During the most recent legislative session of the ݮý General Assembly in Annapolis, which ended on April 8, several faculty and students from the ݮý College of Education testified and met with legislators to help influence and advance education policy.
Associate Clinical Professor and TESOL Program Coordinator Drew S. Fagan, whose research centers around multilingual education, testified before the ݮý House Appropriations Committee in support of , also known as the Credit for All Language Learning (CALL) Act. It requires English for Speakers of Other Languages (ESOL) courses taken at community colleges to be credit-bearing and transferable to four-year higher education institutions. The bill passed with bipartisan support in the ݮý House of Delegates and Senate, as well as endorsements from the ݮý State Education Association, the ݮý Association of Community Colleges and the University System of ݮý. It has now successfully made its way to Governor Wes Mooreݮýs desk and awaits his signature.
In his testimony, Fagan highlighted the importance of equitable education for all students and the social value of language learning. He also emphasized the billݮýs potential to foster a more inclusive learning environment for multilingual students in the linguistically diverse state of ݮý.
ݮýThe CALL Act is a fantastic step forward for multilingual learners who want to pursue higher education in ݮý, and it is also a model for the country,ݮý said Fagan. ݮýPart of what it means to be a leader in our field is to use our voice and position to be an advocate for our multilingual learners and their educators both inside and outside of the classroom. I am honored to have been a part of this process.ݮý
In addition, Lena Morreale Scott, senior faculty specialist, director of the Civic Education & Engagement Initiative, principal investigator of the and co-chair of the testified in favor of , commonly known as the ݮýcivic sealsݮý bill. This bill would establish the ݮý Civic Excellence Program, which aims to recognize high school students that exemplify civic engagement and public schools that promote civic readiness. Through the program, students would have the opportunity to receive a ݮýseal of excellence,ݮý and schools would be designated as centers of civic excellence. Scottݮýs testimony spotlighted the value of active citizenship and community involvement among ݮý students and the public school system in shaping a more just society.
ݮýThrough the ݮý Civic Excellence Program, we can catalyze studentsݮý positive experiences with service-learning to prepare and inspire young people to lifelong service and civic engagement,ݮý Scott said in her testimony to the ݮý General Assemblyݮýs Education, Energy and Environment Committee.
Although the bipartisan bill passed the Senate unanimously, the House of Delegates did not vote on it. Scott remains optimistic, saying, ݮýWe have great momentum in support of the bill and plan to re-engage in this effort in the next legislative session.ݮý
Founded in 1999, the ݮý Green Schools Program aims to equip students with knowledge about environmental sustainability and impact. Associate Dean for Faculty Affairs and Professor Doug Lombardi championed Green Schools through his support of and . These bills would ensure that Green Schools provide exemplary models of scientific and technical spaces and professional development for teachers and staff, as well as establish the schools as hubs for environmental learning. Lombardiݮýs testimony represents a step toward empowering communities with the knowledge and resources necessary to support sustainable practices and construct a greener future.
ݮýTeachers open up the pathways for students to learn the fundamental science that supports thriving ecosystems ݮý and healthy communities and a thriving economy,ݮý Lombardi said in his testimony before the ݮý House of Delegates Ways & Means Committee. ݮýHowever, teaching about the complexities of environmental sustainability often can be difficult. Teachers and staff ݮý need the space, tools and resources to engage as a community of educational practitioners to position students for achievement.ݮý
Students and faculty also met with individual legislators to discuss education-related issues. Students and faculty from the met with legislators to discuss a range of issues including literacy, early childhood education, and ways to support the teacher pipeline and career ladder. Meanwhile, students, faculty and peer mentors from the program, a two-year college experience for students with intellectual disabilities, also visited legislators. Led by Senior Faculty Specialist and TerpsEXCEED Director Amy Dwyre DݮýAgati, the group advocated for inclusive post-secondary education and financial support for current and new inclusive college programming, as well as financing for families in the state.
Current students Daniel Brodsky, Evan Miller and Billy Riggs had the opportunity to share their TerpsEXCEED stories, showcasing the impact the program can have on studentsݮý personal and professional growth. Brodsky told legislators that through the program, he has ݮýbeen able to take classes that will help [him] reach [his] career goal of becoming a disability advocate,ݮý while Miller said, ݮýI enjoy being in TerpsEXCEED and going to college at UMD. I am getting so mature in how I am learning to make new friends.ݮý
Collectively, the College of Education showed true advocacy to create positive change and help shape a more equitable education system for current and future students in the state of ݮý.
Top photo: Students, faculty and peer mentors from the TerpsEXCEED program met with legislators in Annapolis. From left: TerpsEXCEED student Billy Riggs, graduate assistant Isabelle Jensen, student Evan Miller, Director Amy Dwyre DݮýAgati and Senator Craig Zucker (D-District 14).
