Hunter Student Research Conference
The Hunter Student Research Conference (HSRC) is an opportunity for undergraduate and graduate students to share their research while gaining valuable experience proposing, preparing, and presenting their work in a supportive environment. Formerly CRC, HSRC was renamed in 2020 for Louise Stokes Hunter, Educ ‘53. Dr. Hunter was the first Black woman to graduate from the University of Virginia. After completing her doctorate, Dr. Hunter returned to VSU, where she spent her career mentoring Black students, particularly Black women, in math and physics.
Students, faculty, staff, and community members are encouraged to register for the 2021 Hunter Student Research Conference, which will take place virtually on Friday, March 26.
HRSC 2021: Submissions Open!
Submissions can be made on the HSRC Canvas page: https://educationvirginia.
The 2020-2021 HSRC Planning Committee
|Leads(s)||- Alex DeJong, KINE - Shoronda Matthews, EP-ADS||- Miray Seward, EP-ADS||- Molly Harry, EDLF||- Helen Min, CISE - Maggie Thornton, A&S|
|Members||- Kara Anderson, KINE - Kayla Pelletz, YSI - Cayla Eason, SLP||- Abby Fines, KINE - Pamela Nicholas-Hoff, CISE - Jeanie Stouffer, EP-ADS||- Rosalie Chung, CISE - Walter Herring, Ed Policy - Sarah Lilly, CISE - Mary Margaret Hughes, CISE||- Sarah Beach, RSE - Jiuen Sung, Social Foundations - Sydney Cadogan, SLP|
- The Communications Committee coordinates conference promotion, upkeep of the website, and communication about the conference.
- The Logistics Committee coordinates location, technology, food, and volunteers on the day of the conference.
- The Program Committee coordinates presentation moderator training and presentation sessions, faculty involvement, creation of the program, and presentation schedules.
- The Proposal Committee coordinates proposal submissions and review process.
CRC 2020 Cancelled
Due to guidelines regarding social distancing in public spaces, CRC 2020, previously scheduled for Friday, March 27th, has been canceled. Thank you to everyone who was scheduled to present, volunteer, or worked on the planning committee. We will share more information about plans for CRC 2021, including options for in-person, virtual, or hybrid formats to share student research, as they become available. If you are interested in being involved in this planning, email Alexa Quinn (alm8h).
The 10th Annual Curry Research Conference was held on Friday, March 29, 2019. Thank you to everyone who helped make the event a success!
Keynote by Liz Bettini
Special Education Teachers' Working Conditions: A Potential Lever for Improving the Quality and Effectiveness of the Special Education Teacher Workforce
Liz Bettini, Assistant Professor, Boston University
Friday, March 29, 2019, 11:00-12:30 PM
Bavaro Hall, Holloway Hall (Rm 116)
Bio: Dr. Elizabeth Bettini is an assistant professor in the special education program at Boston University's Wheelock College of Education and Human Development. Dr. Bettini’s research focuses on how working conditions contribute to special educators’ instructional quality, stress, and longevity in teaching, especially for novice special educators and special educators serving students with emotional/behavioral disorders. Her research has been published in 26 peer-reviewed articles and has been funded through the Institute for Education Sciences and the Spencer Foundation, among others.
Abstract: Efforts to develop an effective special education teacher workforce have primarily focused on developing special educators’ knowledge and skill. In this presentation, I argue that these efforts are insufficient, because special educators need both opportunities to learn effective practices and opportunities to enact those practices in the service of students. Focusing on special educators’ serving students with emotional/behavioral disorders, I describe two recent studies of special educators’ working conditions. In the first, we used structural equation modeling to analyze data from a national survey. We found SETs’ perceptions of adequacy of planning time, workload manageability, stress, and emotional exhaustion mediated relationships between other working conditions and intent to stay. In the second, we are examining how special educators experience the interpersonal aspects of their work in self-contained classes for elementary school students with EBD. We are finding that managing complex interpersonal dynamics is an important component of these special educators’ work, and that special educators feel their working conditions shape the ways they enact this responsibility. I conclude by discussing the importance of future research on how school contexts may shape the quality and effectiveness of the special education teacher workforce.
Sponsored by the Curry Education Research Lectureship Series