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The journey for Dominiqué Bynoe-Sullivan to become a teacher has been challenging, from her home in Brooklyn to a high school in Harlem to the University of Pennsylvania.
At Penn, she initially focused on becoming a physician, pursuing a major in microbiology. But during her sophomore year she changed direction, working with faculty to choose a major in public health, with a minor in urban education.
The University of Pennsylvania will establish the Calvin Bland Faculty Fellowships for the Penn Futures Project. A $2 million endowment from the Robert Wood Johnson Foundation will create a separate fellowship for each school in Penn Futures: the School of Nursing, Graduate School of Education and School of Social Policy & Practice.
But what happens when the context of problems isn’t relatable? That’s what Penn GSE’s Janine Remillard and Caroline Brayer Ebby asked when they saw kids in Philadelphia struggling to make sense of the problems in a curriculum designed to build mathematics from real life contexts. Instead of asking students to solve a problem built around renting motor bikes on a luxury vacation, why not tap into their daily experiences living in America’s poorest big city? These relatable scenarios give them tools to develop critical thinking about their own world.
Every day, we see reminders of how civil political discourse has broken down in American society.
Since the 2016 election, Penn GSE professor Jonathan Zimmerman, and Harris Sokoloff and Chris Satullo of the Penn Project for Civic Engagement, have been thinking of ways to get Americans talking again.
The room is packed.
January 31 was a stressful day for Syrian immigrants living in the United States. Four days earlier, President Donald Trump had signed an executive order banning people from Syria and six other Muslim-majority nations from entering the U.S.
[[image|right|faculty=5005|caption=Dr. Harris Sokoloff]]
Each of the five students in the English class is a refugee, each from a different country, each with a different language. The volunteer teacher, Anne Pyzocha, is a student herself, in the last semester of GSE’s two-year Master of Science in Education in the Educational Linguistics Division, specializing in Teaching English to Speakers of Other Languages, or TESOL.
For several years, the School District of Philadelphia has been expanding its dual language immersion programs, with some help from Penn GSE educational linguist Nelson Flores.
There are now six district schools that have programs teaching students in both English and Spanish, with hopes to add more schools. In some ways, this recent expansion represents the rebuilding of what was once a robust climate for bilingual learning.
The wide range of skills ShaVon Savage (GSE ‘02) mastered during her previous professional lives have prepared her for her new post as the principal of the Henry C. Lea Elementary School in West Philadelphia, a partnership school with Penn GSE.
[[image|center|caption=Blue Ribbon celebration at Penn Alexander School|src=https://www.gse.upenn.edu/system/files/u225/1V2A1853.JPG]]