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Jose Rivera (EdD ’13, Educational Administration) organized this year’s LEAD Summit IX at UB on March 29. The annual summit is an international event focusing on the educational outcomes of Latino students. The event was held in a town hall format, bringing together UB undergraduates and students from local high schools to engage in active dialogue on issues facing Latino students.

Corrie Stone-Johnson, associate professor from the Department of Educational Leadership and Policy, is partnering with the Buffalo Public Schools to address the development of a principal pipeline, which will guarantee that more individuals from minority backgrounds are recruited into leadership programs and supported throughout their development. The collaboration is part of the UB Graduate School of Education Faculty in Residence Program.

Nathan Daun-Barnett, associate professor from the Department of Educational Leadership and Policy, has been awarded a three-year grant from the private firm vibeffect. The goal of the grant is to evaluate the effectiveness of an electronic guidance strategy designed by vibeffect to help students make more informed decisions in the college-choice and enrollment process, as well as its implications for higher education institutions.

In a significant stride toward advancing education and research, six faculty members from the University at Buffalo Graduate School of Education have been awarded prestigious grants from the National Science Foundation (NSF). Serving as principal investigators on these notable projects, these faculty members are poised to make substantial contributions to their respective fields. The groundbreaking initiatives, supported by the NSF, reflect the diverse expertise and commitment to innovation and excellence within GSE.

How can instructional leaders contribute to creating a more progressive, equitable and inclusive society? A University at Buffalo Graduate School of Education researcher set out to answer that question in the recently published book, “Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers.”