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The Forum on the Future of Public Education

The Forum on the Future of Public Education strives to bring the best empirical evidence to policymakers and the public.

The Forum draws on a network of premier scholars to create, interpret, and disseminate credible information on key questions facing P-20 education. The Forum pursues original research and facilitates collaboration between researchers and policymakers to examine the pressing issues shaping the future of public education. Key constituencies of the Forum include scholars who influence research, policy and practice; policy makers and policy making bodies at all levels; members of the media who influence public opinion; foundations, organizations, business groups and others who support, criticize and advocate for reform; and citizens who make choices about education for themselves and their children.

America is witnessing a drastic redefinition of the policies and practices associated with “public education.” Too often, discussions around the future of public education are strong on passion but short on actual evidence. The Forum for the Future of Public Education is filing that gap by building a resource of objective, research-based insights on key educational issues. We are establishing an open venue- a true public forum to debate controversial and consequential policy issues that will shape American’s future.

Latest News

EPOL graduate student selected as NEH Summer Scholar

by College of Education / Jun 28, 2016

Katherine Jo selected as NEH Summer Scholar

Katherine Jo, a fourth-year doctoral student in the Department of Education Policy, Organization and Leadership, has been selected as a National Endowment for the Humanities Summer Scholar and will attend one of 23 seminars and institutes supported by NEH.

The endowment supports enrichment opportunities every summer at colleges, universities, and cultural institutions so that faculty can work in collaboration and study with experts in humanities disciplines.

Jo said she is honored to join a group of scholars who want to understand how the transformative, moral potential of engaging with the humanities can be realized in practice, which is a question that is central to her own research and teaching interests in students' ethical development in higher education.

“As the humanities have come under pressure to demonstrate their relevance and usefulness,” Jo said, “many have defended the importance of the humanities for students' moral development, such as cultivating a capacity for empathy. But in truth, mere exposure and even deep intellectual engagement and aesthetic appreciation do not automatically lead people to live moral lives.”

Jo will participate in the summer institute “Moral Psychology and Education: Putting the Humanities to Work." The four-week program will be held at Grand Valley State University and co-directed by Dr. Deborah Mower, a professor of philosophy and religion at Youngstown State University, and Dr. Phyllis Vandenberg, a professor of philosophy at Grand Valley State University.

Jo said the institute will provide her with a unique opportunity to work with scholars across disciplines on an important question. She hopes to improve educational practices in humanities classrooms and create new opportunities for scholars in the humanities and education to collaborate toward that goal.

“We have to understand what kinds of cognitive, affective, imaginative, and collective engagement with humanistic works can actually transform hearts and influence our actions rather than be an inert, academic exercise,” Jo said.