2023-2024-impact-report-2 by utahcollegeofeducation

IMPACT REPORT 2023-24

From the Dean

TO OUR STAKEHOLDERS, PEERS, AND VALUED COMMUNITY,

I am thrilled to share with you the 2023-24 University of Utah College of Education Impact Report.

Much has happened in the past academic year. We launched our first college-wide strategic plan in decades; it will see us through the year 2030. We welcomed ten new full-time faculty members. We hosted transformative lectures and traveled internationally to pursue research opportunities, all while continuing to prioritize impactful projects closer to home.

I believe that education signifies impact, progress, and community. It is a discipline in which research directly impacts the very

communities where we live and work; it is a discipline in which progress for our faculty translates into progress for society.

We present to you snapshots of our stories and our research, as well as a glimpse into those donors who share our beliefs in the transformational effects of education. As you turn the pages, we hope you will begin to internalize what we already know: the College of Education — at Utah’s flagship R1 university and only AAU institution in the state — signifies true societal impact.

Warmly,

College of Education Leadership

FRANKIE SANTOS LAANAN Dean, College of Education

The College of Education leadership serves the Dean and helps steer the College through the ever-changing educational landscape to maintain our preeminence as a world-class institution of research, teaching, and public engagement.

Mary D. Burbank Associate Dean, Undergraduate Studies and Student Affairs

Kirsten Butcher Associate Dean, Faculty and Academic Affairs; Associate Dean, Research (interim)

Robert Zheng Department Chair, Educational Psychology

Verónica Valdez Department Chair, Education, Culture & Society

Laurence Parker Department Chair, Educational Leadership & Policy

Matt Jameson Department Chair, Special Education

Connor Warner Director, Urban Institute for Teacher Education

Safia Keller Development Director

Jim Logue IT Manager

Alayna Harris Administration Manager

Wanda Penovich Director, Administration and Finance Jane Stringham PR/Communications Manager

Fundraising Philanthropic& Gifts

FY 2023-24

raised in gifts from individuals, foundations, and corporations. An increase of 27% from 2022-23. was raised for scholarships and fellowships from individuals and foundations.

$2,077,751 $379,585 $657,550 70% $4,944 $940,050

was awarded in scholarships and fellowships to 133 students, including donor-funded, state-funded, and federally funded scholarships and fellowships.

in donor-funded gifts was awarded to 107 students, totaling 133 scholarships and fellowships. This represents an increase of 8% in funds awarded and 30% in the number of students who received a scholarship or fellowship in 2022-23.

was the average amount awarded to each student in donor-funded scholarships and fellowships.

of scholarship and fellowship funding comes from donors, and the remaining amount comes from state and federal sources.

in funding from three families for our Teacher Recruitment Scholars (TRS) Program: Bill and Patricia Child, Brent and Bonnie Jean Beesley, and Mark and Kathie Miller.

We received a 3-year

$55,000 $297,000

We received gift from the Intermountain Community Care Foundation for our Utah School Mental Health Collaborative (USMHC) Program. This program currently operates in 13 school districts and served 615 students in the 2023-24 academic year by providing screenings, therapy, and social-emotional learning and coping skills.

55 10

endowed scholarships and fellowships were awarded.

annually funded scholarships and fellowships were awarded.

Donor Stories

INTERMOUNTAIN COMMUNITY CARE FOUNDATION

Intermountain Community Care Foundation has made a generous donation of $297,000 over three years to Dr. Aaron Fischer’s Utah School Mental Health Collaborative (USMHC). This significant contribution has played a crucial role in advancing the mission of the USMHC. The funding has empowered the Integrated Community Care Framework (ICCF) to establish new partnerships with schools and maintain existing ones. Through these partnerships, the ICCF provides technical assistance and training, helping educators support students more effectively. This includes offering consultations, professional development, and resources to implement best practices in school mental health, as well as assisting schools in securing state-level funding.

The relationship between Intermountain Health and the USMHC extends beyond financial support. This year, they will partner with the Screening and Management Resources (SMR) team, managed by Intermountain Health, to implement mental health screening in several Local Education Agencies (LEAs). Moreover, the center will collaborate with the Department of Pediatrics at Primary Children’s and Intermountain Health’s telehealth program, further enhancing our capacity to provide comprehensive mental health services to schools and communities.

Looking to the future, the USMHC has ambitious plans to expand its impact. By 2032, it aims to partner with all LEAs in Utah and extend screening efforts statewide. In 2025, it plans to launch a central hub

MARRIOTT DAUGHTERS FOUNDATION

The Marriott Daughters Foundation made their first gift to the College of Education this past summer (2024). They have been wonderful partners of the Huntsman Cancer Institute and, more recently, the Huntsman Mental Health Institute (HMHI). Their recent gift will support our Educational Psychology Department’s partnership with HMHI, specifically providing mental health screenings and services to students in Summit County, Utah. The funding requested will support ongoing school-based programs for Summit County schools, specifically psychiatry services and medication services and management. School-based psychiatry services have been highly valuable in Summit County schools over the past two years. With this request, the College of Education aims to address the significant and increasing need for child psychiatry services and the inaccessibility of care.

SORENSON LEGACY FOUNDATION

for school mental health services, which will serve as a comprehensive resource for schools, children, and families. This center will streamline the available community supports, ensuring that they are accessible and effective. Additionally, securing ongoing statewide funding remains a priority to sustain and grow their initiatives, ensuring that mental health support is readily available to all students across Utah.

The Sorenson Legacy Foundation has been an excellent partner and donor for many years. One of their latest gifts was to create the Transdisciplinary Inclusion for Educational Success (TIES) program. This significant donation will be paid over five years to support this new program. 2024 marks a 10-year partnership between Elizabeth Academy, an inclusive Montessori school, and the College of Education at the University of Utah. The funds from the Sorenson Legacy Foundation to create the TIES program will support students from across campus with scholarship support (i.e., occupational and physical therapists, speechlanguage pathologists, general and special education, and fine arts) who will also complete workshops on Montessori and inclusive education. Funds will also be used to pay for the program coordinator, summer workshops, and an evaluation of the program. These transdisciplinary partnerships also include Tanner Dance, with whom we share our building and philosophy of inclusive art and education programs. Efforts over the next five years will also support faculty in inclusive training teams as we work toward building a lab-school site as a model for preparation programs for students with disabilities.

Faculty Involvement in Academic Journals & Recent Book Publications

JOURNAL

EDITORSHIP

BOOKSHELF

Linder

interactives. Rather than tell fear-based stories about the distant future or distant geographies, the landmark exhibit tells stories close to home; it is grounded in Utah, the place we know and love, and things happening here and now—all of which lends itself particularly well to Zummo’s research.

For 2024-25, Zummo says her team “looks forward to diving into analysis of the data collected earlier this year, sharing work at conferences, and writing up several manuscripts for publication. Additionally, museum visits and data collection with the HC4YF groups will continue, as will the amazing work of the community board.”

Our Research

NSF-AISL grant ‘A Climate of Hope’ wraps first year with Lynne Zummo at forefront of leading-edge research

The National Science Foundation (NSF) awarded Lynne Zummo, Assistant Professor of Educational Psychology and Curator of Learning Sciences at the Natural History Museum of Utah (NHMU), an Advancing Informal STEM Learning Program (AISL) grant in the amount of $1,026,207. “A Climate of Hope: Investigating learning at an innovative exhibit towards new knowledge, theory, and practice of climate change learning with diverse audiences” wrapped its first of four years in July 2024. Zummo spent the past year gathering data in a relatively new but nonetheless burgeoning research area: the study of how people learn about climate change. As Principal Investigator, her work is supported

by Co-Principal Investigator and NHMU Exhibit Developer Lisa Thompson.

Zummo and Thompson collaborated with community and university partners to meet many milestones in 2023-2024:

• Collected audio and video data from 187 museum visitors who agreed to have their exhibit experiences recorded.

• In partnership with University Neighborhood Partners and Hartland Community 4 Youth & Families (HC4YF), recruited a 6-person community board of westside Salt Lake City residents.

• Collaborated with HC4YF and the newly assembled community board to organize 3 family-centered visits for 300+ westside residents to the NHMU, complete with transportation, delicious meals from local vendors, and activities for families.

“A Climate of Hope” aims to speak to a wide range of museum-goers by engaging them through emotions and identity, and through the unique life experiences they bring to their interpretations of the displays and

APEX: Empowering Educators and Advancing Multilingual Education

As Advancing Pathways toward Equity and eXcellence (APEX) nears the end of its third year, the initiative, led by Principal Investigator Verónica Valdez and funded by a $2,827,368 grant from the Department of Education, continues to expand its impact on multilingual education in Utah. This five-year project, under Valdez's leadership as both PI and Chair of the Education, Culture & Society department, has made strides in meeting and expanding its initial dual mission:

1. Enhancing educators' abilities to support multilingual learners (MLLs) and

2. Creating a repository of evidence-based educational resources.

Two other ECS professors, Leticia Alvarez Gutiérrez and Wenyang Sun, serve as co-investigators for APEX.

Expanding Horizons: Training Beyond the Classroom

APEX aims to enhance the skills of Utah's educators in teaching multilingual students while developing curricula and practice briefs for both pre-service and in-service educators. Because APEX recognizes the holistic nature of education, the project also includes online trainings for families and support staff, conceptualizing education as a collaborative ecosystem where every member plays a critical role.

Verónica Valdez emphasizes this philosophy: “We conceptualize education and educators as being a team, and the teacher is an important member of the team, but not the only member.” The approach extends to support personnel such as paraeducators, after-school coordinators, and parent leaders. By equipping these individuals with foundational knowledge about working with multilingual learners, APEX can amplify the effectiveness of classroom teachers.

And APEX has shifted many of its trainings online. The online, intensive training institutes now cater to a broader audience, including those not seeking an ESL endorsement but eager to enhance their understanding of multilingual learners. This initiative has thus far seen participation from parent leaders, coordinators of refugee services, and various community support figures, all of whom play a vital role in the educational landscape.

Program Impact and Feedback

The Utah Education Policy Center (UEPC) has been instrumental in evaluating the APEX Project. Mid-year and end-of-year surveys from 2023-24 revealed that 84% of participants rated the overall quality of the ESL endorsement program as good to excellent. Feedback from select educators highlights the program’s positive impact:

• “Learning about the assessment tools like the WIDA Screener and Access descriptors has been incredibly useful for serving my multilingual students.”

• “The collaboration within our cohort has been wonderful and has deepened my appreciation for the cultural and linguistic diversity in my classroom.”

• “The ESL courses provided practical strategies that I could apply immediately, transforming my teaching philosophy and approach to multilingual learners.”

Overall, educators have reported increased confidence and empowerment, better tools for student support of multilingual learners, and a more culturally responsive mindset as key benefits of the program.

Strengthening Local and National Collaborations

APEX continues to forge partnerships with local school districts, including Canyons, Davis, and Jordan Districts. Additionally, APEX is part of a national teaching and learning coalition on multilingual education (TLC4ME). TLC4ME unites teacher educators to advance a unified research agenda for multilingual learners. The College of Education and APEX were lucky to host the national coalition’s summer meeting. This CoE-supported collaboration, which is poised to formalize a more ongoing relationship across national experts, represents a significant step towards creating a comprehensive national database for ongoing training supporting MLL educators. Such efforts will facilitate a broader understanding of multilingual education and foster future collaborative research opportunities.

IES Grant Funds Kathleen StricklandCohen’s “CICO-High School” Project

Kathleen Strickland-Cohen, Assistant Professor of Special Education, is currently a co-PI on the Institute of Education Sciences-funded grant “CICOHigh School: Evaluation of an Effective Tier 2 Behavior Intervention for Students in High Schools.” Strickland-Cohen’s IES grant is a five-year project with a total award of 3.8 million dollars and a subcontract through the University of Utah for $717,503. Her team has just wrapped up their first year of the study, which began in July of 2023.

CICO stands for “Check-In Check-Out,” which is already an established intervention with demonstrated effectiveness in reducing problem behavior and increasing academic success for elementary and middle school students with disabilities. As Strickland-Cohen notes, however, it has lower rates of adoption and less empirical support in high schools.

Strickland-Cohen’s project expands CICO into CICO-HS while preserving CICO’s core features and, at the same time, adapting the intervention to better suit high school contexts. It does so by:

1. Developing a mobile app called eCICO to create better user acceptability and efficiency

2. Creating teacher and student training materials that center studentdirected approaches

3. Adding daily protocol that calls for adult feedback and emphasizes self-regulation

4. Implementing student-directed self-evaluations that provide feedback on accuracy

5. Prioritizing more efficient home-school communication with parents and guardians

The project is currently in the evaluation phase as Strickland-Cohen and her team work to assess the effects of CICO-HS on academic and behavioral outcomes for high school students. During years 1-5, the project will evaluate and measure consistent implementation of the tool, paying special attention to how well-accepted CICO-HS is for stakeholders, and, finally, complete an economic evaluation.

Strickland-Cohen and her team plan to synthesize and share findings with key stakeholders before sharing with a broader group of researchers, policymakers and practitioners in the field. It is their hope that the findings speak to the efficacy and feasibility of CICO-HS as an intervention tool for highschool students with disabilities.

Strickland-Cohen, a doctoral-level Board Certified Behavior Analyst (BCBA-D), was previously a project coordinator for another IES exploration project titled “Identifying Factors Predicting Implementation and Sustainability of School-wide Positive Behavioral Interventions and Supports,” which resulted in 5 publications.

Strickland-Cohen has a broad background in special education and the application of applied behavior analysis in schools, with extensive experience conducting research and training both pre-service teachers and in-service district and school personnel in behavior support implementation at Tiers 2 and 3. As it does in “CICO-HS,” her scholarship has generally focused on designing inclusive educational environments to ensure the success of students with Tier 2 and Tier 3 behavior support needs, as well as effective and efficient methods for training school professionals to design individualized student behavior plans that are both effective and contextually relevant and identifying factors associated with the sustained implementation of Positive Behavior Interventions and Supports (PBIS) in districts and schools and enhancing family-professional partnerships within a PBIS framework.

Local & International Impact

Fulbright Specialist Program Award

Received by Susan Johnston, Professor of Special Education

In September 2024, Susan Johnston, Professor in the College of Education’s Department of Special Education, will depart for Tbilisi, Georgia as an awardee of the competitive Fulbright Specialist Program. Just over 400 such specialists receive support from the Fulbright Foreign Scholarship Board and the U.S. Department of State each year. Professor Johnston’s award will enable her to share her extensive academic and professional expertise in augmentative and alternative communication and early language intervention with faculty, students, and stakeholders at Ilia State University (ISU).

As a Fulbright Specialist, Professor Johnston will collaborate with Professor Nino Tsantsadze and others at ISU focusing on three impactful areas of work:

• Conducting research to identify barriers to supporting individuals with extensive support needs who use, or may benefit from, augmentative and alternative communication.

• Engaging with faculty at ISU to further develop and refine their supervision model to support their pre-service students.

• Utilizing case-based learning with students at ISU to enhance their understanding of how to support individuals with complex communication needs.

The application process for Fulbright Specialists is extensive and rigorous. Recipients of Fulbright Specialist awards are selected on the basis of

academic and professional achievement, demonstrated leadership in their field, and their potential to foster longterm cooperation between institutions in the U.S. and abroad. Professor Johnston’s award reflects the Fulbright Foreign Scholarship Board’s confidence in her expertise and her project’s ability to facilitate the exchange of knowledge and establish partnerships benefiting participants, institutions, and communities both in the U.S. and overseas.

When asked about her goals for the project, Dr. Johnston stated, "Through the power of knowledge-sharing and collaboration, hope to transform challenges into opportunities for individuals in Georgia with significant disabilities who use, or may benefit from, augmentative and alternative communication."

Johnston has been a professor in the University of Utah’s College of Education for more than 25 years. She received her MA and Ph.D. in Speech-Language Pathology from the University of Minnesota in Minneapolis, MN. Prior to coming to Utah, Dr. Johnston was an Assistant Professor in the Department of Special Education at Eastern Michigan University in Ypsilanti, MI.

Utah School Mental Health Collaborative, Live Like Sam, and WeBeWell Partner to Support Student Wellbeing in Summit and Wasatch Counties

The Utah School Mental Health Collaborative, an effort driven by the Huntsman Mental Health Institute and the College of Education, have teamed up with the Live Like Sam Foundation and WeBeWell. Together, they will support the mental health needs of students in Summit and Wasatch Counties.

“In order to have a positive impact on youth at risk for anxiety or depression, we need group and collaborative interventions that teach resilience, coping skills, and wellbeing. This partnership does that,” said Aaron Fischer, founder of the Utah School Mental Health Collaborative.

The Utah School Mental Health Collaborative works with schools across Utah to provide mental health services for students from K-12th grade. They help schools create strong mental health programs so students can get the help they need quickly. The Collaborative was started by Dr. Aaron Fischer in 2021, and works with local and state organizations to ensure students get the best care possible.

The Live Like Sam foundation is Summit and Wasatch Counties premier youth well-being and prevention non-profit focused on positivity-based programming for students grade K-12th. Live Like Sam honors the life of Parkite Sam Jackenthal, who passed away at age 16 in 2015, following a ski accident while training in Australia. Their goal is to help young people live happy, healthy lives by focusing on mental health, well-being, and life skills. Live like Sam will impact over 4,000 local youth in 2024.

Through Live Like Sam’s partnership with WeBeWell, a Utah-based mental health organization, they have launched the Thrive program. Thrive, designed and implemented by WeBeWell, is an evidence-based well-being and mental health skills intervention for students in grades 6-12 in Summit and Wasatch Counties. The initiative teaches students

skills from positive and clinical psychology that improve wellbeing, resilience, and mental health.

The USMHC and Live Like Sam partnership will work closely with school mental health teams and administration to find students who might be at risk for wellbeing or mental health challenges, who will get to join the Thrive program for free. This partnership is a big step toward helping young people in Utah with their mental health. These organizations are known for their great work in supporting the mental health of kids and teens in Utah. By working together, they will offer services like counseling, therapy, and workshops to help children, families, and communities thrive.

The College of Education, Utah School Mental Health Collaborative, Live Like Sam, and WeBeWell are excited to work together, share resources, and make a bigger difference in the mental health and well-being for youth in Summit and Wasatch Counties.

Our Stories

The Utah Prison Education Project (UPEP) Admits First Degree-seeking Cohort and Implements Peer Mentoring Program

In 2017, the Utah Prison Education Project (UPEP) embarked on a journey to ignite passion for higher education within the Utah State Correctional Facility. Co-founded by Erin Castro, Associate Dean of Access and Community Engagement and Associate Professor of Educational Leadership & Policy in the College of Education, along with a dedicated group of students supported by the Honors College at the University of Utah, UPEP has become a source of community, support, hope and opportunity for incarcerated individuals.

had enrolled in for-credit courses. Co-founder Erin Castro shared that she was “really excited to continue working with the students now as they pursue a degree.”

At the time of writing, Pamela Cappas-Toro, Operations Director for Higer Education in Prison, provided this update on the cohort: “Things are going really well. Students successfully completed their first course, COMM 3190: Intercultural Communication, taught by Dr. Lea Hernandez. They appreciated the course framework, its rigor, and its applicability to their academic and personal pursuits. Dr. Hernandez and her teaching assistant, Gabby Garza, did a tremendous job of creating an academically demanding yet supportive environment.”

Professor Paula Smith Serves on the Committee on Blueprint for a National Prevention Infrastructure for Behavioral Health Disorders

Paula Smith, Associate Professor of Educational Leadership & Policy, was invited by the National Academy of Medicine (NAM) to serve on the prestigious Committee on Blueprint for a National Prevention Infrastructure for Behavioral Health Disorders. She has served in this role since December of 2023.

Of this work, Smith said, "I am deeply honored to have been selected to join the Committee on Blueprint for a National Prevention Infrastructure for Behavioral Health Disorders. This opportunity allows me to contribute to the national conversation on preventive interventions for youth, aiming to build protective spaces for their growth and development."

Professor Smith is also a board member for the National Prevention Science Coalition and served two terms on the Board of Directors for the Society for Prevention Research, of which she is a member. Her recent appointment to the NAM committee underscores the College of Education's commitment to addressing pressing societal issues through research and collaboration. We are proud that Smith’s work aligns with the college's mission to advance education and human development for the betterment of individuals and communities.

When asked about her advice to students and aspiring educators, Professor Smith succinctly shared, "Just keep going." This simple yet profound encouragement reflects her belief in the power of persistence and determination in overcoming obstacles and achieving success.

Data Shows Montessori Methods Improve Kindergarten Readiness

In the classrooms of Rose Park Elementary School, young kids are working out their minds and creative abilities to ready themselves for the world of kindergarten. These summertime “Baby Boot Camps,” where four- and five-year-olds are taught by Montessori and Early Childhood professionals, emerged from a partnership between the College of Education’s Urban Institute for Teacher Education (UITE) and Salt Lake City School District (SLCSD) to provide Kindergarten readiness skills.

The program came together when Mary D. Burbank, Associate Dean and former director of UITE, saw an opportunity to support kindergarten readiness by extending a pre-existing project committed to Montessori teaching and learning already housed at Rose Park Elementary School.

What began as a research project has since evolved into a transformative educational program. UPEP, now directed by Andy Eisen, Ph.D., offers incarcerated learners the opportunity to pursue both for-credit and non-credit classes in a variety of disciplines, including art, history, law, music, and philosophy. Through partnerships with Brigham Young University, Southern Utah University, and Utah Valley University, UPEP has expanded its reach, providing access to education for those who might otherwise never have the chance.

This past summer, UPEP took a big leap in prison education by launching a new bachelor's program at the Utah State Correctional Facility. A June 2024 article on KSL News reported that the first cohort of 15 students

The implementation of the for-credit bachelor’s program supports UPEP's simple yet profound mission: to advance educational equity through onsite higher education, empirical research, and advocacy.

Studies have shown that participation in prison education programs significantly reduces the likelihood of recidivism, underscoring the importance of initiatives like UPEP in promoting rehabilitation and reducing crime rates. By adding a bachelor’s program, UPEP will be able to more deeply research the effects of higher education across prisons. This step will open many doors and opportunities in the future for research and development in the justice system.

In addition, eight UPEP students were selected to participate in a new peer mentoring program currently under development with Director Andy Eisen, Emily Kersten (Ph.D. candidate, Dept. of Educational Leadership & Policy), and Sam Thilen (Ph.D. candidate, Dept. of English). Drawing on the relevant role of peer support in the learning process, this program aims to empower incarcerated students as both learners and educators.

This appointment reflects national recognition and support for Professor Smith's research, which focuses on creating positive school climates to support youth and preventing their engagement with the juvenile justice system. She emphasizes a systemic and collaborative approach, interfacing with teachers and school leaders to foster social and emotional support while maintaining high academic expectations.

Reflecting further on her appointment, Smith remarked, "I feel incredibly privileged to have the chance to influence the next generation and shape the direction of our nation's approach to prevention at a national level."

Considering recent challenges in the educational landscape, such as the disruption caused by the COVID-19 pandemic, Professor Smith highlighted the urgent need for mental health prevention support. "We want to treat or address subclinical levels of behavioral health disorders like depression and anxiety," she emphasized. "We can’t wait till people need treatment before we start really engaging and intervening.”

Now in its fourth year, Baby Boot Camp primarily serves students and families from the west side. The program’s teachers guide young learners through a curriculum that emphasizes language and literacy, mathematics, and practical life skills, establishing the foundation for success in their education. And each teacher is trained in the Montessori approach to these areas.

As the program equips children and their families for the transition to kindergarten, its leaders, Mary Burbank and Melissa Goldsmith, Senior Research Associate at the Urban Institute for Teacher Education, have been gathering valuable data on its effectiveness. Burbank and Goldsmith share that family members and course instructors have consistently highlighted the importance of family involvement in pre-kindergarten education and the benefits of Montessori methods in fostering individual student and family identities. Over the past four years, this data has painted a compelling picture of the program’s impact.

Key findings include positive feedback on the Montessori approach, a significant development in students’ content knowledge, reading, and language skills, and a noticeable transfer of Montessori principles to families’ daily lives. Perhaps most notably, the program has been shown to boost children’s self-confidence and independence, laying a strong foundation for their future educational journeys and personal development.

As the Baby Boot Camp continues to thrive, it remains a testament to the importance of early childhood education and the impact of university and community collaboration. With each passing year, the program prepares young minds for kindergarten and enriches the lives of entire families, proving that the journey of a thousand miles begins with a single step—or in this case, a collective “march” into the world of learning.

This program has been made possible by generous funding from The Sorenson Legacy Foundation.

College of Education Hosts Music Braille Workshop

In June 2024, the University of Utah’s College of Education hosted its firstever music braille workshop. The workshop brought together teachers of students with visual impairments (TVIs/TSVIs) and administrators from the Utah School for the Blind (USDB) to empower them with a skill often overlooked—music braille.

Jointly planned and led by Chris Bischke, a faculty member in the Department of Special Education, Director of the Multi-University Consortium for Sensory Impairments, and Program Coordinator for Visual Impairments, along with Jenny Wheeler, a renowned outreach specialist from the American Printing House for the Blind, the workshop was a groundbreaking initiative.

Through practical, hands-on experience, participants were introduced to the skill of music braille, a powerful tool that enables blind and visually impaired students to engage fully with music, which has historically been under-taught due to a lack of educator knowledge. This workshop directly addresses that gap, equipping educators with the skills needed to unlock new worlds of musical expression for their students.

Supported by the Multi-University Consortium, University of Utah faculty, USDB, Utah AER, and the Utah State Board of Education, this initiative is more than just a workshop—it’s a life-changing opportunity. By mastering Music Braille, educators open doors for students to pursue their passions in music, fostering creativity, confidence, and independence.

Undergraduate Education Data

CoE undergraduates aspire to mold young minds as classroom teachers, make a difference in the lives of students with special needs, and delve into the intriguing blend of psychology and education. They know the College of Education is the best place in Utah to forge a successful career.

Our newest bachelor's degree in educational psychology opens a world of possibilities beyond conventional teaching roles. And research is at the heart of everything we do; each CoE undergraduate students can also engage in research or honors projects.

Bachelor’s Degrees Offered

Educational Psychology

» B.A. or B.S. in Educational Psychology

Special Education Programs

» Severe Disabilities (K-12 & adults up to age 22)

» Mild/Moderate Disabilities (K-12)

» Preschool & Early Intervention

» Visual Impairments

» Deaf & Hard of Hearing

Urban Institute for Teacher Education

» Elementary Teacher Licensure

» Secondary Teacher Licensure

» Early Childhood Elementary Teaching License

» Honors Program - Elementary Education

248 Undergraduate Students

48 Bachelor’s Degrees Awarded in 2024

Graduate Education Data

Our graduate students are proud to study in the capital city of Utah at the state’s flagship R1 institution, where research directly impacts policy. From delving into curriculum theory and the philosophy of education to promoting the principles of justice, belonging, and equal opportunity for all learners, CoE master’s and doctoral students create the foundation for transformative careers at local and national levels.

Graduate Degrees Offered

Master’s and doctoral degrees are offered in:

» Education, Culture & Society

» Educational Leadership & Policy

» Educational Psychology

» Special Education

A Ph.D. is offered across all four departments.

An Ed.D. is offered through Educational Leadership & Policy.

In addition to traditional graduate degree programs, specializations are available through the Department of Special Education’s master’s in Board Certified Behavior Analysis (BCBH).

The Department of Educational Psychology specializes in a master’s of Statistics as well as master’s in Instructional Design and Educational Technology, Literacy Education, and Secondary Science Teaching.

Doctoral programs in the Department of Educational Psychology include Counseling Psychology, School Counseling, Learning and Cognition, Literacy, Language, and Learning, as well as an Educational Specialist degree.

Master’s degrees with licensure for those certifying in elementary and secondary education are found in the Department of Educational Leadership & Policy, the Department of Educational Psychology, and The Department of Education, Culture & Society.

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THE UNIVERSITY OF UTAH READING

The University of Utah Reading Clinic, housed in the College of Education, provides direct services to Utah educators and parents. Since its creation in 1999, the clinic has:

• Served as a leading-edge statewide resource for parents by offering assessment and intervention services to struggling readers

• Provided professional development to educators statewide

Centers & Clinics

MOUNTAIN PLAINS PREVENTION TECHNOLOGY

TRANSFER CENTER-REGION 8

The Mountain Plains Prevention Technology Transfer Center (PTTC) has emerged as a crucial force in advancing substance misuse prevention and healthcare across Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming (Region 8). A partnership between the Department of Educational Psychology in the College of Education and the School of Dentistry at the University of Utah, the Mountain Plains PTTC was established in 2018 to address critical needs in the prevention field.

Two College of Education professors play key roles in the center’s day-today work. Jason Burrow-Sánchez, Professor of Educational Psychology serves as PI/Project Director of the Mountain Plains PTTC. In addition, Aaron Fischer, Associate Professor of Educational Psychology, contributes to the collaborative initiative as Project Evaluator.

The primary mission of the Mountain Plains PTTC is to fortify the workforce pipeline for both pre-professionals and established professionals in substance misuse prevention and health care. By delivering evidence-based training and technical assistance, the center aims to enhance the capabilities and effectiveness of individuals working in these fields. This mission aligns with the broader goals of the national PTTC Network, which operates under the auspices of the Substance Abuse and Mental Health Services Administration (SAMHSA).

The Mountain Plains PTTC’s contributions to the field are many. By offering targeted training programs, the center equips professionals with the knowledge and skills required to tackle substance misuse effectively. One notable example is their work on vaping prevention. The PTTC conducts webinars on pressing topics such as “Vaping Prevention and Interventions in Schools,” where experts like Aaron Fischer delve into the

challenges schools face and review existing interventions and research on vaping in educational settings.

These webinars serve as a valuable resource for educators, administrators, and prevention professionals, providing them with up-to-date information and strategies to address emerging trends in substance use among youth. The center’s focus on evidence-based practices ensures that the interventions discussed are grounded in rigorous research, thus enhancing their efficacy.

The Mountain Plains Prevention Technology Transfer Center exemplifies the profound impact that targeted, evidence-based training and technical assistance can have on substance misuse prevention. Through its comprehensive approach, the PTTC strengthens the capabilities of professionals across region 8, enhances the quality of prevention efforts, and contributes to the development of future leaders in the field. As the center continues to evolve and address emerging challenges, its contributions will remain pivotal in fostering healthier communities and advancing the science of substance misuse prevention.