Emily Kuhlmann is a master’s candidate in the Human Development program and the recipient of the 2023 Outstanding Student in Human Development Award from the University of Maine College of Education and Human Development.
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Madeline (Maddy) West is the 2023 recipient of the Krissy Miner Memorial Award for Outstanding M.Ed./Ed.S. Student in Educational Leadership.
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Janet Corcoran is the 2023 recipient of the Outstanding Scholarly-Practitioner in Educational Leadership Ed.D. Student Award from the Credo cohort.
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Ashley Reynolds is the 2023 recipient of the Outstanding Scholarly-Practitioner in Educational Leadership Ed.D. Student Award from the Beacon Black Bear cohort.
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The 2023 American Educational Research Association (AERA) annual meeting will take place April 13–16 in Chicago. The conference is the world’s largest gathering of education researchers and practitioners, and a showcase for groundbreaking, innovative studies in a variety of areas.
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The College of Education and Human Development at the University of Maine and the Penobscot River Educational Partnership (PREP) are hosting an Education Career Fair on Thursday, April 13 from 1–3 p.m. at Wells Conference Center.
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The 2023 University of Maine Student Symposium (UMSS23) is Friday, April 14 at the Collins Center for the Arts from 9 a.m. to 3 p.m.
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Liam Anderson, a junior at the University of Maine College of Education and Human Development studying early childhood education, and Emily Albee, a three-time UMaine alumna, were featured in a Portland Press Herald article about a bill that Maine lawmakers are considering to raise teachers’ minimum salaries to $50,000.
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The Chronicle of Higher Education interviewed Leah Hakkola, associate professor of higher education, for an article about states where lawmakers want to ban diversity, equity and inclusion (DEI) initiatives at colleges and universities, and states where legislators want to require it.
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researchers at the University of Maine College of Education and Human Development published an article featuring case studies of six academically high-achieving working moms enrolled in distance education courses during the COVID-19 pandemic. Their findings suggest that effective course design, making use of prior knowledge, scaffolding instruction and encouraging social presence can mitigate distractions and reduce the cognitive load of working mothers who are college students.
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