February 16, 2019
College of Education alumni are invited back to campus for a day of professional development, networking, and inspiration. This event is an opportunity to learn from experts in the field as well as from your fellow colleagues and alumni. There will be educational addresses and breakout sessions alongside social and networking opportunities. We also want to learn from your classroom experiences and will have opportunities for discussion and sharing throughout the day.
All attendees are eligible for door prizes by Kendra Scott, Banger’s Sausage House and Beer Garden, East Side Pies, and Hai Hospitality (Uchi and Uchiko).
All attendees will earn professional development credit (8 CPE hours) for their participation.
The main conference will be held in the Massey Honor Hall. See below for breakout session locations.
|8:45 - 9:30||Registration and badge pick up, coffee and breakfast will be served|
|9:30 - 9:45||Welcome|
|9:45 - 10:45||Keynote address by Katherine Bomer; "Letting Our Students Teach Us: Taking a Researcher Stance in Our Classrooms to Know What and How to Teach"|
|10:45 – 11||Conversation with Katherine Bomer|
|11 - 12||Presentations by the 2018 Alumni Teacher Research Grant Award recipients|
|12 - 1:30||Lunch from Trudy's (included in your registration)|
|1:30 - 2:30||Breakout sessions led by UT faculty and alumni (see below)|
|2:30 - 3:30||Guided Reflection|
|3:30 - 3:45||Break|
|3:45 - 4:30||Group Discussion, Closing, and Longhorn Teacher Creed|
|5:00||Optional Social at Scholz's|
Katherine Bomer, author of The Journey Is Everything, Hidden Gems, and Starting with What Students Do Best, is an internationally-known consultant and teacher of writing. She combines a teacher’s practical advice, a writer’s love of language, and a powerful plea for social justice.
“What will we do?”: Enactment of Critical Pedagogy in the Elementary Classroom - Room SZB 286
In this panel session, literacy educators will share their pedagogical insights, as a result of their years of learning alongside their students, in enacting Brown's (2013) theory of humanizing critical sociocultural knowledge.
Chair: Saba Khan Vlach, Doctoral Candidate and Assistant Instructor, Language and Literacy Studies, Curriculum and Instruction, UT Austin
Presenter: Dr. Keffrelyn Brown, Professor, Cultural Studies, Curriculum and Instruction, UT Austin
Focus: Theory of Humanizing Critical Sociocultural Knowledge
Presenter: Sara Freund, Cultural Proficiency and Inclusiveness Specialist, Austin ISD
Focus: Teaching About Discrimination
Presenter: Diana Garcia, First Grade Dual Language Teacher, DeZavala Elementary, San Marcos Consolidated ISD
Focus: Striving for Global Citizenship in a First Grade Dual Language Classroom
Presenter: Erin Green, Eighth Grade Social Studies Teacher, Decker Middle School, Manor ISD
Focus: Getting into Good Trouble: Growing Students as Activists through a Framework of Peacekeepers vs. Peacemakers
Presenter: Amelia Mahlstadt, Instructional Coach, Bluebonnet Elementary, Round Rock ISD
Focus: Windows and Mirrors: Issues of Local and Global Poverty
What’s New in Global Literature for the K-12 - Room SZB 240
The presentation will start with a very brief overview of the mission, selection criteria, etc. for the four awards and then dive into a more detailed discussion of recent award winners and any relevant resources for using them in the classroom.
Presenter: Rachel Meyer, Assistant Director of South Asia Institute at UT Austin and South Asia Specialist, Hemispheres Consortium
Presenter: Kate Aslan, Director of Outreach and Public Programs, UT Center of Middle East Studies and Middle East Specialist, Hemispheres Consortium
Using Literacy as a Tool in the Science Classroom: Investigations of Students’ Experiences within an Integrated Science-Literacy Unit - Room SZB 284
Annie Daly-Lesch shares her own classroom research that centered on the following questions: How does literacy function as a tool to support students’ scientific inquiries? How do students experience learning inside of an integrated science-literacy unit?
While offering important insights, research has yet to address students’ qualitative experiences using integrated curricula. Annie addressed this gap using practice-based research to examine her own teaching of a science unit that incorporated children’s literature and situated literacy practices as central to the learning of science in her fifth-grade classroom.
Presenter: Annie Daly-Lesch, Doctoral Student and Assistant Instructor, Language and Literacy Studies, Curriculum and Instruction, UT Austin