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Because of the foundational importance of literacy to education, teachers are increasingly expected to integrate reading across various subjects, including science. But choosing appropriate texts can be a challenge for teachers, who may not be well-versed in how to critically evaluate them.

Headshot of Dr. Petrosino

Anthony Petrosino

Associate Professor Anthony Petrosino of the College of Education at The University of Texas at Austin’s STEM Education program and doctoral student Sarah Jenevien have developed a solution that addresses this challenge.

The two collaborated with the college’s Office of Instructional Innovation to develop an online Children’s Science Book Database, where pre-service elementary teachers post reviews of science-related children’s books. The database was created in 2014 and has become part of pre-service teachers’ coursework within their science methods class.

“The review template encourages pre-service teachers to engage critically with the texts in terms of their scientific content, fostering scientific process skills and identifying potential stereotyping or gender bias,” says Petrosino.

Pre-service teachers are asked research-based questions. They must critically assess the literature for processes, content, readability, engagement, and interest. Their reviews provide basic information, such as a summary of the book and the maximum and minimum grade levels it would be appropriate for.

For example, one student wrote of the book Volcanoes, “The book could be considered slightly gender-biased because only images of male geologists are included. However, considering the publishing date, it’s most likely that only men were given credit for the science discoveries at the time.”

Currently, over 130 children’s books have been reviewed for the database, including titles such as Pluto’s Secret, A Butterfly is Patient, What Makes Day and Night? and Cloudy with a Chance of Meatballs, which one reviewer noted has many positive aspects, but is not based on sound scientific principles, “as it is impossible for food to fly down from the sky three times a day.”

“By searching the database, pre-service teachers can easily find books that match their grade level and subject area, which decreases the difficulties associated with integrated lesson planning and increases the likelihood that they will use children’s books during their field teaching experiences,” says Petrosino. “This work helps teachers become critical consumers of children’s literature.”

The database is available for educators and the public to view reviews.




Carol Fletcher Changemaker Portrait

Carol Fletcher

Deputy Director of the Center for STEM Education

Carol Fletcher leads WeTeach_CS, a program that has prepared nearly 400 educators across Texas to become certified to teach computer science in K-12 classrooms. Fletcher’s advocacy for STEM education across the state and nation has furthered collaboration among educators, government leaders, and the high-tech industry. A former middle science teacher, Fletcher is deputy director of the Center for STEM Education. She earned her Ph.D. in science education from Texas and has served on the board of trustees for Pflugerville ISD since 2001.


In 2014-15, only 14 individuals in Texas completed a pre-service teacher certification program in computer science. In the two school years since, the College of Education’s WeTeach_CS program has helped over 400 current Texas teachers obtain a CS certification.

WeTeach_CS’s Certification Incentive Program (CIP) is a grant-funded project through the Texas Education Agency and 100K in 10 organization. The project, run through the Center for STEM Education, prepares educators in Texas to pass the TExES certification exam in computer science and teach high school computer science classes. Many of the teachers that have gone through the program are STEM teachers, but WeTeach_CS has also helped social studies, elementary, and other teachers of diverse backgrounds gain certification.

Photo of Sandra Sexton

Sandra Sexton, a teacher at Utopia ISD who teaches algebra, calculus, graphic design, computer science, and web design was the 300th teacher to be certified through the program. Since Sexton teaches in a small rural district with only a few hundred students, the only way her district could offer computer science classes was to become certified herself. Schools in rural areas often have a harder time recruiting computer science teachers, compared to urban and suburban districts.

“I had a small group of students that wanted to learn about computer science last year. We even started a University Interscholastic League Computer Science Team for them, placing 5th at State last year. One of the students was a junior and wanted to continue taking computer science classes his senior year. So, I decided to get certified to be able to offer that for him and for others,” says Sexton.

The WeTeach_CS program prepares teachers to take the certification exam through either a 6-week online course or an intensive 2-day face-to-face workshop. The in-person option offers sessions in Austin, but also travels to other cities and rural school districts throughout Texas.

“I really benefited from the WeTeach_CS Summit in Austin, as well as the online CS course authored by John Owen. He is simply amazing at explaining the CS topics covered on the certification exam,” says Sexton.

A goal of the program is to ensure a wide range of students have access to computer science education. Increasing the number of certified teachers is the first step toward accomplishing that. So far, the schools served by the WeTeach_CS program have been 35 percent rural, 43 percent urban, and 22 percent suburban.

As Sexton explains, “Students must be exposed to computer science at a young age in order to form the belief that they can do it. If the exposure waits until high school, so many kids believe they ‘can’t’ do it or ‘it’s only for smart kids’ and are afraid to try. I want our students to be producers of apps and programs, not just consumers.”

Photo of Victor Sampson

Victor Sampson

The push for computer science teachers in Texas comes at an opportune time. As Victor Sampson, director of the Center for Stem Education, puts it, “WeTeach_CS is at the forefront of the computer science education trend in the U.S. As more STEM careers require some type of computing knowledge, it is critical to expose students to computer science from an early age.”

National organizations such as the CSforAll Consortium are working to connect computer science programs and make computer science literacy an integral part of the educational experience. According to CSforAll, only 8 percent of STEM graduates are in CS, but 71 percent of new STEM jobs are in CS.

“We are trying to fill the gap between the increasing demand and limited supply of CS teachers. As computing skills become a requirement as opposed to a supplement, we want to ensure that all students have access to CS education regardless of their background. That starts with teachers,” says Carol Fletcher, Deputy Director of the Center for STEM Education.

In addition to certification preparation, WeTeach_CS offers numerous additional professional development opportunities such as training in Java programming, AP Computer Science Principles, and even 3D printing through partnerships with Oracle Academy, Code.org, Bootstrap, and more to help teachers go beyond simply passing the certification exam. Teachers can also attend the WeTeach_CS Summit, which is a three-day event that brings together close to 300 K-12 CS educators in Texas to improve their content knowledge, instructional skills, and network with colleagues who are also learning to bring computer science experiences to their students.

Associate Professor Jill Marshall, Department of Curriculum and Instruction, discusses “stereotype threat’s” effect on student outcomes, the importance of helping students develop visual-spatial skills, and how reframing the teaching of math and science using project-based approaches can help engage underrepresented students.

Educational Psychology Professor Kevin Cokley explains how “imposter syndrome” can affect underrepresented students in STEM classes and what educators can do to help ward off its negative effects.

Associate Professor and Director of the Center for STEM Education Victor Sampson discusses how science teachers can modify how they teach to better engage every student in learning scientific methods and retaining content.

February 5, 2015

To address a critical shortage of K-12 computer science teachers, students and courses, the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (TRC) hosted a workshop in Austin that brought together computer science researchers, educators and technology industry representatives.

Jason Turnbull

Jason Turnbull of Fort Worth ISD explores an interactive display board at the TACC Vizualization Lab during the TRC CS Network Training.

The TRC, which is part of the College of Education’s Department of Curriculum and Instruction, offers award-winning, high quality, research-based STEM professional development to teachers statewide.

“In case anyone still needs convincing,” said Carol Fletcher, the TRC’s associate director and event organizer, “there’s a wealth of data showing a dire problem in computer science education. Last year, only 15,000 students in the entire state of Texas took computer science I, II or AP classes, and only 90 new teachers passed the certification exam to teach the subject.”

“Even though 20 percent of the jobs in Austin are in technology, and statistics show that by 2020 the U.S. is going to need at least a million more programmers, the number of new computer science degree holders is steadily falling. The TRC is committed to reversing this trend.”

According to Fletcher, the Texas high school teachers who are part of the TRC’s computer science network and who attended the workshop will be among the leaders who transform computer science education around the state.

To create a strong Texas computer science pipeline, workshop participants examined solutions that included:

  • investing in a statewide, systemic program to train and certify skilled computer science teachers
  • incentivizing districts to offer computer science through weighted funding
  • increasing the number of high-level, project-based computer education courses
  • developing online and volunteer resources that connect high schools with interesting, accomplished professionals in computer science fields
  • aggressively recruiting females and minorities with messages and activities specifically targeted to them
  • marketing the variety and scope of possible careers

Kim Garcia

Kim Garcia of Georgetown ISD

Lorilyn Owens, director of Oracle Academy North America, outlined her company’s involvement. “The TRC model helps foster a strong and supportive community of practice, and offers additional support for educators at the regional and state levels.  We are honored to collaborate with an inspirational leader like Carol Fletcher in order sustain and grow Texas’ commitment to computer science education and educators.”

Among the state and national stakeholders who spoke at the workshop were Owen Astrachan, a computer science professor at Duke University; Hal Speed and Jake Baskin with Code.org; Tricia Berry, director of UT Austin’s Women in Engineering Program and the Texas Girls Collaborative Project; Tyra Crockett, senior marketing manager with Oracle Academy; Lien Diaz, the College Board’s senior director of curriculum and content development; and Rosalia Gomez with UT Austin’s Texas Advanced Computing Center (TACC). IBM, Oracle Academy, TCEA, Dell and the TACC sponsored the event.

“You know, people don’t say, ‘I’m not a reading person,’ but every time you turn around you hear someone say, ‘I’m not a math person,’” said Berry. “It’s crucial that we work on dispelling negative stereotypes and incorrect information about STEM fields and subjects. It’s about creativity as much as the arts are, and it’s about problem solving, exploring and designing. If we can give STEM an image overhaul, more individuals will realize they really are science and math people.”

To learn more about how the TRC is training and supporting a new generation of computer science teachers, visit the TRC’s Computer Science Resources website or contact Carol Fletcher at carol.fletcher@austin.utexas.edu.

When UT Austin’s College of Education and College of Natural Sciences created the teacher preparation program UTeach, they never dreamed that the President of the United States would be applauding it as one of the best ways to help students excel in math and science.

Since its launch in 1997, the award-winning UTeach program has graduated 878 of the brightest secondary science, technology, engineering, and math (STEM) teachers, enjoyed commendations for its successful public-private partnerships, and been adopted at 39 universities nationwide (with five more slated to begin replication before the end of the year).

“One major strength of UTeach is that we make sure our students have an exceptionally strong grasp of the content they’ll be teaching,” said Larry Abraham, UTeach co-director and professor in the College of Education’s Department of Kinesiology and Health Education. “Our students are required to actually earn a degree in the subject they’ll be teaching, whether it’s math, science, or engineering. They’re sitting in the same classes, mastering the same challenging material as students who will become biomedical engineers, physicians, or chief technology officers.”

When UTeach students graduate, Abraham said, they’re fully prepared to take on a variety of challenging careers, from medicine to NASA research, or to pursue graduate school.

Despite a wealth of choices, about 90 percent of UTeach students elect to enter teaching, and five years after entering the field, 80 percent of UTeach graduates are still teaching.

In addition to being seriously well prepared in STEM content areas, UTeach students complete a carefully designed sequence of classroom experiences that immerse them in “real life” teaching. Before they enter a classroom, clinical faculty with years of teaching experience help prepare the students for their in-school field experiences. While in the classroom, they’re able to work closely with seasoned mentor teachers who model best pedagogical practices.

“What makes UTeach different, and in a good way, is that we place students in secondary school classrooms from the very first course they take and give them a chance to teach lessons from the outset,” said Abraham. “Their first two semesters of the program are funded through scholarships, in fact, and are meant to let them see, at no cost to them, if the career is a good fit. If it’s not, they simply leave UTeach and continue to work on their degree.”

Although UTeach instructors don’t require students to adopt a particular teaching strategy, they give them ample opportunities to observe and practice an approach called project-/inquiry-based instruction.

With inquiry-based learning, students are given a problem to solve and, in order to do that they must discover and incorporate any number of key math and science concepts like speed, aerodynamics, fractions, or trajectory. They are freed to pursue answers through independent research, discussion, and hands-on activities.

Another motivator for students is that the problem is placed in a narrative context or scenario that’s likely to be relevant and naturally interesting to them, so the learning feels less like work and more like an adventure.

This method of instruction is demonstrated to UTeach students by some of the best area middle and high school STEM teachers, as well as UTeach professors.

“UTeach was one of the first programs of its kind in the nation to have a course specifically designed around project-based learning,” said Abraham, “and we were very early adopters when it came to integrating math, science, and technology, rather than using a silo approach that prepares STEM teachers for only one discipline.”

To foster that integration, UTeach math and science students take the same teacher preparation courses. Everyone learns physics; everyone learns biology; and everyone learns algebra.

“Just think about it, in middle and high school science classes, a lot of the problems that students run into have to do with math,” said Abraham. “Sometimes they’re just not up to speed. If the science teacher has studied how people learn math, though, he or she can spot when a child is having a problem and more effectively provide support.

“With math teachers, if they learn about teaching several different areas of science, their teaching becomes richer because they have an endless supply of real-world problems and scenarios to use in their lessons. This can help students understand bigger math concepts and grasp that learning is about more than one right answer.”

Having UTeach students work in multi-disciplinary teams has seeded an interest in them to interact across disciplines once they become teachers.

In addition to engaging excellent instructors, one of the most significant benefits of the UTeach program is that it’s streamlined and efficient. Despite adding UTeach coursework to their regular STEM degree requirements, students’ degree completion time is not extended. It’s also appealing because, in addition to welcoming undergraduates, UTeach admits qualified professionals with existing degrees who are returning to school. They can take the UTeach coursework and, if they pass, become certified as STEM teachers in around three semesters.

Since it began, UTeach has expanded its resources and services to include professional development for graduates, an elementary teacher preparation program called Hands-On Science, a national alumni network, scholarships and internships, and a community outreach program.

The program itself has been replicated by UT Austin’s College of Liberal Arts, and the College of Education recently formed UTeach Urban Teachers, which is the newest UTeach option. It’s specifically designed for educators passionate about social justice in diverse urban classrooms.

“Our students leave UTeach with a rock-solid degree and many options,” said Abraham. “Fortunately, most of them choose to teach, to do something that makes them feel good and has meaning. You hear a lot about ‘transformational programs’ – some are and some aren’t. UTeach has turned out to be one that truly is.”

-Photos by Mark Tway

Over the past couple of decades, UT Austin’s College of Education has become a national leader in preparing STEM (science, technology, engineering, math) teachers who can motivate and ignite learning in a wide array of students, including groups that traditionally have avoided or done poorly in STEM courses.

One of the most successful efforts has been STEM education expert Anthony Petrosino’s Beyond Blackboards project, which he developed in partnership with Rich Crawford in UT’s Cockrell School of Engineering and Chandra Muller in the College of Liberal Arts.

Students participate in robotics competitions.

Students participate in robotics competitions.

To boost middle school students’ understanding of all sorts of complex math and science concepts, the National Science Foundation-funded project focuses on something that appeals to a lot of kids: putting together robotic contraptions that look like really cool toys and then seeing if those contraptions work.

A considerable body of research shows that when students are given a chance to be active participants in their learning, do hands-on projects, solve problems on their own or in a group, and work on activities that are clearly tied to real life and seem relevant, they learn more.

Another perk to this teaching approach, which is called project-based or inquiry-based instruction, is that it has been particularly effective with student populations that traditionally have struggled academically, especially in math and science courses.

“Right now, the national dropout rate for Hispanics stands at around 40 percent,” said Petrosino, an associate professor in the Department of Curriculum and Instruction and co-founder of the nationally acclaimed UTeach program. “Many of these students may not perform well on tests, but they have skill sets that allow them to do well in engineering design. The confidence and expertise they gain while they engage in something like engineering design can be a really effective starting point for understanding core math and science subject material.”

According to Petrosino, inquiry-based projects tend to tap into students’ natural motivation and facilitate mastery of advanced scientific concepts like rules of evidence, investigation, and prediction.

“We’re using engineering-based design and robotics competitions and projects to create a context for math and science learning,” said Petrosino. “The high-level skills these projects are building can prepare students for jobs as engineers, certainly, but those same skills can also open the door to a career in medicine, software design, or architecture.”

Students participate in robotics competitions.

Students participate in robotics competitions.

To encourage more students to pursue STEM college majors and career fields, Beyond Blackboards takes a four-pronged approach that includes research-based materials and training for all major stakeholders: students, teachers, school administrators, and parents.

During after-school programs, such as robotics clubs, and at intensive summer camps, students spend lots of time on inquiry-based, open-ended, hands-on learning activities. At the same time, they’re introduced to a wide selection of STEM college options and careers.

Teachers participate in professional development that boosts their engineering knowledge and the level of comfort they have using technology in their classrooms. They’re also taught how to introduce students to engineering, which can include pointing out basic, everyday examples of engineering in real life. This helps students take the topic from the realm of abstract concepts into familiar contexts.

Beyond Blackboards builds support from school counselors and administrators by providing professional development and field trips to local businesses and organizations that offer many kinds of jobs in STEM fields. Teachers outside math and science – career instructors and art teachers, for example – have access to this training as well.

The program also reaches out to parents and caregivers, targeting historically under-represented groups, like African Americans and Hispanics, in order to build understanding about the career options open to students who have math and science skills.

At UT Austin, Beyond Blackboards engages engineering and UTeach students to serve as mentors for middle school students in the program, offering academic support and helping students look ahead to college and beyond.

“Support from multiple sources increases the likelihood of success,” said Petrosino. “University partners like DTEACH are very involved, as well as corporate partners like Skillpoint Alliance, a Central Texas education and workforce agency, and members of communities around the participating schools.

“Research shows that middle school is a critical decision-making time for students, and Beyond Blackboards focuses on engaging people who are in a position to positively influence those students. Really focusing on historically underserved populations, we’re tapping into a large group with a wealth of talent that may previously have gone unnoticed.”

Like robotics, science video games are an innovative, research-proven way to pique middle school students’ interest in science – one that learning technologies expert Min Liu has perfected in the guise of “Alien Rescue.”

It’s hard to deny the power of a good space adventure video game to motivate middle-schoolers,” said Liu, a professor in the Department of Curriculum and Instruction. “What 10- or 11-year old wouldn’t get into traveling through outer space and rescuing aliens?”

Created for sixth grade science students by Liu and her Learning Technologies Program graduate students, the video game “Alien Rescue” places tweens in the role of space scientist.

Children learn to use the scientific procedures that real scientists use, ask the tough questions scientists ask, and research answers to those questions.

As with any good inquiry-based lesson, Alien Rescue is story-driven and tasks students with finding suitable homes in the solar system for six alien species who have lost their home planets and are broadcasting a desperate plea for help to Earth. Each species has very different habitat requirements; if those requirements aren’t met, each student group’s alien will perish.

Watch teachers, students and developers talk about Alien Rescue benefits in the classroom.

The 3D online immersive learning environment combines the fantasy element of aliens with the realism of being a young investigator, which research has shown to be a great match for middle school students. Through a discovery approach, the students learn from their mistakes as they play the game, self-correct their errors, and are supported by various tools that are built into the program.

“Alien Rescue is an excellent example of inquiry-based learning,” Liu said, “and the game has been very successful as a teaching and learning tool for all groups, from gifted and talented to at-risk students. According to teachers, students are highly motivated to participate and quickly get into the role of space scientist.”

Since the game feels more like play than schoolwork, it may seed positive attitudes about science that remain through high school and college.

Alien Rescue has become so popular that it’s now part of the science curriculum in 30 states as well as Australia, China, Canada, and South Korea. In the past year alone, Liu has received requests from 23 more schools in 10 states and Canada, Cyprus, and New Zealand to implement the program. In the Austin area, it’s part of the school science curriculum in Round Rock, Leander, and Killeen.

Even though the addictive game is intended for sixth-graders (it’s aligned with the sixth grade Texas Essential Knowledge and Skills test), teachers in fifth through ninth grade classrooms have used it and proven that, with modifications, it’s an equally superb tool for a broader audience.

Students use the Alien Rescue video game in school.

Students use the Alien Rescue video game in school.

That broader audience includes the dozens of graduate students over the past 10 years who have refined and improved the game – adding new features, incorporating new technologies, fleshing out the characters, and updating the science content.

“When I agreed to develop this game, I never anticipated it would entice so many top-notch students, ones who jump at the chance to use it as a learning tool and research platform,” said Liu. “Alien Rescue meets their needs, whether they’re wanting to develop technical, design, or research talents. Our team has included grad students from backgrounds as diverse as learning technology, video production, teaching, astronomy, content development, and computer science.”

As part of the project, Liu’s graduate students have had opportunities to present papers about Alien Rescue at major learning technology and education research conferences. In addition to several other honors, the game has won the Interactive Learning Award from the National Association for Educational Communications and Technology, while those who’ve worked on the game have been honored with an Outstanding Research Paper Award from the World Conference on Educational Media and Technology.

“The thing that makes this project so special,” said Jina Kang, a doctoral student on Liu’s team, “is that every new group of graduate students brings new talents to the table and the game improves every single year. It’s never static. This is one major reason we’re getting so much positive attention.

“For example, right now we’re building a dashboard that teachers can use to follow, in real time, what students are doing in the game. And we’re working to integrate more math content into the program so math teachers can use it in their classes. We gained three new graduate students who have been middle school math teachers, so we’re able to develop multimedia-based math concepts and make Alien Rescue interdisciplinary. It’s all kind of amazing.”

Like robotics, high quality educational video games are igniting learning in students who never thought they could master complex math and science material.

“Over the past several decades science has shown us so much more about how the brain works, especially young, developing brains,” said Petrosino. “We know more about how children learn. Using this new information, we’re coming up with fresh ways of increasing students’ knowledge.”

-Video by Mengwen Cao from the Alien Rescue team

Op-ed by Dr. Catherine Riegle-Crumb

Associate Professor, Curriculum and Instruction

Dr. Catherine Riegle-Crumb

Dr. Catherine Riegle-Crumb

In the U.S. and many other developed countries, young females are entering college at higher rates than males and are more likely to graduate and earn a degree. Even so, we certainly can’t say that gender inequality is no longer a problem.

Reality is that women remain less likely than men to enter many science, technology, engineering, and math (STEM) fields in college, a factor that contributes to their relatively lower occupational earnings. The under-representation of women in STEM fields is particularly problematic given the rapid growth of STEM-related job sectors and the national need for more workers with STEM degrees and skills.

So why aren’t more women taking STEM classes and earning college degrees in STEM subjects?

An explanation still commonly heard is that females’ math and science skills and achievement are inferior to males’ and, consequently, they’re not as qualified. Recent research offers strong empirical evidence that refutes this conventional wisdom, though.

According to research, female students consistently earn higher grades in math and science K-12 classes and take advanced courses at the same rates as males. While there remains a small male advantage on some standardized math and science exams, this minor disparity doesn’t begin to explain the large gender gap in who chooses STEM fields in college and beyond.

It can be tempting to take a very narrow view of this issue. One might say that since no one is actively keeping young college women from entering STEM fields, then they have the same opportunity to pursue these fields as men. Or, to put it differently, if young women have the same (or better) chances of going to college as young men and they happen to choose non-STEM fields, then this is simply a matter of choice, right?

While it’s appealing in its simplicity, such a narrow perspective ignores the many ways society continues to limit women’s educational choices by telling them math and science aren’t feminine and that those subjects are really better suited to men and boys.

My own research addresses this topic and finds that young women continue to be subjected to biases and stereotypes about their math ability. Numerous other researchers in education, sociology, and psychology have gathered evidence that girls receive less encouragement from parents and peers to pursue STEM fields, and that they are continuously exposed to social messages (including those from the media) about their presumed inferiority to boys. These messages may be subtle but are nonetheless powerful – indeed, their less overt nature arguably makes them more effective.

Anyone can point to a single instance of bias, such as a teacher always calling on boys in math class before calling on girls, and argue that it’s unintentional and not significant enough to worry about. Yet these kinds of experiences begin early at school and in the home, and they continue to accumulate over many years.

Therefore, if we want to increase the number of women who enter and are successful in STEM fields, we have to think hard about how individuals’ choices are not nearly as free as we might want to believe. Rather, the choices that young women make are severely constrained by social and cultural forces that shape what they think is possible.

The good news is that there are things we can do to change how girls view their future possibilities, such as providing more opportunities for them to interact with positive female role models, and educating current and future math and science teachers about how to create more gender equitable classrooms. Also, we could all do our part to discourage the constant social dialogue about how “boys and girls are just so different.”

If we accomplish these changes, we can give girls and young women an opportunity to see their educational and occupational futures as not fundamentally dictated by their gender, but open to endless possibilities.




The Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (TRC) is an award-winning statewide network of 57 P-16 partnerships that provide research-based and high intensity professional development to P-12 teachers of science and mathematics across the state.

TRC’s innovative professional development programs prepare teachers to become science teacher mentors (STMs) and mathematics teacher mentors (MTMs), and nurture learning communities and support networks among P-12 schools, community colleges, and universities.

Texas Regional Collaboratives


Not only are College of Education faculty and students nationally recognized for their landmark research on topics like racial inequality in schools, but also for pioneering programs like Uteach and the Kinesiology and Health Education Department’s rigorous athletic training program. Check out this sample of media coverage our top-ranked college has received from MSNBC, KUT, Alcalde and KNOW.

Julian Vasquez Heilig
“What’s causing racial segregation in schools”

“Demography determines destiny … those schools that are triple segregated are more likely to be low performing and this is a really big issue.”


Richard Reddick
“Why Do Black Students Get More Suspensions?”

“‘So often, schools require students to leave their culture, leave their heritage at the door and convert to what we have, instead of saying, ‘We embrace what you have,” Reddick says. “‘And that doesn’t happen unless you have a clear understanding of what the community does.'”


“UT’s Award-Winning Teacher Education Program Goes (Even More) National

“The U.S. faces a shortage of 283,000 science and math teachers by 2015. Increasingly, educators are agreeing that one of the best ways to bridge that gap is a program that started on the Forty Acres.”


Athletic Training Program
“Open Up and Say ‘Hook’em'”

“Students in the university’s undergraduate athletic training degree program in the College of Education help provide support to athletic training and sports medicine staff, providing care to UT’s hundreds of student-athletes. They have to be jacks-of-all-trades, working on everything from setting up fields and courts for practices and games to providing first-aid treatment to assisting in rehabilitation for injured athletes.”