Summer 2022 Learning Series

Instructor/s: Dr. Michael Peabody, Dr. Ting Wang, and Dr. Kelly Bradley

Workshop Style: In-person

This workshop will take place at 251 Scott Street, Dickey Hall, UKY College of Education Building. Exact classroom will be shared closer to the date.

Price: $50

Dates: Thursday, June 16, 2022, 9 a.m.-3 p.m. EST

Register by: Tuesday, June 14, 2022

Total PD Hours: 6

Workshop Description

In this in-person workshop, participants will have hands-on experience about how to use R (https://www.r-project.org) for educational research. The first section of the workshop will focus on the R basic setup, R package installation, data manipulation and data types. The second section of the workshop will demonstrate how to conduct basic statistical analysis, perform basic programming in R, and provide a brief introduction to advanced topics such as producing reports and maps in R. The goal of this course is to make the R learning curve less steep, help participants get familiar with the R environment, and enable learners to conduct basic data manipulation and analysis in R in their own future research. Participants who complete this workshop will earn a “Intro to R” digital badge to add to their CV or resume.

Workshop Requirements

This is an in-person workshop that requires participants to bring their own laptop. Please let us know if you are unable to secure a laptop and we may be able to find an alternate solution.

Instructor Bios

Dr. Michael Peabody is the Senior Psychometrician at the National Association of Boards of Pharmacy and holds a PhD in Educational Assessment, Evaluation, and Research from the University of Kentucky. He is an active member of NCME and AERA’s Division D (Measurement and Research Methodology) and Division I (Education in the Professions). Dr. Peabody is also an adjunct instructor for the Department of Educational Policy Studies & Evaluation at the University of Kentucky where he teaches courses on statistics and advanced psychometrics. Currently, he serves on the editorial boards for Education in the Health Professions and the Journal of Applied Testing Technology. His research interests include differential item functioning, equating, standard setting, and practice analyses as well as investigating the use of machine learning models in psychometrics.

Dr. Ting Wang (she/her) is the Senior Psychometrician at American Board of Family Medicine. She holds PhD in Quantitative Psychology and Master’s in Statistics. She is interested in developing innovative methods and open source computational tools to provide new perspectives. Her research program blends psychometrics and Bayesian statistical modeling. The R package she developed is available in CRAN. You can find her publication and conference talk here: http://wang-ting.com.

Dr. Kelly D. Bradley is a Professor and Chair of Educational Policy Studies and Evaluation and Program Chair for Research Methods in Education in the College of Education at the University of Kentucky. Her research is anchored in quantitative methods and measurement, with a focus on survey research and the Rasch model. She has served as chair of American Educational Research Association (AERA) Survey Research SIG, program chair the AERA Rasch SIG, and chair of the Educational Statisticians AERA SIG. Dr. Bradley been recognized as an outstanding advisor by Midwest Educational Research Association (MWERA), and her students have gone on serve in prominent roles in state education, academia, measurement boards, and evaluation organizations. In the college, she has served as a faculty-mentor, student research group leader, chair of COE Faculty Council, chair of College Promotion, Reappointment, and Tenure committee, and interim-Director of Graduate Studies. Professor Bradley teaches quantitative methods, measurement, research writing, and statistics courses. She holds a PhD in quantitative research, evaluation, and measurement from The Ohio State University an M.S. in statistics from the University of South Carolina, a B.S. in mathematics and sociology and a B.A. in mathematics education from Fairmont State College.

Instructor/s: Dr. Lin Xiang

Workshop Style: Virtual

Price: $75

Dates: Tuesday, June 21-Friday, June 24, 2022, 1-4 p.m. EST

Register by: Friday, June 17, 2022

Total PD Hours: 12

Workshop Description

This virtual workshop engages pre-service and in-service science teachers at the high school level to construct multi-agent computer models for simulating the complex systems in the natural world. Over the four 3-hour sessions, participants will learn about complex systems, agent-based computer modeling (ABM), and computational thinking. They will use NetLogo, a multi-agent computer modeling environment used worldwide, to develop a computer model from scratch to simulate and analyze a complex system. At the end of the workshop, participants will take away a computer modeling activity that they can use in their classrooms and gain strategies to develop and implement learning tasks using other ready-made agent-based computer models. Participants who complete this workshop will earn a “Eco-Modeler” digital badge to add to their CV or resume.

Workshop Requirements

This is an online course. You will need access to an email account and address, a Mac or PC device, and reliable internet connection.

Instructor Bio

Dr. Lin Xiang joined the University of Kentucky College of Education faculty in 2018 as an assistant professor in science education. She obtained her B.S. in Botany from Nanjing University, China and taught high school biology for five years. Dr. Xiang received her M.A. in Education and Ph.D. in Science Education from the University of California, Davis. During graduate studies, she worked as a graduate assistant on the NSF-funded research project Innovations in Science Instruction through Modeling (ISIM), led by Dr. Cynthia Passmore.

Prior to joining the STEM Education Department at UK, Dr. Xiang worked as an assistant professor at Weber State University for two years. Her current research interests include using agent-based computer models to improve learning of science at K-12 level, developing phenomenon-based science curriculum, and providing support for novice teachers in science.

Instructor/s: Dr. Sarah LaCour-Yarbrough

Workshop style: In-person

This workshop will take place at 251 Scott Street, Dickey Hall, UKY College of Education Building. Exact classroom will be shared closer to the date.

Price: This workshop is part of the “Equity & Belonging for All” series. You can take individual workshops or bundle all four offerings in the series.

• Preservice teachers: FREE!
• In-service teachers: $25 for single workshop or $75 for the Equity & Belonging for All workshop bundle
• General public: $50 for single workshop or $150 for the Equity & Belonging for All workshop bundle

Dates: Thursday, June 16, 4-5:30 p.m. EST

Register by: Tuesday, June 14, 2022

Total PD Hours: 1.5

Workshop Description

As educators, we often recognize a “good” school when we walk in the doors, but we may struggle to articulate what the practices are that make a school “good.” For this workshop, we will define a “good” school as one that provides all students with access to educational opportunity by engaging in practices demonstrated to help close achievement gaps. Participants will have time to review the Schools of Opportunity rubric, discuss the research behind the featured practices, and reflect on their own institutions. Participants who complete this workshop will earn a “Gap Closer” digital badge to add to their CV or resume.

Workshop Requirements

This is an in-person workshop that requires participants to bring their own laptop. Please let us know if you are unable to secure a laptop and we may be able to find an alternate solution.

Instructor Bio

Dr. Sarah E. LaCour is an assistant professor in the UKY College of Education and the assistant director of the Education and Civil Rights Initiative. Her current work includes an investigation of the equity in access to educational opportunity under a state-wide school choice initiative. She relies on her years of experience both as a classroom teacher and as a practicing litigator to inform her research. Her research interests lie in policy evaluations using both legal and quasi-experimental analysis. Her recent publications include quasi-experimental analyses of Denver’s professional compensation program and of a detracking initiative in upstate New York. She is also published in both legal handbooks and practitioner periodicals.

Instructor/s: Dr. C. E. Matias

Workshop Style: Virtual

Price: This workshop is part of the “Equity & Belonging for All” series. You can take individual workshops or bundle all four offerings in the series.

• Preservice teachers: FREE!
• In-service teachers: $25 for single workshop or $75 for the Equity & Belonging for All workshop bundle
• General public: $50 for single workshop or $150 for the Equity & Belonging for All workshop bundle

Dates: Thursday, June 23, 4-5:40 p.m. EST

Register by: Tuesday, June 21, 2022

Total PD Hours: 1.5

Workshop Description

This workshop explores a new route towards racial justice: emotionalities of whiteness. In exploring racialized emotions we can better equip ourselves with the emotional fortitude needed to engage in prolonged projects of racial justice in and outside of the classroom. Participants will come away with understanding what is whiteness, what are the emotionalities of whiteness, how do these emotions impact teaching, anti-CRT movement, and race relations, how they impact people, and what to do about it. Participants who complete this workshop will earn a “Exploring Emotionalities of Whiteness” digital badge to add to their CV or resume.

Workshop Requirements

This is an online course. You will need access to an email account and address, a Mac or PC device, and reliable internet connection.

Instructor Bio

Dr. Cheryl E. Matias was recently awarded the 2020 American Educational Research Association Mid-Career Award for her work on racial justice in teacher education! She is a Full Professor and Director of Secondary Teacher Education at the University of Kentucky. Her research focuses on race and ethnic studies in education with a theoretical focus on critical race theory, critical whiteness studies, critical pedagogy and feminism of color. Specifically, she uses a feminist of color approach to deconstruct the emotionality of whiteness in urban teacher education and how it impacts urban education. Her other research interest is on motherscholarship and supporting woman of color and motherscholars in the academy.

A former K-12 teacher in both South Central, Los Angeles Unified School District and Bed-Stuyvesant, New York City Department of Education, she earned her bachelors in cultural communication from University of California San Diego, teaching credential at San Diego State University, and her masters in Social and Multicultural Foundations at California State University, Long Beach. She earned her doctorate at UCLA with an emphasis in race and ethnic studies in education. She delivers national talks and workshops on whiteness, racial justice, and diversity. She was awarded the 2014 American Educational Research Association’s Division K (Teacher Education) Innovations in Research on Diversity in Teacher Education Award and the 2015 and 2017 Colorado Rosa Parks Diversity Award. In 2015, she was awarded Excellence in Research by the School of Education & Human Development at University of Colorado Denver. In 2016 she was awarded the university’s 2016 Graduate School’s Dean Mentoring Award. In 2018 she was ranked as the top 25 women in higher education making difference in the journal, Diverse: Issues in Higher Education. Some of her publications can be found in Race, Ethnicity, and Education, Teacher Education Quarterly, Journal of Critical Thought and Praxis, Equity and Excellence, Journal of Teacher Education and Multicultural Perspectives.

Matias’s first solo-authored book entitled Feeling White: Whiteness, Emotionality, and Education earned the 2017 Honorable Mention for the Society of Professors of Education. Her second book, Surviving Becky(s): Pedagogies for Deconstructing Whiteness and Gender, came out January 2020 and has already been nominated for the AESA book award. Her third book Critical Theoretical Research Methods in Education comes out early 2021. She is a motherscholar of three, including boy-girl twins, a runner, an avid Lakers fan, and Bachata ballroom dancer.

Instructor/s: Dr. Sharim Hannegan-Martinez

Course Type: Virtual

Price: This workshop is part of the “Equity & Belonging for All” series. You can take individual workshops or bundle all four offerings in the series.

• Preservice teachers: FREE!
• In-service teachers: $25 for single workshop or $75 for the Equity & Belonging for All workshop bundle
• General public: $50 for single workshop or $150 for the Equity & Belonging for All workshop bundle

Dates: Thursday, June 30, 4-5:30 p.m. EST

Register by: Tuesday, June 28, 2022

Total PD Hours: 1.5

Workshop Description

Recent educational and trauma-informed scholarship suggest that for young people to heal from trauma and develop higher levels of resiliency, they must be around loving adults. In this workshop, Dr. Hannegan-Martinez will discuss the implications of trauma-informed pedagogy. Drawing from research that spans the fields of public health, psychiatry, psychotherapy, and education, as well as literature about love, critical pedagogy, and culturally sustaining pedagogies, Dr. Hannegan-Martinez will share learnings around the significance of trusted and caring relationships that enable us to practice love as an intervention to trauma within the context of urban classrooms. Participants who complete this workshop will earn a “Trauma Informed” digital badge to add to their CV or resume.

Workshop Requirements

This is an online course. You will need access to an email account and address, a Mac or PC device, and reliable internet connection.

Instructor Bio

Dr. Sharim Hannegan-Martinez’s teaching-informed research examines the relationship between loving pedagogies, literacy, and student wellness, particularly as it relates to Students of Color. Her most recent study explores the pedagogy of loving relationships— cultivated in part by the literacy practices employed by teachers — as an intervention to traumatic stressors within the context of urban classrooms. This research has been recognized by both the Ford Foundation’s Predoctoral and Dissertation Year fellowships. Before pursuing her PhD at the University of California, Los Angeles, she was a high school English teacher in East Oakland and worked with pre-service teachers in the University of San Francisco’s Urban Education and Social Justice (UESJ) program. She is an assistant professor at the University of Kentucky, a founding member of the People’s Education Movement Bay Area and has collaborated with other grassroots education organizations such as the Education for Liberation Network.

Instructor/s: Dr. Thais Council & Dr. Charity T. Gordon

Course Type: In-person

This workshop will take place at 251 Scott Street, Dickey Hall, UKY College of Education Building. Exact classroom will be shared closer to the date.

Price: This workshop is part of the “Equity & Belonging for All” series. You can take individual workshops or bundle all four offerings in the series.

• Preservice teachers: FREE!
• In-service teachers: $25 for single workshop or $75 for the Equity & Belonging for All workshop bundle
• General public: $50 for single workshop or $150 for the Equity & Belonging for All workshop bundle

Dates: Thursday, July 14th, 2022, 4-5:30pm EST

Register by: Tuesday, July 12, 2022

Total PD Hours: 1.5

Workshop Description

In this workshop, literacy is defined to highlight the brilliance and resilience of Black communities. Participants will examine the groundings of Black education and the ways in which Black intellectualism permeates Black literacy practices in-and-out of school. This interactive workshop is designed to engage participants in a series of discussions, gallery walks, and community-building activities while also offering turnkey strategies to promote equity and justice in and out of school. Participants will leave energized with a fresh perspective on disrupting anti-Blackness with equitable and just practices. Participants who complete this workshop will earn a “Literacy & Justice for All” digital badge to add to their CV or resume.

Workshop Requirements

This is an in-person workshop that requires participants to bring their own laptop. Please let us know if you are unable to secure a laptop and we may be able to find an alternate solution.

Instructor Bios

Dr. Thais Council is an Assistant Professor of Literacy Education in the Department of Curriculum and Instruction and a Faculty Affiliate of African American and Africana Studies at the University of Kentucky. Dr. Council has dedicated her life to advancing equity and reparatory justice in education, particularly for Black communities. She has spent two decades as a reading specialist, literacy advocate, and teacher educator across Florida, Georgia, and Maryland. In 2022, she was awarded the Distinguished Dissertation Award from the Critical Educators for Social Justice (CESJ) Special Interest Group (SIG) within the American Educational Research Association (AERA). She is also the recipient of the 2020 Outstanding Social Foundations Doctoral Award for Scholarly Achievement from Georgia State University, College of Education & Human Development, Department of Educational Policy Studies, and the 2016 Georgia Educational Research Association Outstanding Student Research Award. Her scholarship focuses on the Black Intellectual Tradition, Critical Education Policy, and Language, Literacy, and Culture shape teaching and learning in schools and communities and is published in the International Journal of Qualitative Studies in Education, Multicultural Perspectives, and Social Sciences.

Dr. Charity T. Gordon is a clinical assistant professor of Language and Literacy Education in the Middle and Secondary Education Department at Georgia State University. She is also the Director of the GSU Urban Literacy Collaborative and Clinic (ULCC). For ten years, Dr. Gordon served as an elementary, middle school, and secondary teacher and literacy specialist across the urban South in Alabama, Texas, and Georgia, where she developed a passion for enacting critical and dialogic literacies that promoted educational excellence, justice, and equity for Black and Brown children and youth. Since then, she has served as a teacher educator, working with pre-service and in-service teachers and literacy specialists to advance critical and justice-centered literacy practices. She has published articles in Multicultural Perspectives, Teaching and Teacher Education, and the Journal of Language and Literacy Education (JoLLE). She is also the recipient of the Southern Regional Educational Board (SREB) Doctoral Award, Outstanding Doctoral Student in Language and Literacy Education, and the Beverly J. Armento Endowed Award. Her research, teaching, and scholarship focuses on critical literacy curriculum and assessment and literacy leadership for Black reparatory justice. She aims to build school and community partnerships that dismantle structural and systemic barriers to educational equity and excellence in schools across the urban South.