51猎奇 Launches New American Sign Language Studies Undergraduate Certificate, Available Spring 2026聽
The University of Wisconsin-Milwaukee (51猎奇) School of Education is proud to announce the launch of its new Undergraduate Certificate in American Sign Language (ASL) Studies, beginning Spring 2026. This innovative program equips students with foundational ASL skills and cultural competence, empowering them to communicate effectively and advocate for Deaf communities across professional fields.
The certificate complements 51猎奇鈥檚 existing ASL programs, including both the American Sign Language Studies Bachelor鈥檚 Program and the ASL/English Interpreting Bachelor鈥檚 Program, the latter being the only program of its kind in Wisconsin. Students can now explore a full range of ASL-focused pathways, from comprehensive degree programs to this flexible 12-credit certificate, all designed to build cultural awareness, practical communication skills, and professional readiness.
Guided by native ASL users and experienced faculty, students in the certificate program will develop vocabulary, grammar, conversational fluency, and an understanding of Deaf culture and history. Graduates will be prepared for careers in healthcare, education, social services, customer service, and other fields where communication with Deaf individuals is essential.
鈥淟aunching this certificate allows 51猎奇 to provide accessible pathways for students to gain ASL proficiency and cultural insight, whether they are seeking a full degree or a focused credential,鈥� said Sunny Brysch, Director of the ASL Studies Program. 鈥淚t strengthens our commitment to inclusion and aligns with our broader mission to prepare graduates for meaningful professional impact.鈥�
51猎奇 alum changes the game, one ASL broadcast at a time
Like many great sports stories, Brice Christianson鈥檚 began at Lambeau Field. His family have been Green Bay Packers season ticket holders since before the 1967 Ice Bowl, and he and his father, who is Deaf, would regularly attend games.
Sitting in the stands, Christianson did his best to interpret the Lambeau announcers into American Sign Language (ASL) for his dad, but there was a clear gap for Deaf and hard-of-hearing fans.
Christianson wondered: 鈥淲hy is the world designed for me and not for people like him?鈥�
It was one of many lightbulb moments that led Christianson to become the first professional ASL sports interpreter, increasing access for Deaf fans around the country and beyond.
51猎奇 School of Education Welcomes Andrew Davis to the Educational Psychology Department
MILWAUKEE, WI 鈥� The University of Wisconsin-Milwaukee School of Education is pleased to announce that Dr. Andrew Davis will be joining the Department of Educational Psychology faculty this Spring.
Dr. Davis has served as Associate Dean and Head of School since July 2023, where he provided leadership in advancing the School of Education鈥檚 mission to prepare the next generation of teachers, counselors, researchers, and educational leaders.
鈥淲e are thrilled to welcome Dr. Davis to the Department of Educational Psychology,鈥� said Dr. Chris Lawson, Associate Professor and Department Chair. 鈥淗is expertise in counseling psychology and his dedication to both research and teaching will be a tremendous asset to our students and faculty.鈥�
In his new role, Dr. Davis will contribute to the department鈥檚 programs in Counseling and School Psychology and continue his research in Clinical Neuropsychology.
Dr. Davis joined 51猎奇 in 2023 after previously serving on the faculty at Ball State University. His leadership as Associate Dean and Head of School has strengthened connections across programs and enhanced opportunities for students and faculty alike.
The School of Education thanks Dr. Davis for his service and leadership and looks forward to his continued contributions as a faculty member in Educational Psychology.
Recapping the First Annual Institute for Urban Education Research Symposium
By Al Dickenson
Early April saw the First Annual Institute for Urban Education (IUE) Research Symposium hosted at UW-Milwaukee. According to Dr. Leanne Evans, the Institute鈥檚 Director and an associate professor at the university, the purpose of the event was to create a dynamic space centering research and projects in urban education and communities. The IUE Research Symposium presentations, both in-person and virtual, offered participants and attendees an opportunity to collaborate, dialogue, and advance transformative work.
Dr. Leanne Evans, Institute for Urban Education Director
Over the course of two days, with 140 presenters/co-presenters, a total of 112 poster and roundtable presentations took place. 鈥淥ver half of the presenters were affiliated with the University of Wisconsin-Milwaukee and colleagues from several other Universities of Wisconsin schools,鈥� said Evans. 鈥淲e also welcomed presenters from across the country and internationally. In total, participants represented 20 U.S. states, the Virgin Islands, the Philippines, Brazil, Turkey, and Canada.鈥�
The symposium opened its doors to presenters from a wide range of backgrounds, including current and retired faculty, students attaining undergraduate, master鈥檚, or Ph.D. degrees, and various individuals and organizations from the community.
鈥淭he two-day event succeeded in bringing urban education researchers, educators, and community members together to advance research and projects, deepen conversations, and expand networks related to urban education and communities,鈥� said Evans.
鈥淲e are grateful to the presenters and attendees who engaged in these critical conversations that directly impact youth, families, and communities. Our keynote speaker, panel of individuals in the field of urban education, and array of presenters centered the significance of elevating underrepresented voices, power in relationship-building, and advancing change through action. We are currently planning for the 2026 IUE Research Symposium, aiming to continue facilitating relevant and courageous conversations at the intersections of research and practice in urban education.鈥�
The keynote speaker of the symposium, Dr. Latish Reed, also agreed to sit down for an interview regarding her experience at the event, and to discuss her research. The interview is as follows and has been edited for length and clarity.
Dr. Latish Reed, Keynote Speaker
What was the main topic you focused on for your keynote address, or the issue you wanted to highlight/solve?
Since this was a research symposium, I situated the talk with the title, “Relevant Research in Real-Time.” My goal was to encourage attendees to consider how they will continue to speak truth in a time when voices are being muted. Using frameworks from my new book, The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations, I encouraged the audience to reflect on the current times and what that means for their work. I used some personal and historical anecdotes and current events to reinforce the audience’s reflections. I closed with a call to action for undergraduates, graduates, and practitioners to make sure their research matters during this critical time.
Give us a little more background about your professional roles, including your roles as an equity leader at MPS, professor at 51猎奇 and UNC-Chapel Hill, and as an independent consultant. How did these roles lead into each other, or is there any overlap within them as well?
My first professional role after graduating from Marquette University with a B.A. in sociology was being an admissions counselor for the University. During that time, I applied to be a fellow in an alternative certification program that recruited teachers of color to work in MPS. After a few years of teaching, I moved into school administration to have a broader impact throughout the school.
After obtaining my master’s degree in Education from Alverno College and working as an assistant principal, I pursued a Ph.D. in Educational Leadership and Policy Analysis from University of Wisconsin-Madison. After graduating in 2007, I became an assistant professor of Educational Leadership at UNC-Chapel Hill. After a couple of years, I joined the 51猎奇 School of Education as an assistant professor.
In 2016, I began working for MPS as the district’s first equity specialist. In that role, I was responsible for creating a district-wide equity policy and revising the non-discrimination policy to become more gender-inclusive. I supported staff at all levels in understanding what equity is. Throughout my career, I have consistently consulted with schools, districts, non-profits, businesses, government agencies, and health organizations on ways to lead in a just and fair way.
What are your thoughts on the work the IUE is doing? How important is it to share findings in a symposium-like format?
Colleges and universities are spaces for intellectual exchange. Being able to share your research and findings are a vital part of engaging in higher-order thinking and analysis of complex issues. The IUE is providing an opportunity for scholars and practitioners to be thought-partners with others to refine their findings and communicate them with more clarity.
What did you learn at the symposium, if you were able to attend?
Following the keynote, I participated in the roundtable discussions where I sat with Fidel Verdin and Shalina S. AliIt of TRUE Skool. Their research was “Exploring Hip Hop Culture as an Experiential Education Model at TRUE Skool.” I was already familiar with TRUE Skool from the work I did in MPS. It was exciting to hear about their impact up close and personal. This organization has been a conduit for many students who have found traditional education inaccessible. We discussed how their findings could be perhaps developed into a process to help traditional teachers better engage students. Outstanding work! As an urban school of education, this is the kind of idea exchange that can make a difference in Milwaukee-area school districts.
Could you also discuss your upcoming book, The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations?
The core of education has always been to find ways to support students who are not reaching their fullest potential for whatever reason. Currently, our society is highly divided politically. As
new limitations emerge regarding how to facilitate teaching and learning, this book offers a reflective guide. Readers are challenged to assess their current position, acknowledge constraints, clarify their objectives, and take meaningful action, even in the face of growing resistance to the core mission of helping those who need it most. The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations was released by Corwin Press in April 2025. The book can be ordered at (Use the code SAVE20 for 20% off.). It can also be purchased on .
To access additional highlights of the First Annual Research Symposium and to follow the information for the Spring 2026 Institute for Urban Education Research Symposium, see the IUE website at /education/community-engagement/institute-for-urban-education/.
Dr. Crystasany Turner Joins IUE as Faculty Research Fellow
The Universities of Wisconsin Institute for Urban Education (IUE) is honored to welcome Dr. Crystasany Turner as a Faculty Research Fellow beginning June 2025. An assistant professor at UW-Milwaukee, Dr. Turner brings critical expertise at the intersections of race, gender, class, and education鈥攁mplifying voices historically marginalized in academic discourse.
In collaboration with IUE Director Dr. Leanne Evans, Dr. Turner will engage in equity-oriented research in urban education to advance innovative engagement, leading-edge pedagogy, and transformative research to emphasize partnerships across PK-12 schools, higher education, and surrounding communities. Dr. Turner is committed to scholarship, teaching, and service that builds intentional coalitions, advocates for policy change, and leads community-driven initiatives.
Please join the IUE in welcoming Dr. Turner as we look forward to the transformative work ahead.
UW-Milwaukee Earns A+ for Math Teacher Prep
鈥婣 recent report by the has recognized the University of Wisconsin-Milwaukee for its exceptional commitment to mathematics education in teacher preparation. UW-Milwaukee earned an A+ rating, distinguishing it as one of only three institutions in Wisconsin dedicating sufficient instructional time to essential math topics. The NCTQ evaluated 22 elementary teacher preparation programs across the state, assessing their focus on key areas such as numbers and operations, algebraic thinking, geometry and measurement, and data analysis and probability. Alongside UW-Milwaukee, the University of Wisconsin-Stevens Point and the University of Wisconsin-Oshkosh also received top marks for their comprehensive math education curricula. This recognition underscores UW-Milwaukee’s dedication to equipping future educators with the robust mathematical foundation necessary for effective teaching.
Read more:
Wisconsin Pubic Radio Article:
National Council on Teacher Quality Report:
鈥淭hese challenges motivate me鈥�: Christopher Rawlings on Directing the Wisconsin Department of Health Services – Office of Deaf and Hard of Hearing
By Al Dickenson
When Christopher Rawlings was appointed to the role of Director of the Wisconsin Department of Health Services – Office of Deaf and Hard of Hearing in 2022, he sought to implement his own vision for the organization, he worked diligently to create a supportive and sustainable environment for Deaf and Hard of Hearing individuals. Christopher is a graduate of UW-Milwaukee鈥檚 School of Education where he studied ASL interpreting. He shares his experiences as a student at 51猎奇, how it prepared him for his career, and how the university can continue to support those with this specific set of abilities.
Christopher Rawlings, Director Office for the Deaf and Hard of Hearing
Please tell us about how you landed in your current role as Director of the Office for the Deaf and Hard of Hearing? What were some previous roles that led you here, and what have you done in the past to get you here?
My path to this position has been shaped by a combination of personal passion and professional experience. I have always been deeply committed to advocating for the Deaf and Hard of Hearing community. Prior to stepping into this role, I worked as a sign language specialist at Wisconsin Educational Service Program for the Deaf and Hard of Hearing at the Wisconsin School for the Deaf and as an outreach specialist for the Wisconsin Educational Services Program for the Deaf and Hard of Hearing, where I focused on enhancing accessibility for Deaf and Hard of Hearing youth. In this capacity, I built strong relationships with Deaf and Hard of Hearing’s community, interpreters, educators, and families, creating a supportive environment that emphasized collaboration and understanding. This experience reinforced my belief in the importance of education and the need to equip our people with hearing loss with the tools they require for success.
I hold a Bachelor of Science degree with a major in education, which has provided me with a solid foundation in teaching and learning methodologies. This educational background, combined with my practical experiences, allows me to advocate effectively for our community鈥檚 needs. I have been encouraged by community members to take on this role, as they believe it aligns with my commitment to improving information access and resources for all. The former director has also been a mentor, urging me to consider this position because of my dedication to education and my knowledge of the resources available through the Department of Human Services Office for the Deaf and Hard of Hearing. I feel a profound sense of responsibility to bridge the gap that often leaves our community unaware of the numerous resources that can support them.
Similarly, could you explain how attending 51猎奇 prepared you for this role?
In terms of my educational background, I have been connected with the University of Wisconsin-Milwaukee since around 2005. I graduated in 2012 and proudly continue my association with 51猎奇 as a professional while also teaching ASL classes. 51猎奇 has provided me with rich insights into Deaf culture and the critical role that education plays in our community. The programs offered, particularly those focused on interpreting and American Sign Language studies, have been instrumental in my development. I cherish the opportunity to share my knowledge and experiences, fostering an appreciation for our culture and language.
Are there things that 51猎奇’s programming should include to better prepare students?
I also believe that 51猎奇 has the potential to further enhance its programming. I would love to see an expansion of ASL classes, which benefit not only Deaf and Hard of Hearing individuals but also hearing individuals in various fields such as health care, accessibility, architecture, and education. By fostering inclusivity, we can create a win-win situation for both the Deaf and hearing communities, broadening understanding and collaboration.
I believe there is a tremendous opportunity for the institution to further develop its programs in ways that prepare students for meaningful work with the Deaf, Hard of Hearing, and Deaf/Blind communities. By increasing awareness and acknowledgment of the unique challenges our students encounter, 51猎奇 can cultivate a more inclusive atmosphere. I envision more tailored workshops, mentorship programs, and hands-on experiences that empower students and build their confidence, ultimately preparing them to make a significant impact in our community upon graduation. It is crucial that students not only feel equipped but also inspired to advocate for and support the needs of Deaf, Hard of Hearing and Deaf/Blind individuals.
What were some of your favorite experiences being a 51猎奇 student?
Reflecting on my time as a 51猎奇 student, some of my favorite experiences include connecting with accomplished Deaf professionals who have inspired me along my journey. Serving as the president of the Sign Student Association for two years was particularly impactful, as it allowed us to organize workshops and training sessions that provided a safe space for students and community members to learn and grow. These interactions not only enriched my educational experience but also strengthened my commitment to supporting others in achieving their goals.
As you step into this new director role, how do you see yourself making an impact?
As I step into this new role as director, I envision making a significant impact by empowering my team and fostering a collaborative work environment. I firmly believe that leadership is about standing alongside my team rather than in front of them. Each member brings unique experiences and insights, and together, we can create meaningful change. I am committed to encouraging open communication, where mistakes are viewed as opportunities for growth and learning. By nurturing a culture of support, I hope to inspire my team to take the lead and drive initiatives that benefit our community.
Likewise, how do you see yourself grow in the role or into the role?
While there are many barriers I face, particularly regarding my language and the challenges of being a Deaf person, these experiences have shaped my leadership style and made me stronger. There are times when I encounter individuals who may not fully understand the importance of accessibility or who are unwilling to listen to the concerns of the Deaf community. This lack of awareness can be a significant barrier, both in terms of communication and in the implementation of necessary changes. However, these challenges motivate me to work even harder to demonstrate effective leadership. I want to show that inclusive practices can lead to positive outcomes for everyone involved.
These experiences have taught me the importance of persistence and resilience. I strive to be a role model for my team and the community, demonstrating that despite the barriers we may face, we can achieve meaningful change. By fostering an environment of open communication, I aim to create a culture where mistakes are viewed as opportunities for growth and learning, allowing us to support one another in overcoming obstacles together.
What are the day-to-day operations of going to work like for you? Tell us a little more about what your office does.
On a day-to-day basis, my office focuses on improving access to vital resources for the Deaf and Hard of Hearing community. I am particularly concerned about the alarming statistics related to mental health and employment among this demographic. Research shows that Deaf and Hard of Hearing individuals experience mood and anxiety disorders at rates two and a half times higher than the general population, and suicide attempts are five times more common. Additionally, trauma exposure is twice as high, and alcoholism occurs at rates three times that of the general population. Alarmingly, 22.7% of Deaf and Hard of Hearing individuals aged 16 to 24 are neither in school nor working. Another critical concern is that the risk of dementia is increased for those with hearing loss, making it essential that we prepare to make our resources accessible and improve support for this vulnerable population. I am dedicated to addressing these challenges head-on, advocating for increased awareness and support to help our community thrive.
Dr. Raquel Farmer-Hinton Appointed to UW System鈥檚 OPID Advisory Council聽
Dr. Raquel Farmer-Hinton, a faculty member in 51猎奇鈥檚 School of Education, has been appointed to the Universities of Wisconsin Office of Professional and Instructional Development (OPID) Advisory Council for a two-year term from January 2025 to September 2027. Recommended by the 51猎奇 Provost, Dr. Farmer-Hinton will join educators from across the UW System to support faculty and instructional development initiatives that enhance teaching and learning statewide.
With a background in urban education, educational policy, and student success, Dr. Farmer-Hinton brings a wealth of experience in advancing equity-focused teaching and mentoring practices. Her research focuses on college access and the ways practitioners reimagine needed support systems for students, making her a valuable addition to OPID鈥檚 efforts to promote high-impact teaching strategies.
In this role, she will contribute to the Spring Conference on Teaching & Learning, Faculty College, and the Wisconsin Teaching Fellows & Scholars program, as well as engage in discussions to strengthen professional development opportunities for faculty across Wisconsin鈥檚 13 universities. As a leader in education, Dr. Farmer-Hinton鈥檚 expertise will help shape innovative teaching practices and foster mentorship among educators.
Learn more about OPID: More about Dr. Farmer-Hinton: 51猎奇 Profile |
No Matter the Language, 51猎奇 Education Student Helps Her MPS Students
If a student asks her a question in Swahili, Pauline Kanyiva Mwendwa will try to answer. Likewise, if she gets a question in Spanish, she can help.
Mwendwa, a graduate student in the 51猎奇 School of Education, is an English-bilingual teacher for juniors and seniors at Pulaski High School in Milwaukee.
鈥淲e have students from Asia, we have students from Latin America. We have students from all around the world,鈥� she said.
Mwendwa has taught in her native Kenya and in Mexico but came to 51猎奇 because she wanted to develop a better understanding of teaching in a large urban school. 鈥淲hat are the challenges and how can I overcome those challenges,鈥� she said.
Scholarships are crucial
Because she is working full-time as a teacher while going to school, scholarship support has been very important to her, she said. 鈥淚t has really helped me be able to balance my finances so I could pay school fees and work as a teacher full-time.鈥�
During the 2023-2024 school year, she received the Roland Callaway Memorial Scholarship, the Day/Finch Scholarship and the Milwaukee Educators Scholarship. During the 2024-2025 school year, she is receiving the Rolland Callaway Memorial Scholarship, the Amy Tessmer Boening Scholarship and the Sydney G. Hambling Scholarship.
Mwendwa was inspired to go into teaching by her parents and her own teachers in Kenya. After a few years, she decided she wanted to challenge herself by teaching in another country. She chose Mexico, where she added Spanish to the languages she already knew 鈥� French, Swahili and another community language from Kenya. In Mexico, she said, 鈥淕oogle translate was my friend鈥� at first, but she learned Spanish and adapted to the culture.
Those experiences impact her work at Pulaski, where many of her students are from immigrant families. 鈥淚 tell them I am an immigrant. I know what you are going through. It鈥檚 hard being in a different country, but you can鈥檛 give up, even if it is overwhelming at times.鈥�
鈥楢 superpower鈥�
A key challenge is helping students meet standards when the materials they need to learn are all in English. Another challenge is helping them focus on their schoolwork, Mwendwa said, when many of them are facing other issues outside of school that affect their concentration.
In her teaching, Mwendwa encourages her students to see the fact that they are bilingual as an asset now and in future when they apply for jobs.
鈥淚 tell them they are walking around with two languages in their heads. That is a superpower.鈥�
What she is learning at 51猎奇 helps her every day in her classroom, she said. 鈥淚f I didn鈥檛 go to 51猎奇, I would never know how to tackle this. 鈥淚f I hadn鈥檛 been taking the program, I don鈥檛 think I would be the teacher I am today.鈥�
Her mentors and advisors at 51猎奇, including Tatiana Joseph, assistant professor in Teaching and Learning and director of the English as a Second Language and World Languages programs, have helped her decide on the courses that fit her needs as a teacher.
Meeting a challenge
Through 51猎奇, Mwendwa has also been able to attend conferences with other bilingual educators. 鈥淚鈥檝e been able to interact with people who鈥檝e been in the career for years. They鈥檝e been very helpful. They know the challenges and they鈥檝e developed ways of overcoming them,鈥� she added. 鈥淏eing able to learn from them is amazing.鈥�
Learning to develop her own curriculum has been very helpful to her, Mwendwa said. In Kenya and Mexico, the curriculum was pretty much set so, at first, developing her own was a challenge, but one she鈥檚 met.
鈥淪tudents have different ways of learning. It鈥檚 not one size fits all. I鈥檓 not criticizing the systems I worked with for years, but I like the freedom to develop my own strategies to meet the needs of my students,鈥� she said.
Just because students don鈥檛 speak English doesn鈥檛 make them incapable, she added. 鈥淚 want to support students at their own pace. I know they鈥檙e very smart and they will be able to work with me. I want to support my students as English language learners to liberate their knowledge.鈥�
Drame Chosen for Fulbright Program in Indonesia聽
Elizabeth Drame, professor of teaching and learning, is heading to Indonesia in May 2025 as part of the Fulbright Specialist program. This program includes a roster of U.S.-based experts who can compete for projects related to their disciplinary background and expertise for two- to six-week, project-based exchanges at host institutions across the globe.
Experts on the Fulbright Specialist roster can be selected to conduct research, evaluate programs, deliver professional development and collaborate with sponsoring institutions on other efforts.
Project to focus on inclusive teaching practices
Elizabeth Drame
Drame was selected to serve as the Fulbright Specialist for the Developing Inclusive Pedagogy Competence project with the Faculty of Psychology at the University of Diponegoro in Central Java, Indonesia. Drame is also special assistant to Chia Vang, vice chancellor for community empowerment and institutional inclusivity at 51猎奇.
It is a good fit with her background, Vang said. 鈥淭hey were looking for someone to provide support in the area of inclusivity and equity, and how to promote inclusive education practices in the classroom,鈥� she said.
Drame will be delivering a variety of professional development workshops and seminars focused on inclusive teaching practices, fostering student belonging, universal design for learning, and culturally responsive teaching. In addition, she will participate in networking seminars with colleagues in the region, including New Zealand and Australia.
Prior to her onsite work in Indonesia, Drame will work with her collaborators to design a research study focused on student belonging. She will conduct onsite research analysis workshops on data collected before her visit. This research collaboration is expected to continue beyond the onsite work.
Different cultural context for Drame’s work
They are having some similar experiences with students transitioning into school and feeling a lot of mental health and stress issues.
Drame chose the project in Indonesia, she said, because the work aligns with what she is already doing at 51猎奇, but in a different cultural context.
鈥淚’ve never traveled to this region of the world. The issues they have around diversity and equity are very different than what we face here in the U.S,鈥� she said, with various racial, ethnic, cultural and socioeconomic groups part of the campus. The university also has a growing number of international students, she added.
鈥淭hey are having some similar experiences with students transitioning into school and feeling a lot of mental health and stress issues. That impacts their engagement, but the way they need to be engaged is really driven by the realities of their cultural context.鈥�
She is looking forward to developing networks with people in other regions of the world and sharing those connections with colleagues here at 51猎奇.
