Message from Dean Harriet Fayne


Our second issue of LUTE Update showcases six “Rising Scholars,” assistant professors who are doing very exciting research and publishing their findings. While topics and methods may vary, one thread runs through their collective work: LUTE Theme II- Educate for Equity. Their research reminds us that we should be mindful of inequities and advocate for social justice. We also must look for evidence-based practices that will help to close opportunity and achievement gaps.

These six Rising Scholars are only a subset of the dedicated faculty in the School of Education who are actively engaged in research.  In future issues we will introduce others who have made unique contributions to the profession and enhanced our understanding of schools and society.

Best wishes for an enjoyable and restful summer.

Harriet R. Fayne Signature

Harriet R. Fayne, Ph.D.
Dean, School of Education

Dr. Immaculée Harushimana, Asst. Prof. of Language & Literacy

RS-HarushimanaFrom her first scholarly publication in the Journal of Border Education Research to her contributions as co-authorship of a newly published book, Dr. Harushimana is one of the leading advocates for facilitating the educational experience of African-born youth in schools in the United States. Earlier in the year, Dr. Harushimana, an Assistant Professor of Language and Literacy  gave several guest talks in Botswana and presented in Belgium on the issues of language and literacy among African youth.
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Dr. Gillian Bayne, Asst. Prof. of Science Education

RS-Bayne“Creating opportunities to align teaching and learning with students’ needs” captures Dr. Bayne’s overarching agenda in research. Dr. Bayne, an Assistant Professor of Middle and High School Education, has two publications and three “in-press” manuscripts in scholarly journals and books, this year alone. She continues to push for the use of novel approaches in addressing challenges in science education. Read More

Dr. Janet P. Kremenitzer, Asst. Prof. of Early Childhood & Childhood Education

RS-KremenitzerAs one of the School of Education’s Rising Scholars,  Dr. Kremenitzer’s pioneering mission has been promoting the use of Emotional Intelligence (EI) in the training of pre-service and in-service teachers. Her work emphasizes the relevance of EI Practioners in early childhood education. Over the past four years, Dr. Kremenitzer’s research interest has focused on the application of emotional intelligence abilities and emotional literacy development at P.S. 043 Jonas Bronck in the South Bronx.
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Dr. Rosa Rivera-McCutchen, Asst. Prof. of Education Leadership

RS-Rivera-McCutchenThe success of a school is subject to a host of forces that lay both within and outside its walls. As one of the School of Education’s Rising Scholars, Dr. Rivera-McCutchen, a former high school Humanities teacher, has an interest in understanding and identifying what and how some factors influence student success. In her research she focuses on urban high school reform which aims to highlight the role that socio-economic,-cultural and -political contexts play in shaping educational policies and practices. Read More

Dr. Wesley Pitts, Asst. Prof. of Science Education

RS-PittsAs one of the School of Education’s Rising Scholars, Dr. Pitts focuses on the teaching and learning of science as cultural enactment in urban schools and out-of-school programs. Dr. Pitts has notably embodied the spirit of collaboration through his use of cogens both in and outside of the sciences. Cogens are conversations with stakeholders that are geared toward creating agreed upon measures by which improvements can be made in the science learning environment.
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Dr. Laura Roberts, Asst. Prof. of Counselor Education

RS-RobertsOver the past five years, Dr. Roberts has focused her research on improving transition outcomes and increasing opportunities for students with disabilities in post-secondary education and/or employment.  Her research indicates a link between inadequate transition planning and poor outcomes for individuals with disabilities in adult life. Using this and other findings, she has recommended best practices for transition planning to professionals in the field of education.

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