Administration and Faculty
Administration
Dean Cheryl Holcomb-McCoy
Sr. Associate Dean Rodney Hopson
Associate Dean, Academic Affairs Corbin M. Campbell
Director, Finance, Personnel and Administration Christopher Morgan
Chief Development Officer Danielle Bowes
Executive Director, Doctoral Studies Samantha Cohen
Director, Master of Education in Education Policy & Leadership Reuben Jacobson
Director, Master of Arts in Teaching Carolyn Parker
Director, International Training & Education Program Elizabeth Worden
Director, Undergraduate Teacher Education Ocheze Joseph
Director, Certificate in Antiracist Administration, Supervision, and Leadership Terence Ngwa
Director, Child Development Associate Vivian Vasquez
Executive Director, Institute for Innovation in Education Sarah Irvine Belson
Director, Institute for Innovation in Education Danielle G. Sodani
Director, Center for Postsecondary Readiness and Success Cheryl Holcomb-McCoy
Full-Time Faculty
Distinguished Professor C. Holcomb-McCoy
Professor A. Anderson, R. Hopson, S. Irvine Belson, V. Vasquez
Provost Associate Professor B. McGowan
Associate Professor C. Campbell, J. Steele, S. Vassallo, E. Worden
Assistant Professor S. Ryung Lyu, E. Peterson, R. Shand, K. Watson
Hurst Senior Professorial Lecturer C. Parker, J. Snyder
Senior Professorial Lecturer G. Abedin, D. Brezzell, A. Caldera, L. Crichton, S. Cohen, A. DeCuir, T. Fashola, S. Flake A. Guiden Pittman, K. Hayes, S. Holmes, R. Jacobson, C. Jones, O. Joseph, P. Moss, T. Ngwa, E. Pringle, M. Owens, S. Simon, A. Wendel, E. Yanisko
Professorial Lecturer M. Abdelhamid, V. Alarcon, G. DiMuzio, T. Fuller, J. Glowik, J. Jeong, O. Lawal, A. Leggett, R. Lubin, S. McMenamin, D. Rudd, T. Spesia, W. Thomas, K. Watson
Instructor A. Karabell
Scholar In Residence A. Cabrera, A. Ellis, A Fisher, E. Gordon, E. Khachatryan, S. Lallinger, A. Perry, R. Simmons, J. Wright
Research Professor T. Fashola
Emeriti Faculty
Professor Emeritus/a C.A. Gross, F. Jacobs, N.J. Long, D. Sadker, R. Whitfield
Centers and Institutes
The Center for Postsecondary Readiness and Success (CPRS)
Founded in 2018, the Center for Postsecondary Readiness and Success concentrates its research, professional development opportunities, and knowledge dissemination on improving the postsecondary opportunities for students who are historically disenfranchised and underrepresented on college campuses. The center fosters a collaborative approach to research in which the staff works alongside community partners and school practitioners (e.g., school counselors, teachers, administrators) to increase the rate of college and career readiness. Practitioners and policymakers then use findings from research to effect change.
The Institute for Innovation in Education (IIE)
The Institute for Innovation in Education (IIE) takes an interdisciplinary approach in its pursuit of conducting educational and translational research and administering research-informed research practice partnerships with the goal of increasing educational equity and opportunity and on improving teaching and learning in Washington DC and beyond. Projects support and engage educators as they affirm, benefit, respect, and value traditionally underrepresented student groups (including students who experience racialized marginalization and students with disabilities). Researchers partner with practitioners to study educational policies and interventions using a wide-ranging set of methodological and analytical approaches. It is our belief that the complex contexts of learners, schools, and communities call for cross-disciplinary research by investigators from varied backgrounds with a scientific understanding of the processes, policies, and practices in education.
SOE Partnerships
Advancing Early Education Collaborative
The Advancing Early Education Collaborative (AEEC) is an initiative between the AU School of Education, Trinity Washington University, LIFT-DC, and Martha’s Table. The partnership provides Black and Latinx women who live or work in Washington, DC’s Wards 7 or 8 with a seamless academic pathway across institutions and wrap-around supports (like free groceries, childcare vouchers, and financial coaching) that help students successfully navigate, graduate, and enter careers in early learning. There is also the potential for high school dual enrollment.
AU Teaching Fellows Program
The AU Teaching Fellows Program is designed for graduates of high schools in Washington DC (public and charter schools) who wish to become teachers in the District of Columbia Public Schools (DCPS). The Fellows receive full scholarships to complete a degree in elementary and/or secondary education and eligibility to teach in DCPS upon graduation.
Education-Focused Dual Enrollment Program
The SOE Dual Enrollment program is a program designed with the intent of exposing DC high school students to both the university milieu and college coursework in the field of education. The ultimate goal of the program is to increase the college readiness of DC high school students, while increasing high school seniors’ knowledge of careers in education (e.g., teaching).
Graduate Program Partnerships
The School of Education partners with local, regional and national organizations in order to increase access to higher education. These partnerships offer tuition scholarships for partner members and are designed for students who want to make a lasting positive difference in the lives of children and engage in transformative education policy and practice. Current partners include: Association of Independent Schools of Greater Washington, City Year Alumni University Partnership, Paul D. Coverdell Fellows Program with Peace Corps, Teach for America, The New Teacher Project, Urban Teachers and Communities in Schools.
Summer Institute on Education Equity and Justice (SIEEJ)
The Summer Institute on Education Equity and Justice (SIEEJ) provides professional development opportunities for community members, particularly educators, who desire to learn promising education practices that lead to equitable educational outcomes for underserved students, families, and communities. The Institute’s workshops, conducted by experts in the field, focus on antiracist practices and policies in PK-16 educational settings. Sessions are designed to change both mindsets and practices. The overall goal of SIEEJ is to build a community of practice singularly focused on the strengths, challenges, and opportunities of students from historically underserved populations and communities.
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