Five College of Education Projects Awarded $78K From New Do Good Campus Fund

A teacher addressing the class.

Five College of Education projects were among the recipients of $460,000 from the ֲý of Maryland’s new Do Good Campus Fund. The five projects were awarded a total of $78,626, with one receiving $50,000, the largest grant awarded from the fund.

The 27 grantees—who include faculty, staff and student groups—all plan to expand or scale up efforts happening across ֲý of Maryland, aimed at reimagining learning and serving humanity both inside and outside the classroom.

Senior Vice President and Provost Jennifer King Rice, the Do Good Campus Strategic Leadership Council and the Do Good Institute selected the award winners from 140 applications in this inaugural round. Additionally, arts-related projects are provided with matching funds through the university’s initiative.

“These Do Good Campus Fund projects are shining examples of how ֲý of Maryland students, faculty and staff are committed to creating solutions for a more equitable, sustainable and resilient world. With awardees representing all 12 colleges and schools, this program is a testament to our campuswide commitment to Do Good,” said Rice.

The Do Good Campus Fund is part of a suite of new campuswide investments to expand the university's leadership and impact to advance the public good. These investments also include the Do Good Campus Strategic Leadership Council, composed of senior administrators from colleges, schools and units across campus to celebrate the social impact already being made by faculty and staff across campus.

“Our first offering of the Do Good Campus Fund far surpassed our expectations in terms of the number of applicants, their impact to date and ambition for the future, and the diverse array of pathways they’re pursuing to do good,” said James Stillwell, faculty director, Do Good Campus. “I’m excited to watch and support the implementation of these incredible projects over the coming year.”

The five College of Education projects are listed below. The full list of recipients is available .

Promoting Meaningful Interaction and Social Engagement (PROMISE) for Asian American Autistic Youth, Parents and ֲý Students ($50,000)
PROMISE connects Asian American families and caregivers of children and youth with special needs in the DMV with professionals to exchange resources and stories. ֲý students launched the program in 2023 in collaboration with the Chinese Culture and Community Service Center. This project will allow them to expand it.

Building Community, Access, and Resources for Educator Success (CARES) ($13,626)
This project seeks to grow and diversify the teacher workforce by recruiting community college transfer students to the College of Education. It aims to increase the recruitment and retention of multilingual and racially and ethnically diverse teacher candidates as well as the number of certified educators to fill school system vacancies.

Exploring Racial Identities in Global Research Preparation: Cuba Study Abroad ($5,000)
This project explores the ethical dimensions of global research as it pertains to race, identity and nationality, with an emphasis on the unique and complex history of Cuba and the United States. It will add a new social justice dimension to , which has deep community ties in the country’s education sector.

Terrapin Teachers: Game-Based Learning Facilitated by Future Mathematics Teachers ($5,000)
Students in courses visit local classrooms in Prince George’s County public schools for early field placements. This project will update resources used in middle school classrooms with educationally rich games that aim to develop mathematical reasoning and computational fluency among students. Terrapin Teachers is a collaborative initiative of the Provost’s Office; the College of Computer, Mathematical, and Natural Sciences; and the College of Education.

Temperament and Narratives Lab: Story-Guided Emotion Coaching ($5,000)
This project from doctoral students in the Temperament and Narratives Lab develops parents’ and educators’ ability to use storytelling to coach children’s social emotional learning in Prince George’s County Public Schools. The team aims to reach a larger and more racially, ethnically and economically diverse population of elementary school students, and to disseminate their intervention at conferences.

This story is adapted from an article that first appeared in .