Judith Herb College of Education

JHCOE doctoral student wins the BG Best Award

Terence Armentano, a Ph.D. candidate in the Educational Technology program, won the BG Best Award for his work with students and faculty transitioning to emergency remote teaching (ERT) during the  COVID-19 pandemic. Mr. Armentano is the assistant director for Online and Summer Academic Programs at Bowling Green State University.  For the full story please follow the link below.



Congratulations to Dr. Susanna Hapgood, who has been name as the new Judith Daso Herb Endowed Chair in Education.

The Judith Daso Herb Endowed Chair in Education was established in 1998 by Judith Daso Herb in honor of her devoted parents, Richard and Betty Daso.

Susanna Hapgood, Associate Professor at UToledo, has a deep background in both formal and informal education, literacy, and children’s language learning while doing science. Dr. Hapgood has been involved the Networking Urban Resources with Teachers and University to Enrich Early Childhood Science (NURTURES) project for the last 9 years. In 2017 this project received the Christa McAuliffe Excellence in Teacher Education Award from the American Association of State Colleges and Universities. She was key-faculty for one year then co-PI with her University of Toledo colleagues (Drs. Charlene Czerniak,(PI), Scott Molitor  & Joan Kaderavek, co-PIs) for 8 years on two National Science Foundation grants that funded the development and research of the project. Before coming to UT in 2006, she taught English in Japan for over five years, two in middle and elementary schools and three more in a preschool immersion program she developed. She was the program director at the Children’s Museum in South Dartmouth (in Massachusetts) for several years and has assisted in the development of special exhibits at the Boston Children’s Museum and the National Children’s Castle in Tokyo. After conducting an in-depth case study of second graders’ investigations of the motion of balls on inclined planes, she completed her doctorate in early childhood education at the University of Michigan.

Dr. Hapgood has authored or co-authored nine peer-reviewed articles, five book chapters and several national and state accreditation reports and has chaired 13 dissertation committees. In addition, she has made over 50 presentations at peer-reviewed national and international conferences. Her research has focused on young children’s experiences engaging in scientific inquiry in classrooms and in informal learning contexts when with family members. A second line of research has examined how to support teacher’s specialized knowledge development for planning and enacting scientific and engineering-design inquiry instruction and for informational text-based discussions. She currently serves on the Professional Development Committee for the Association of Science Teacher Educators and regularly reviews articles for the Journal of Research on Science Teaching and Science Education.

Judith Daso Herb Endowed Chair funding will first support in-depth examination of families’ discourse and engagement with science and engineering materials. This information has the potential to enhance our understanding of how families incorporate science and engineering practices into their children’s home learning experiences.

The legacy of The Judith Daso Herb Endowed Chair will benefit education and learners in Toledo, Northwest Ohio and beyond.

Seeking Grant Participants: PROJECT PREPARE

Are you…

  • Currently licensed to teach either early childhood education (PreK through Grade 3) OR K-12 Special Education?
  • Interested in making a difference in the lives of young children (from ages 3 to 5) who have intensive needs through interprofessional teaming all while earning Ohio’s Preschool Special Needs Endorsement AND a graduate certificate in inter-professional teaming?
  • Interested in furthering your career in Early Childhood Special Education? Concerned that you don’t have the time or money to do it?


Project Prepare is a 2-year, part-time online program of graduate study funded by the U.S. Department of Education. Students enrolled in the project will complete 2 online graduate1 courses per semester (Spring, Summer, Fall) as well as 2 internships at the end of their program of study. Project Prepare is housed at the University of Toledo, a leader in high-quality distance learning programs. Project Prepare will provide full tuition support and an additional stipend towards earning Ohio’s Preschool Special Needs Endorsement (PSNE) AND a graduate certificate in inter-professional teaming.

Now recruiting for new participants to begin coursework in January 2021.

Click here for more information and to apply: http://www.utoledo.edu/education/grants/project-prepare/ 

Join our team – Marketing, Communication, Recruitment Specialist

Help us recruit and support future educators and leaders!

Now hiring our next Marketing Communication & Recruitment Specialist.

The Marketing, Communications and Recruitment Specialist will assist with the integrated process of advertising, student outreach and contact, as well as the recruitment and retention of undergraduate and graduate students for the Judith Herb College of Education. This college-specific position will be centered on increasing and diversifying enrollment for all programs as well as helping to monitor student performance and connectedness once the students are attending classes in the college.

Visit UToledo’s Job Opening website to learn more and to apply (req2118)


Applications due by September 28, 2020

Additional questions can be directed to Richard Welsch at richard.welsch@utoledo.edu

Dr. Kumar Named American Psychological Association Fellow

Dr. Revathy Kumar, professor of educational psychology in The University of Toledo Judith Herb College of Education, has been elected a Fellow of the American Psychological Association.

The appointment will be effective in January.


With more than 121,000 members, the American Psychological Association is the leading scientific and professional organization representing psychology in the United States.

Kumar joined the UToledo faculty in 2001. Her research focuses on social and cultural processes involved in constructing a sense of self and identity among adolescents in culturally diverse societies. Of particular interest are the roles of teachers, teacher-education programs, schools, communities and families in facilitating minority and immigrant adolescents’ development, learning and motivation.

Her work has been published in education and psychology journals, and she has authored and co-authored several book chapters. In addition, Kumar has given presentations about her research around the world.

“I am honored to be elected a Fellow of the American Psychological Association. It is humbling to be nominated and elected by scholars whose work I respect and admire,” Kumar said. “I also want to acknowledge the support I have received over the last 20 years from my colleagues and administrators at The University of Toledo to engage in the kind of work I love doing.

“Now I am even more energized to collaborate with teachers to conduct intervention research to improve the academic and psychological wellbeing of students, particularly those from minority and immigrant backgrounds,” she added.

“We are extremely proud Dr. Revathy Kumar is receiving Fellow recognition within the prestigious American Psychological Association,” Dr. Raymond Witte, dean of the Judith Herb College of Education, said. “Few within the profession receive this distinction, and Dr. Kumar and her work are indeed worthy of the honor.”


It is a long-standing phenomenon that education majors spend their years in college looking forward to student teaching.  During that culminating semester, teacher candidates truly transform from “student” to “educator”. Through the mentorship of their cooperating teacher, student teachers take over the duties of planning and instructing.  Student teachers revel in going to work each morning as they take on the role of “teacher” in their placement classrooms, and becoming a “colleague” with faculty in the building.

Spring 2020 Student Teachers
(pictured January 2020)

And so, that was the dream and expectations for the 115 UToledo student teachers who began their experiences in January 2020. The COVID-19 pandemic has forced an abrupt end to the physical school year for PK-12 learners.  Teachers across Northwest Ohio and Southern Michigan pivoted to provide virtual classrooms and home learning, and likewise, the role of our UToledo student teachers required a new transformation…. reinvented student teaching experience in a remote environment.


Specifically, UToledo student teachers have changed to remote teaching by preforming the following:

  • Participating in zoom instruction
  • Creating a YouTube channel
  • Directing virtual oral math practice sessions
  • Planning online instruction
  • Interfacing through Google classroom
  • Producing a Facebook page to communicate with parents
  • Recording video read alouds
  • Conducting video parent conferences


As you can imaging, the integration of technology into the teaching and learning experiences has been priority of our student teachers.  One cooperating teacher, Joe Ziebold from Genoa Area Schools, stated “Damian [the student teacher] is posting his lessons on Google Class and responding to his students’ comments. I believe this is a great experience for Damian to be able to teach and respond using technology. He is getting best of both worlds- taught in a classroom environment and is currently teaching out of the classroom.”

The College is proud of the work and dedication of the class of 2020.  Their flexibility in this time of crisis has demonstrated sterling dispositions and professional characteristics.  As our student teachers launch their careers, we trust they are ready to face all demands of the field and can continue to provide high quality instruction to their students.   Best wishes class of 2020!


Kappa Delta Pi Initiation 2020


Kappa Delta Pi, International Honor Society in Education, is pleased to announce that 24 students were inducted virtually into the Zeta Epsilon Chapter of the society at the University of Toledo.

Because of the global Novel Coronavirus pandemic, it was not possible to hold an in-person gathering to induct and celebrate the academic achievements of the twenty-four University of Toledo students joining Kappa Delta Pi International Honor Society. As a result, this year’s inductees into the Zeta Epsilon Chapter of Kappa Delta Pi International Honor Society completed a virtual induction ceremony.

In this ceremony, inductees watched a Kappa Delta Pi national headquarters video and completed an online quiz, provided by the Zeta Epsilon chapter, agreeing to uphold the Kappa Delta Pi ideals. Having completed their virtual induction requirements, inductees listed in this program are officially granted membership into the Kappa Delta Pi International Honor Society.

The Society inducts only those individuals who have exhibited the ideals of scholarship, integrity in service, and commitment to excellence in teaching and its allied professions. Selection as a member of Kappa Delta Pi is based on high academic achievement, a commitment to education as a career, and a professional attitude that assures steady growth in the profession.

Spring 2020 KDP Inductees

Brittany E. Abraham Katherine McGowan Teresa M. Green Christina N. Shrigley
Abigail Barshel Dawn M. Merritt Victoria Lynne Hagmeyer Morgan R. Skaggs
Lenna J. Black Brittany Oswald Grant Heil Rebecca Kay Stanwick
Natalie Brown Stephanie L. Parsons Tracey L. Hoff Claribel Timmins
Rylee R. Dean Hannah R. Post Kylie Jordan Kiss Hannah Elizabeth Walters
Jannet Frias Kellie Schreiber Allison A. Lorenzen Meg C. Weiler


About Kappa Delta Pi
Kappa Delta Pi, International Honor Society in Education, is a 501 (c) (3) organization established in 1911 to recognize and promote excellence in education, provide a reasoned voice for significant issues, and link learning communities of educators. Through its programs, services, and strategic partnerships, KDP supports the professional growth and teaching practices of educators throughout all phases and levels of their careers. The organization currently has more than 600 chapters and an active membership of nearly 40,000 worldwide.


Herb Scholars – 2020 Award Winners

Herb Scholars – 2020 Award Winners

Four dynamic high school seniors have been identified for the 2020 Herb Scholar award. This most prestigious scholarship, awarded by the College, honors Judith Herb and her family. The scholarship is valued at full-time, in-state undergraduate tuition and general fees, room and board for up to eight semesters of enrollment. The projected value of this scholarship is $82,000.

Congratulation to the following future educators:

  • Ryli Harden, Saline High School (MI), majoring in early childhood education
  • Lainey Hilliard, Whiteford High School (MI), majoring in early childhood education
  • Jenna Pittman, Dundee High School (MI), majoring in early childhood education
  • Dylan Smith, Toledo School for the Arts (OH), majoring in visual arts education

pic of four students

This cohort of scholars represents the tenth group of students to be awarded this prominent scholarship.  Recipients are selected based on academic excellence, community engagement, and a successful interview with the selection committee.

We look forward to having these scholars join our 2020 freshman class!

fueling tomorrows


Early Research Career Award: Dr. Kate Delaney

The Early Education/Child Development Special Interest Group of the American Education Research Association (AERA) has announced that Dr. Kate Delaney is the recipient of the 2020 Early Research Career Award.  

She was unanimously selected by the committee after a review of her articles, CV, and nomination letters.  Mary Jane Morgan, the award chair, acknowledged Delaney’s attention to politics and practice that have influenced the high quality of her methodological approach, lenses used, and rigorous investigations. Specifically, the committee identified Delaney’s innovative peer-reviewed publications, the impact of these publications in the ECE field, and a practical aspect of her work. The award will be presented at AERA’s annual meeting in April.









Dr. Kate Delany joined the faculty at UToledo in 2015, as an Assistant Professor of Early Childhood Education. She has earned degrees from Columbia University (AB), and the University of Wisconsin (MS & PhD). Congratulations, Kate!

Brady Partnership Schools – focus on urban education

In 2018, the Early Childhood Education (ECE) program launched the Brady Partnership Schools (BPS) initiative. In May 2020, the program will be graduating its first 3 students! The BPS initiative is an option for students majoring in Early Childhood Education to select as a specialty track with a focus on urban education. Entry into the BPS initiative is competitive and only up to 4 students are selected each semester. UToledo students are placed in BPS partnership schools (East Broadway, Marshall, and Sherman Elementary) as well as partnering Head Start classrooms in order to explore urban education across four practicum semesters.

A key feature of the program is the experience students gain from volunteering in a Boys and Girls Club. By utilizing the clubs, UToledo students are able to work with children from their practicum schools in a social, non-academic context. Students are expected to volunteer 20 hours per semester, excluding the student teaching semester.

Additionally, the BPS initiative is providing JHCOE students the opportunity to engage fully in rich urban school settings with master teachers; helping them to develop skills and dispositions to be successful in these settings upon graduation. The goal is for the UToledo students to be able to step into schools, like Toledo Public, and meet the social, emotional and academic needs of children immediately. Additional student support is provided by two graduate students, Cassidy Boyden and Karen Krepps, who visit placement schools and complete observations of the UToledo students to provide support and insights into working with kids in urban schools, as well as any issues (assessment, behavior, etc.) they may be encountering.


Brady Partnership Schools faculty and students.

Front row (left to right): Kamille Berry, Amanda Hayes, Allie Ralph
Back row (left to right) Ruslan Slutsky, Stephanie Bloom, Kayla Spencer, Dena Deeb, Celleste Brazeau, Stephanie Hunt, Kate Delaney.


Below are statements from BPS students regarding the impact the program has had on them as current students and future teachers:


The Brady Partnership Schools project has changed my outlook on education in many ways throughout my placements in the Toledo Public School District. It has given me the opportunity to learn so much more about my placement school, my students, and especially myself. There are so many opportunities given in this program, whether that be peer and faculty support, informational meetings, or cooperating teachers selected just for me. I look forward to continuing my journey through teaching and education with the Brady Partnership Project. (Amanda Hayes, BPS student)


The Brady Partnership Schools has been such an amazing experience. I have been able to learn so much about myself not only as a teacher but a person. I have been given the opportunity to learn many things other teachers do not get the chance to learn. While being in this program I have met so many remarkable people. Being supported by all those around you and learning from one another’s experiences is by far the best aspect. (Dena Deeb, BPS student)


Being a part of the Brady Partnership Schools has been a very positive experience for me so far. This is my first semester being involved, but I appreciate the extra support we get in the group. Having the opportunity to talk with professors and students from other cohorts has given me different perspectives on teaching, and has helped me while I try to work with the children in my placement. (Allie Ralph, BPS student)


Being a part of the Brady Partnership Schools program has helped me in many ways. It is has provided me with great resources and a group of peers who I can share and gain ideas from on how to improve my teaching skills in an urban setting. It has also given me the opportunity to learn more about the students I interact with through volunteering at the Boys and Girls Club. Through this program I have been able to refine my teaching skills and have learned ways on how to best connect with my students. (Stephanie Bloom, BPS student)