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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T093000
DTEND;TZID=America/New_York:20260804T103000
DTSTAMP:20260730T013439
CREATED:20260723T171211Z
LAST-MODIFIED:20260729T134138Z
UID:33901-1785835800-1785839400@gse.rutgers.edu
SUMMARY:Dissertation Proposal Announcement Ph.D. in Education Program: Huma Hussain-Abidi "Apt-AIR in Action: Analyzing Teacher Discourse\, Evaluating Curriculum Design\, and Advancing  Student Thinking"
DESCRIPTION:Developing scientifically literate laypeople requires science education to move beyond teaching\nscientific content and practices. Students must also develop apt epistemic performance\, including\nthe knowledge and skills needed to evaluate\, construct\, and use knowledge responsibly in our\ncurrent “post-truth” world. The Apt-AIR framework offers a comprehensive model for understanding\nepistemic engagement by integrating epistemic aims\, ideals\, reliable processes\, and the cognitive\,\nmetacognitive\, social\, caring\, and adaptive aspects of epistemic performance. This dissertation expands\nthe application of the Apt-AIR framework by demonstrating its value across three interconnected studies\nthat examine classroom discourse\, curriculum design\, and student thinking. \nThe first study applies Apt-AIR as an analytical lens to investigate teacher discourse in five high\nschool science classrooms. Using the Apt-AIR 3 × 5 matrix\, classroom interactions were\nsystematically analyzed to characterize how teachers promoted epistemic aims\, ideals\, reliable\nprocesses\, and the five aspects of epistemic performance. The findings highlight discourse\npractices that support students’ epistemic engagement while revealing dimensions of epistemic\nperformance that remain underrepresented in classroom instruction. \nThe second study explores Apt-AIR as a curriculum design framework through an iterative\ndesign-based research process. An existing science curriculum was evaluated and redesigned to\nstrengthen opportunities for students to develop apt epistemic performance. The resulting\ncurriculum more intentionally incorporated metacognitive\, adaptive\, social\, and caring dimensions\,\nillustrating how Apt-AIR can support systematic\, theory-informed curriculum development. \nThe third study integrates the Apt-AIR and Grasp of Evidence frameworks to examine how ninth-grade\nstudents evaluate scientific evidence within an authentic socioscientific context. Analysis of pre-\nand post-intervention interviews revealed that students often relied on numerical specificity as a\nmarker of evidence quality while placing less emphasis on evidence integration and scientific\nconsensus\, particularly when evaluating review articles. Integrating the two frameworks provided a\nricher understanding of students’ epistemic reasoning and illuminated opportunities to better\nsupport adaptive epistemic performance. \nTogether\, these studies demonstrate the versatility of the Apt-AIR framework as an analytical\,\ndesign\, and interpretive tool. By extending its methodological applications\, this dissertation\noffers practical and theoretical contributions for researchers and educators seeking to cultivate\nscientifically literate students capable of engaging thoughtfully with scientific knowledge beyond\nthe classroom. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time. 
URL:https://gse.rutgers.edu/event/dissertation-proposal-announcement-ph-d-in-education-program-huma-hussain-abidi-apt-air-in-action-analyzing-teacher-discourse-evaluating-curriculum-design-and-advancing-student-thinking/
CATEGORIES:Ph.D. Dissertation Proposal
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T130000
DTEND;TZID=America/New_York:20260814T140000
DTSTAMP:20260730T013439
CREATED:20260727T184302Z
LAST-MODIFIED:20260729T134059Z
UID:33915-1786712400-1786716000@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ph.D. in Education Program: Megumi Asada "Teaching Logic for Social Justice: Connecting Advanced Mathematics and Logic to an Abolitionist Perspective"
DESCRIPTION:Mathematics education\, like all forms of education\, can replicate or resist social inequities.\nThis replication is present in the very content students learn. In particular\, students learn\nmathematics in ways that promote the disciplinary values of decontextualization and objectivity\,\nwhich can permit mathematicians to draw harmful conclusions while receiving little scrutiny. For\nexample\, the belief that mathematics is objective lends an automatic legitimacy to the subjective\nchoices made by statisticians. These disciplinary values are especially relevant within proof and\nabstract mathematics\, in which context is deliberately discarded. However\, just as mathematics can\nbe used to reinforce injustice\, mathematics can also be used to fight them. Prior work in\nTeaching Math for Social Justice (TMSJ) describes possibilities to teach students to analyze\,\ncritique\, and change societal injustices using mathematics. Nevertheless\, this scholarship\npredominantly relies on statistics and computation\, drawing connections between math and social\njustice that are not generalizable to more abstract areas of mathematics\, such as proof. This is\nnotable as proof plays a critical role throughout K-16 mathematics. I propose\, however\, that proof\ncan be modified to honor the goals of teaching math for social justice and subvert the\ndisciplinary values of objectivity and decontextualization. \nThis dissertation examines three lines of inquiry from a design-based research study aimed at\ndeveloping a learning trajectory for how undergraduates can engage in reasoning that is both\nfaithful to mathematical practice and supports their reasoning about social justice issues. The\nstudy involved two cycles of constructivist teaching experiments\, each with a pair of\nundergraduate mathematics students. I designed activities aimed at having students engage the two\ndisciplinary contexts via the same strategies. Students engaged reasoning about axioms and\ndefinitions in a geometric setting and similarly engaged definitions and pro-prison assumptions\nvia an abolitionist lens. Chapter Two analyzes parallels in how students can engage with\ndefinitions across mathematics and a social justice context. Chapter Three details mechanisms by\nwhich students can draw from their lived experience across the two disciplines. Finally\, Chapter\nFour theorizes parallel mechanisms by which students can engage tensions between competing\nmathematical and sociopolitical assumptions. Collectively\, these three lines of analysis introduce\nnovel opportunities for using proof in service of social justice by unifying mathematical and\ncritical pedagogical goals around parallel activity. This study provides a framework for how\nadvanced undergraduate mathematics can be used to enable students to question assumptions that\nreplicate injustice. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time. 
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ph-d-in-education-program-megumi-asada-teaching-logic-for-social-justice-connecting-advanced-mathematics-and-logic-to-an-abolitionist-perspective/
CATEGORIES:Ph.D. Dissertation Defense
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260817T140000
DTEND;TZID=America/New_York:20260817T150000
DTSTAMP:20260730T013439
CREATED:20260727T183622Z
LAST-MODIFIED:20260729T134019Z
UID:33911-1786975200-1786978800@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ph.D. in Education Program: Swati Dontamsetti "Three Studies Evaluating the Potential of District Consolidation to Support School Desegregation in New Jersey"
DESCRIPTION:This dissertation examines district consolidation as a desegregation policy in New Jersey\, a state with strong constitutional and legal protections against yet persistently high levels of school segregation. A combined Rossell-Levin theoretical framework is used to balance equity\, efficiency\, effectiveness\, social cohesion concerns\, with political feasibility and freedom of choice. This three-article dissertation assesses the structural potential\, realized outcomes\, and practical achievability of consolidation as a desegregation strategy. I conduct this dissertation within the context of the ongoing Latino Action Network v. New Jersey litigation\, which pushes for bold desegregation through statewide reform of the current municipal system\, and the 2022 School Regionalization Efficiency Act\, which incentivizes voluntary\, fiscally motivated district consolidation. Article 1 uses spatial counterfactual simulations across all 21 New Jersey counties to show that district boundary fragmentation is the primary driver of segregation\, with effects concentrated most heavily in racially diverse counties. Article 2 applies a difference-in-differences analysis to the 1971 Morris School District merger\, finding a statistically significant and sustained reeducation in within-district segregation over five decades\, with only modest White flight. Article 3 synthesizes these findings into a realization rate of approximately 50%\, generating county-specific estimates of achievable desegregation gains. Results indicate that consolidation paired with deliberate student reassignment can produce meaningful\, lasting desegregation. But political feasibility remains constrained: New Jersey’s only successful consolidation required judicial mandates\, and subsequent petitions for the same pressure failed. Comparison with alternative policies (magnet schools\, interdistrict choice\, charter schools) reveals tradeoffs between political feasibility/freedom of choice and equity/effectiveness. Overall\, consolidation’s structural potential is substantial but contingent on the design of reassignment policies and sustained enforcement commitment. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time. 
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ph-d-in-education-program-swati-dontamsetti-three-studies-evaluating-the-potential-of-district-consolidation-to-support-school-desegregation-in-new-jersey/
CATEGORIES:Ph.D. Dissertation Defense
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260828T100000
DTEND;TZID=America/New_York:20260828T110000
DTSTAMP:20260730T013439
CREATED:20260721T153108Z
LAST-MODIFIED:20260729T133928Z
UID:33886-1787911200-1787914800@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ed.D. Program: William Zarillo "From Betrayal to Activism: Student Mobilization and Sexual Violence at Rutgers University\, 1970-2000"
DESCRIPTION:Sexual violence has remained a persistent issue within higher education despite decades of\nlegislation\, prevention initiatives\, and institutional investment. While scholarship has\nfrequently examined campus sexual violence through a contemporary lens focused on policy and legal\nframeworks\, as well as prevention strategies and support services\, less attention has been paid\nto student efforts and activism related to sexual violence and to how universities’ responses have\nshaped that activism over time. This historical study examines the relationships between student\nactivism and university responses to sexual violence at Rutgers University between 1970 and 2000. \nDrawing upon the frameworks of institutional betrayal and social movement theory\, this study\nutilized archival research to examine student newspapers\, institutional documents\, organizational\nrecords\, photographs\, oral histories\, and local newspapers. Materials were housed within Rutgers\nUniversity Special Collections and Archives\, the Office for Violence Prevention and Victim\nAssistance (VPVA)\, Rutgers Oral History Archives\, and a local New Brunswick digital newspaper\ncollection. The study explored how students understood institutional responses to sexual violence\,\nhow those perceptions influenced mobilization\, and how Rutgers responded to student demands\nacross three decades. \nFindings demonstrate that student activism emerged not only in response to the persistence of\nsexual violence\, but also in response to institutional responses students perceived as inadequate\,\ndismissive\, or absent. Experiences of institutional betrayal became catalysts for organizing\,\nadvocacy\, and demands for institutional accountability\, ultimately contributing to the\nprofessionalization of campus responses to sexual violence\, including the establishment of Sexual\nAssault Services in 1991\, now known as the Office for Violence Prevention and Victim Assistance. \nThis dissertation contributes to scholarship by applying institutional betrayal as a historical\nframework to understand student activism and institutional change. It demonstrates how examining\ninstitutional histories can deepen understandings of campus sexual violence\, student activism\, and\ninstitutional responses while offering insights for colleges and universities seeking to engage\ncritically with their own histories in pursuit of institutional accountability\, courage\, and\nchange. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time. 
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ed-d-program-william-zarillo-from-betrayal-to-activism-student-mobilization-and-sexual-violence-at-rutgers-university-1970-2000/
LOCATION:Online
CATEGORIES:Ed.D. Dissertation Defense
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260902T100000
DTEND;TZID=America/New_York:20260902T110000
DTSTAMP:20260730T013439
CREATED:20260724T140342Z
LAST-MODIFIED:20260729T133830Z
UID:33908-1788343200-1788346800@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ph.D. in Education Program: Jehan Mohamed "Professional Development\, How Does it Work? یعمل؟ كیف :المھني التطور  A Deep Dive into the Educator Participant Experience"
DESCRIPTION:This study argues that high-quality\, field-informed professional development (PD) is not an\noptional add-on but a structural condition for equitable\, effective Arabic language instruction in\nthe context of higher education in the United States. In university and college settings\,\nsustained PD aligned with world language standards drive Arabic faculty expertise\, pedagogical\ninnovation\, and student proficiency gains. Framed by sociocultural theory and the community of\npractice framework\, this research examines the impact of PD on teaching and learning practices\nwithin a broader educational landscape marked by challenges such as heritage and non-heritage\nlearner distinctions\, diglossia\, and limited access to resources typical to less commonly taught\nlanguages (LCTL) such as Arabic. \nEmploying a qualitative interview methodology\, the study analyzes semi-structured interviews\,\ndocuments\, and artifacts from ten participants and PD program sites such as STARTALK and QFI.\nData analysis was carried out thematically\, utilizing manual coding with triangulation and colleague\nreview for validity. \nThe findings aim to inform both scholarly and practical improvements to PD models for Arabic\neducators. This research illuminates higher education Arabic educators’ PD needs and challenges\,\nexperiences\, and perceived impacts to inform scalable\, field-specific models that elevate\ninstruction and student achievement. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time. 
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ph-d-in-education-program-jehan-mohamed-professional-development-how-does-it-work-%db%8c%d8%b9%d9%85%d9%84%d8%9f-%d9%83%db%8c%d9%81-%d8%a7%d9%84%d9%85%da%be/
CATEGORIES:Ph.D. Dissertation Defense
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261028T083000
DTEND;TZID=America/New_York:20261028T143000
DTSTAMP:20260730T013439
CREATED:20260710T150715Z
LAST-MODIFIED:20260710T151213Z
UID:33845-1793176200-1793197800@gse.rutgers.edu
SUMMARY:Civically Engaged District Project - Professional Development Day
DESCRIPTION:Interested in helping students find their civic voice? Applications are open for the 2026-2027 Civically Engaged District Project’s (CED) Educator Cohort. \nYouth Participatory Action Research (YPAR) is an active\, student-centered approach to civic learning that builds student engagement while meeting public school civics mandates. The CED Project offers a two-part professional development series at Rutgers–New Brunswick to help you bring YPAR into your classroom. \nAs a cohort member\, you’ll: \n\n\nLearn the whys and hows of YPAR \n\n\nGet support from experienced mentors \n\n\nAccess ready-to-use curricular resources and planning tools \n\n\nJoin the growing network of Civically Engaged Districts \n\n\nEarn up to 12 PD hours plus a $50 travel honorarium \n\n\nHave the option (if selected) to participate in the Youth in Action Summit \n\n\nHear directly from NJ educators and students about their YPAR experience\, or visit our website to learn more. See the full schedule in our flyer. \nSubmit an interest form today!
URL:https://gse.rutgers.edu/event/civically-engaged-district-project-professional-development-day/
CATEGORIES:Special Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20270210T083000
DTEND;TZID=America/New_York:20270210T143000
DTSTAMP:20260730T013439
CREATED:20260710T151444Z
LAST-MODIFIED:20260710T151444Z
UID:33848-1802248200-1802269800@gse.rutgers.edu
SUMMARY:Civically Engaged District Project - Professional Development Day
DESCRIPTION:Interested in helping students find their civic voice? Applications are open for the 2026-2027 Civically Engaged District Project’s (CED) Educator Cohort. \nYouth Participatory Action Research (YPAR) is an active\, student-centered approach to civic learning that builds student engagement while meeting public school civics mandates. The CED Project offers a two-part professional development series at Rutgers–New Brunswick to help you bring YPAR into your classroom. \nAs a cohort member\, you’ll: \n\n\nLearn the whys and hows of YPAR \n\n\nGet support from experienced mentors \n\n\nAccess ready-to-use curricular resources and planning tools \n\n\nJoin the growing network of Civically Engaged Districts \n\n\nEarn up to 12 PD hours plus a $50 travel honorarium \n\n\nHave the option (if selected) to participate in the Youth in Action Summit \n\n\nHear directly from NJ educators and students about their YPAR experience\, or visit our website to learn more. See the full schedule in our flyer. \nSubmit an interest form today!
URL:https://gse.rutgers.edu/event/civically-engaged-district-project-professional-development-day-2/
CATEGORIES:Special Events
END:VEVENT
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