The GU Student Diversity Task Group attends a summit to learn about education policy
During a spring summit, a group of Greenville University students met with lawmakers and learned how to fight for education reform, among other things.
The GU Student Diversity Task Group attends a summit to learn about education policy
During a spring summit, a group of Greenville University students met with lawmakers and learned how to fight for education reform, among other things.
Project L.E.A.D. (Leaders in Education Advocating for Diversity) is a task force of Greenville University education students that serve as student ambassadors and meet regularly to address crucial topics in education diversity and fairness. Two student summits are held in the autumn and spring. These summits bring together students and teachers from various Illinois schools to discuss diversity recruiting and scholarship, culturally responsive teaching and learning approaches, and taking collective action on social justice concerns.
The Project L.E.A.D. group focused on learning how to be an education policy advocate during the 2022-23 school year, including training on how to convey their narrative and meet with politicians to campaign for certain legislation. This year, the ambassadors learned about the legislative process and have been monitoring the Racism Free Schools Act (IL Senate Bill 90/House Bill 2049), which offers safeguards for students and teachers who witness acts of hatred in the school context. They also submitted witness slips to the Illinois Assembly in favor of the measure.
Project L.E.A.D. (Leaders in Education Advocating for Diversity) is a task force of Greenville University education students that serve as student ambassadors and meet regularly to address crucial topics in education diversity and fairness. Two student summits are held in the autumn and spring. These summits bring together students and teachers from various Illinois schools to discuss diversity recruiting and scholarship, culturally responsive teaching and learning approaches, and taking collective action on social justice concerns.
The Project L.E.A.D. group focused on learning how to be an education policy advocate during the 2022-23 school year, including training on how to convey their narrative and meet with politicians to campaign for certain legislation. This year, the ambassadors learned about the legislative process and have been monitoring the Racism Free Schools Act (IL Senate Bill 90/House Bill 2049), which offers safeguards for students and teachers who witness acts of hatred in the school context. They also submitted witness slips to the Illinois Assembly in favor of the measure.
Vanessa Compton, a double major in elementary education and special education, highlighted that the spring summit's simulated interactions with Kansas State Representative Tim Johnson and Teach Plus Fellow Bill Curtin helped her grasp what a professional policy dialogue may sound like.
Congressman Johnson said after meeting with GU L.E.A.D. ambassadors that the chance to address advocacy problems with the students may have benefitted him more than the students. Rep. Johnson explains that he picked up legislative ideas to discuss with his colleagues in Kansas. Most importantly, he got the opportunity to meet various folks who need a fair voice in state governance. This year's Project L.E.A.D. activities will culminate in "A Day on the Hill" at the Illinois state capital in Springfield, when ambassadors will meet with lawmakers and other educators to push for the Racism Free Schools Act.
Heather Gilmore, a professor of elementary education at GU, is the faculty liaison for Project L.E.A.D. at GU. Through these experiential learning experiences, Gilmore has seen an unbelievable development of leadership abilities, empathy, and the capacity to speak in difficult, but professional, dialogues about diversity and fairness. "We are grateful for the ability to apply for experiential learning funds because without them we could not attend these powerful summits with a strongly diverse group of peers, faculty, and presenters."
President Katie Chavez, a junior physical education major, and Vice President Ashley Smith, a sophomore early childhood and elementary education double major, are leading Project L.E.A.D. They have caused an enormous increase in involvement with very devoted people.
Vanessa Compton, a double major in elementary education and special education, highlighted that the spring summit's simulated interactions with Kansas State Representative Tim Johnson and Teach Plus Fellow Bill Curtin helped her grasp what a professional policy dialogue may sound like.
Congressman Johnson said after meeting with GU L.E.A.D. ambassadors that the chance to address advocacy problems with the students may have benefitted him more than the students. Rep. Johnson explains that he picked up legislative ideas to discuss with his colleagues in Kansas. Most importantly, he got the opportunity to meet various folks who need a fair voice in state governance. This year's Project L.E.A.D. activities will culminate in "A Day on the Hill" at the Illinois state capital in Springfield, when ambassadors will meet with lawmakers and other educators to push for the Racism Free Schools Act.
Heather Gilmore, a professor of elementary education at GU, is the faculty liaison for Project L.E.A.D. at GU. Through these experiential learning experiences, Gilmore has seen an unbelievable development of leadership abilities, empathy, and the capacity to speak in difficult, but professional, dialogues about diversity and fairness. "We are grateful for the ability to apply for experiential learning funds because without them we could not attend these powerful summits with a strongly diverse group of peers, faculty, and presenters."
President Katie Chavez, a junior physical education major, and Vice President Ashley Smith, a sophomore early childhood and elementary education double major, are leading Project L.E.A.D. They have caused an enormous increase in involvement with very devoted people.
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