brooklyn college graduate programs mathematics education

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Brooklyn College Master’s in Mathematics Education

Mathematics Education is a concentration offered under the teacher education subject specific major at Brooklyn College. We’ve pulled together some essential information you should know about the master’s degree program in math teacher education, including how many students graduate each year, the ethnic diversity of these students, and more.

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• Graduate Cost
• Online Learning
• Student Diversity
• Related Majors

Featured Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

BA in Mathematics

If you have a knack for mathematics and an interest in learning more, study online to achieve your career goals at Southern New Hampshire University. Our mathematics degree can help you enhance your mathematical abilities, including reasoning and problem-solving in three areas: analysis, algebra and statistics.

How Much Does a Master’s in Math Teacher Education from Brooklyn College Cost?

Brooklyn college graduate tuition and fees.

Out-of-state part-time graduates at Brooklyn College paid an average of $855 per credit hour in 2019-2020. The average for in-state students was $470 per credit hour. The average full-time tuition and fees for graduate students are shown in the table below.

Does Brooklyn College Offer an Online Master’s in Math Teacher Education?

Online degrees for the Brooklyn College math teacher education master’s degree program are not available at this time. To see if the school offers distance learning options in other areas, visit the Brooklyn College Online Learning page.

Brooklyn College Master’s Student Diversity for Math Teacher Education

Male-to-female ratio.

About 90.9% of the students who received their Master’s in math teacher education in 2019-2020 were women. This is higher than the nationwide number of 74.2%.

Racial-Ethnic Diversity

Of those graduates who received a master’s degree in math teacher education at Brooklyn College in 2019-2020, 36.4% were racial-ethnic minorities*. This is higher than the nationwide number of 25%.

Majors Related to a Master’s in Math Teacher Education From Brooklyn College

You may also be interested in one of these majors related to mathematics education.

View All Mathematics Education Related Majors >

*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown. This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.

• National Center for Education Statistics
• O*NET Online

More about our data sources and methodologies .

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• Special Education and Teaching 105 Students
• Elementary Education 54 Students
• Early Childhood Education 41 Students
• Educational Administration 41 Students
• English and Reading Teacher Education 34 Students
• Mathematics Teacher Education 25 Students
• Middle School Education 22 Students
• Science Teacher Education 22 Students
• Early Childhood Special Education 19 Students
• Physical Education Teaching and Coaching 17 Students

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A master’s degree  is an academic degree awarded upon completion of a course of study demonstrating a mastery of a specific field of study. It typically takes 1-3 years to complete a Master’s Degree. Programs range from 30 credits to 57 credits.

Our master’s degree options are:

• Master of Arts (MA)
• Master of Architecture (MArch)
• Master of Arts in Teaching (MAT)
• Master of Business Administration (MBA)
• Master of Engineering (ME)
• Master of Fine Arts (MFA)
• Master of Landscape Architecture (MLA)
• Master of Library Science (MLS)
• Master of Music (MMus)
• Master of Science (MS)
• Master of Education (MSEd)
• Master of Social Work (MSW)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Professional Studies (MPS)
• Master of Urban Planning (MUP)

A doctoral degree  is the highest academic degree in any field of knowledge. Students typically complete doctoral degrees in 5-7 years. The majority of doctoral degree students hold a master’s degree.

Our doctoral degrees offered are:

• Doctor of Philosophy (PhD)
• Doctor of Nursing Practice (DNP)
• Doctor of Nursing Science (DNS)
• Doctor of Physical Therapy (DPT)

An advanced certificate (Adv. Cert)  is a short program of study in a particular subject. Advanced certificates can enhance skills to further a career, help you to acquire new skills to change careers, and allow you to meet state or national licensing requirements. Advanced certificates are offered in the Arts, Business, Education, Healthcare, and Science, Technology, Engineering and Mathematics (STEM) fields.

The different types offered at CUNY are:

• Post-Baccalaureate Certificates (taken in between the bachelor’s and master’s degree)
• Post-Master’s Certificates (taken in between the master’s and doctoral degrees)

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Department of Mathematics and Statistical Science

Physical Address: Brink Hall 300

Mailing Address: 875 Perimeter Drive, MS 1103 Moscow, ID 83844-1103

Phone: 208-885-6742

Fax: 208-885-5843

Email: [email protected]

Web: Department of Mathematics and Statistical Science

M.A.T. Math

The Department of Mathematics and Statistical Science at the University of Idaho offers a Master of Arts in Teaching (M.A.T.) in mathematics. Courses are available on campus, virtually (synchronously), and by distance learning through Idaho Engineering Outreach. The distance education courses are offered in an online video format. (See courses available for a list of currently-available video and web courses that can be used towards the M.A.T., as well as a brief description of how the video format for mathematics courses works. See the Engineering Outreach website for details on registration and fees.) All requirements for the degree may be completed by distance — it is not necessary to come to the University of Idaho campus to complete any part of this degree program.

The M.A.T. is a non-thesis degree designed primarily for certified teachers who wish to strengthen their mathematics preparation. This degree does not give certification in high school teaching. It can provide teachers with a mathematics endorsement, which may allow already-certified teachers to teach mathematics at middle school and high school levels. In some cases, the M.A.T. may qualify teachers to teach at some community colleges. If you are interested in this possibility, we recommend that you inquire with colleges at which you might be interested in teaching to see if they acknowledge the M.A.T. as appropriate preparation.

A minimum of 30 credits is required. The following requirements apply to these 30 credits:

• Six (6) of these credits must be at the 500-level.
• At least six (6) credits must be in professional courses in education. (The six credits in education courses may also be the six 500-level credits.)
• At least 20 credits must be in mathematics and statistics. These courses may be at the 300-, 400-, or 500-level, including 300-level courses in mathematics and statistics if they are part of the logical sequence of study.

Forming a Supervisory Committee

Once you have applied and been admitted to the M.A.T. program, you should begin thinking about a study plan. But before you can prepare and formally submit a study plan, you will need to have a committee in place. The M.A.T. supervisory committee consists of just two people:

• a major professor from among the mathematics faculty, and
• a co-advisor from the faculty in the College of Education, Health and Human Sciences.

Typically, you need only worry about finding your major professor, as the co-advisor from education will be appointed for you. Usually, the major professor is one of the faculty members teaching your math courses. If you know of a faculty member that you would like to work with, you can simply ask him or her to serve as your major professor. If you have no preference, you might want to just  email the Mathematics and Statistical Science Department  and they can assign you a major professor.

Once you are in touch with a major professor, you'll need to print out the  Appointment of major professor and/or Committee Form  from the  College of Graduate Studies website . Fill out and sign your portion of this form and then email it to your major professor, who will gather the remaining signatures and get the form submitted.

Making the Study Plan

Once you have a committee arranged, you can prepare your study plan in conjunction with your major professor. (The study plan can be submitted simultaneously with the committee form.) Some reasonable steps to doing this might be:

• 30 credits total
• At least 6 credits at the 500-level
• At least 6 credits in education
• At least 20 credits in mathematics or statistics
• If you have questions on whether or not a certain course is a good fit, ask your major professor or email the instructor of that course.
• Once you have a preliminary list of courses, send it to your major professor to get his or her opinion. The major professor may suggest changes, or may approve it as is.

Once you and your major professor have agreed on a list of courses, you're ready to submit a study plan. This is done electronically through your degree audit -- information and a tutorial are available  on the Registrar's website .

Note : Don't worry about being locked into a set of courses by submitting a study plan. Changes to the study plan are not difficult to do — instructions and a tutorial are again given at the above link.

Common Study Plan Questions

• Credits taken at other accredited colleges or universities that do not appear on a transcript for an undergraduate degree
• Credits taken from the University of Idaho as "non-degree" status (prior to admission to the M.A.T. program) — again, this cannot include courses that appear on your undergraduate transcript
• "Over-aged" credits (credits taken as part of your M.A.T. program that are more than seven years old at the time of graduation)
• How do I go about getting approval for using previous coursework as transfer credits? Your major professor cannot give final approval of transfer credits. Rather, this can only come from submitting a study plan and having the study plan approved by the College of Graduate Studies. Only after the plan is submitted will the Registrar's Office check the potential transfer courses on the transcripts. This is one good reason for submitting a study plan early : once a study plan is approved we know that transfer courses have been accepted.
• Some courses (such as Geometry) have substantial variation in content at different schools. Depending on what the syllabus to your previous course indicates, you may be able to use the UI versions of these courses in your study plan. Ask your major professor for advice in these situations. DO NOT enroll in a repeat course expecting to use it in the study plan unless you have prior approval to do so.
• Some courses (such as Abstract Algebra or Introduction to Analysis) are at a level where a second exposure to the material is often justified. Again, work with your major professor for approval before retaking any course.

Preparing for Graduation

As you near your last couple of semesters in the M.A.T. program, here are some steps to follow in preparing for graduation.

• Communicate with your advisor Be sure your advisor knows your plans. Tell them exactly what semester you expect to finish. Outline your plan to finish the degree requirements. Be sure your advisor knows well ahead of time so that the two of you can plan together for your comprehensive exam (see below).
• File an Application for Advanced Degree. Go to the  Registrar's Graduation Information webpage . The deadlines for application as well as instructions on how to complete the online application process are there. There will be a $25 diploma fee to pay along with the application. Note that you must apply well before the semester you plan to graduate in order to avoid a late fee: for summer and fall semester graduations the deadline is in May, whereas for a May graduation the deadline will be in the preceding December.
• Set up a three-hour time block several weeks in advance with your proctor.
• Notify both the Engineering Outreach office and your major professor of the exam date. We will coordinate getting the exam to your proctor in time.

General Information about the Comprehensive Exam

At the conclusion of the M.A.T. coursework, a student must satisfactorily pass a three-hour written comprehensive exam covering mathematics courses from their study plan. For distance education students, proctoring arrangements for the exam may be made so that it will not be necessary to come to Moscow for the exam.

• What does the exam cover? The comprehensive exam covers up to six University of Idaho mathematics and statistics courses on your study plan — we don't include transfer or ED courses on the exam. If you have taken more than six math and stat classes as part of your study plan, you can choose which six courses to include on the exam. Notify your Major Professor of your choice in this case.
• What is the exam format? The exam will include two or three questions from each course covered. The time limit for the exam is three hours. You are allowed to use a calculator, but no notes or books are allowed. (Some instructors will provide formula sheets along with the exam.)
• How should I go about preparing for this exam? You can often get a list of review topics from the instructor of each course by emailing them and asking. Questions on the comprehensive exam tend to focus on the "big" topics from the courses rather than on details.
• It sounds scary! Should I be worried? Don't let the exam scare you too much. We all know the prospect of an exam on that much material can be a frightening thing — but we really don't want it to be. This is not meant to "weed out" any M.A.T. candidates — rather, it is intended to give you the opportunity to review the material you've studied along the way to earning your degree. We don't expect perfection — there's just too much material to expect that. What we do want to see is evidence that you have learned some good mathematics in the course of your M.A.T. studies. Certainly, any candidate who has done reasonably well in the coursework and then does a good self-review before the exam should do well enough.

GPA Requirement

You must have a grade point average of at least 3.0 in your graduate courses in order to graduate with your degree. Any semester in which your GPA is below 3.0 will result in being placed on probation, and two consecutive semesters of GPA below 3.0 results in removal from the degree program.

Childhood Education Teacher (1-6) Mathematics, M.S.Ed.

School of education, program overview.

This program prepares teachers for initial or professional certification in mathematics education for children grades one through six. We prepare candidates to differentiate instruction to make mathematics accessible to all students. Our students understand how mathematics teaching is connected across curriculum strands, across other school subjects, and throughout all grade levels as well as to the uses and applications of mathematics in out-of-school contexts, and in family and community cultural resources. Through collaborative action, teaching, and research, we develop our students’ capacities to create socially just, intellectually vital, aesthetically rich, and compassionate communities that value equity and excellence, access, and rigor.

Where You'll Go

Our mission is to prepare both practicing teachers and career-changers for effective classroom practice of diverse students in urban settings. The program will not only support you to gain New York State Certification, but will also provide you with both the analytical and practical skills to offer students. Our graduates are hired by school districts, early childhood centers, and universities, both locally and nationwide.

Program Details

The program information listed here reflects the approved curriculum for the 2023–24 academic year per the Brooklyn College Bulletin. Bulletins from past academic years can be found here .

Program Description

The program in childhood education prepares teachers of children in first through sixth grade for initial and/or professional certification in liberal arts, bilingual education, science and environmental education, and mathematics. Through collaborative action, teaching, and research, we develop our students’ capacities to create socially just, intellectually vital, aesthetically rich, and compassionate communities that value equity and excellence, access, and rigor. We design our programs in cooperation with liberal arts and sciences faculties and in conjunction with local schools in order to provide our students with opportunities to develop the knowledge, proficiencies, and understandings needed to work with New York City’s racially, ethnically, and linguistically diverse populations.

Our program is unique in that our students become highly skilled in content and methodology courses, adept in diversified literacy skills, and have the ability to integrate pragmatic tools of technology. Our reflective graduates are astutely aware of the digital divide and the need to use source ware (free software) so no child is left behind in the Information Age, and the need to produce globally competitive students regardless of their socioeconomic status.

This program leads to the M.S. in education and a New York State Professional Certificate in Childhood Education (grades 1–6) with a specialization in mathematics education.

Matriculation Requirements

Applicants must have a minimum of six credits in mathematics.

Applicants must have a minimum undergraduate grade point average of 3.00. A minimum grade point average of 3.00 in graduate courses is required to maintain matriculation.

International applicants for whom English is a second language are required to pass the Test of English as a Foreign Language (TOEFL) with a score of 550 on the paper-based test or 213 on the computer-based test or 79 on the internet-based test, before being considered for admission.

Students should note additional requirements found at the beginning of this section as well as in the sections “Admission” and “Academic Regulations and Procedures” of the Brooklyn College Bulletin of Graduate Programs.

Program Requirements (30–45 Credits)

Thirty to 45 credits are required for the degree, depending on applicants’ qualifications.

Students will enroll in the appropriate course of studies listed below (Option A or B or C) based upon teaching experience, previous course work, and the teaching certificates they hold.

Students must complete the following education courses in the stated sequence: CBSE 7400T , 7401T , 7402T , 7403T . All required education courses and some education electives require permission for registration as indicated in the Schedule of Classes.

Option A (30 Credits)

Applicants must hold a New York State Initial Certificate in Childhood Education (grades 1–6) or its equivalent.

Degree Requirements

Thirty credits are required for the degree.

In addition to CBSE 7400T , 7401T , 7402T , and 7403T , the following courses are required:

• Four of the following mathematics courses, or mathematics courses approved by the program adviser: Mathematics 7141T , 7142T , 7143T , 7144T , 7145T , 7146T
• One of the following elective education courses, or an education course approved by the program adviser: CBSE 7451X , 7671X , 7672X , 7207X , 7019T , 7684T , 7472X , 7545X , 7220X

Option B (33 Credits)

Applicants must hold a New York State Initial Certificate in Early Childhood Education (birth–grade 2) or its equivalent or a New York State Initial Certificate in Middle Childhood Education (generalist, grades 5–9) or its equivalent.

Thirty-three credits are required for the degree.

• One of the following elective education courses, or an education course approved by the program adviser: CBSE 7451X , 7671X , 7672T , 7207X , 7019T , 7684T , 7472X , 7545X , 7503X

Option C (45 Credits)

This option leads to both New York State Initial and Professional Certificates in Childhood Education (grades 1–6) with a specialization in mathematics education.

See “Matriculation Requirements” for Childhood Education: Mathematics, above.

Forty-five credits are required for the degree.

Students must complete CBSE 7205T , 7216X , 7440T , 7213T prior to taking other education courses required for the degree. Students must obtain departmental permission to register for these courses.

Student Learning Outcomes

By the end of the program, our candidates will:

• Demonstrate knowledge of state and national standards to teach elementary mathematics and apply these into their own practice.
• Demonstrate ability to anticipate, observe, analyze and interpret, reflect upon, and assess student mathematical work and design instruction that fosters learning of all their students.
• Demonstrate ability to differentiate instruction to make mathematics accessible to all students.
• Demonstrate understanding of how mathematics teaching is connected: across curriculum strands, across other school subjects, throughout all grade levels, to the uses and applications of mathematics in out-of-school contexts, and to family and community cultural resources.
• Demonstrate ability to reflect on their teaching practices to improve teaching and learning and to plan for further professional development.
• Demonstrate ability to locate, analyze, select, use, and create technology for teaching and learning mathematics at the elementary grades.
• Build pedagogical content knowledge of school mathematics topics by examining and synthesizing relevant, recent mathematics education research and curricular approaches to various topics.
• Build ability to examine student’s learning by designing and conducting cognitive clinical interviews. They will be able to defend the rationale of the interviews protocol and describe the interviewee’s mathematical thinking and understanding. They will be able to evaluate the effectiveness of types of questions and tasks.
• Demonstrate ability to study the vertical flow of certain mathematical topics of their choice across the elementary grade levels. They will be able then to use this analysis to plan and conduct a lesson study related to the same topic.
• Formulate research questions and write a related preliminary literature review and conduct action research to answer their research questions by collecting and analyzing data.
• Demonstrate deep understanding of different strands of mathematics
• Solve mathematical problems in a variety of ways, justify their solutions, and discuss their strategies.

Admissions Requirements

• Fall Application Deadline: July 15
• Spring Application Deadline: January 15

Supporting Documents for Matriculation

Submit the following documents to the Office of Graduate Admissions:

• Transcripts from all colleges and universities attended. Applicants who earned a bachelor’s degree outside the United States need to submit a course-by-course international transcript evaluation. See Graduate Admissions for more information.
• Two letters of recommendation
• Photocopy of New York State or other state teaching certificate
• Brief biographical statement of 500 to 1,000 words describing your reasons for pursuing the specific graduate program to which you are applying and your future professional goals.

Interview with department.

Required Tests

• F-1 or J-1 international students must submit English Proficiency Exam. TOEFL—79, IELTS—6.5, PTE—58–63, Duolingo—105–160.

All students accepted to the School of Education are required to submit fingerprint verification before signing up for most education classes. Fingerprint verification is required for work in New York City Department of Education schools if you already have fingerprint records or not. Follow these instructions .

Refer to the instructions at Graduate Admissions .

Hanna Haydar, Program Coordinator

2107 James Hall E: [email protected] P: 718.951.5447

Or contact:

Office of Graduate Admissions

222 West Quad Center 2900 Bedford Avenue, Brooklyn, NY 11210 E:  [email protected] P: 718.951.4536

Office Hours

Mondays–Fridays, 9 a.m.–5 p.m.

To make an appointment with a graduate admissions counselor, visit:

BC Admissions Appointment Tool

The Support You’ll Find

Brooklyn College is an integral part of the cultural and artistic energy of New York City. Our faculty members in Childhood, Bilingual, and Special Education offer incomparable expertise and tremendous talent, and each brings a unique perspective to their teaching and mentoring in and out of the classroom.

Laura Ascenzi-Moreno

Ginny Dembek

Hanna N. Haydar

Stella Kyprianou

Internships and employers.

Students complete internships in public and private schools throughout the New York City region as well as across the United States. The internship is a supervised experience designed to hone the requisite skills and knowledge to work as a mathematics teacher.

Student Resources

Take the Next Step

Request Info Visit Our Campus Apply Now

Brooklyn. All in.

• Best Online Doctorate in Nursing (D.N.P.) Programs

Best Online Doctorate In Nursing (D.N.P.) Programs Of 2024

Updated: May 10, 2024, 11:58am

Ready to take the next step in your nursing career ? It might be time to consider a Doctor of Nursing Practice.

Whether you hope to become a leader in clinical practice, education or administration—or if you simply want to improve your healthcare delivery and patient outcomes—earning a D.N.P. can arm you with the knowledge and skills necessary to become a change agent in your field.

And with access to high-quality, accredited online programs across the country, busy nurses can pursue their doctoral degrees while balancing work and other commitments. Keep reading to discover the best online doctorate in nursing programs of 2024.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 99 accredited, nonprofit colleges offering online nursing doctoral programs in the U.S. using 14 data points in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

Data is accurate as of February 2024. Note that because online doctorates are relatively uncommon, fewer schools meet our ranking standards at the doctoral level.

We scored schools based on the following metrics:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We chose the 10 best schools to display based on those receiving a curved final score of 98% or higher.

Find our full list of methodologies here .

• Best Online Physical Therapy Programs
• Best Online Master’s In Nursing Administration
• Best Online Health Science Degrees
• Best Online Healthcare Management Degrees

Degree Finder

Best doctorate in nursing programs, should you earn a doctorate in nursing online, accreditation for online doctoral degrees in nursing, how to find the right online doctorate in nursing for you, frequently asked questions (faqs) about online doctorates in nursing, university of central florida, clemson university, mount carmel college of nursing, university of st francis, messiah university, university of massachusetts-amherst, west chester university of pennsylvania, university of cincinnati-main campus, maryville university of saint louis, concordia university-wisconsin, featured online schools.

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Program Tuition Rate

$327/credit (in-state)

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

The University of Central Florida ’s online D.N.P. program prepares learners to enter clinical leadership roles after graduation. The curriculum covers topics including clinical management, practice model design and healthcare technologies. The program is accredited by the Commission on Collegiate Nursing Education (CCNE).

Students are required to complete a six-credit doctoral project that demonstrates knowledge of advanced clinical practice applications. The project may encompass topics such as policy review, design and evaluation of new care models, quality improvement and program review. UCF also offers an executive D.N.P. for aspiring nurse administrators.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Public
• Application Fee: $31
• Degree Credit Requirements: 42 credits
• Program Enrollment Options: Full-time
• Example Major-Specific Courses: Nursing environment management, epidemiology principles in advanced practice nursing
• Concentrations Available: Adult-gerontology primary care nurse practitioner, adult-gerontology acute care nurse practitioner, family nurse practitioner
• In-Person Requirements: No

$800/credit (in-state)

Clemson University —located in Clemson, South Carolina—offers a fully asynchronous online post-master’s D.N.P. and a hybrid post-baccalaureate D.N.P. program. The D.N.P. programs are accredited by CCNE.

Both programs prepare students to become change agents in the healthcare system and create new strategies for patient treatment, disease prevention and overall health promotion. Before graduation, students must complete a D.N.P. project that demonstrates their ability to apply evidence and attend a handful of immersion experiences on campus.

• Application Fee: Free
• Degree Credit Requirements: 35 credits
• Program Enrollment Options: Part-time, full-time
• Example Major-Specific Courses: Clinical epidemiology and biostatistics; genomics, ethics and health policy
• Concentrations Available: Family NP, adult-gerontology NP, pediatric NP, health systems leadership
• In-Person Requirements: Yes, for an in-person immersion

$955/credit (in-state)

Mount Carmel College of Nursing is a private college in Columbus, Ohio. Its nursing D.N.P. program is fully online, but students are required to attend two on-campus immersion experiences during their first and second semesters of study. Each immersion is between four and five days. Keep in mind that online students must pay a $200 technology fee per semester.

Mount Carmel College of Nursing is accredited by the Higher Learning Commission, and the D.N.P. program is CCNE-accredited.

• Our Flexibility Rating: Learn on your schedule
• School Type: Private
• Application Fee: $30
• Degree Credit Requirements: 37 credits
• Example Major-Specific Courses: Ethical practices and policies in global population health; health care economics, finance and fund development
• Concentrations Available: Clinical practice leadership, executive healthcare leadership, executive academic leadership
• In-Person Requirements: Yes, for in-person immersions

$799/credit (in-state)

The University of St. Francis ’ online D.N.P. curriculum focuses on managing the collective health of vulnerable patients, including elderly and low-income patients. Courses are delivered online, but the program includes practicum and translational research opportunities.

Throughout the program, students learn to manage populations experiencing health disparities, influence healthcare policy, and provide direct care to individuals and families.

The University of St. Francis is accredited by the Higher Learning Commission (HLC).

• Degree Credit Requirements: 40 credits
• Example Major-Specific Courses: Healthcare finance and practice management, translational research
• Concentrations Available: N/A
• In-Person Requirements: Yes, for residency

$940/credit (in-state)

Messiah University is a private school located in Mechanicsburg, Pennsylvania. The online D.N.P. program is accredited by CCNE. There are no additional fees outside of tuition.

While most classes are delivered online, two three-day, on-campus summer sessions are required for graduation. Students have the option to learn full time, part time or on an accelerated schedule.

The program includes a final D.N.P. project that evaluates students’ abilities to apply their skills to real-world nursing scenarios, including emotional intelligence, data collection and strengths-based leadership.

• Degree Credit Requirements: 86 credits
• Program Enrollment Options: Full-time, part-time, accelerated
• Example Major-Specific Courses: Health informatics, advanced writing for healthcare professions
• In-Person Requirements: Yes, for on-campus summer sessions

$825/credit (in-state)

Other than clinical internship requirements, the University of Massachusetts-Amherst ’s D.N.P. courses are offered completely online. Depending on their prior education, students can pursue either a post-master’s D.N.P. or a post-baccalaureate D.N.P. with a concentration in family care, gerontology, mental health or public health. The D.N.P. program is accredited by CCNE.

A final D.N.P. project is required for graduation. Students apply their research findings to in-clinic practice settings.

• Our Flexibility Rating: N/A
• Application Fee: $85
• Program Enrollment Options: Full-time, part-time
• Example Major-Specific Courses: Leadership of public health systems, healthcare quality
• Concentrations Available: Family nurse practitioner, adult-gerontology primary care nurse practitioner, psychiatric-mental health nurse practitioner, public health nurse leader
• In-Person Requirements: Yes, for clinical internships

$9,288/semester (in-state)

West Chester University ’s CCNE-accredited D.N.P. program is delivered almost entirely online; students are only required to attend their first class for one day on campus. In-state distance learners are charged a $522 technology fee per semester.

The curriculum covers three core components over eight semesters: the science of nursing, practice and leadership. This program is available only to nurses who hold an M.S.N. and RN certification.

• Application Fee: $50
• Example Major-Specific Courses: Transition to doctoral study, healthcare economics for the advanced practitioner
• In-Person Requirements: Yes, for one hybrid class

$836/credit part time (in-state)

The University of Cincinnati ’s online D.N.P. program includes a variety of concentration options, almost all of which are offered entirely online. The nurse anesthesia concentration is on-campus only, and the adult-gerontology acute care concentration has just one in-person class requirement. Remote students are charged an online learning fee of $56.30 per credit.

A final D.N.P. project is required for graduation; common topics explored include policy analysis, quality improvement initiatives and database design.The University of Cincinnati’s D.N.P. program is accredited by CCNE.

• Application Fee: $65
• Degree Credit Requirements: 37-38 credits
• Example Major-Specific Courses: Principles of population health, quality improvement and patient safety
• Concentrations Available: Adult-gerontology acute care NP, adult-gerontology primary care NP, family NP, nurse anesthesia, occupational health nursing, pediatric acute care NP, psychiatric-mental health NP, public health nursing, systems leadership, post-MSN D.N.P.
• In-Person Requirements: Yes, in-person thesis defense expected for local students

$947/credit (in-state)

The D.N.P. program at Maryville University of Saint Louis allows students to earn their degrees fully online—no campus visits required. Students attend in-person clinical experiences in their local communities. Distance learners are charged a $725 technology fee per semester.

This program can be completed in as little as 20 months and is CCNE-accredited. Students also have the option to enroll in NP specializations while working towards their D.N.P.

• Degree Credit Requirements: 33 credits
• Example Major-Specific Courses: Principles of epidemiology and biostatistics, ethics for advanced nursing practice
• Concentrations Available: Adult-gerontology acute care NP, adult-gerontology primary care NP, pediatric NP, psychiatric-mental health NP, pediatric/family NP

$840/credit (in-state)

Concordia University-Wisconsin ’s CCNE-accredited D.N.P. is an accelerated degree for working advanced practice registered nurses. It can be completed in two years. The only on-campus requirement is an introductory course. The rest of the program can be completed online and does not incur extra technology fees. Students can complete residencies in locations of their choice.

Concordia University-Wisconsin’s campus is located in Mequon, Wisconsin.

• Application Fee: N/A
• Degree Credit Requirements: 30 credits
• Program Enrollment Options: Accelerated
• Example Major-Specific Courses: Business management for the doctor of nursing practice, healthcare informatics
• In-Person Requirements: Yes, for on-campus meeting

Online college is known for its flexibility and relative affordability compared to traditional degree programs. Still, earning a degree online may not be for everybody . Here’s what to consider before enrolling in an online nursing doctoral program.

• Your budget. Online degree programs tend to cost less than in-person degrees, and many online programs charge students the same tuition rate regardless of whether they live in or out of state. Moreover, distance learning often eliminates expenses associated with housing and transportation.
• Your learning style. If you feel comfortable setting your own study schedule and learning independently, you could do well in an online program. However, an online program probably wouldn’t suit students who learn best with in-person teaching and real-time support.
• Your schedule. Distance learning often affords students the flexibility to work while earning their degrees. If you plan to continue working during your studies, an online program could provide you with the flexibility you need. Keep in mind that most nursing D.N.P. programs require a few days of on-campus immersions, internships or practicals, so ensure your schedule will allow for this.

To demonstrate their adherence to high quality standards, many colleges and universities pursue institutional accreditation. The college accreditation process involves an evaluation from an independent agency approved by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education (ED).

Individual programs within a school or university may earn subject-specific accreditation as well. This is called programmatic accreditation and validates that a program meets industry standards for education.

Accreditation ensures the validity of the school or program you attend. It demonstrates that your degree comes from an institution that meets peer-reviewed, expert-developed criteria. You can only qualify for federal student aid if you’re enrolled in an accredited institution. Plus, many employers and other higher learning institutions only recognized degrees from accredited schools.

Most colleges advertise their accreditation status on their websites. You can check a school’s FAQ page if this information isn’t readily available on its website. You can also browse ED’s searchable database for accredited institutions.

In general, most nursing programs are usually accredited by one of two programmatic accreditors: CCNE or the Accreditation Commission for Education in Nursing (ACEN). CCNE is recognized by the U.S. Secretary of State and ensures the quality and integrity of undergraduate, graduate and residency programs. ACEN is recognized by ED and CHEA as an accrediting body for programs of all levels.

There’s no shortage of reputable D.N.P programs on the market. How do you know which school is right for you? Think about the following factors when weighing your options.

Consider Your Future Goals

A D.N.P. is a terminal degree that prepares graduates for the highest level of nursing practice. It equips graduates with the skills to bring evidence-based practice, quality improvement and leadership into clinical settings. As a result, the D.N.P. enables you to enter a variety of medical specializations and career paths, including as a nurse practitioner , a midwife or a nurse anesthetist .

Unlike a Ph.D., the D.N.P. is not research-intensive and instead prepares graduates to work in clinical settings. If you’re interested in working in a lab—or potentially for a research or government organization—the D.N.P. might not be the best fit. Instead a Ph.D. could be the right option.

Understand Your Expenses and Financing Options

The cost of earning a D.N.P. depends on the individual program and your status as an in-state or out-of-state student. Tuition for the programs ranked on this page ranges between $327 and $955 per credit. Total tuition among the top 10 online D.N.P. programs averages $44,510.

Some schools also charge distance learners technology fees per semester.

Achieving your D.N.P. shouldn’t break the bank. Here are a few common financial aid options available.

• Scholarships: Students may be awarded scholarships from individuals or organizations to fund their education. These are usually based on need or merit and don’t need to be repaid.
• Loans: Student loans are provided through private or public lenders, including the U.S. government. They accrue interest over time and need to be paid back.
• Assistantships: Nursing students may have part or all of their tuition waived in exchange for work. This usually comes in the form of teaching or research.
• Grants: Students with demonstrated financial need may apply for grants from local and state governments. These don’t need to be repaid.

To ensure you qualify for federal student aid, make sure to submit the Free Application for Federal Student Aid ® (FAFSA). Individual universities and other aid providers may also use FAFSA data to determine their awards.

Can a D.N.P. be called a doctor?

No, not in clinical settings. Though a D.N.P. is a nursing doctorate, nurses who hold this degree are not licensed physicians.

Which is better, a Ph.D. or a D.N.P.?

It ultimately depends on your education and career goals. Both Ph.D. and D.N.P.s are terminal degrees, but earning a Ph.D. can be a faster route given that the curriculum doesn’t require clinical hours. Nurses with D.N.P.s generally work in clinical settings, often in leadership positions; nurses with Ph.D.s hired as leaders in laboratories and research facilities.

How many years is a doctoral degree in nursing?

Most D.N.P. programs take around one to two years to complete, though some part-time programs can take longer. It also depends on how long it takes you to complete your required clinical hours.

Why would a nurse get a doctorate?

Earning a nursing doctorate can open the door to higher-paying jobs and leadership opportunities. Through leadership, nurses can become change agents within their organizations.

Cecilia is a freelance writer, content marketing strategist and author covering education, technology and energy. She is a current contributor to the Forbes Advisor education vertical and holds a summa cum laude journalism degree from California Polytechnic State University, San Luis Obispo.

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To meet those needs, SC State is home to many colleges and schools, housing many more departments, that offer degrees in a wide range of subjects. From classic humanities courses like English, the arts, and education, to business, to science and mathematics programs, SC State is certain to have a curriculum that sparks your interest and inspires you to learn.

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Budapest Semester in Math - A 15-week mathematics study abroad program in Budapest, Hungary. Students take mathematics classes taught in English.

Budapest Semester in Mathematics Education - A 15-week long study abroad program in Budapest for undergraduate students interested in the learning and teaching of secondary mathematics.

Math in Moscow - A 15-week mathematics study abroad or virtual program in Moscow, Russia. Students take math classes taught in English.

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Research Experience for Undergraduates  - REU Programs are summer programs sponsored by the National Science Foundation (NSF). REUs usually consist of two parts: intensive study of topics through lecture and interaction, and student research on a question/questions. Travel costs are paid for as well as room and board. A stipend is given to participants. These are all available on a competitive basis.

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Summer@BSME - A 6-week long study abroad program in Budapest. For undergraduate students interested in the learning and teaching of secondary mathematics.

Summer Undergraduate Applied Mathematics Institute - Held at the Center for Nonlinear Analysis at Carnegie Mellon University, in addition to a stipend participants receive credit from Carnegie Mellon for this 7-week learning and research experience.

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University of houston online programs.

• UHS Online Degrees /
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The University of Houston offers an array of online courses for undergraduate degree completion, graduate degree, and certificate programs.

For a complete list of all online program options, see the list below:

U Undergraduate Degree Completion Programs G Graduate Degree Programs C Certificate Programs/Certifications

College of Business

• Accounting (B.B.A.)
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• Corporate Entrepreneurship (Undergraduate certificate)
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• Finance (M.S.)
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• Management Information Systems (M.S.)
• Management and Leadership (M.S.)
• Marketing (B.B.A.)
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• Supply Chain Management (M.S.)

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The University of Houston System offers 182 online degree and certificate programs. Find out more.

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Where Protesters on U.S. Campuses Have Been Arrested or Detained

By The New York Times

Police officers and university administrators have clashed with pro-Palestinian protesters on dozens of college campuses in recent weeks, arresting students, removing encampments and threatening academic consequences. More than 2,800 people have been arrested or detained on campuses across the country.

Campus protests where arrests and detainments have taken place since April 18

The fresh wave of student activism against the war in Gaza was sparked by the arrests of at least 108 protesters at Columbia University on April 18, after administrators appeared before Congress and promised a crackdown. Since then, tensions between protesters, universities and the police have risen, prompting law enforcement to take action in some of America’s largest cities.

An earlier version of this article misstated the number of arrests at Princeton University. There have been 15 arrests, not 14.

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Our Coverage of the U.S. Campus Protests

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Penn:  The Philadelphia Police Department cleared an encampment of pro-Palestinian demonstrators  off the campus of the University of Pennsylvania, making arrests and bringing an end to a two-week standoff  between administrators and protesting students.

M.I.T.:  The police entered a pro-Palestinian encampment at the Massachusetts Institute of Technology and arrested about a dozen demonstrators , in what appeared to be an effort to clear the area after days of tensions.

Princeton:  The eruptions that have marked campus life have entered the hunger strike phase at Princeton University, where about a dozen students occupying a corner of Cannon Green were on the fifth day of a fast in solidarity  with the idea of Palestinian liberation.

A Brief Moment of Joy :  With fireworks, a marching band, celebrity congratulations and a drone show, the University of Southern California tried to smooth over the weeks of tumult that have cleaved its campus with a hastily assembled party for its graduates .

An Agreement to Divest :  Discontent over the war in Gaza had been building for months at Trinity College Dublin, but what had been a rumble suddenly became a roar . Here’s how pro-Palestinian students pushed  the school to divest.

Hillary Clinton’s Accusation :  In an interview on the MSNBC show “Morning Joe,” Clinton criticized student protesters , saying many were ignorant of the history of the Middle East, the United States and the world.

Republican Hypocrisy:  Prominent Republicans have seized on campus protests to assail what they say is antisemitism on the left. But for years they have mainstreamed anti-Jewish rhetoric .

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Table of Contents

Letter from the president, letter from the dean, schedule of celebrations, department of economics, departments of english and history, government, international relations and global studies, college of liberal arts combined, department of mexican american and latina/o studies, plan ii honors, dean's distinguished graduates, undergraduate degree candidates, mission of the college of liberal arts.

In the College of Liberal Arts, we teach students to think critically and independently so they can thrive in the world beyond campus. We are dedicated to promoting cutting-edge research that helps people better understand human history, society, and culture.

By providing students a strong foundation in the humanities and social sciences, we serve as a model in education and intellectual excellence for other universities. Our distinguished faculty is committed to teaching and to developing the best academic programs available in their fields. And our graduates must be able to read analytically, write cogently, and speak persuasively.

We do this in an atmosphere that fosters fellowship and understanding among students, faculty, and the administration. With a large and diverse student body, we recognize the importance of respecting students as individuals with unique needs, goals, and challenges.

In all courses and programs, we emphasize ethics, integrity, citizenship, and awareness of global issues. Students learn to assume personal responsibility for their actions, while they develop self-reliance and a passion for life-long learning. The College guides the lives of its students by fostering creativity, leadership, and service to community and nation.

Dear Graduate,

As we welcome you to your convocation, I hope you feel the excitement and pride that comes from successfully completing a goal through hard work, self-discovery, and determination. Your degree from The University of Texas is a significant accomplishment and, today, you will be awarded a well-earned UT diploma.

At one of the top universities in the world, you studied with amazing professors, learned alongside brilliant students, and challenged yourself and others. Your diploma is a symbol of academic success, but it represents much more; it connects you to your time on the Forty Acres, while linking you to Longhorn Nation forever. Remember the friendships, the mentors, and the experiences that shaped you. Carry these memories with you as you embark on the journey ahead and rely on your ability to do great and hard things. It is your turn to change the world!

Class of 2024, your perseverance is second to none, and the entire Longhorn community compliments you on your steadfastness and tenacity. Despite all the elements outside of your control, you emerged stronger and wiser. I extend my deepest congratulations to each of you, and please know that I am proud of you!

Hook 'em Horns!

Jay C. Hartzell, President, The University of Texas at Austin

Dear Graduates,

Congratulations!

You've made it to the end. We're so proud of you. Your family and friends are so proud of you.

In the College of Liberal Arts, we pride ourselves on introducing our studetnts to the hardest and most important questions about the world and how we live in it. What is the good life? What is the structure of society? How is power attained and distributed? What is the human mind? What is language? How do people live together in a complex society? What happens when they fail to do so?

Our goal is to help equip you with the skills and knowledge you'll need to continue answering these questions as an adult. I say “continue” because your presence here at commencement means that you’ve already acquired so much knowledge and so many essential skills. You’re already quite accomplished at wrestling with the big questions.

But there is so much more to learn. So many new things to encounter and master. You will struggle. You will often fail. I can’t promise you that we’ve given you all or even most of the answers. What you’ve built here, though, is a strong foundation. You’ve proven that you can handle challenge and difficulty and complexity. You’ve proven that you can fail and grow and then succeed. You’ve proven that you can handle the real world. You can flourish in it.

I wish you the best as you continue to do so.

Ann Huff Stevens, Dean of the College of Liberal Arts

Administrative Officers 2023-2024

Ann huff stevens.

Dean, College of Liberal Arts David Bruton, Jr. Regents Chair in Liberal Arts

Steven Hoelscher

Associate Dean for Academic Affairs

Robert Crosnoe

Associate Dean for Research & Graduate Studies

Associate Dean for Student Affairs

Thursday, May 9

College of Liberal Arts

Moody Center

Friday, May 10

Gregory Gymnasium

Hogg Auditorium

Saturday, May 11

William C. Powers, Jr. Student Activity Center Auditorium

Saturday, May 11, 2024, at 9 a.m., Gregory Gymnasium

Thomas Wiseman, Professor and Chair

PROCESSIONAL

Haiqing Xu | Associate Professor

Saroj Bhattarai | Associate Professor

WELCOME AND INTRODUCTIONS

Thomas Wiseman | Department Chair, Professor

KEYNOTE ADDRESS

UT Economics, 2000

Consultant at Good Works Strategic Advisors

PRESENTATION OF CERTIFICATES TO DOCTORAL CANDIDATES

Presented by Robert Town | Graduate Studies Committee Chair, Professor

PRESENTATION OF CERTIFICATES TO MASTER'S CANDIDATES

Presented by Stephanie Houghton | MA Program Director, Associate Professor of Instruction

RECOGNITION OF ECONOMICS HONORS PROGRAM CANDIDATES

Presentation of certificates to bachelor candidates.

Presented by

Richard Murphy | Associate Professor

Gerald Oettinger | Associate Professor

CLOSING REMARKS

Recessional, economics commencement reception.

Saturday, May 11, 2024, at 11 a.m.

Bernard & Rapoport Audre (BRB) Lawn

You are cordially invited to attend the reception following the ceremony The reception will take place outside of BRB.

Tony C. Budet is a community leader, nonprofit sector investor, and trusted advisor to and advocate for mission-oriented organizations in Central Texas. He is a former long-tenured and accomplished credit union executive who seeks to boost performance through injection of strong culture, core values, and focused collaboration.

Tony earned a BA in Economics from The University of Texas at Austin. He served as President and Chief Executive office of University Federal Credit Union (UFCU) in Austin, Texas. He was honored by the National Credit Union Foundation as a 2024 Herb Wegner Award winner and was inducted into the Credit Union House and Credit Union Executives Society Halls of Fame in 2023. Currently, Tony serves as a consultant to Good Works Strategic Advisors partnering with and counseling executive directors of Central Texas nonprofits. He also serves as a Nexus committee member and mentor for the Austin Center for Faith and Work.

Friday, May 10, 2024, at 3 p.m., Hogg Auditorium

Sienna String Quartet

Student Marshal

Douglas Bruster

Louann and Larry Temple Centennial Professorship in English Literature

Distinguished Teaching Professor

Grand Marshal

Elizabeth Cullingford

Jane Weinert Blumberg Chair in English

Faculty Marshal

Walter Buenger

Barbara White Stuart Centennial Professor in Texas History

Martha Newman

Chair, Department of History

COMMENCEMENT ADDRESS

Keith Sharman

Producer, 60 Minutes

Winner of Alfred I. duPont- Columbia Awards

University of Texas at Austin, History, Class of 1998

PRESENTATION OF SPECIAL AWARDS

English and History Faculty

RECOGNITION OF DEGREE CANDIDATES

Mildred Hajek Vacek and John Roman Vacek Chair

CELEBRATORY MUSIC

Steel Pan Ensemble

This year's commencement address will be delivered by Keith Sharman . Keith Sharman is an award-winning producer for 60 Minutes in New York. He has won two Alfred I. duPont-Columbia Awards, the broadcast journalism equivalent of the Pulitzer Prize: the first for a 2006 investigation into a billion-dollar corruption scandal in the Iraqi Ministry of Defense and the second, for being part of the CBS NEWS team that covered the Newtown shootings in 2012. Keith has received twelve Emmy nominations and won his first for 60 Minutes’ coverage of the 2015 terrorist attacks in Paris.

During his 23 years at 60 Minutes / CBS NEWS, Keith has specialized in big interviews, breaking-news, economics, history, politics, sports & war. He’s produced pieces that included interviews with President Joe Biden; Vice President Kamala Harris; Secretary of State Antony Blinken; former Presidents Barack Obama, Bill Clinton, and George W. Bush (for an obituary of President George H.W. Bush). In 2019, he produced the first interview with Crown Prince Muhammed Bin Salman of Saudi Arabia following the assassination of Saudi dissident Jamal Khashoggi. In 2017, he produced Congressman Steve Scalise’s first interview during his recovery from the Congressional baseball shooting.

This past February, he was part of a 60 Minutes / CBS News team that were the first journalists to cover the U.S. Navy’s response to attacks on international commercial shipping in the vital waterways of the Red Sea.

Keith has reported stories from more than twenty-five different countries, including Afghanistan, Iraq, Israel, Russia & Syria. He’s also worked with some of the biggest names in broadcast news, including Ed Bradley, Anderson Cooper, Steve Kroft, Norah O’Donnell, Scott Pelley, Lesley Stahl, and Mike Wallace.

He lives in Brooklyn, New York with his wife and two daughters.

Friday, May 10, 2024, at 8:30 a.m., Gregory Gymnasium

Professor and Chair

Elliott Morris

Editorial Director of Data Analytics, ABC News

SPECIAL RECOGNITIONS

Michael Anderson

Director, International Relations & Global Studies

PH.D. HOODING

Presentation of certificates to graduates.

Announced by

Bethany Albertson

Associate Professor, Department of Government

Raul Madrid

Professor, Department of Government

Elliott Morris is the Editorial Director of Data Analytics at ABC News, where he develops polling aggregation and election-forecasting models and manages the data science and visualization teams for FiveThirtyEight, a popular political analysis website. He is a regular guest on the network’s podcasts as well as its broadcast and streaming news programs, where he provides political analysis of notable events and upcoming elections.

Elliott is also the author of STRENGTH IN NUMBERS: How Polls Work and Why We Need Them, a book about public opinion polling and democracy which was published in 2022 by W. W. Norton. Elliott’s academic interests include Bayesian statistical modeling, the dynamics of public opinion during elections, why and how voters make decisions, survey sampling in eras of politically motivated nonresponse, and political theory.

From 2018 to 2023 Elliot was a Senior Data Journalist and US Correspondent for The Economist, where he covered American politics, public opinion polling, demographics, and elections — among other topics. Elliott was the lead developer of the paper’s election forecasting models, including for the US and several European and South American countries.

Elliott is a graduate of the University of Texas at Austin (2018), where he majored in Government and History and minored in Computer Science. He lives outside Washington, DC with his wife (also a proud longhorn), dog and two cats. When he’s not working he enjoys walks through the area’s plentiful trails and parks, reading a variety of non-fiction books and articles, and brainstorming his next book project. He is originally from Texas’s coastal bend.

Thursday, May 9, 2024, at 6 p.m., Moddy Center

Faculty Procession

Welcome remarks.

Ann Huff Stevens - Dean, College of Liberal Arts

Alumni Speaker

Pete Geren, CEO & President, Sid W. Richardson Foundation

Recognition of Dean's Distinguished Graduates

Presentation of graduates.

• African and African Diaspora Studies; Race, Indigeneity & Migration Studies; Ethnic Studies
• American Studies; Urban Studies
• Anthropology
• Asian Studies; Asian American Studies; Asian Cultures and Languages
• Classical Studies; Classical Languages
• Geographical Sciences; Geography; Environmental Sciences; Sustainability Studies
• French; French Studies; Italian Studies
• European Studies; German; Russian, East European and Eurasian Studies
• Health and Society
• Human Dimensions of Organizations
• Iberian and Latin American Languages and Cultures; Portuguese; Spanish
• International Relations and Global Studies
• Middle Eastern Studies; Middle Eastern Languages and Cultures; Jewish Studies
• Various COLA Majors

Student Speaker

Joshua Russell, Plan II & Rhetoric & Writing

• Latin American Studies
• Linguistics
• Mexican American & Latina/o Studies
• Plan II Honors Program
• Religious Studies
• Rhetoric & Writing
• Women's & Gender Studies

Commencement Speaker

CEO & President, Sid Richardson Foundation

Geren is President and CEO of the Sid W. Richardson Foundation. A native of Fort Worth, he earned his undergraduate degree in history at UT Austin and attended The University of Texas Law School. He was elected to the U.S. House of Representatives for four consecutive terms. In 2007, Geren was confirmed as the 20th Secretary of the United States Army, a post he rose to after joining the Pentagon in September 2001.

Joshua Russell

Plan ii & rhetoric & writing.

Joshua, a Michigan-born Texan, is graduating with a degree in Plan II Honors and Rhetoric and Writing. During his time at UT, Joshua was committed to addressing disparities in higher education, advocating for the creation of safe and supportive writing spaces, and participating in and organizing events that focused on showcasing Black artistic expression. He’s performed at every Poetry on the Pond since its inception in 2021 and, in his final semester, received the “All We Can Save” Poetry Award.

Saturday, May 11, 2024, Auditorium, at 10 a.m., William C. Powers, Jr. Student Activity Center Auditorium

Karma R. Chávez, Professor and Chair

Mary “Maggie” Rivas-Rodriguez

Professor, School of Journalism and Media

Director, Center for Mexican American Studies

Karma R. Chávez

Bobby and Sherri Patton Endowed Professor in Mexican American and Latina/o Studies

Chair, Department of Mexican American and Latina/o Studies

Jose Reuben Parra-Cardona

Professor and Associate Dean, Steve Hicks School of Social Work

Interim Director, Latino Research Institute

Maria E. Cotera

Associate Professor and Graduate Advisor, Department of Mexican American and Latina/o Studies

Rachel V. González-Martin

Associate Professor and Undergraduate Advisor, Department of Mexican American and Latina/o Studies

Reception to follow, hosted by the Center for Mexican American Studies.

Dr. Ruben Parra-Cardona is a Professor and Associate Dean for Global Engagement at the Steve Hicks School of Social Work and the Interim Director of the Latino Research Institute.

Before coming to UT, Professor Parra-Cardona was at Michigan State University where he was an associate professor in the Department of Human Development and Family Studies, College of Social Science; and the associate director of the MSU Research Consortium on Gender-Based Violence. He was funded by NIMH to investigate the treatment efficacy and relevance of two versions of an evidence-based parenting intervention culturally adapted for Latino families with young children.

Professor Parra-Cardona is currently funded by NIDA to extend this line of research to Latino families with adolescent children. He is the recipient of the 2013 American Family Therapy Academy Early Career Award for his innovative work on cultural adaptation research.

Professor Parra-Cardona has a wealth of experience on research collaborations across the U.S.-Mexico border, and is currently vice-president of the Family Process Institute, a member of the board of directors of the Centro de Investigación Familiar (a leading family therapy institute in Mexico and in Latin America), and a clinical faculty member and researcher in the Instituto Regional de Estudios de la Familia (a leading family therapy institute in northern Mexico).

Professor Parra-Cardona completed his master’s and doctorate degrees at Texas Tech University and his bachelor’s degree at Instituto Tecnológico y de Estudios Superiores de Occidente (ITESO), Guadalajara, México.

Saturday, May 11, 2024, at 9 a.m., Hogg Auditorium

1st Marshal:

Carol MacKay

Professor, Department of English

2nd Marshall:

Helena Woodard

Alexandra Wettlaufer

Professor of French and Comparative Literature

Director, Plan II Honors Program

Hayden W. Head Regent's Chair

Stuart Stedman Director's Chair in Plan II

COMMENCEMENT ADDRESSES

Presentation of Plan II Chad Oliver Teaching Award

Lito Elio Porto

Associate Professor of Instruction, Department of Spanish and Portuguese

William Cotton Hearn, '24

Plan II Honors and Government

Heidi Boutros Gesch , '04

Born in the United States to parents who emigrated from Egypt, Heidi Boutros Gesch completed her BA in Plan II Honors and Government at the University of Texas at Austin in 2004 as a Dedman Scholar, where she graduated summa cum laude, Phi Beta Kappa, and was awarded a Truman Scholarship. She received her MPhil degree in international relations at Oxford University, where she was a Marshall Scholar and selected as a Goldman Sachs Global Leader.

She completed her JD at Yale University, where she was a Fellow of the Paul & Daisy Soros Fellowships for New Americans, a merit-based fellowship exclusively for immigrants and children of immigrants who are pursuing graduate school in the United States.

While still an undergraduate, Heidi wrote a country report for the UN World Conference against racism, interned with the International Justice Mission in India, worked on the Milosevic trial at the International Criminal Tribunal in The Hague, and investigated prison conditions in Russia for the Moscow Center for Prison Reform. Her senior thesis evaluated the motives behind attacks against white farmers in post-apartheid South Africa. Before embarking on her Oxford University program, Heidi interned with the Public Defender Service of DC, investigating felonies on behalf of indigents, and later worked for the FBI, where she analyzed drug trafficking and money laundering intelligence. More recently, she has worked with USAID in the Democratic Republic of Congo.

She was previously a Trial Attorney at the U.S. Department of Justice in the Public Integrity Section, where she investigated and prosecuted public corruption crimes. She is now working for the U.S. Attorney's Office in Alexandria, VA.

This year, 5 graduates in the College of Liberal Arts were designated as Dean’s Distinguished Graduates, based on high achievements in scholarship, leadership, and service to the College.

Joshua L. Crutchfield

African and African Diaspora Studies Ph.D.

Joshua L. Crutchfield is a scholar of 20th century Black freedom movements, African American women’s history, Black intellectual history, and abolition studies. He is an incoming postdoctoral fellow in the Department of Black Studies at Northwestern University. He has extensively published and presented his research, earning fellowships, awards, and prizes, while also contributing to his discipline and campus community at The University of Texas. His research has been recognized with the Harry Ransom Center UT Fellowship, the Carrie Chapman Catt Prize for Women and Politics, and the Graduate Association for African American History’s Memphis State Eight Paper Prize. He has also served as managing editor of the academic blog Black Perspectives, and as internship coordinator for the “Commemorating Student Activism: Past, Present, and Future” (CSA) project.

Faith M. Deckard

Sociology Ph.D.

Faith M. Deckard is a sociology Ph.D. graduate at The University of Texas and an incoming assistant professor at UCLA. Her research examines how marginalized communities experience, navigate, and respond to institutions like the U.S. criminal justice system. Her passion for research and teaching is rooted in her lived experience. Witnessing several family members navigate the criminal justice system made her keenly aware of the relationship between individual agency and structure and influenced her perception of education as a vehicle to increase awareness of social problems and provide people with tools to develop and enact solutions. Her research has been supported by the National Science Foundation, the Russell Sage Foundation, and the Austin Branch of the American Association of University Women. At UT, she taught undergraduate students, prospective college students (via Summer Discovery), and women behind bars (via the Texas Prison Education Initiative), and she has served her department as Sociology Student Minority Liaison and Student Chair.

Austin German

Linguistics Ph.D.

Austin German is a Ph.D. graduate in Linguistics whose research focuses at the intersections of sign language typology, sociolinguistics, and language development. His research focuses on an emergent sign language, developed by several deaf siblings in an Indigenous community of southern Mexico. He received a BA in Linguistics and a BS in Cognitive Science from the University of California, San Diego in 2018. He has conducted long-term fieldwork with signers of Zinacantec Family Homesign (ZFHS), a sign language developed by three deaf siblings and their hearing extended family members in Zinacantán, an Indigenous community of southern Mexico. German has also collaborated with other scholars to produce the first ethnographic comparison of sign language socialization practices in three different Indigenous Mesoamerican communities.

Tristin Brynn Hooker

Rhetoric and Writing Ph.D.

Tristin Brynn Hooker is a doctoral candidate in the Department of Rhetoric and Writing. Her research examines the rhetoric of rare diseases at the intersection of clinical science, patient advocacy, and public policy. Her work has appeared in Rhetoric of Health and Medicine, Computers and Composition, and College Composition and Communication. Hooker studies the material and generative effects of rhetorical processes, the development and sustainability of institutions, and the transformative power of research and education, which sit at the vital intersection of clinical research, pharmaceutical regulation, patient- provider communication, and patient advocacy. Hooker has have served as an editorial assistant for Rhetoric Society Quarterly and as associate editor of Praxis: A Writing Center Journal. She also served as a member of the UWC’s graduate administrative team, and as assistant director of lower-division writing.

“Molly” Mary McNamara

Clinical Psychology Ph.D.

“Molly” Mary McNamara is receiving her Ph.D. in clinical psychology from The University of Texas at Austin and is a recipient of a Harrington Dissertation Fellowship. Her research investigates cognitive mechanisms of depression, including advanced computational approaches to understanding depression. She has accepted a postdoctoral position at Harvard Medical School McLean Hospital. While at UT, she has published nine articles and has additional manuscripts in progress. McNamara was selected to supervise her peers in UT’s graduate-level practicum course, and currently supervises practicum students at Harvard Medical School. Additionally, she led a summer workshop series to fill a clinical training gap for first-year doctoral students. She was primary mentor on two honors theses and mentored several additional undergraduates who are now pursuing advanced degrees. McNamara also provided over 1,000 hours of low/no-cost therapy to the Austin community.

Undergraduate

This year, 16 graduating seniors in the College of Liberal Arts were designated as Dean's Distinguished Graduates, based on high achievements in scholarship, leadership, and service to the College.

Eddie Lee Bankston Jr.

African and African Diaspora Studies, Humanities Honors

Eddie Lee Bankston Jr. is graduating with dual majors in African and African Diaspora Studies and Humanities Honors from The University of Texas at Austin. During his time at UT, he served a leadership role in Project SEED, guiding a team of undergraduate researchers in reviewing articles on the stress experienced by bilingual children serving as cultural intermediaries for their parents. He also worked for the Institute for Urban Policy Research and Analysis transcribing interviews on the settlement experiences of black Cubans in Miami, FL during the Civil Rights Era. Bankston is a recipient of the President’s Award for Global Learning for his investigation of racial discrimination on UK campuses while studying in London. At A New Way of Life, he wrote grants to expand their S.A.F.E housing network to Detroit, MI. While volunteering at Doug’s House in in Austin, he collaborated on a virtual scrapbook, highlighting the power of collective efforts in creating tributes amid the HIV/AIDS journey.

Megha Bhatia

Plan II Honors, Health and Society

Megha Bhatia is a Plan II Honors and Health and Society graduate. She is a mentor and coordinator for the Plan II-KIPP partnership, an Osier Lab research assistant, and a recipient of the President’s Award for Global Learning. She is passionate about challenging health inequities and advancing medical humanities as a future physician. As a leader in the undergraduate-run Osier Lab, she helped build a UT Signature Course on cultural humility in healthcare, published in a kids’ science journal, and served as onboarding officer. As program coordinator for the Plan II-KIPP partnership, she worked to connect undergraduates to young people who seek a friend to share and learn from and, in return, foster mentors’ openmindedness and self-growth. While abroad, Bhatia worked on a team building a patient-turning tool to prevent bedsores with Kenyan and UT nursing and engineering students. Through her honors thesis on the mental health of wound care nurses, she was able to contribute to the research on the subject in sub-Saharan Africa.

Mishell Magnus Ducloux

Humanities, French

Mishell Magnus Ducloux is graduating with a degree in Humanities and French. She plans on teaching English in France and pursuing either law or linguistics. As the first in her immigrant family to receive a degree in the United States, she is driven to pave the way for her younger siblings, and her move from Mexico to Austin has inspired much of her studies, research, and service. Ducloux has tutored refugee children in a local home, using her French and Spanish there, and has helped Afghan families apply for re-parole and Dreamers for DACA. Her experiences culminated in a large-scale research project that seeks ways to better serve Hispanic students and to enhance the linguistic ecology on campus. After graduating, she plan to teach English in France and then pursue a degree in either law or linguistics.

Neerul Gupta

Rhetoric and Writing, Psychology Honors

Neerul Gupta is a Dedman Distinguished Scholar and Liberal Arts Honors student, graduating with degrees in Rhetoric and Writing and Psychology Honors. While earning her degrees at UT Austin, Gupta received two fellowships at leading Texas research centers, presented at two national conferences, earned multiple awards, and published an article in Psychology Today. Gupta had initially planned to pursue a Ph.D. in clinical psychology, but instead fell in love with the storytelling aspects of psychology. Now an aspiring copywriter, she worked as a content writer for the School of Design and Creative Technologies and an editor at Spark magazine. After graduating, Gupta plans to teach English in Madrid.

Brooke E. Jordan

Brooke E. Jordan graduated with a bachelor's in Psychology and minor in Health Communication. As a peer mentor, teaching assistant, and research assistant, she completed her honors thesis examining developmental learning trajectories. Jordan worked as a uRA, piloting an experiment for an external investigator and leading a team of eight uRAs and as a senior lead PACE Mentor. She concurrently served as a TA for two courses and also worked as a COLA front desk associate. She now works at Brown University as a joint-laboratory manager of three research labs.

Noor M. Khan

International Relations & Global Studies

Noor M. Khan is graduating with degrees in International Relations & Global Studies with minors and certificates in Asian American Studies, Global Management, and Business Spanish. She loves engaging with AAPI and other minority group communities through art, social justice activism, and Diversity, Equity, and Inclusion (DEI) work. An instance of Islamophobia she faced as a child led to her interest in different cultures and her academic concentrations, which provided her with vocabulary to understand her experiences and histories and the desire to help others feel seen. Academically, Khan pursued a capstone project on acculturation and served as an intercultural competency trainer. Professionally, she served as a DEI intern at Texas Instruments. She has exhibited poetry on South Asian America throughout Austin and organized events with the Center for Asian American Studies, planning its first community iftar. She looks forward to a professional focus on DEI.

Amara Kwiatkowski

Amara Kwiatkowski is graduating with a degree in Government. She has worked with the Center for Community Engagement and served as editor-inchief of Texas Orator, a multi-partisan publication, throughout her time at UT. She also served as chair in the Community Engagement Collective (CEC), leading members in organizing The Project, UT’s largest day of service, and Alternative Breaks (AB), a spring break community service trip. She completed an independent research project on voting rights and racial disparities in Austin and acted as a research apprentice on the Mapping Violence project, investigating the problematic history of elections in Texas. Kwiatkowski hopes to pursue a career as a political science researcher and professor, studying contentious politics.

Plan II Honors, Human Development & Family Sciences

Nina Mbonu is a Dedman Scholar and premedical student majoring in Plan II Honors and Human Development & Family Sciences. She has volunteered at St. David’s Medical Center and served as a TA for Plan II’s Pathways to Civic Engagement. Her time at UT has been largely inspired by her identity as a Nigerian immigrant, her passion for service-oriented leadership, and her desire to work in global pediatric medicine. As a freshman, she worked as an RA for the Origins Project, contributing to the research and development of a human fossil database and co-authoring a paper published in the Journal of Human Evolution. Mbonu is currently an RA for Project TAURUS, a study researching the impact of racial discrimination on health, where she is researching the impact of parent-child conflict on adolescent anxiety in immigrant vs. non-immigrant households. As a Student Counselor for Dell Medical School, she mentored students from underrepresented backgrounds. She also served as an intern at People’s Community Clinic and a bedtime reader at Helping Hand Home for Children.

Samuel Mills

International Relations & Global Studies, Asian Studies

Samuel Mills is graduating with dual degrees in International Relations and Global Studies and Asian Studies with a focus on modern Korean history. He has staffed conferences through Central Texas Model UN and competed on the collegiate circuit across North America. He has conducted research through an undergraduate-led think tank, Global Macro Team, and through the many hours working in archives to produce his undergraduate thesis. Mills looks forward to enrolling in graduate school with the goal of earning a Ph.D. in history and a career in academia.

Morgan Pace

Morgan Pace is graduating with a degree in Government. During her time at UT Austin, she has played on the Texas soccer team and served as president of the National Black Law Student Association, Alpha Kappa Alpha, and the Black President's Leadership Council. She is the recipient of the annual Sharon H Justice Leadership Scholarship. As president of the National Black Law Student Association, she has discovered that learning is a tool for empowerment. As the President of Delta Xi chapter of Alpha Kappa Alpha Sorority Incorporated, she leads a group of women in their mission to provide service to all mankind. They have broken barriers in the community for decades and Pace was honored to continue to carry this legacy. As the co-chair of the Black President's Leadership Council, Pace embraced the opportunity to guide Black leaders on campus.

Marco A. Pevia

Spanish, Linguistics

Marco A. Pevia is graduating with degrees in Spanish and Linguistics and a minor in Portuguese. As a Mellon Mays Undergraduate Fellow, his research focused on the impact of Heritage Spanish instruction on the linguistic and social anxieties of Heritage Spanish speakers. This research also informs his Spanish Honors thesis. As a McNair Scholar, Pevia's work interrogated the usage of Black English by Latinx speakers at his own community high school in Texas. He has received support from the Longhorn Center for Academic Equity, which has motivated his work as a mentor in the First-Gen Longhorns program. In this position, he mentored ten first-year, first-generation college students. After graduating from UT, Pevia plans to attend a Ph.D. program for Hispanic linguistics and eventually seek a tenure-track position at a research university, continuing to support heritage students.

Ingrid Piña

Humanities Honors

Ingrid Piña has received supported from the Dedman Distinguished Scholars Program, the Mellon Mays Undergraduate Fellowship Program, and the Humanities Honors Program. She researches Venezuelan migration, writes poetry, and practices videography. She serves as head chef at Pearl St. Co-op. After completing various communications internships for U.S. Department of State offices, and after studying in Mexico when the Title 42 policy was extended to Venezuelan migrants without warning, Piña conducted independent research on how migrants and U.S. federal offices communicate online. She is graduating with a degree from the Humanities Honors Program, where she designed her own course plan encompassing research and interests in the arts. Piña was accepted to the MFA Poetry program at Johns Hopkins, with full funding, and plans to pursue a Ph.D. in Visual Anthropology following the MFA.

Kimia Pourebrahim

Kimia Pourebrahim is graduating with a degree in Humanities Honors with a course of study focused on Immigrant and Refugee Health. She served as a leadership member and clinical volunteer for the C.D. Doyle Free Clinic and Health Careers Mentorship Program and biked from Texas to Alaska to advocate for cancer prevention. As a future physician, Kimia is devoted to advancing accessible health education. Her experience as a first-generation Iranian immigrant in Belgium and the United States drove her passion for improving health education for refugee communities. Able to speak Farsi and engage meaningfully with Afghan culture, Pourebrahim designed and facilitated culturally adapted cancer education workshops for Afghan refugee women in Austin. Collaborating with the Livestrong Cancer Institute, she is coordinating free mammograms and pap-smears for the women she's guided for the past year. She looks forward to pursuing a career as a refugee healthcare provider.

Olivia Richert

Environmental Science, Government

Olivia Richert is graduating with degrees in Environmental Science and Government and will be attending law school in August with a passion for energy law. She is an alumna of the Archer Fellowship Program and currently works at Tesla as an energy and charging policy intern. Richert cites her impressive physical height as a source of empowerment, motivating her commitment to public service and to alleviating the gender imbalance in government. As a staunch environmentalist, her long-term goal is to assume a leadership role at a federal agency to drive systemic shifts toward a climate-friendly power grid. In preparation, she has pursued internships at the U.S. Environmental Protection Agency and Tesla.

Ritesh Soule

Ritesh Soule is graduating with a degree in History with a Pre-Health Professions certificate. At UT, he researched the history of medicine and the social determinants of health through his honors thesis and through volunteering in organizations such as Dell Med HLA, Dell Seton Medical Center, Micah 6. At Dell Med HLA, Soule helped the unhoused find resources at C.D. Doyle Clinic and track health funding in Austin in the 1960s through the Model Cities Champions group. After graduation, Ritesh will matriculate to medical school.

Cameron Waltz

Asian Studies, International Relations, Chinese, Government

Cameron Waltz is a Dedman Distinguished Scholar and an aspiring policymaker in U.S.-China relations. While at UT, Waltz took on four majors to examine the bilateral U.S.-China relationship from as many perspectives as possible. He studied abroad three times and achieved fluency in Chinese and intermediate proficiency in Korean. As an intern—and later junior fellow—at the Bush China Foundation, Waltz co-authored several reports and op-eds on U.S.-China affairs. He wrote an Asian Studies honors thesis investigating the process of Taiwanese foreign policymaking and how it might shape U.S.-China security ties in the coming decades. As an undergraduate fellow at the Clements Center, he organized UT's first Undergraduate National Security Thesis Symposium, which united students across disciplines to share their policy-relevant research. As editor-in-chief of the Intercollegiate U.S.-China Journal, he helped expand the staff from four students to 23, spread across both countries. As vice president of Liberal Arts Council, Waltz worked with Associate Dean Carter to develop best practices to protect COLA students' well-being and privacy amid online learning.

Dean's Distinguished Graduates Honorable Mention

The 2024 Dean's Distinguished Graduates Honorable Mention recipients are:

• Alexander Vu, Economics
• Chloe Brownlow, Health and Society
• Emily Lawitz, Religious Studies, Middle Eastern Studies
• Grace Ann Arulanandam, Italian Studies
• Kaya Stiffel, Psychology
• Keziah Reina, Linguistics
• Mary Michael, Sustainability Studies
• Mimi Calzada, Rhetoric and Writing
• Monica Olivo, Mexican American and Latina/o Studies
• Nathan Silverstein, Government
• Olivia Green, American Studies, History, Liberal Arts Honors
• Rachel Chen, Sociology, Psychology, Liberal Arts Honors
• Sara Apostol, Humanities
• Simon Gerst, Jewish Studies, German, Russian, East European and Eurasian Studies
• Tanya Velazquez, Latin American Studies
• Zander Vasquez, Sociology, Psychology
• Zoe Alvarez, History, Government, Liberal Arts Honors
• Arianna Avalle, Italian Studies
• Andra Bailard, Comparative Literature
• Keith Padraic Chew, Government
• Ashley Garcia, History
• Emily Martin, French

Degrees and honors listed are only projections. Actual degrees conferred and honors earned will be determined after final grades are submitted.

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2024 AmeriCorps State and National Grants

AmeriCorps distributes more than $370 million in grants and education awards as part of its largest grant competition through the AmeriCorps State and National program.

Grants will support more than 35,000 AmeriCorps members . The AmeriCorps members supported by these grants are eligible to earn more than $157.7 million in education awards to help pay for college or to pay back student loans.

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WSU Writing Program welcomes Angela Mitchell as director

The Washington State University Writing Program and its units will be led starting July 1 by Angela Mitchell, current director of first-year writing at the University of North Carolina-Charlotte (UNC).

“Dr. Mitchell brings to WSU years of experience guiding university writing initiatives in addition to considerable teaching experience and research into writing studies,” said William B. Davis, interim vice provost for academic engagement and student achievement in the provost’s office.

The WSU Writing Program is award-winning and long-established, Davis said. WSU welcomes Mitchell’s leadership and ideas to make the program even more effective in supporting student success and faculty development across the university.

“I’m very excited to join the WSU Writing Program,” said Mitchell. “It has a stellar reputation in our profession, and I’ve known about it for quite some time.”

She said her focus is always on students and the support they need for learning to write effectively. She also looks forward to brainstorming and collaborating with faculty and staff system-wide “to help all teachers grow together on approaches and strategies to develop students’ writing skills.”

Prior to her UNC position, Mitchell was at Belmont Abbey College, in Belmont, North Carolina, where she served successively as first-year writing director and writing-across-the-curriculum chair; chair of the Department of English; and writing program consultant for assessment.  She has authored book chapters and journal articles; secured grants; and taught at UNC, Belmont, and the University of Georgia. She has a PhD in rhetoric and composition and master’s and bachelor’s degrees in English, all from the University of Georgia.

The Writing Program was established in the early 1990s to provide end-of-career writing assessments for graduating seniors. Subsequently, a mid-career writing portfolio was added as a graduation requirement for all WSU students containing examples of writing proficiency across undergraduate courses. Writing in the Major courses were also added to the undergraduate curricular infrastructure so all students receive expertly-guided writing practice in their chosen major.  Both are managed by the Writing Program.

Today, the program supports all WSU students and faculty as they engage in the practices of learning, tutoring, and teaching writers. Its units include the Writing Center with its consultant peer tutors, the Graduate Writing Center , and a Professional Editing Service Center . Initiatives cover, for example, a writing placement evaluation for first-year students, WRITE courses that carry credits to build student skills, WORD Faculty Fellows for intensive faculty support for teaching with writing, and a faculty brown-bag series tailored to specific departments or disciplines.

Davis also thanked Lisa Johnson-Shull, program associate director and a long-time member of its staff, for leading the program as interim director since January 2020. He credited her for the program’s successful operation through the COVID-19 years when in-person operations were limited yet student access to writing support, assessments, and faculty development workshops and courses continued. Johnson-Shull credits Writing Center Director Brooklyn Walter for partnering with her throughout and since that period.

Davis said, “The Writing Program literally touches the academic lives of all undergraduates and innumerable faculty members, sometimes many times over, and the continuing successful operation and expansion of the program in recent times is directly attributable to Lisa and her staff members’ dedication.”

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