While most federal financial aid remains, the Trump administration's proposed federal student aid changes do away with PLUS Loans that serve 11% of graduate students, wrote Professor Jennifer Steele in The Hill.
Co-authored by faculty members Dr. Robert Shand, Dr. kecia hayes, and Dr. Reuben Jacobson and Master of Education alumni Melissa Stephans ’22, Julia Wolf ’22, and Fanny Terrones ’22, in Urban Education, “Applying a Framework for More Effective District-wide School–Community Partnerships” explores the critical role of school–community partnerships in addressing holistic student needs and enhancing instructional efficacy.
Dr. Darla Davenport-Powell, EdD ’25, published Dear Higher Education: Letters from the Social Justice Mountain, Volume 2, a collection of vital work centering voices, lived realities, and ways of knowing that challenge and transform higher education.
Allison Finn Yemez, EdD ’27, authored “Invisible Hierarchies: How Co-ethnic and Generational Dynamics Affect Latinx Students in the Classroom,” a piece in the Center for Latin American and Latino Studies’ AU LA Blog about the hierarchical dynamics at play within groups of Latin American students and ways to create safe spaces.
Dr. Cynthia Miller-Idriss authored Man Up, about the gendered dimensions of violent extremism. She argues that gender, misogyny, and extremist violence are inextricably linked.
Professorial Lecturer Jisun Jeong’s article in Social Sciences, "Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System," examines how education policies work—or fail to work—for students with refugee backgrounds in South Korea. Despite legal frameworks guaranteeing educational access, it found significant gaps between policy and practice.
Scholar in Residence Michael Gibbons co-edited the book NORRAG Special Issue #10: Education for Societal Transformation: Alternatives for a Just Future, exploring the critical role of education alternatives around the world in shaping a more just and sustainable future. Gibbons and the other co-editors are members of The Alternatives Project, a network devoted to championing education alternatives.
Gibbons wrote a chapter in the book Reflecting Forewords, a collection of book forewords by Robert Chambers spanning four decades that explore key issues in the decolonization and critique of international development theory and practice.
Gibbons, Adjunct Senior Professorial Lecturer Thomas Lent (BA, MA ’72), and Beck Waghorne (MA ’22) co-authored a chapter in the UNESCO book Theory and Practice in Adult Literacy, Learning and Social Change, reviewing 25 years of using nonformal adult learning methods in the SOE International Training and Education program to facilitate transformational learning.
Professor Sarah Irvine Belson and Senior Professorial Lecturer Antonio L. Ellis edited Advancing Special Education Through Improvement Science, an accessible yet comprehensive resource for educators, administrators, and policymakers to help them enhance equity and effectiveness in special education.
