I love the energy that accompanies the fall semester, as our newest Lynch School students begin their journeys in our classrooms and in the field, and our faculty introduces new courses, programs, and insights. We begin this year with a renewed commitment to the School’s unique social justice mission to improve the lives of children, families, and communities through teaching, research, and service in education and applied psychology, and to work toward a more equitable world.
Three outstanding faculty scholars—Hans de Wit, Martin Scanlan (pictured), and James Slotta—are joining the Lynch School of Education. Highly respected and singularly accomplished professionals, their leadership and vision enhance the Lynch School’s strengths in their respective fields: the internationalization of higher education, leadership for culturally and linguistically responsive schools, and the applications of technology and learning sciences to advance student learning.
CBS Evening News reported on Lynch School Professor Michael Barnett’s trip to China to introduce a typically American style of teaching: less on memorization and more on thinking and reason. “It’s good to know facts,” says Barnett “but what’s really important about knowing facts is how they are connected to other pieces of information. Because as they get connected, you solve a puzzle.”
“I love the idea of being able to work with [special needs] students, get to know their academic and social needs, and change the curriculum to meet those needs. It’s a great feeling when something clicks with them and a light bulb goes on.” — Jenna Haake ’14, M.Ed. ’15
This summer, the Lynch School offered a range of innovative curricula options designed to equip entry-level and seasoned professionals in education and applied psychology with cutting-edge practical knowledge to address critical issues in their fields. The offerings, taught by Lynch School faculty and senior Boston College administrators, varied in format and were designed to meet the needs of busy professionals. (Pictured: Richard DeCapua, Boston College’s associate dean of students, who taught College Students and Mental Illness: Campus Responses)
“The faculty and my peers in the counseling program at Lynch support and challenge me intellectually as I explore the connections between societal conflicts associated with race and culture and mental health counseling.” — Eva Wilson, M.A. ’14, doctoral student in counseling
Professor Michael Barnett and collaborators received four grants totaling $2.4 million from the National Science Foundation, the US Department of Agriculture, and the Massachusetts Department of Agricultural Resources that will be used for innovative approaches to teaching science.
Associate Professor Paul Poteat and colleagues received a $1.5 million grant from the National Institute on Minority Health and Health Disparities to study mechanisms of health promotion in diverse youth through Gay-Straight Alliances.
Kathleen Trong Drucker ’04, Ph.D. ’09, is the senior director of research and evaluation at the NYC Leadership Academy.
Kara Harrington ’98, Ph.D. ’12, is a staff psychologist and a clinical and research fellow in Joslin Diabetes Center’s department of Pediatric Diabetes Services.
“An Agenda for Catholic Education: Developing Saints and Scholars”
Kathleen Power Mears, superintendent of Catholic Schools, Archdiocese of Boston
Monday, October 5, 2015
“An international perspective on education reforms for equity and quality”
Beatriz Pont, comparative education policy expert
Wednesday, October 14, 2015
15th annual Diversity Challenge
Race, Culture, and Social Justice
Thursday, October 22–Friday, October 23, 2015
“How Young is Too Young? Teaching About Religion in Public Schools”
Linda K. Wertheimer, journalist and author
Tuesday, November 10, 2015
“Learning to Improve”
Anthony Bryk ’70, president, Carnegie Foundation for the Advancement of Teaching
Monday, November 23, 2015