2024-2025 Year in Review

Education is the greatest determinant of improved quality of life for individuals and society. GSEHD prepares leaders for the many professions that advance teaching, learning, and human development as ingredients in the recipe for expanded opportunity and progress.

The Graduate School of Education and Human Development, strategically based in the nation’s capital and serving the global community, develops informed and skilled leaders through innovative teaching and learning that engages in scholarly inquiry that raises the level of academic excellence by enriching theory, policy, and practice across the life-span; promotes leadership, diversity, learning, and human development reflective of changing global societies; creates public and private partnerships; and advocates continuous self-examination and critical analysis towards excellence.

Today’s political climate has created new uncertainties, tensions, and anxieties for our students, faculty, and staff. As we go about our work in this stressful environment, I believe it is incumbent on us to keep our values and principles in mind ... It is my hope that in GSEHD we will:

• Reinforce our commitment to civility and respect;
• Encourage our learning community to promote social progress through education;
• Double-down on our insistence that factual knowledge and credible research evidence are needed inputs to improved education policy and practice; and
• Protect all our students, faculty, staff, alumni, and friends—regardless of race, ethnicity, religion, national origin, assumed or known political leaning, citizenship status, disability, sexual orientation, or gender identity—as members of the GSEHD family.

- Dean Michael Feuer

New External Competitive Research Funding

• GSEHD has received a $2.4 million grant from the William and Flora Hewlett Foundation to launch the Forum on Democracy and Education. Dr. Michael Feuer will lead the project which will consist of a series of forums, masterclasses, briefs and a website where educators can share best practices on civic education.
• Dr. Joshua Glazer and Dr. Matthew Shirrell received grants from the Spencer and Walton Foundations to host a conference at GW marking the 50th anniversary of Dan Lortie’s seminal book on the sociology of the teaching profession, Schoolteacher. The conference will engage researchers from across the US in considering the implications of Lortie’s book for the contemporary challenges confronting the teaching profession.
• Dr. Ryan Watkins received NSF seed-funding through the Trustworthy AI in Law and Society (TRAILS) initiative to do research titled, Operationalizing Trustworthy AI: LLM Development in Academia. The project aims to examine how Trustworthy AI frameworks are operationalized within the development of customized classroom and research applications that utilize open source Large Language Models (LLMs).
• Dr. Benjamin Jacobs received new funding from The Naomi Foundation, the Alan B. Slifka Foundation, and the Wilf Family Foundations for a third cohort of the Fellowship and Summer Institute on Antisemitism and Jewish Identity in Educational Settings.
• CASJE, directed by Dr. Arielle Levites, received a new grant from the Diane and Guilford Glazer Foundation to support the launch of a research digest offering expert analytic summaries of research of relevance to leaders of Jewish communal organizations. CASJE also received a grant from The Jewish Education Project for collaboration on a study that investigates the priorities and educational decision making of parents raising Jewish tweens.
• In addition, the Collaboratory: A Center for Jewish Education at GW, which Dr. Jacobs co-directs with Dr. Arielle Levites, received grants from the One8 Foundation, Diane and Guilford Glazer Foundation, Crown Family Philanthropies, UJA Federation of NY, Alan B. Slifka Foundation, Jane and Daniel Och Family Foundation, Lubetzky Family Foundation, and Anonymous, for a pilot project to convene and build a network of organizations and professionals that provide resources, materials, and professional development to K-12 public and private schools around antisemitism and Jewish history/identity education.

New Internal Funding for Competitive Faculty Awards

• Dr. Jihae Cha received a Honey W. Nashman Center Faculty Development Grant for her project, "Integration of Afghan Students and Families in Northern Virginia: Community-engaged Approaches to Educational Inclusion."

Recent Journal Articles

• Dr. Elisabeth Kutscher and coauthors published the article, "Pre- and post-amputation healthcare experiences among persons with lower-limb amputations and their relatives: The case of Trinidad and Tobago," in PLOS Global Public Health.
• Dr. Elisabeth Kutscher and coauthors published the article "Pursuing equity through transformative mixed methods research: The case of secondary transition." The article was part of a special issue focused on applying transformative frameworks to mixed methods research in the journal Methods in Psychology.
• Dr. Christine Nganga, alumna Dr. Kim Jamison (Ed.D., Education Administration and Policy Studies), and alumna Dr. Shaun Shepard (Ed.D., Educational Leadership and Administration), published an article titled, “Transforming Knowledge into Praxis in Equity and Justice-Oriented Educational Leadership,”in the Journal of Research on Leadership Education.
• Dr. Bernhard Streitwieser and a team of EU-funded researchers published a paper in the journal Comparative Migration Studies on, "The Impact of the Covid-19 Pandemic on Social Inequalities in International Student Mobility."
• GSEHD student InJung Cho (Ph.D. in Education, Comparative and International Education Concentration) published her first peer-reviewed journal article titled, "Exploring urban slum education through photovoice with children: Concepts and techniques for research," in the Journal of Participatory Research Methods.
• Dr. Ryan Watkins, Dr. Ekundayo Shittu (SEAS), and GSEHD alumna Dr. Kazumi Homma (PhD, Education and Inequality concentration) recently published, "Research Ethics in STEM Education at Universities: A Scoping Review,” in the Journal of Academic Ethics.
• Dr. Tiffany Sikorski published the article, "Comparing curriculum coherence and student coherence seeking: a secondary analysis of the TIMSS video study," in the Journal of Curriculum Studies.
• Alumnus Jason Starita (master's, Curriculum and Instruction), Dr. Tiffany Sikorski, and others published the article, "Undergraduate Student Views on Social Innovation in Engineering," in the International Journal of Engineering Education along with GSEHD and others.
• Dr. Sandra Vanderbilt published an article titled, "Demanding more: currere and dis/ability," in the Currere Exchange Journal.
• Dr. Brian Casemore published an article in the Journal of Curriculum Theorizing titled "On the Raveling of Deep Aspect: Curriculum as Subjective Place."
• Drs. Rebecca Thessin, Abebayehu Tekleselassie, Leslie Trimmer, and Jennifer Clayton, and alumna Dr. Shaun Shepard (Ed.D., Educational Leadership and Administration) published an article titled “Leveraging a Candidate Assessment System to Develop an Equity-Centered School Leadership Pipeline through a University-District Partnership,” in a special issue of Education Sciences.
• Dr. Natalie Milman co-authored an article with GSEHD alumna Dr. Jessa Henderson (Ph.D. in Education, Human Technology Collaboration) and colleagues titled, "Teaching justice-oriented technology pedagogy: An inquiry-based approach for teacher educators to critically address edtech," published in the journal Contemporary Issues in Technology & Teacher Education.
• Dr. Ryan Watkins, along with Eran Barak-Medina from the Holon Institute of Technology in Israel published "AI’s Influence on Human Creative Agency" in the Creativity Research Journal.
• Dr. Jihae Cha published an article in the International Journal of Educational Development titled, "What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya."
• Dr. Jihae Cha co-published an article with GSEHD alumna Laura Galle (master's, International Education) titled, "The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya," in Compare: A Journal of Comparative and International Education.
• Dr. Deniece Dortch, along with alumna Melanie Pagán (Master's, Education Inequality), alumnus Jonathan Dollar (Master's, Higher Education Administration), and current doctoral student in Curriculum and Pedagogy Zhongxin Zheng, published a peer-reviewed article titled, "Confronting Gendered Racism: Rethinking Maladaptive Behaviours of African American Women Pursuing Doctoral Degrees at Predominantly White Institutions," in The Review of Education.
• Dr. Bernhard Streitwieser, former International Education professor Dr. Kyle Long, and Joy Gitter, a colleague at Hanover Research, published their article, "Inequities in Public Scholarship During the Pandemic," in the Teachers College Columbia University journal, Current Issues in Comparative Education.
• Dr. Scott Beveridge, along with Counseling PhD candidate Emily Decker, master's student Lingyi Zhu, and alumna Dawn Jones (master's, Counseling), published a peer-reviewed article titled, "International Association of Rehabilitation Professionals Longitudinal Salary Survey," in The Rehabilitation Professional.
• Dr. Robert Froehlich, alumna Nichole Tichy (master's, Rehabilitation Counseling), and counseling doctoral student Hilary Hoagwood published the article, "Counseling considerations to address ableism in academia," in the Virginia Counselors Journal.
• Dr. Mina Attia and counseling doctoral candidates Sravya Gummaluri, Emily Decker, Brook Fulton-DeLong, doctoral student Shiyu Tang, and CMHC masters alumna Maya Deshpande published a research article titled, ”A Phenomenological Inquiry of Asylum Seekers’ Migration Trauma and Adjustment in the United States,” in the International Journal for the Advancement of Counseling.
• Dr. Deniece Dortch and doctoral student Qi Chen (Counseling) published the article, "In the Midst of the Collective: The Experience and Influence of African American Peer Groups in Graduate School at Predominantly White Institutions," in the Journal of College Student Retention: Research, Theory & Practice.
• Dr. Karen Kortecamp co-authored an article titled, "A scalable approach to high-impact tutoring for young readers," published in the journal Learning and Instruction.
• Ph.D. student Sandra Cruz (Education Policy) co-authored the article, "Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness," in the Journal of Curriculum Studies.
• Dr. Elisabeth Kutscher and colleagues at seven institutions published the article, "Mixed Methods Research in Secondary Transition: A Systematic Literature Review," in the Journal of Career Development and Transition for Exceptional Individuals.
• Drs. Bagmi Das and Mina Attia, along with GSEHD alumna Dr. Claudia Nguyen (Ph.D., Counseling), doctoral student Qi Chen, and Daniel Kerchner from Libraries and Academic Innovation, published an article in the Journal of Multicultural Counseling and Development titled, "Navigating Identity and Mental Health on Instagram: Edu-fluencers in the Asian American Pacific Islander Community."
• GSEHD alumna Dr. Amanda Baker (PhD, Comparative and International Education), along with Dr. Laura Engel, published a journal article titled, "Collaborative Cosmopolitan Capital in In-Service Teacher-Led K-12 Study Abroad Programs," in the journal, Frontiers: The Interdisciplinary Journal of Study Abroad.
• GSEHD alumnus Dr. Brian Ernest (master's and Ed.D., Special Education and Disability Studies), along with Dr. Melissa Sullivan-Walker and Dr. Elisabeth Rice, published the article, "Connecting with your Toughest Kids: Structuring Teacher-Student Relationship Interventions with MTSS," in The Clearing House: A Journal of Educational Strategies, Issues and Ideas.
• GSEHD Visiting Scholar Dr. Minh Kim published the article, "A Snapshot of Creativity in PK-12 Education Policies and Practices in the United States," in the Creative Education Journal.
• Dr. Deniece Dortch, doctoral student Qi Chen (mental health counseling), and alumna Joy A. Jack published an article in the Review of Higher Education called "Black Taxes: African American doctoral students experiencing tokenism at a PWI."
• Dr. Sarah Ray published "Reflections: Putting Theory into Practice," in New Horizons in Adult Education and Human Resource Development with OLL alumna Catherine Meeth.
• Student Carla Ritz, alumnus Dr. Richard March (Ed.D., Human and Organizational Learning), and Dr. Sarah Ray published "The Application of Andragogical Principles in a Transformational Leadership in Workshop for Prevention Professionals," in Andragogy In Practice Case Book.

Recent Reports

• Dr. Laura Engel co-authored two publications, published in Spanish, for the UNESCO Regional Office for Central America, Mexico, and Colombia: El Derecho a la Educación en la Movilidad Humana en América Central, República Dominicana y México: Hacia una Educación Inclusiva, Equitativa, de Calidad y con Oportunidades de Aprendizaje Permanente [The right to education in human mobility in Central America, the Dominican Republic and Mexico Towards an inclusive, equitable, quality education with lifelong learning opportunities].
• Dr. Tiffany Sikorski, along with members of the Connecting Science Communities Research-Practice Team (Kristine McCaslin, Jaehyuk Lee, and Nicole Webster) published a practice brief for informal science educators and program evaluators on informallearning.org: "Asset-Based Approaches to Visitor Observation in Science and Natural History Museums: A practice brief for program evaluators and informal science educators."
• Dr. Bernhard Streitwieser and six Refugee Educational Advancement Laboratory (REAL) students—Katy Coleman, Ayla Deniz, Amina Iman, Alia Marzyie, Nikki Paris, Abigail Strait, and Megan Ward—collaborated on an intensive short-term writing project for UNESCO Paris’ section for higher education on “the development of a draft subsidiary text on the recognition of refugees’ qualifications and the development of complementary pathways” for the Intergovernmental Conference of the State Parties to the Global Convention on the Recognition of Qualifications Concerning Higher Education.

Recent Book Chapters

• Dean Michael Feuer and Dr. Dwayne Wright wrote a chapter in Creating Justice in a Multiracial Democracy: New Will for Evidence-Based Policies That Work, published by Teachers College Press. Their chapter is titled, "Action to Reaffirm: Equity, Racial Justice, and the Future of College Admissions."
• Dr. Sandra Vanderbilt recently published a chapter titled, "Demanding more than equity and inclusion: Historical and emerging understandings of dis/Ability justice," in Social Foundations of Education Reader: Critical essays on teaching, learning, and leading (Volume II).
• Dr. Chrstine Nganga wrote the forward to the published text, The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change.

• The Human and Organizational Learning (HOL) Department’s faculty, students, and alumni presented their work in 32 presentations and were recognized for their scholarship at the Academy of Human Resource Development (AHRD) International Conference held in Arlington, VA, February 19-22. See the list of presentations >
• Drs. Ellen Scully-Russ, Maria Cseh, and Yoshie Nakamura, along with Human and Organizational Learning doctoral students, candidates, and alumni, participated in the International Transformative Learning Conference (ITLC24) at the University of Siena, Italy. Dr. Scully-Russ Chaired the ITLC24 Design Committee, which was responsible for organizing the conference program, keynote sessions, and social events. GSEHD participants presented papers, Pecha Kucha performances, and organized a symposium. View details >
• GSEHD was represented by faculty, students, and alumni at the Journal of Curriculum Theorizing's 44th Annual Conference on Curriculum Theory and Classroom Practice at Bergamo.
  • Dr. Sandra Vanderbilt presented two papers, "Won't You Be My Neighbor: Despair, Hope, and Fred Rogers," on a panel titled, Gratitude, Care, Community: dis/Ability Theorizing and Curricula of Presence, and a paper titled, "Daisaku Ikeda and Poetics of Peace, Justice, and Value Creation as a Curriculum of Peacebuilding."
  • Dr. Brian Casemore was a respondent on two book panels: an all-conference panel titled, A Panel Discussion of Tom Poetter's book, Curriculum Fragments: A Currere Journey Through Life Processes (Routledge, 2025) and, along with GSEHD graduate Dr. James Burns, a panel titled, The Confessional and Sharing of Being in Curriculum Theorizing, focused on the recently published Curriculum as Confession: the Promise of Teaching for Selfhood and Truth (Routledge, 2025) by Christopher M. Cruz.
  • Dr. Casemore also organized and facilitated a panel titled, Negotiating the Inner and Outer Dimensions of Dialogue in History, Theater, and Anti-racist Education, featuring the scholarship of alumni Liam Goff (master's, Curriculum and Instruction) and David Kongstvedt (master's, Curriculum and Instruction), and doctoral student Catherine Wigginton Greene (Curriculum and Instruction).
  • Doctoral student Carola Goldenberg (Curriculum and Instruction) presented the paper, “The World Language Classroom as a Site of Exploration and Self-Formation: Subjective in the Encounter with Difficult Knowledge.”
  • Alumnus Dr. Dowan McNair-Lee (Ed.D., Curriculum and Instruction) presented two papers: “‘I Got on the 36 Bus with My Reglia On’: A Rumination on Place and Peace” and “Collective Black Feminist Currere as Experienced Through the Work of Salt-N-Pepa.”
  • Alumna Dr. Rachel Talbert (Ed.D., Curriculum and Instruction) of Teachers College Columbia University presented the paper: “‘Manhatta is a Lenape Word’: Curricular Movement Toward and Away from Peace.”
  • Alumnus Dr. James Burns (Ed.D., Curriculum and Instruction) presented the paper: “What Knowledge is of Most Worth? Reflection on Israel, Gaza, War, Truth, and the Banality of Evil.” Dr. Burns was also a respondent on an all-conference panel titled, Confabulating Complicated Conversation, A Panel Discussion of Susan Mayer’s Book: Practicing Pragmatism Through Progressive Pedagogies: A Philosophical Lens for Grounding Classroom Teaching and Research (Routledge, 2024).
• Dr. Elisabeth Kutscher presented on "Using AI to Spark Tailored Transition Instruction" at the Division on Career Development and Transition's (DCDT) annual conference in Chantilly, VA. She also co-facilitated a panel on "Intentional Inclusivity: How to Support Disabled and Neurodivergent Transition Practitioners with Disabilities." Following the conference, Dr. Kutscher joined the DCDT president and executive director to offer a session on "Using Technology to Empower Transition Planning: How AI is Being Used by Transition Specialists" at the Council For Exceptional Children's Fall PD Fair."
• Ph.D. candidate Taysue Morris (Counseling) presented her on dissertation topic, "Narrative Medicine in Africa: Unveiling the Therapeutic Potential of Storytelling in African Communities," at the Southern Association for Counselor Education and Supervision (SACES) Conference held in Dallas, Texas.
• Drs. Mina Attia and Bagmi Das presented two sessions at the International Association of Counselling's conference in Naples, Italy. The presentations were entitled, "Post-Traumatic Growth and Resilience of LGBTQ+ Asylum Seekers in the United States" and "Navigating Identity and Mental Health on Instagram: Edu-fluencers in the AAPI Community."
• Dr. Natalie Milman presented, "Reimagining Ed Tech Research" at the Civics of Technology Conference.
• Dr. Adrienne Robinson and DJ Ralston, along with colleagues from San Diego State University, presented “Meet Us at the Cross Road: Examining the Foundations of RISE-UP" at the 30th Annual National Association of Multicultural Rehabilitation Concerns (NAMRC) Conference, held in Raleigh, NC.
• Dr. Jim Williams took part in the British Educational Research Association conference in Manchester, UK, as part of the Japan Educational Research Association delegation, speaking on a panel of scholars on creativity and critical thinking in Japanese higher education.
• Dr. Abe Tekleselassie and Dr. Leslie Trimmer gave a research presentation at the 2024 Annual Conference of the International Society for Educational Planning. Their presentation was entitled, "Equity through Leader Succession Planning: How do Equity Centered Principal Preparation Programs Retain Effective Principals in a High-needs School?"
• Dr. Doran Gresham presented at the National Dropout Prevention Center’s annual conference in New Orleans, introducing an innovative new model designed to reduce absenteeism and improve outcomes in special education. His workshop, "Addressing Absenteeism in Special Education: Strategies for Engagement and Impact," offered school leaders a fresh approach through the CREATE strategy.
• Dr. Sarah Ray and master's student Jae Elig (Organizational Leadership and Learning) presented two sessions at the American Association of Adult and Continuing Education Conference (AAACE), including "Breaking Boundaries: Including Transgender Individuals in Adult Education Research" and "Exploring LGBTQ Inclusion in Social Entrepreneurship from an Adult Education Perspective." In addition, Dr. Ray and a colleague presented, "Professional and Career Development Through Critical Reflection in STEM Disciplines."
• Counseling doctoral student Kate Anderson, along with Dr. Maggie Parker and Dr. Deborah Ojiambo, presented, "Adapting Child-Parent Relationship Therapy to Parent Educators and Parents in Tanzania and Uganda," at the International Association of Play Therapy.
• Dr. Sandra Vanderbilt presented, “Learning from imperfect pasts: currere, LatDisCrit, and hope for interconnectedness in the classroom," at the 25th Annual Curriculum and Pedagogy Group Conference.
• Dr. Mikyong Minsun Kim presented the session, "Tuition Break and Roles of Four Regional Compacts," at the Association for the Study of Higher Education (ASHE) Annual Conference.
• Dr. Sarah Ray and a colleague presented their work titled, "Sustainability Meets Workforce Development: A Green HRD Perspective in Manufacturing" at the 2025 University Forum for Human Resource Development Annual Conference.
• Dr. Ryan Watkins presented, "The Impact of AI on Education Policy," at the conference for Education Policy Fellowship Program (EPFP) hosted by the Institute for Educational Leadership.
• GSEHD student Mary Catherine Boehmer (Educational Technology Leadership) presented, "Beyond the Hype: Practical AI Adoption for Organizations," for PyData Boston.
• Dr. Ken Hergenrather, Dr. Maureen McGuire-Kuletz, and GSEHD alumna Dr. Nichole Tichy (GW Center for Rehabilitation Counseling Research and Education; Ph.D., Counseling), presented a concurrent session titled, “Persons with disabilities and social equity in research: Applications of community-based participatory research," at the American Rehabilitation Counseling Association Symposium.
• GSEHD faculty, along with an alumna and student, presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in National Harbor, MD.
  • Dr. Tiffany Sikorski organized a symposium, "Understanding How Learners Seek Coherence in Science," which included speaker and alumna Dr. Mary Beth Short (Ed.D., Curriculum and Instruction).
  • Dr. Mary Beth Short also presented, "Spacetimematter Entanglements in a Digital Environmental Story."
  • Doctoral student Lauren Browning (Ph.D. in Education, Curriculum and Instruction concentration) presented at a roundtable, "Fidelity of Implementation to Three-Dimensional Critical Components: A Systematic Review" She also presented a paper, "Teachers’ Views About Integrating Earth Science Into High School Biology, Chemistry and Physics Curriculum."
  • Dr. Jonathon Grooms and Lauren Browning both presented as part of a related paper set, "Evolving Partnership to Advance Earth Science Across a Large District’s Biology, Chemistry, and Physics Courses."
  • Dr. Jonathon Grooms presented a paper, "Partnership Participation and Teachers’ Changing Views of Reform Science Teaching."
• GSEHD doctoral student Heather Jorgenson (Ph.D. in Education, Curriculum and Instruction concentration) presented, "Professional Learning Leaders’ Perspectives on How Automated and Personalized Feedback Reports Can Support Teacher Learning," at the Society for Information Technology and Teacher Education Conference in Orlando.
• Dr. Sandra Vanderbilt, along with master's student Cooper Sved (Education Policy), presented, "King Friday’s Wall: The Magic of Make Believe to Face the Spectacle of the Present,” at the American Association for the Advancement of Curriculum Studies 2025 Annual Conference in Colorado. Dr. Vanderbilt also presented, "Radical Solidarity Avenues and the Teachings of Fred Rogers."
• Dr. Rob Froehlich and his VCA Ethics Committee colleagues presented, "Artificial Intelligence: Some Considerations for the Counseling Profession," at the Virginia Counselors Association (VCA) Convention in Hampton, VA.
• Dr. Yoshie Nakamura was an invited speaker for the Mansfield Foundation, where she presented, "Leadership Development in Japan."
• Dr. Gary White (CCAS) and Dr. Tiffany Sikorski presented, "Student Learning and Limiting Case Analysis," at the American Physical Society Global Physics Summit in Anaheim, CA.
• GSEHD student Doo Rhee Lee (PhD in Education, Comparative and International Education) and Dr. Laura Engel presented, "The Global Governance of Education: Cities as Critical Policy Spheres," during a session of the UN ECOSOC Youth Forum.
• Dr. Bernhard Streitwieser gave an invited presentation on "Survival Mobility and International Student Mobility: What we know and what we need to learn” to the European Network on International Student Mobility (ENIS).
• Dr. Bernhard Streitwieser, two Refugee Educational Advancement Laboratory (REAL) students, Mia Cleary and Maryann Chiu, and Laura Wagner, Director of Refugee Access for the Presidents Alliance on Higher Education and Migration, participated in a roundtable session, "The Future of Refugees and Education," for the Elliott School's Foreign Aid Teach-in on Refugees and Education.
• Dr. Natalie Milman presented, "Designing differentiated instruction for more equitable instruction with technology," at ISTELive and ASCD Annual Conference in San Antonio, TX. Her session was followed by a book signing for her book, Using Technology in a Differentiated Classroom: Strategies and Tools for Designing Engaging, Effective, Efficient & Equitable Learning.

Paper/Poster Presentations

• Faculty, students and alumni presented in 40 sessions at the American Educational Research Association (AERA) Annual Meeting in Denver, CO. Additionally, several led or chaired sessions and discussions. See full list of presentations >
• Dr. Jonathan Eakle, his current doctoral student Xiaoyue Zhang, and his former student, alumnus Dr. Evan Crump (Curriculum and Instruction), presented a paper and performed a “Logic of Sensation with New Painting, New Theatre, and New Music,” for an international audience at the Society for the Study of Affect Conference.
• Doctoral student Daphne Pee (Human and Organizational Learning) and Dr. Yoshie Nakamurapresented, "Examining epistemic injustice in the environmental field: A scoping review of 'ways of knowing' and power issues in environmental disciplines," at the Coastal & Estuarine Summit in Washington, D.C.

Keynote Address

• Dr. Michael Feuer gave the opening keynote address at the Academia and Innovation Forum 2025. The theme of this year's forum was, Navigating Futures: Building Synergies for Academia and Innovation.
• Dr. Michael Marquardt, Professor Emeritus, Human and Organizational Learning, delivered the keynote address at the 2024 annual conference in Vietnam of the World Institute for Action Learning. The presentation was entitled, "33 Ways on How Action Learning Builds Great Teams."
• Dr. Laura Engel, with a team of international co-authors, presented a keynote on Cosmopolitan Nationalism: Articulations in Education Policy, in the Policy Futures Webinar Series at Aarhus University's Danish School of Education.
• Dr. Natalie Milman gave a keynote address titled, "Education in the Digital Age," for the U.S. Department of State's International Visitor Leadership Program, which is their premier professional exchange program.
• Dr. Laura Engel was the invited guest speaker at the UK-based BELMAS Research Interest Group for International and Comparative Education. She presented a session titled, "Weak State Recall: Reflecting on the Global Turn in US Schooling."

Panel Session

• Dr. Bernhard Streitwieser was an invited panelist at the National Association of Higher Education Systems (NASH) conference for the session, “Higher Education for All: New Approaches to Inclusivity and Belongingness.”
• Dr. James Williams served as a panelist for a Brookings Institution webinar titled, "Contextualizing Pedagogy: A Discussion on the SPARKS Working Papers."
• As part of a panel on teacher leadership, Dr. Matthew Shirrell presented a talk, ”Can Board Certification Be A Pathway to Teacher Leadership?,” at a  convening in Chicago, IL, hosted by the Spencer Foundation and the William & Flora Hewlett Foundation, focused on “New Directions in Teaching, Educator Preparation, and Learning.”
• GSEHD master's student Jacqueline Hatch (International Education), Co-Director of the Refugee Education Advancement Lab (REAL) and 2024 GW UNESCO Fellow, spoke at the United Nations Office at Geneva (UNOG) on a panel for the 17th session of the Forum on Minority Issues.
• Dr. Michael Feuer presented at and event hosted by GW's Program on Extremism, "Combating Antisemitism at Home: Strengthening U.S. Policies Through Education and Advocacy."
• Dr. Sandra Vanderbilt presented, "Inhabiting contradictions: Black girls’ imaginary of themselves in Washington, DC public housing," on a panel titled, "Poetry and Arts-Based Methodologies: Dismantling Racism, Microaggressions, Discrimination, and Social Justice Across Diverse Settings," at the 2024 American Anthropological Association Annual Meeting.
• Dr. Natalie Milman and Dr. Ryan Watkins were invited panelists at the Academia and Innovation Forum 2025 where they spoke about, "The role of academia in a changing world."

• Dr. Natalie Milman joined the Board of the Civics of Technology which "aims to empower students and educators to critically inquire into the effects of technologies on their individual and collective lives."
• Dr. Laura Engel joined the Editorial Board of the AERA journal, Review of Educational Research.
• Dr. Yoshie Nakamura has been appointed as an Associate Editor of the Human Resource Development Quarterly journal.