Allan recent guest on Texas Public Radio’s ‘The Source’
Elizabeth Allan, a professor of higher education at the University of Maine, was a recent guest on Texas Public Radio’s “The Source” radio show.
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Elizabeth Allan, a professor of higher education at the University of Maine, was a recent guest on Texas Public Radio’s “The Source” radio show.
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Sarah Howorth and Deborah Rooks-Ellis, assistant professors of special education, attended the Council for Exceptional Children Division on Autism & Developmental Disabilities (DADD) 2020 conference.
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Professor of higher education Elizabeth Allan and several higher education graduate students helped lead a full-day preconference institute at a recent NASPA Strategies Conference in New Orleans.
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Daniel Puhlman, assistant professor of family studies and head of the Parenting Relationships Research Lab at the University of Maine, was a recent guest on Maine Public’s “Maine Calling” radio show.
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Daniel Puhlman, University of Maine assistant professor of family studies who heads the Parenting Relationships Research Lab, will be a guest on the Maine Public show “Maine Calling” 1–2 p.m. Friday, Jan. 17.
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The public is invited to the PEERS® Friendship Boot Camps, led by Sarah Howorth and Deborah Rooks-Ellis, special education faculty members with the University of Maine College of Education and Human Development.
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The University of Maine’s online graduate program in education is one of the best in the country, according to U.S. News & World Report.
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The Ellsworth American published an opinion piece by Hugh Curran, a part-time assistant professor of education in the Peace and Reconciliation Studies program at the University of Maine.
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Andrea Mercado, a doctoral student at the University of Maine, wrote an opinion piece for the Bangor Daily News titled “Childhood trauma can slow academic development. Here’s one way to fix it.”
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Over 80 percent of teachers in the U.S. are white, despite an increasingly diverse PK-12 student population. This demographic imperative has prompted teacher education to respond in two diverging ways.
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