.

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Exceptional teaching for our youngest learners

s a pre-kindergarten exceptional children’s teacher, Shahlaa Abugroun (’21 M.Ed.) knows how vitally important her work is.

“Sadly, there are not many special educators out there,” she said. “And few teachers know how to support children with disabilities in a classroom setting.” Whether preparing lesson plans, leading individualized educational plan meetings, or coordinating services with other school personnel, Abugroun strives to provide the best care and support for all of her students. Abugroun, who graduated from the UNC School of Education’s Master of Education for Experienced Teachers program’s concentration in Early Childhood Intervention and Family Support (ECIFS) in 2021 and now works in Durham Public Schools, is a passionate educator focused on helping many of the most vulnerable students and their families. Her career creating impact in the lives of some of Durham’s youngest learners almost didn’t happen. Abugroun had earned an undergraduate degree in biomedical engineering. When she married and started a family, she resolved to spend as much time as possible with her children. She decided a career in biomedical engineering wouldn’t enable the family time she sought. She switched gears and began pursuing a career in teaching. What began as a means of spending time with and being closer to her children in school has become Abugroun’s passion. Abugroun’s discovery of that passion began with curiosity and drive. She earned a certificate in early childhood education at Durham Technical Community College. She didn’t stop there. Abugroun gained teaching experience at Head Start and other early childcare centers. When a friend recommended the ECIFS program at Carolina, Abugroun applied, was accepted, and said she finally felt like she was in the right place.

For ECIFS students who are already licensed, after completion of the program they qualify for North Carolina Birth-Kindergarten Advanced/ M-level licensure. If they hold current licensure in another area (e.g., Elementary Education, Special Education, Family and Consumer Science), they may receive a Birth-Kindergarten Add-On Licensure upon program completion. This may be done in conjunction with an M.Ed. degree or as add-on licensure only. “The ECIFS program is such a good program because the professors are supportive in helping you reach your goals,” said Abugroun. “I could still teach full-time while furthering my education, which isn’t something that any program provides.” In Durham Public Schools, Abugroun said she has been able to further her passion and use the skills she gained in the ECIFS program. “I have been able to cultivate the tools necessary to support my students and their families,” she said. “I am a more confident and effective communicator, which helps my students get the care and support they need. “It is vital for every educator to learn how to cultivate an effective learning environment for everyone,” she said. “If a student wants to achieve a goal, they should be able to do it.” Abugroun hopes to use the knowledge gained in the ECIFS program and her experiences in the field to one day earn a Ph.D., conducting research that ultimately provides strategies and tools to benefit her students and families and the greater disability community in their everyday lives. “If you love your job as a teacher, never stop learning because there is always more to learn,” she said. “All the tools, workshops, and knowledge will help your students achieve their goals and advance their knowledge, as well as your own.”

The School’s hyflex, part-time ECIFS program combines face-to-face and online class sessions or fully remote sessions with synchronous meetings in the late afternoon. It is designed to be completed over two years by early childhood educators working full-time.

ANNUAL REPORT 2022-23

STUDENTS

NSF-funded fellowship helps doctoral student advance career in science education

s a high school environmental science and biology teacher, Eric Kirk was energized by developing lessons that connected science concepts to pressing social issues — climate change, matters of public health, and more. He was energized by “the lightbulb moments” his students experienced. Outside of the classroom, viewing the country around him, Kirk saw strict political divisions drawn around those issues. Once graduated, his students would need to be prepared to join those conversations — and productively move them forward. “There are all sorts of [societal] questions where you need science to understand them,” said Kirk, now a third-year doctoral student in the UNC School of Education’s Learning Sciences and Psychological Studies concentration. “These are tricky questions. People get passionate because they raise questions of morality and personal freedom, often overlooking the ways solutions that seem ideal from their perspective may have negative consequences for others. “So how can we prepare students to navigate those questions in ways that account for this complexity and result in responsible, equitable solutions instead of breaking down into Twitter wars?” Kirk is part of a team — led by Troy Sadler, Ph.D., Thomas James Distinguished Professor of Experiential Learning — working to develop and study issues-based teaching methods and curricula that engage students in science classrooms. Lessons focused on topics pertinent for students — vaping, fracking, climate change, and the COVID-19 pandemic — provide students with scientific knowledge and skills and experiences to become informed, participating members of a democratic society. Kirk is also one of 15 doctoral students and post-doctoral researchers selected for a highly competitive annual fellowship awarded by the Community for Advancing Discovery Research in Education (CADRE), a resource network for STEM education researchers supported by the National Science Foundation. The CADRE Fellows program provides capacity-building and networking opportunities for researchers who are in the early stages of their STEM education careers and whose research interests have a commitment to diversity, equity, inclusion,

“Learning with socio-scientific issues helps students understand how science is relevant to the world around them and helps prepare them to confront complex problems and contribute solutions to those problems.”

and justice in PK-12 STEM education. As part of CADRE, Kirk will explore career pathways, research dissemination and use, community building and collaboration, and research funding. He will engage in experiences such as peer mentoring and a mock proposal review led by an NSF program director. With the fellowship, Kirk hopes to explore and solidify his own line of scholarly inquiry. “With this fellowship, I want to design a cohesive research agenda,” Kirk said. “So that the work I do for my dissertation sets me up for what I want to do for 10 years down the line.” Whatever his dissertation and future research focuses on, Kirk says it will undoubtedly focus on socio-scientific issues taught in classrooms and how the scientific knowledge students gain ensures they understand the complex and complicated systems around them. “We have only just begun to understand the potential of socioscientific issues and the systems they are embedded in as contexts for education,” Sadler said. “Eric’s work will surely push the field forward.” “[This approach to science education] gives kids a lot of agency,” Kirk said. “You give them a whiteboard to express what they think and what they know, and then they have a tool to help solve problems in front of them. It’s a really cool and important approach.”

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Faculty News

Student StudentNews News Blackburn named a 2023 David L. Clark Scholar Katherine “Kaki” Blackburn, a 2023 graduate of the Ed.D. in Educational Leadership program and a multi-tiered systems of support (MTSS) and data facilitator in Durham Public Schools, was named a 2023 David L. Clark Scholar by the University Council for Educational Administration. Blackburn joined fellow scholars for the David L. Clark National Graduate Student Research Seminar in Educational Administration & Policy, which brings together emerging educational administration and policy scholars and noted researchers for presentations, discussion, and professional growth. The seminar was held at the beginning of the annual meeting of the American Educational Research Association held April 13-16 in Chicago. Organizers of the seminar seek to recognize outstanding doctoral students preparing for careers in PK-12 educational leadership and administration, or who are seeking to pursue careers in PK-16 education policy research.

ANNUAL REPORT 2022-23

Morris and Zahran named Community Engagement Fellows Doctoral students Wesley Morris and William Zahran have been named Community Engagement Fellows by the Carolina Center for Public Service, a recognition that provides support for their work with the UNC System. The Community Engagement Fellowship program awards a maximum of eight fellowships annually of up to $2,500 to Carolina graduate and professional students who are working with an academic mentor on projects that are responsive to the needs of community partners. Morris and Zahran, both students in the Policy, Leadership, and School Improvement concentration of the Ph.D. program, are working with the UNC System to create a data platform that will be used in two projects. One involves the study and evaluation of the effectiveness of NC Promise; the other seeks to understand trends in online education at colleges and universities and their implications on students’ outcomes.

Carolina Community Academy In August 2022, the University of North Carolina at Chapel Hill officially opened Carolina Community Academy, an innovative K-2 school in Roxboro, N.C., in partnership with Person County Schools. The UNC School of Education leads a campus-wide coalition of schools and units to provide Carolina Community Academy students, their families, and their community with opportunities and services that draw upon the best Carolina has to offer.

UNC SCHOOL OF EDUCATION

Year in Review During Carolina Community Academy’s inaugural year, students experienced impressive foundational growth. Staff members created incredible opportunities inside of classrooms and inside of North Elementary School, where Carolina Community Academy is located. Equally important, Carolina Community Academy leadership and staff members created strong community relationships — at UNC-Chapel Hill and in Person County. Altogether, students outcomes outpaced previous years and included:

Kindergarten Literacy

Kindergarten Math

80% 93% AT OR ABOVE GRADE LEVEL

AT OR ABOVE GRADE LEVEL

Chronic Absenteesim

Opening an innovative K-2 school in Roxboro Carolina Community Academy opened August 25, 2022, during a ribboncutting ceremony on the front steps of North Elementary School. The event featured remarks from Person County Schools Board Chair Freda Tillman, University of North Carolina at Chapel Hill Chancellor Kevin Guskiewicz, UNC School of Education Dean Fouad AbdEl-Khalick, UNC Board of Trustees members David Boliek and Ramsey White, and Person County Schools Superintendent Rodney Peterson. After remarks, Tillman and Guskiewicz cut a ribbon held by incoming students Liam Adams and Adrian Gomez Patricio.

ANNUAL REPORT 2022-23

CAROLINA COMMUNITY ACADEMY

Alumnus Daniel Watson named inaugural principal of Carolina Community Academy

“‘N

o one cares how much you know until they know how much you care.’ I’ve heard that a million times, and it’s been attributed to a ton of people.

“But it’s true. If we don’t build every relationship — with students, families, teachers, bus drivers, cafeteria workers — where people know that you genuinely care about them, everything else is moot.” That’s the approach Daniel Watson (’18 M.S.A.) said he brings to his work every day as an educator. The Person County native who has worked in the neighboring Alamance-Burlington School System for more than a decade, is the inaugural principal of the Carolina Community Academy, an innovative school for K-2 students at North Elementary School in Roxboro, N.C. Renee Carmon (’88 A.B.Ed., ’05 M.S.A., ’09 Ed.D.) led the Academy as interim principal from August to December. Watson served as principal of Pleasant Grove Elementary School near the Caswell County line since August 2020.

“With 30 kids now and building class by class, I can truly know every kid. Relationships are going to be the key focus.” There’s a professional network of people working and leading in Person County Schools — people he’s known from various stages of his life — he’s excited to work with. He went through the MSA program with Michelle Honeycutt (’18 M.S.A.), principal at Person High. He went to high school with Dwayne Johnson (’20 M.S.A.), a longtime Person County educator and principal of Woodland Elementary School, and Joseph Warren who serves as director of federal programs for the district. Carol Bowes, whose husband was his pastor growing up, leads

“Daniel’s leadership style and personal narrative are so closely aligned with Carolina Community Academy,” said Amy Richardson, director of Carolina Community Academy. “Having someone who is a product of Person County Schools and UNC-Chapel Hill, and who understands that community is at the heart of our work, it’s clear to see that the sky is the limit for us.”

“This opportunity doesn’t happen to people like me,” he said. “Being a

Grounded in the Person County community

principal doesn’t happen to people like me.”

For Watson, leading Carolina Community Academy is a sort of homecoming. His mother grew up on Peachtree Street, a stone’s throw from North Elementary and Carolina Community Academy. He attended Oak Lane Elementary School and graduated from Person High School.

Watson grew up in a household full of love, he said, but one that was

“I went to church this weekend with my mom, and a lady I’ve known forever — but I never knew her job — walks right up to me, and says ‘We can’t wait for you to start,’” Watson said. “She’s the cafeteria manager [at North Elementary and Carolina Community Academy].”

Person County Schools’ transportation. But more than a homecoming, leading Carolina Community Academy is an opportunity he takes personally. It’s an opportunity he said he couldn’t have envisioned growing up.

close-quartered with three siblings and, at times, filled with uncertainty. “I remember mama calling the power company to say the check was on the way,” he said. “She sacrificed for us just so we could eat lunch, and she would go without.” One hundred and 80 days a year, school was “home,” where educators pushed for his success, Watson said. “There were days when I needed that teacher to talk to. There were

UNC SCHOOL OF EDUCATION

days I needed Coach [David] Kleine to pull me aside and tell me not to do this or that.” As graduation approached, Watson didn’t have plans to attend college. His best friend encouraged him to apply. That same friend’s parents paid his application fee. He graduated with a degree in physical education from Campbell University in 2012. A community-focused leader Watson’s career in education began at Broadview Middle School, a Title 1 school in Burlington, where he taught physical education and coached baseball and softball.

Building Strong Communities Carolina Community Academy believes schools play an integral role in communities. Because of that belief, Carolina Community Academy works to generate and foster excellent opportunities and outcomes for students, families, and staff.

His athletes had little experience playing so he emphasized community building and working to make them better people. A code of conduct required them to dress up on gamedays and maintain good grades.

In 2022-23, Carolina Community Academy partnered with the following organizations to “educate the whole child”:

Outside of the school, he forged relationships with community businesses to ensure players had what they needed to compete. One business provided free cleats.

•

Ackland Art Museum

•

Carolina Athletics

After two years, he applied for and became the school’s athletic director – the first step in his administration journey.

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Morehead Planetarium and Science Center

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UNC Adams School of Dentistry

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UNC Gillings School of Global Public Health

•

UNC School of Education’s Human Development and Family Science program

•

UNC School of Medicine

•

UNC Office of Interprofessional Education and Practice

“After three years, we had expanded by two sports,” he said. “We updated every single uniform for every single sport, bought brand new helmets for football. We had implemented an end-of-year awards banquet for all the sports.” He created a community of coaches with a shared vision, intent on student success and sustaining what they built. He attended Carolina’s Master of School Administration program, where he said faculty members “took [his] education personally” and pushed him outside of his comfort zone. That led to a principal internship at a dual-language elementary school, nearly the opposite experience of his previous school. He graduated in 2018 and accepted an assistant principal role. During summer of 2020, he interviewed for the principal position at Pleasant Grove, expecting to return to in-person instruction in August. “We didn’t reopen until the next April,” he said. “[My staff, students, and families] gave me an opportunity to lead through ever-changing norms.”

Carolina Community Academy also benefited from organizations in the Roxboro and Person County communities. Just Love in Person, Backpack Buddies, and the North Resource Room kept students nurtured, clothed, fed, and well throughout the school year.

When the school did welcome students back in person, Watson made the decision to implement “Books and Barbecue,” which physically brought his school together. “We opened up the cafeteria and had a family-style dinner,” he said. “I want to know my students. I want to know my families.” Watson cultivated strong relationships and helped to grow student successes. He said Pleasant Grove had its highest EVAAS scores last year, even in the wake of the pandemic. He said that success made it difficult to leave, but he’s excited by Carolina Community Academy and its potential. “With 30 kids now and building class by class, I can truly know every kid. Relationships are going to be the key focus,” he said. “There might be some Daniel Watsons in Carolina Community Academy who don’t know the opportunities out there. I can look back at the adults who poured into me, and now I have this opportunity… to make my community proud.”

ANNUAL REPORT 2022-23

CAROLINA COMMUNITY ACADEMY

Carolina Community Academy students look close, think far at Ackland Art Museum

n a crisp October morning, 29 Carolina Community Academy kindergartners walked through the doors of the Ackland Art Museum and were transported to early Japan. A world of kimonos, hair ornaments, and wonder awaited them.

The visit marked the students’ first field trip to the UNC campus, providing them the chance to look closely, to see far, and to engage with art. As students made their way through galleries, Ackland staff and volunteers prompted them with questions and led activities that included selecting favorite artworks and providing students with the opportunity to create artwork of their own.

community in Person County. The School of Education leads a crosscampus coalition of schools and units to do this work. The students’ trip to the Ackland was one of the first realizations of this coalition. In preparation for the visit, Ackland staff traveled to Roxboro to meet with students ahead of time. They shared a presentation with some of the art they would see, specifically in the Japanese art exhibit. Students also tried on kimonos for a more immersive experience. “[Our students] learned that there’s no right or wrong answer about what you love about art, and they learned that we can use art to express our emotions, the things we love and care about,” said Renee Carmon, iterim principal, noting the full Ackland experience’s impact on student social and emotional development. Through these campus partnerships, students will have new opportunities to grow and learn, and educators in Person County and Carolina faculty and staff can exchange and grow new ideas.

“There’s nothing like slowing down and looking at a work of art for 20 minutes, and these students did that three different times,” said Jenny Marvel, Ackland head of school and community programs. “They spent an hour looking at works of art really closely and paying attention to the details and listening to each other and being open to new ideas.”

“We have an opportunity to provide co- and extra-curricular experiences that round out a captivating elementary experience,” said Amy Richardson, director of Carolina Community Academy. “There is joy in learning, and while our trips to campus bolster the learning happening in Roxboro, we’re also excited to help our Carolina Community Academy staff and students think about the way these same experiences can be mirrored by and with our great collaborators in Person County.”

During the first year of the Academy, school leadership leveraged the full strength of Carolina to help serve the students, families, and

At right, see a few examples of the cross-campus coalition at work during the 2022-23 school year.

UNC SCHOOL OF EDUCATION

Morehead Planetarium and Science Center

Carolina Community Academy students stargazed and engaged with science hands-on during a visit to the Morehead Planetarium and Science Center in spring 2023.

UNC Medicine

Students from the UNC School of Medicine visited Carolina Community Academy students in Peabody Hall to teach them about how the heart works and how to keep your heart healthy.

UNC Athletics

Carolina Community Academy visited the UNC-Chapel Hill campus twice to cheer on the Tar Heels. Thanks to UNC Athletics, Academy students attended a women’s basketball game at Carmichael Arena and a softball game at Anderson Stadium.

ANNUAL REPORT 2022-23

Development and Alumni Relations The UNC School of Education proudly boasts more than 22,000 alumni across fields and professions. They are often distinguished, and many go on to earn teacher of the year, counselor of the year, and principal of the year distinctions in their schools, districts, regions, and states. And each possesses an unwavering commitment to students and educators and the foundational role that education plays in our world.

UNC SCHOOL OF EDUCATION

LIVING AND WORKING IN

22k Alumni

ALL

50 States ALL OF NORTH CAROLINA’S

100 Counties AT ORGANIZATIONS THAT INCLUDE Wake County Public School System

UNC Office of Undergraduate Admissions

Durham Public Schools

Auburn University

Orange County Schools

Northwestern University

Chapel Hill-Carrboro City Schools

Davidson College

Greene County Schools

University of Michigan

Lee County Schools

NC State University

Chatham County Schools

North Carolina Central University

Guilford County Schools

University of Delaware

Person County Schools

McGill University

Winston-Salem/Forsyth County Schools

MetaMetrics

The School District of Philadelphia

Edpuzzle

North Carolina Department of Public Instruction

Code the Dream

North Carolina Virtual Public School

Village of Wisdom

U.S. Department of Education

we are (working to extend anti-racist education)

ANNUAL REPORT 2022-23

DEVELOPMENT AND ALUMNI RELATIONS

Development The UNC School of Education is grateful to the many donors — individuals and organizations — who share our belief in the transformative power of education. Each year, we continue to garner more support for innovative programs and groundbreaking research that hold the potential to change our fields in profound ways. These investments in the School provide us the opportunity to pursue promising projects and to respond to pressing needs. Megan Garrett, who has been a development team member at the School since 2017, became assistant dean for development in summer 2023. $8.1m

Fundraising Totals

$8.1m TOTAL COMMITMENTS IN FISCAL YEAR 2023 $3.7m $3.3m

$3.5m

$2.8m $2.5m $1.9m

$922k

$952k

FY15

FY16

FY17

FY18

FY19

FY20

FY21

FY22

FY23

UNC SCHOOL OF EDUCATION

UNC School of Education Board of Visitors Our Board of Visitors convenes some of the best minds in North Carolina’s education landscape. Collectively, members have decades of educational and philanthropic experience in the state, and they graciously share that expertise as advocates for the School. Members include: Michael D. Priddy (’70 A.B., ’75 M.Ed., ’81 Ed.D.) Board Chair Pitt and Bertie counties Superintendent (Retired)

Ronald Thayer Haskins (‘68, B.A., ’70 M.A.T., ‘76 Ph.D.) Senior Fellow, Economic Studies Brookings Institute

Alison Cleveland (‘03 B.A., ’14 M.S.A.) Principal Green Hope High School

Gerry House (’88 Ed.D.) Foundation Trustee Woodrow Wilson Foundation

Frank R. Comfort (’69 M.A.T.) Head Swimming Coach (Retired) University of North Carolina at Chapel Hill

Harold Lillard Kennedy III (‘74 B.A.) Partner/Attorney Kennedy Kennedy Kennedy

Fred Pfohl Crouch II (‘70 B.A., ’71 M.A.T.) Social Studies Specialist (Retired) Prince George County Schools

Moise Khayrallah (’93 Ph.D.) CEO and Co-Founder Emergo Therapeutics

Robert Wendell Eaves Jr. (‘58 B.S.B.A.) Owner, Chairman, and CEO (Retired) The Right Stuff Food Stores

Thomas Willis Lambeth (‘57 B.A.) Senior Fellow Z. Smith Reynolds Foundation

Tracy Zeigler Goyne (’86 A.B.Ed.) Director of Inclusion & Engagement Sabre Corporation

Meghan E. Mackay Executive Director LeveragED Foundation

Paige Guest (’97 A.B.Ed.)

Christopher Riddick (‘00 B.A., ‘07 M.P.A.) Head of Client Experience ReadySet

Marc Gustafson (’97 A.B.Ed.) Partner Essex Richards P.A.

Malbert Smith III (‘77 M.Ed., ‘80 Ph.D.) President and CEO MetaMetrics Moyer Gray Smith Sr. (’61 A.B.Ed., ‘65 M.Ed.) President (Retired) The Rams Club, UNC-Chapel Hill Ann Gobbel Sullivan (’57 A.B.Ed.) Willis “Bill” Whichard (‘62 B.A., ‘65 J.D.) Attorney Tillman, Whichard & Cagle PLLC Former N.C. Senator, Supreme Court Justice, and Dean of Campbell School of Law Duncan Young (‘95 B.S.P.H.) CEO Effective School Solutions Katie Young (’96 A.B.Ed.) Kristen Smith Young (’01 A.B.Ed.) Director of Communications UNC School of Data Science and Society Ex-Officio Members Amy Rickard (’84 A.B.Ed., ’00 M.S.A.) Principal, Morris Grove Elementary President, School of Education Alumni Council

High-quality Tar Heel educators for rural N.C. schools

An anonymous $3 million gift, the second-largest in the School’s history, will launch the Fellows for Inclusive Excellence — a unique fellowship program that enables a multi-faceted approach to ensure highly effective educators serve students in rural, highneeds communities. The program removes barriers and supports current UNC students and recent grads to serve as teachers and school counselors in Title 1 schools, starting in Chatham and Person counties. The program also provides professional development for assistant principals in those schools who will help build high-quality professional learning communities. Learn more at ed.unc.edu/fellows.

ANNUAL REPORT 2022-23

RESEARCH / 62

DEVELOPMENT AND ALUMNI RELATIONS

Alumni Relations We are proud to know that the knowledge and experiences gained in Peabody Hall create positive impact inside schools and across fields. The School has one of the University of North Carolina at Chapel Hill’s largest alumni bases, boasting 22,000 alumni living in all 100 North Carolina counties, all 50 states, and more than 40 countries.

Alumni Council The members of the Alumni Council represent a range of alumni in terms of their professional experience. They provide insights from that experience to inform our work to improve teaching and learning. The council is the governing body for the School of Education’s alumni. It includes the following members: Officers President Amy Rickard (’94 A.B.Ed., ’00 M.S.A.) Past President Michael D. Priddy (’70 A.B., ’75 M.Ed., ’81 Ed.D.) Secretary Carole Symons Roebuck (’63 A.B.Ed.) Members Barbara Holland Chapman (’81 Ph.D.) Kristal Moore (’09 Ph.D.) Eliz Colbert (’86 B.A., ’95 M.Ed.) Laura Colson McLean (‘99 A.B.Ed.) Belinda Corpening (’72 A.B.Ed., ’73 M.Ed.) Ed Dunlap (’79 Ph.D.) Nancy Farmer (’69 A.B.Ed., ’70 M.Ed., ’81 Ed.D.) Sandrika Freeman (‘20 B.A.Ed.) Dan Gilfort (’03 M.S.A.) Linda C. Hutchinson-Harmon (’74 M.Ed., ’83 Ph.D.) Lynne Cannon Johnson (’85 A.B.Ed., ’95 M.Ed.) Oliver Johnson (’84 Ph.D.) Larry Mabe (’93 Ed.D.) David A. “Gus” Martin (’73 M.Ed., ’82 Ph.D.) Mary Faith Mount-Cors (’10 Ph.D.) Mia Murphy (’12 Ed.D.) James Overman (’99 M.S.A.)

Melissa Rasberry (’98 A.B.Ed., ’03 M.S.A., ’07 Ed.D.) Cindi Rigsbee (’79 A.B.Ed., ’03 M.Ed.) Mitzi Safrit (’89 A.B.Ed.) Kelli Hayner Smith (’00 M.Ed.) William P. Steed (’87 Ed.D.) Sarah S. Stephens (’09 A.B.Ed., ’19 M.S.A.) School of Education Faculty Representatives Chris Scott (’03 M.S.A., ’08 Ed.D.) School of Education Staff Representatives Fouad Abd-El-Khalick Megan Garrett (’08 A.B.J.M., ’16 M.P.A.) Laurie Norman (’83 B.S.) Sarah Rierson (‘16 B.A.M.J.)

UNC SCHOOL OF EDUCATION

Recognizing alumni excellence The UNC School of Education honored three alumni at its 20th Distinguished Alumni Awards Dinner in October 2022. Those honored were, left to right, Kristal Moore (’09 Ph.D.), national director of the Children’s Defense Fund Freedom Schools® program; Gerry Hancock (’65 B.A.), who organized the filing of the landmark Leandro v. NC in 1994; and Jackie Relyea (’19 Ph.D.), an NC State faculty member whose research aims to help bilingual students become proficient readers.

Alumni Notes During the past year, the UNC School of Education proudly shared news from its alumni that included the following headlines: Tatiana Aguilar (‘22 B.A.Ed.) received Project Imhotep’s Bill Jenkins Award

Crystal Medlin (‘21 M.S.A.) was named principal at Ignite! Online Academy in Durham Public Schools

Elena Ashburn (’12 M.S.A., ’18 Ed.D.) was named Wake County Public School System’s central area superintendent

Mia Murphy (‘12 Ed.D.) was named executive director of N.C. Virtual Public School

Kristal Moore (‘09 Ph.D.) serves as co-director of NEH-funded institute that provides K-12 teachers with new approaches to teaching Civil Rights Movement history Eliz Colbert (‘86 A.B.Ed., ‘94 M.Ed.) retired as N.C. Virtual Public School executive director and was recognized with the Order of the Long Leaf Pine Laura Colson McLean (’99 B.A.), Ed.D., V.P. for academic affairs & student experience at Bennett College, was elected to the TRACS Accreditation Commission Eric Houck (‘92 B.A.), Ph.D., was named president of the National Education Finance Academy Dwayne Johnson (‘20 M.S.A.) was named principal at Woodland Elementary in Person County Schools Kirtisha Jones (‘19 M.S.A.) was named principal at McDougle Elementary in Chapel Hill-Carrboro City Schools Nikki Lobczowski (‘19 Ph.D.) was named assistant professor at McGill University and listed as a top early career scholar by Educational Psychology Review Diana Lys (‘94 B.A., ‘97 M.A.T., ‘07 Ed.D.) was named president of the N.C. Association of Colleges for Teacher Education ANNUAL REPORT 2022-23

Kelly Hall Parks (‘19 M.S.A.) named principal at EflandCheeks Global Elementary in Orange County Schools Jennifer Ryan Reed (’00 A.B.Ed.), Ed.D., was named associate superintendent of curriculum and instruction of Buncombe County Schools, received the Sam Houston Leadership Award from the N.C. School Superintendents’ Association Aspiring Superintendent Program Sallie Senseney (‘10 UNC-BEST) was named a North Carolina finalist in 2023 Presidential Awards for Excellence in Mathematics and Science Teaching Jennifer Stephens (‘03 A.B.Ed.) co-edited a new book titled “Ignite: A Decolonial Approach to Higher Education Through Space, Place and Culture” Jaimi West (‘19 M.S.A.) was named Chapel HillCarrboro City Schools Assistant Principal of the Year Amber Young (‘21 M.S.A.) was named principal at Bowman Middle in Mitchell County Schools Annice Williams (‘93 A.B.Ed., ‘98 M.S.A., ‘05 Ed.D.) was named 2022-23 Wake County Public School System Principal of the Year Fabiola Salas Villalobos (‘20 Ph.D.) and Jerry Wilson (‘23 Ph.D.) were named fellows in the 2023-2025 class of the William C. Friday Fellowship for Human Relations For more alumni news, follow the UNC School of Education on LinkedIn.

ed.unc.edu