Starting in 2021, the School of Urban Education faculty changed the requirement that all Master's degree candidates had to complete a formal written thesis (see all theses) along with coursework in order to earn the degree. Now degree candidates have the option to complete another course and make a 30 minute presentation about their capstone project instead. Below with links are the degree completers who have demonstrated in-depth understanding of a topic in urban education and the research skills worthy of the M.S. Urban Education.
Name | Central Research Question | Type of Capstone Project | Links to Recordings & Slides |
|---|---|---|---|
Amy Lyga | How do I decenter my whiteness teaching US History from an African American lens? | Action Research | LINK TO RECORDING (expired) |
DeAnna Franz | What are the ways middle school ELA teachers can empower reluctant writers that give them voice and engage in academic writing tasks? | Review of Literature, Qualitative Methodology | Link to Recording (expired) |
Lee Merrick | What are the legal priorities of the intersection of employment and disabilities? | Review of Literature, Quantitative Methodology | LINK TO RECORDING (expired) |
Aaron Bloom | How can modifying the senior project to a 9-12 developmental project create more equity in outcomes for Jennings Community School graduates? | Equity Proposal | LINK TO RECORDING (expired) |
Justin Mann | How can I influence student motivation, engagement and determination in my urban social studies classroom to develop their personal strengths and academic competence? | Action Research | |
Daniel Muro LaMere | What does research literature say about police in schools, including existing alternatives to SROs and their effectiveness? | Review of Literature, Qualitative Methodology | |
Jennifer Balzart | How can lower socio-economic status negatively affect students’ reading scores and what are educators doing to overcome these challenges? | Review of Literature, Qualitative Methodology | |
Jenny Kalvik | How can educators develop and maintain positive behaviors in their classrooms? | Review of Literature, Quantitative Methodology | |
Kia Yang | How can representation in accelerated coursework at my high school reflect the total student population? | Equity Proposal | |
Jeff Huth | Does the participation in an enrichment program impact the life-long outcomes of urban youth? | Equity Proposal | |
Scott Cantrell | What are effective classroom methods urban educators can use to provide a safe, respectful, and responsible educational setting and experience? | Review of Literature, Quantitative Methodology | |
Kowsar Mohamud | How can culturally relevant and antiracist pedagogy support the academic and social emotional development of students? | Review of Literature, Quantitative Methodology | |
Sara Knee | What causes underrepresentation of students of color and low-income students in advance math classes, and can my middle school increase access to advance math classes for students of color? | Equity Proposal | |
Amanda Cotton | What can educators do to interrupt the negative outcomes for African American males? | Review of Literature, Quantitative Methodology | |
Erika O’Nell-Catalan | What does research say about how best to engage urban middle school students in the ELA classroom? | Review of Literature, Qualitative Methodology | |
Marjaan Sirdar | How do we build popular support for unpopular ideas like racial equity for African Americans while putting power back into the hands of “the People” in efforts to tear down the invisible racial apartheid system in Minneapolis? | Action Research |
Name | Central Research Question | Type of Capstone Project | Links to Recordings & Slides |
|---|---|---|---|
Irene Mineoi Amrani |
How Can My School Support Students of Color in a Concurrent Enrollment Education Pathway Program through Mentoring to Become Educators of Color? | Equity Proposal | |
Esperance Musabyimana | According to research, what are the causes for high school dropouts and what can urban schools and teachers do to most effectively lower their dropout rates and increase graduation rates? | Review of Literature, Qualitative Methodology | |
Matthew Sanchez | How Do TeachersRecognize and Respond to Students Who HaveExperienced A Traumatic Event in Their Life? | Review of Literature, Qualitative Methodology |
Name | Central Research Question | Type of Capstone Project | Links to Recordings & Slides |
|---|---|---|---|
Jason Finne |
How Can My School Support Students of Color in a Concurrent Enrollment Education Pathway Program through Mentoring to Become Educators of Color? | Review of Literature | LINK TO RECORDING Link to Slides |
Jon Craven | According to research, what are the causes for high school dropouts and what can urban schools and teachers do to most effectively lower their dropout rates and increase graduation rates? | Review of Literature, Qualitative Methodology | |
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