As of March 14, the campus is closed, and GSOE staff and faculty are working remotely. Look here for resources and information for GSOE students, faculty, staff, and partners during this time.
Congratulations to all our teacher education scholarship recipients! Special Education Scholars In an effort to boost the number of fully credentialed special education teachers in Southern California’s Inland Empire, UCR GSOE recently launched the Special Education Scholars program. Scholars accepted into the program receive “service awards” that cover the cost of their M.Ed. plus special...
UC Riverside Graduate School of Education welcomes Kelly Kraus-Lee as its new director of development. In this role, Kelly will be working closely with the dean and the faculty of GSOE to advance the fundraising objectives and priorities of the school. “I am excited to join the UCR team as the Graduate School of Education’s...
Associate Professor Eddie Comeaux served as co-chair of the university-wide task force studying whether to recommend keeping or eliminating standardized tests as a factor in admissions decisions.
Assistant Professor Kinnari Atit, and project team, receive funding from the Learning Lab for their proposal “Supporting Student Learning about Molecular Structures from Simulations."
For Kenyon Lee Whitman, his research is personal: Kenyon is a former foster youth who, now as a Ph.D. candidate, researches the racialized experiences of foster youth.
Based on her previous research on "Cute Aggression," Assistant Professor Katherine Stavropoulos provides some neuroscientific basis for our collective obsession.
In a recent Los Angeles Times article, GSOE Professor Eddie Comeaux weighs in about the importance of student and community networks in helping students succeed in college.
The series will invite equity and justice-focused researchers throughout the year, welcoming Dr. Rita Kohli as the first speaker on Thursday, December 5.
Professor Margaret Nash is a historian of education. In recent years, she’s shifted her focus to land-grant colleges, which she describes as elements of settler colonialism and agents of American Indian dispossession.
