Learning is a constant. It’s what allows us to evolve, adapt, and thrive—and is why Stephen Byrd, associate professor in the Dr. Jo Watts Williams School of Education, is excited to be part of the Center for Engaged Learning (CEL) at ������Ƶ.

In his recent blog post titled, “” for the CEL, Byrd reflects on his lifelong learning journey.

“Even as you read this, take a moment to think about your strengths and ways that you are strong, and ways that you learn. Neurodiverse learners have strengths, too,” he wrote.

As a seminar leader for the 2024–26 CEL research seminar , Byrd has the privilege of working with six teams of researchers from across the globe. He will explore diverse facets of neurodiversity in higher education, from the design of inclusive engaged learning spaces to strategies for empowering neurodivergent students to self-advocate. In his blog post, Byrd says these discussions are incredibly rewarding because they push him beyond the boundaries of his previous professional experiences, enriching his understanding of neurodiversity in new and exciting ways.

With a focus on special education, Byrd’s research work centers on families and their perceptions of disability, information and special education services. He regularly presents at local, state, and national conferences. Byrd also engages in undergraduate research and serves as the program coordinator for special education in the Dr. Jo Watts Williams School of Education.

The conference, centering the theme “Empowerment Literacies: Making ‘Good Trouble’ that Actuates Agency,” urged participants to draw on Congressman John Lewis’ charge to “never, ever be afraid to make some noise and get in good trouble, necessary trouble.”

The Literacy Research Association (LRA) is a non-profit professional organization committed to advancing literacy theory, research and practice. As a community of scholars, LRA fosters dialogue and engagement on critical literacy-related topics, emphasizing rigorous, methodologically diverse and socially responsible research. Dedicated to supporting both emerging and established scholars, LRA promotes professional development, advocates for research-informed improvements in education and addresses key theoretical, methodological, practical, and policy issues. By disseminating high-quality research widely, LRA aims to enhance understanding of literacies across the lifespan in multicultural and multilingual contexts while mentoring the next generation of literacy scholars.

An alternative format session, titled “Traversing Borders, Cultures, and Languages: Communities, Families’ Homes, and Classrooms as Transnational and Translingual Sites for Practice, Policies, and Research,” focused on literacy learning and practices in multicultural and multilingual settings, Vehabovic, Aguilar Escamilla, Leyton Alarcon and Arevalo Rodriguez drew on their lived experiences as educators, researchers and scholars who share transnational, immigrant and refugee backgrounds. The aim of this alternative session was to advance theoretical knowledge and understandings related to practice across community, home, and classroom contexts, as well as education policies and humanizing research.

Aguilar Escamilla’s presentation, titled “Pongámonos Críticos: Reading Picturebooks in a Refugee-Background Family’s Home as Global Engagement,” illuminated that Latinx Literacies entail (re)calling upon and (re)claiming connections to ancestors and relatives, lands, and freedom dreaming towards a promising future, as well as drawing on cultural assets and dynamic language practices and literacies to express emotions and lived experiences in a global context.

Leyton Alarcon’s presentation, titled “Transcultural Students’ Responses to Translingual Children’s Literature,” explored what happens when 10 kindergarten ESOL students interact with and respond to picture books. The findings were presented as four themes such as noticing embodied emotions, reading the word and the world, connecting to self and families and inquiring about geography.

Arevalo Rodriguez’s presentation, titled, “Intertwining STEM and Bi/Multilingualism,” considered how bi/multilingualism and STEM education inform his teaching and pedagogy – implying that bi/multilingual students in a 6th-grade science class are more likely to succeed due to their enhanced cognitive skills and ability to solve complex problems while using multiple languages and literacies in playful and creative ways.

“Serving as the chair and discussant of this session allowed us to engage with attendees in thinking about the importance of “mak[ing] some noise” and how that informs language and literacy practices, policies and research,” Vehabovic said. “I am incredibly proud of our undergraduate and graduate students across the Teacher Education and Master of Education programs for taking up opportunities to collaborate with me and ultimately contribute to knowledge and research in the fields of literacy and teacher education. One attendee noted that they are in awe that an undergraduate student is having such a profound impact and able to contribute to the fields this early on in their academic journey.”

In addition, Vehabovic also presented an individual paper titled “Audio Visual Media of Srebrenica Genocide Survivors’ Stories as Witness and Truthtelling: A Critical Discourse Analysis,” which illuminated that 100 audiovisual media stories housed in the Memorial Center Srebrenica in Bosnia and Herzegovina foreground remembering and honoring the lost lives of our kin by centering historical truths, amplifying survivors’ experiences and voices and articulating societal injustices.

“This work is deeply personal to me,” said Vehabovic. “I remember when I was 8 years old and living in Germany and learned about this atrocity – hearing about it on the news. Ultimately, getting to do this kind of work is my calling and purpose and the legacy that I am creating – to pass on the truth, make some good trouble, and subsequently cultivate opportunities for healing among the next generation of equity-minded students, educators, researchers and scholars in the fields of literacy and teacher education.”

Committed to the teacher-scholar model, which emphasizes the integration of teaching, scholarship, and mentorship to foster intellectual curiosity, lifelong learning and a commitment to serving the common good, Vehabovic seeks to cultivate a foundation of established knowledge while pursuing critical thinking, creative expression and interdisciplinary exploration. Research endeavors play a vital role in shaping his teaching by ensuring that the content, methods and practices Vehabovic uses in his courses across undergraduate and graduate programs at ������Ƶ are grounded in the latest advancements in the fields of literacy and teacher education. By integrating research and teaching, he not only enhances student learning but also models the importance of inquiry and evidence-based decision-making for current and future educators.

The IAFOR Research Centre fosters connections between people and ideas through diverse events and platforms, championing and highlighting the value of interdisciplinary study. The organization remains actively involved in global, cross-sectoral initiatives, collaborating with prominent universities, think tanks, research institutions such as the East-West Center, The Center for Higher Education Research and The World Intellectual Property Organization, as well as government and international organizations such as the government of Japan through the Prime Minister’s Office and the United Nations in New York. The organization also partners with leading media entities, including “The Wall Street Journal,” “JWT,” and HarperCollins, on various projects.

In an individual paper session focused on language development and literacy, Vehabovic’s presentation, titled, “Traversing Languages and Literacies: Fostering Care, Dignity, and Healing Across University-Community Initiatives Serving Children, Youth, and Families from Refugee Backgrounds,” illuminated the ways in which teacher candidates were able to acknowledge and honor the broad range of languages and literacies that occur in homes and across culturally and linguistically diverse communities. Specifically, reading and writing emerged as historically responsive literacies among teacher candidates and multi/translingual children, youth and families from refugee backgrounds, engaging them in ways that fostered identity, skill development, criticality, intellectual growth and joy. These findings are based on two years of ethnographic data collection—including fieldwork, written and digital reflections, audio recorded shared reading sessions, and impromptu interviews.

“It was really exciting to witness a well-attended session and interest in this important work that situates community and global engagement,” Vehabovic said. “I also served as the chair of the session. This opportunity enabled me to be in community with other presenters and attendees from countries such as Australia, Cameroon, Malaysia, Spain, and Thailand.”

This participation highlights Vehabovic’s dedication to the field of literacy education, particularly in fostering community and global connections, while also emphasizing the university’s commitment to inclusive and impactful research that serves multi/translingual children, youth and families in Alamance County and extends beyond.

Funding for the research was made possible through a faculty research grant from the Center for Research on Global Engagement (CRGE) and two Community Partnerships Initiative (CPI) grants from the Kernodle Center for Civic Life.

Held annually, the NCCTM conference is a gathering of educators dedicated to advancing mathematics teaching and learning across the state. The students’ participation was made possible through the generous support of the Dr. Jo Watts Williams School of Education Dean’s Gift Fund.

The aspiring educators participated in the “Preservice Teacher Power Hour: Fresh Lesson Ideas,” a session designed to spotlight innovative and high-quality mathematics tasks tailored for elementary, middle and high school students. The session emphasized conceptual understanding in mathematics and provided attendees with actionable strategies to elevate classroom instruction. Each student created a poster highlighting their lesson idea, presenting it in a format that encouraged dialogue and collaboration among educators.

The event, organized and facilitated by Katie Baker, associate professor of education and

associate chair of the Department of Education and Wellness, exemplified the collaborative spirit of mathematics education. As the President of the North Carolina affiliate of the Association of Mathematics Teacher Educators (AMTE-NC), Baker curated a poster-style session that attracted a diverse audience. Teachers, professors and fellow conference participants engaged with the preservice teachers, offering valuable feedback and insights. Attendees walked away inspired and equipped with fresh ideas to implement in their own classrooms.

The experience not only allowed ������Ƶ students to share their creativity and passion for teaching but also provided a meaningful opportunity to network with educators and receive professional feedback. This collaboration reflects the Dr. Jo Watts Williams School of Education’s commitment to preparing future teachers who are well-equipped to lead, innovate, and inspire in the classroom.

For more information about the NCCTM conference, visit and to learn more about AMTE-NC, .

The research of Heidi Hollingsworth, associate professor and director of the master of education program and Mary Knight-McKenna, professor emerita, sheds light on the critical role of teacher preparation programs in fostering future educators who are not only skilled in teaching but also committed to advocating for equitable policies for young children, families and the early childhood profession.

The study focused on an undergraduate course that embedded a policy and advocacy project designed to increase students’ understanding of inequities in early childhood education. Through qualitative analysis of students’ written reflections, the researchers explored how this project shaped students’ knowledge about inequities and their attitudes toward taking an active role in advocacy.

Findings from the study revealed a range of outcomes: while some students developed surface-level knowledge of equity issues, others experienced deeper insights, particularly in areas directly related to their project focus. Notably, a few students described new insights on equity-minded leadership, recognizing the importance of advocacy in addressing systemic inequities. Several also expressed a heightened awareness of inequities beyond their own projects and a commitment to confronting these challenges through advocacy efforts.

The article underscores the importance of early childhood teacher preparation programs in cultivating not only teaching skills but also a passion for social justice and policy advocacy. The authors discuss the implications for teacher education, calling for a stronger emphasis on advocacy training to empower future educators to champion equitable policies that support all children and families.

This publication highlights the Dr. Jo Watts Williams School of Education’s dedication to preparing educators who are both classroom leaders and advocates for meaningful, lasting change in the field of education.

As part of their social studies and language arts methods coursework, O’Halloran and Hornor, engaged in a co-teaching experience with a pair of fifth grade co-teachers at Highland Elementary School. Lisa Buchanan, associate professor in the Dr. Jo Watts Williams School of Education, supervised O’Halloran and Hornor in their co-teaching placement and was their social studies methods professor.

The co-teaching model is an instructional approach where two or more educators work together to plan, instruct and assess the same group of students in the same classroom. This model allows teachers to share responsibility for all students, leveraging their unique strengths and expertise to enhance learning. With students at varying academic levels, this strategy enabled a level of differentiation that would have been difficult for a single educator to achieve.

“There were moments where a student needed extra help keeping up with the general education content, and having two teachers meant the teaching weight could be shifted,” said O’Halloran. “For example, one teacher could take the lead on the whole group lesson giving an opportunity for the other teacher to direct their focus to assisting the struggling student.”

Reflecting on the opportunity to partner with their clinical teachers and candidates, Buchanan shared that “social studies is incredibly marginalized in K-5 classrooms in North Carolina, but in this co-teaching partnership, fifth graders engage social studies weekly. The clinical teachers modeled the interdisciplinary nature of English language arts and social studies, mirroring what Professor Lisa Thompson and I aim for in our methods courses.”

One of the most significant aspects of the teacher candidates’ collaboration was the opportunity to bounce ideas off each other as they worked together on lesson plans, tweaking them and improving their trajectory over time.

“We taught the lesson twice and adjusted based on the students’ responses, so the whole unit was always evolving,” said Hornor, reflecting on how much they learned from one another’s strengths.

“After each lesson, we would reflect together on what worked and what didn’t,” O’Halloran shared. “Hearing directly from the students about their experiences allowed us to make immediate changes, creating a more responsive and engaging learning environment.”

One clinical teacher came from a social work background, while the other was a former principal with expertise in both special and general education. Together, they brought diverse perspectives to the classroom. Their unique experiences helped them develop a strong professional bond, which became a vital support system — not only for each other but also for their students.

“When you’re the only teacher in the room, you tend to carry all the responsibility yourself. But having another educator there opens up so many opportunities to learn from one another — and the students benefit the most,” O’Halloran shared.

The teacher candidates’ partnership didn’t just benefit their teaching. It expanded their views on curriculum design, instructional methods and classroom management. They split the fifth grade curriculum strategically, leading lessons based on their strengths and facilitated reading groups that worked with students at different skill levels. By the end of the semester, many students saw their reading abilities improve significantly, some advancing by two grade levels.

One of the most heartwarming moments came when the students, now thriving readers, wrote letters to the teacher candidates, thanking them for their dedication and support.

“They thanked us for helping them read better, and I remember getting teary-eyed reading their notes,” said Hornor. “You don’t always get to see the direct impact you’re making, but those letters were proof.”

In reflection of their co-teaching experience, O’Halloran and Hornor highlighted the impact of collaboration on both their professional growth and student outcomes. As schools across the nation grapple with teacher shortages, the success of the co-teaching model at Highland Elementary School offers a promising solution. By fostering collaboration, schools can create supportive environments that benefit both teachers and students, ultimately leading to more effective and enriching education. This approach not only provides students with more individualized attention but also enables educators to learn from one another, share responsibilities and better manage diverse classroom needs.

Initially drawn to the idea of a summer study abroad program in Europe, Beckham was further captivated when Rob Jones, the Alumni Association coordinator for advanced studies in England, visited ������Ƶ in the spring, sealing her decision to join a program that aligned perfectly with her busy schedule and major requirements.

The education portion of the program offered Beckham a unique mix of hands-on experiences, engaging seminars and unforgettable excursions.

Under the guidance of an American professor, Beckham explored various pedagogies and frameworks designed to meet the needs of diverse learners. By the end of each week, she crafted her own lesson plans and taught them to her classmates, solidifying her understanding of how different teaching strategies can be applied in the classroom.

On the other side of the educational spectrum, Beckham worked closely with an English professor during her school placement, where she spent a full day each week in a local secondary school. The co-ed public school served students from seventh through 11th grade, allowing Beckham to engage with middle and high school students. Whether providing one-on-one support or working with small groups, Beckham reflected on her experiences weekly, discussing key takeaways with her professor and peers.

“Being able to work in a classroom with such a diverse range of ethnicities and backgrounds gave me a fresh perspective on American education,” Beckham shared. “I had to adapt to the questions students asked me and really think about how I responded. It made me more mindful of the way I explain math concepts, especially when different countries use varying acronyms or methods. For example, PEMDAS in the United States has a different acronym in England, which challenged me to rethink how I present ideas.”

While the academic experience was enriching, Beckham’s time outside the classroom was equally impactful. Early in her trip, Beckham and her group embarked on a study trip to Dorset’s famed coastline. Their adventure included a scenic hike along the Dorset Coast, where they marveled at the iconic rock formations before trekking back to a charming beach village. This five-mile hike, Beckham recalls, was a major confidence booster: “It was such a beautiful experience, and interacting with people from different backgrounds made it even more memorable,” she said.

Another highlight was a weekend trip to London, where Beckham and her classmates visited an educational park and museums that were focused on children’s learning. While touring various parts of London, she gained deeper insight into how equity in education has evolved across different regions — an experience that resonated with her both as an educator and a lifelong learner.

“This experience made me a more well-rounded educator,” said Beckham. “It opened my eyes to new teaching methods, helped me navigate cultural differences in the classroom, and made me rethink the way I explain concepts to my students. I’ve come back with a fresh perspective on education and a renewed passion for teaching.”

Beckham’s study abroad program allowed her to grow both personally and professionally. Immersed in a different culture and educational system, she gained a broader perspective on teaching mathematics, strengthened her adaptability, and became more aware of how language and culture influence learning.

Abstract

This study investigated the impact of a course-based community asset mapping (CAM) project on undergraduate students’ capacity for identifying and understanding assets within communities surrounding specific schools.

The mapping project was grounded in the literature on culturally sustaining pedagogy and experiential education and involved teacher education students collaborating to complete and report on an analysis of local community assets.

Findings indicated participants gained improved knowledge and competence regarding CAM, were able to provide more accurate and detailed explanations of assets and the asset mapping process and were able to identify various assets available to PK-12 students and families in particular communities within the local school district.

The discussion highlights participants’ success in inventorying physical, tangible assets and notes where they fell short of recognizing other assets. We also discuss how coursework could have better supported the project and could have allowed the potential of CAM to be more fully realized. The conclusion addresses implications for teacher preparation, particularly for connecting candidates with communities and for the implementation of assignments similar to the community asset mapping project studied herein.

About the Authors

Heidi Hollingsworth is an associate professor of education at ������Ƶ. Her research focuses on teacher preparation that involves policy and advocacy, community-based learning, academic service-learning, community asset mapping and study abroad.

Lisa Buchanan is an associate professor of education at ������Ƶ. Her research in teacher education is focused on preservice and in service teachers’ beliefs and decision making, social studies education and the use of children’s literature and media to teach difficult topics.

Abigail Maclean Wilson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in early childhood education. She recently spent two years in Zambia working with a university ministry.

Felicia Robinson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in African and African American studies. She is an educator and a program assistant for the Intercultural Learning Certificate Program at ������Ƶ.

Jeffrey Carpenter is a professor of education at ������Ƶ. His research focuses on self-directed and collaborative teacher learning.

Full Citation

Hollingsworth, H., Buchanan, L., Wilson, A. M., Robinson, F., & Carpenter, J. P. (2024). Community Mapping in Teacher Preparation: Developing Undergraduate students’ Knowledge of Community Assets. Action in Teacher Education, 1–17.

In their collaboration with pre-service and in-service teachers, along with their roles as faculty members and teacher educators, Vehabovic and Miller Dyce emphasize the crucial role of social justice in creating connections between schools and students’ communities. From a broader perspective on educational inclusivity for all students, this article moves theory into practice by illuminating three strategies for supporting students from refugee backgrounds in K-12 schools and districts, emphasizing the importance of recognizing their humanity, learning collaboratively with them and their communities, and advocating for their unique needs while maintaining the commitment to providing love and care in educational and community spaces.

The article abstract reads as follows:

“Moving theory into practice, in this paper we explore the pivotal role of social justice in fostering connections between schools and students’ communities. Emphasizing access, equity, and the dismantling of power dynamics, privilege, and discrimination, we underscore the need for inclusive practices among educators of refugee-background children, youth, and families, such as recognizing their humanity, collaborative learning with communities, and advocating for unique needs. We also highlight the importance of maintaining a commitment to love and care in educational and community spaces. Subsequently, this article offers insights for teachers, administrators, and district-level leaders to create and sustain supportive spaces for people from refugee backgrounds.

Their article, “,” began as an undergraduate course embedded research project in Buchanan’s children’s literature course. In the course, Shibata designed and completed a comprehensive content analysis of children’s books with female characters who were Asian or Asian American. Following the course, Shibata and Buchanan collaborated to move the study into a manuscript.

Because of ������Ƶ’s support and value of course embedded undergraduate research, students and faculty are able to collaborate in courses and beyond to conduct research and like Shibata and Buchanan, sharing their findings beyond ������Ƶ’s campus.

“Working with Dr. Buchanan has been a highlight of my ������Ƶ experience,” said Shibata. “I would not have had the confidence to pursue publication without her continued support and encouragement.”