The UT Global Initiative for Education and Leadership (UTGI) works with Fatima Jinnah Women University (FJWU) in Pakistan through the South Asia Institute’s (SAI) three-year exchange, made possible in part by a January 2013 grant from the US Department of State/United States Embassy in Islamabad, Pakistan. UTGI & SAI are both housed within the College of Liberal Arts at The University of Texas at Austin. The embassy has invested $8.5 million in eight university collaborations to take place over three years which focus on a range of liberal arts subjects, including: American Studies, Business Administration and Management Sciences, Mass Communications and Media Studies, Psychology, Social Anthropology, and Women’s and Gender Studies. Find out more about the exchanges to the left.
In the news:
- South Asia Institute to Work with Women’s University in Pakistan – UTNews
- U.S. Secretary of State Kerry Meets Fatima Jinnah Students – US Embassy in Islamabad
- First of Eight Partnerships between American and Pakistani Universities Initiated – US Embassy in Islamabad
As part of an expanded version of Dr. Saleem’s visit, FJWU faculty members Sobia Hanif, Asma Khalid, and Najam Sahar traveled to The University of Texas at Austin in the fall of 2015 as visiting scholars.
Sobia Hanif is a Lecturer in the Department of Defence and Diplomatic Studies at FJWU. She is working on her doctorate from the National Defence University in Islamabad, Pakistan. Her areas of expertise are diplomacy (theory and practice), politics of Asia-Pacific region, and human rights in international relations. She has written a book entitled “China’s Rise: A Challenge to US Influence in Southeast Asia”. Ms. Hanif has also written several articles on diplomacy in South Asia.
Dr. Asma Khalid is a Lecturer in the Department of Public Administration at FJWU. She has a doctorate in Sociology from the University of Wollongong in Australia. Her research interests are support organizations (government and non-government organizations) and processes in assisting Afghan and Pathan children and youth on the streets in Rawalpindi and Islamabad, Pakistan. Dr. Khalid teaches courses in Marketing and Management.
Najam – Us – Sahar is a Lecturer in the Department of Behavioral Sciences at FJWU. She is familiar with UT Austin as she participated in the FJWU/ UT Austin partnership program in the spring 2013 semester. Ms. Sahar has written on loneliness and depression among wives of Pakistani expatriate husbands, as well as the role of family in youth drug addiction. Her articles have been published in international open access journals.
UTGI facilitated opportunities for visiting scholars to attend pedagogy training, collaborate with higher education mentors, and shadow select learning programs. UTGI coordinated visits with UTeach-Liberal Arts, a secondary teacher preparation program, during which she met with their trainers for in-depth discussions about the program model and observed classes.
UTGI also worked with Learning Sciences (LS) to coordinate walkthroughs of their facilities; participation in faculty activities; an introduction to the evolution of LS methods, philosophy, and strategic initiatives to improve education excellence at the University through faculty development; and meetings with key personnel.
The visiting FJWU scholars attended classes taught by a selection of esteemed faculty, including members of the Academy of Distinguished Teachers, Provost Faculty Fellows, and University Teaching Award recipients. These faculty members also met with them to discuss teaching style and challenges in the educational system.
Instructor Biography: Dr. Kamran Asdar Ali
Director of the South Asia Institute; Associate Professor. Kamran Asdar Ali is associate professor of Anthropology, Middle East Studies and Asian Studies and the Director of the South Asia Institute at the University of Texas, Austin. He is the author of Planning the Family in Egypt: New Bodies, New Selves (UT Press, 2002). He is the co-editor of Gendering Urban Space in the Middle East, South Asia and Africa (Palgrave 2008) and Comparing Cities: Middle East and South Asia (OUP, 2009), both with Martina Rieker, with whom he also coordinates the Shehr Network on Comparative Urban Landscapes. He has published several articles on issues of health and gender in Egypt, more recently his published work has been on Pakistan’s cultural history, popular culture, urban politics and gender issues. He has previously taught at the University of Rochester (1995-2001). He was a member of the Institute for Advanced Study at Princeton (1998-99) and a senior fellow at the Institute for the Study of Islam in the Modern World (ISIM) in Leiden, The Netherlands (2005). More recently he was a fellow at the Wissenschaftskolleg at Berlin (2010-2011) where he finished a book length manuscript on the social history of the working class movement during Pakistan’s early years.
South Asia Institute Seminar
With over 50 faculty members in a dozen schools and departments, the University of Texas at Austin has one of the most distinguished South Asia programs in the country. The South Asia Institute was established as part of a university initiative to promote South Asian programs, especially those pertaining to contemporary issues, across the entire university and in the larger community. The institute sponsors major conferences, scholarly symposia, a weekly South Asia Seminar and Foreign Language and Area Studies (FLAS) fellowships to students pursuing graduate degrees relating to South Asia in any department or school of the University.
Instructor Biography: Kit Belgum
Department of Germanic Studies, An associate professor in the Department of Germanic studies, Dr. Kit Belgum’s research interests include nineteenth-century german literature/culture, popular culture, print culture, nationalism, german realism, and travel literature. Dr. Belgium obtained a PhD from The University of Wisconsin-Madison.
European Studies 346: German Nationalisms
The course encourages students to consider the possible validity as well as the dangers of nationalism for our present day in light of German history. It is also structured to help students to improve their critical thinking abilities, their writing skills, and their oral expression.
Instructor Biography: Doug Bruster
Department of English, Mody C. Boatright Regents Professor of American and English Literature, Distinguished Teaching Professor. Douglas Bruster’s research centers on Shakespeare, drama, and literary history. His discoveries have been featured in such venues as The New York Times and National Public Radio. His books on Shakespeare and early modern drama include Drama and the Market in the Age of Shakespeare, Quoting Shakespeare, Shakespeare and the Question of Culture, Prologues to Shakespeare’s Theatre, To Be or Not To Be and Shakespeare and the Power of Performance. He is editor of Thomas Middleton’s The Changeling, the morality plays Everyman and Mankind, and A Midsummer Night’s Dream. In addition to the University of Texas, he has taught at Harvard University, the University of Chicago, and the University of Paris.
English 316L: Masterworks of British Literature
British Literature surveys some of the best poetry and prose in the English language, placing special emphasis on the most rewarding strategies with which to understand various authors, works, and literary forms. In addition to introducing British literary heritage, this course seeks to improve skills regarding the close reading and analysis of language; making arguments based on textual evidence; and the oral articulation of ideas.
Instructor Biography: Elizabeth Richmond-Garza
Department of English, University Distinguished Teaching Associate Professor, Director of the Program in Comparative Literature. Elizabeth Richmond-Garza is Associate Professor of English at the University of Texas at Austin. She is the Director of the Program in Comparative Literature and chief administrative and financial officer of the American Comparative Literature Association. She holds degrees from U. C. Berkeley, Oxford University and Columbia University and has held both Mellon and Fulbright Fellowships. Trained in Greek as well as modern aesthetics, she works actively in eight languages. Her research concentrates on Orientalism, the Gothic, Cleopatra, Oscar Wilde, and European drama. She is currently finishing a study of decadent culture at the end of the nineteenth century. Richmond-Garza is renowned for her creative, multi-media approach to teaching. Among other honors, she has been awarded the Chad Oliver Plan II Teaching Award, the 16th annual Friar Centennial Teaching Fellowship, and the Minnie Piper Stevens Teaching Award. She was elected to the Academy of Distinguished Teachers in 2004 and was awarded the Regents’ Outstanding Teaching Award in 2009.
Human Dimensions of Organizations 383: Society, Culture and Organizational Diversity
Students taking this course examine multidisciplinary frameworks for understanding society and culture in organizations. Students will be encouraged to draw on a range of approaches and materials to consider how and why diverse groups intersect, fail, or succeed in group environments. The effects of gender, race/ethnicity, sexual orientation, culture, and globalization on organizational change may be discussed.
First Year Undergraduate Signature Course 302: Modernity, Anxiety, and the Art of the Uncanny
Undergraduate Signature Courses at The University of Texas at Austin connect first year students with distinguished faculty members in unique learning environments. By way of this rigorous intellectual experience, students will develop college-level skills in research, writing, speaking, and discussion through an approach that is interdisciplinary, collaborative, experiential and contemporary. Although some art claims to represent the world as it really is, “Modernity, Anxiety, and the Art of the Uncanny” traces the ways in which the bizarre and the unexpected feature in the art, music, literature and film of the last hundred years or so. From Bram Stoker’s Dracula, to the nightmares of Freud’s patients in Vienna, from Moscow devils to Parisian hallucinations, we will look at the theory and the practice of “creepiness” and pair each of the older texts with a newly alarming one. The course invites students to explore the interdisciplinary and multimedia connections among the arts with an emphasis on the cultural politics and aesthetic innovation of these tense moments in the course of several written and internet-based projects.
English 359: British Drama - 1660-1900
This course should appeal to students interested in British drama, performance, the politics of identity, and the 18th and 19th centuries. Extensive audiovisual resources from the period and from modern productions will be provided on-line and in class. They constitute part of the official course content. No previous familiarity with drama is expected or even solicited, and introductions to theatre and performance theory will be provided.
Instructor Biography: Tom Garza
Department of Slavic & Eurasian Studies, University Distinguished Teaching Associate Professor and Director, Texas Language Center. Thomas Jesús Garza is University Distinguished Teaching Associate Professor in the Department of Slavic and Eurasian Studies, Director of the Texas Language Center, and the Executive Director of Partners for Languages in the U.S., a national membership organization for standards-based accreditation of language programs. He is also Affiliated Faculty in the Program in Comparative Literature and the Center for Mexican-American Studies. He teaches Russian language and literature at all levels, foreign language pedagogy, and courses in contemporary Russian culture. A native Texan, Dr. Garza received his doctorate from Harvard University in 1987. During his twenty five-year tenure at the University, he has received numerous prizes for undergraduate and graduate teaching, including the Texas Excellence Award, the President’s Associates Award, the Harry Ransom Award, was inducted into the University Academy of Distinguished Teachers in 2003, and selected for a Regents Outstanding Teaching Award in 2009. His current research is on intensive language teaching methods, and cultural portraits of machismo in contemporary Russian and Latino cultures.
Russian and Eurasian Studies 325: Russian Youth Culture from the ‘80s to Present
This course will provide participants with the materials to construct an ethnographic portrait of Russia’s contemporary youth and their culture, drawing from a variety of print, audio and video sources. In addition to reading extensively from diverse genres, including the Russian press, editorials, contemporary prose and non-fiction, students in the course should be prepared to immerse themselves in the non-print media coming directly out of Moscow and Saint-Petersburg in the wake of post-Soviet reforms. Using popular depictions of Russia’s own “twentysomethings” from recent films, documentaries, rock music lyrics, and art, students will try to come to understand how the youth movement effected and continues to affect the changing course of one of the world’s superpowers of the twentieth century.
Instructor Biography: Karen Grumberg
Department of Middle Eastern Studies. Karen Grumberg is associate professor of modern Hebrew literature in the Department of Middle Eastern Studies and the Program in Comparative Literature at the University of Texas at Austin. She is the author of several articles on modern Hebrew literature.
Middle Easter Studies 342: The Israel/Palestine Conflict - a Cultural Perspective
This upper–‐‐division course considers the conflict between Israel and the Palestinians through a multifaceted cultural lens. The course begins with a consideration of the two major national identities at stake to better understand how they contribute to the collective imagination and to representations of the conflict. The remainder of the semester is divided into five sections, each one devoted to a different theme: national narratives; representations of war; space and place; in–‐‐between Israel and Palestine; and empathetic encounters. We will approach these topics with the help of different types of artistic and cultural representations, including literature, film, television, photography, music, and more. Our goal is to enrich our understanding of the Israel/Palestine conflict and the people whose lives are shaped by it, and to recognize the multifaceted nature of its experience.
Instructor Biography: Patti Maclachlan
Department of Government. Patricia Maclachlan, who arrived at UT in 1997, is now Associate Professor of Government and Asian Studies. She received her Ph.D in political science and Japan studies in 1996 from Columbia University and spent one year as a research associate in the Program on U.S.-Japan Relations at Harvard University. Her research interests include consumer politics and culture in advanced industrial democracies, with a focus on Japan. Professor Maclachlan is the author of The People’s Post Office: The History and Politics of the Japanese Postal System: 1871-2010 (Cambridge: Havard University Asia Center, 2011) and Consumer Politics in Postwar Japan: The Institutional Boundaries of Citizen Advocacy (NY: Columbia University Press, 2002). She is a co-editor of and contributing author to The Ambivalent Consumer: Questioning Consumption in East Asia and the West (Ithaca: Cornell University Press, 2006), and has written several articles and book chapters on consumer-related issues in Japan and the West, Japanese civil society, and Japanese postal politics.
Government 365L: International Relations of East and Southeast Asia
This upper division undergraduate course introduces students to select themes/topics in the post-Cold War international relations of the Asia Pacific, with a special emphasis on East Asia (Japan, China, Taiwan and North and South Korea). We begin by critically analyzing key theories of IR and their relevance to the region. Here, in keeping with the course’s “Global Cultures Flag,” we debate how cultural explanations of events in the region measure up to more mainstream theories, such as realism and liberal internationalism. Units II and III explore the political, economic and military dimensions of the region’s leading powers—Japan and China—and assess their relationships with both one another and the United States. In Unit IV, we turn our attention to relations on the Korean Peninsula, focusing in particular on the causes and consequences of North Korea’s ongoing military and nuclear threat to the region. In recognition of the 70th anniversary of the end of World War II, our final unit explores the impact of nationalism and historical memory on intra-regional affairs. Along the way, we touch on a broad range of topics and questions that inform contemporary regional affairs, from controversies surrounding Yasukuni Shrine and the East Asian Comfort Women to Japan’s expanding military posture and China’s perceived challenges to American economic and military power in the region.
Instructor Biography: Leonard Moore
Department of History, Senior Associate Vice-President, Division of Diversity and Community Engagement. Research interests include modern African American History; black urban history, intersection of race, sport, and hip-hop. Dr. Moore obtained a PhD in History from Ohio State University and he has been with The University of Texas since 2007.
History 317L: History of the Black Power Movement
The Black Power movement was a distinct period in African American life from the late 1960s and early 1970s that emphasized racial pride, the creation of black political and cultural institutions, self-‐‐reliance, and group unity. The range of black power ideology ranged from the desire to create an all-‐‐black nation-‐‐state to the promotion of black economic power. This course will look at the major organizations, key figures, and ideologies of the black power movement. This course may be used to fulfill three hours of the U.S. history component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, personal responsibility, and social responsibility.
Instructor Biography: Sean Theriault
Department of Government. Professor Theriault, who is fascinated by congressional decision-making, is currently researching the distinction between ideological and war-making behavior in the U.S. Congress. His classes include the U.S. Congress, Congressional Elections, Party Polarization in the United States, and the Politics of the Catholic Church, is passionate about teaching. He has received numerous teaching awards, including the Friar Society Teaching Fellowship (the biggest undergraduate teaching award at UT) in 2009, UT Professor of the Year in 2011, and the Regents’ Outstanding Teaching Award in 2014. In 2012, he was inducted into the Academy of Distinguished Teachers. Before obtaining his Ph.D. from Stanford University (in 2001; M.A. in Political Science in 2000), he attended the University of Richmond (B.A., 1993), and the University of Rochester (M.S. in Public Policy Analysis, 1996).
Government 310: American Government
This course provides an introduction to American politics. The course topics include an introduction to America’s constitutional foundations, the relationship between the mass public and politics (public opinion and participation), the role of intermediary organizations (interest groups, media, parties), and the function of institutions (Congress, Presidency, Courts). In addition to mastering a set of basic facts about American government, students will learn theories addressing “big questions” in American politics, and will explore critical assessments of the evidence brought to bear on these questions. Some of these topics will also be examined in the context of Texas politics.
Government 370: Research on the U.S. Congress
This research course is the first half of a year-long research program under the direction of Professors Theriault (ST) and Jones (BJ). Throughout the year, we have two major goals. First, and less important, we aim to familiarize the students with our own research agendas (past and present). Second, and more important, we will introduce the students to the research experience. The class will attempt to replicate the “laboratory” of the hard sciences. In those laboratories, students are engaged in independent, though related projects. Their work is coordinated and synthesized by a principal investigator who uses the independent projects to form a greater whole. This course is a social science laboratory. To that end, the students’ work is synthesized by two principal investigators (ST and BJ) in the construction of major books on the legislative and policy processes.
Instructor Biography: Michael Young
Department of Sociology. Dr. Michael P. Young received a Ph.D. in Sociology from New York University and a B.A. in Philosophy from Columbia University. He has been with The University of Texas at Austin Sociology department since 2000. His fields of interest include Social Movements, Historical Sociology, Sociology of Religion, and Sociological Theory.
Sociology 379M: Sociological Theory Teaching In Secondary Schools
The purpose of this course is to introduce the student to some of the more important theoretical foundations of the discipline of sociology and to current debates in social theory. The first part of the course covers select classical theorists. The second part provides aglimpse at important works in social theory on the periphery of the discipline. The third and final part presents central works from two leading social theorists of the late twentieth century. Throughout the course, the main topics of interest are the rise and transformation of modern society, the changing relationship between the individual and social institutions, the role of social structures and agency in social theory, the role of moral and instrumental action in agency theory, the challenge of critical theory to the social sciences, and contemporary attempts at a critical and multidimensional theory of society. This course challenges students to think theoretically and critically about society and its material and cultural production. The readings for the course are difficult but not inaccessible. This course will be fruitful if, and only if, students make a serious commitment to do the reading and to attend class. If this commitment is made, the social world might never look and feel quite the same. This is my goal for the course and I aim to deliver.
MEETINGS & DISCUSSIONS
Center for Asian American Studies
Founded in 2000, the Center for Asian American Studies (CAAS) at The University of Texas at Austin is an interdisciplinary academic program promoting understanding and awareness of Asian Pacific American (APA) issues and communities. We house undergraduate major, minor, and honors programs and organize lectures, films, conferences, speakers’ series, discussion forums, and collaborate partnerships with community and campus organizations. CAAS seeks to develop and highlight transnational and hemispheric perspectives and narratives of Asians in the Americas and the American South.
Dr. Sharmilla Rudrappa
Sharmila Rudrappa, a South-Asian-American Studies Scholar, is also a sociologist who specializes in gender and immigration issues. Her book, Ethnic Routes to Becoming American: Indian Immigrants and the Cultures of Citizenship (Rutgers University Press, 2004), is an ethnography of a shelter for battered South Asian American women, and a cultural organization in Chicago. The book contextualizes immigrant race politics within the larger cultural turn we see in the sphere of American politics in the late 20th century. A companion article, “Radical Caring In An Ethnic Shelter: South Asian American Women Workers At Apna Ghar, Chicago,” was recently published in Gender and Society. At present, Dr. Rudrappa is working on how globalization affects the social rights of citizenship. Her project is tentatively titled “Techno-Braceros, Indian Mothers and Other Such Phenomena: Conceiving Citizenship in 21st Century United States.” She was in India during the summer 2003 conducting preliminary research for the project. She was a recipient of the Humanities Institute Fellowship for the fall 2003.
Collaborates with instructors and academic units to create and enable transformative learning experiences via effective pedagogical practices, learning design, emerging technologies, digital tools, and data driven assessment, evaluation, and learning analytics.
Dr Anne Braseby (Faculty Development Specialist)
After teaching for 25 years, Anne joined the staff of CTL/LS as a Faculty Development Specialist, working specifically with faculty to develop collaborative learning both inside and outside the classroom. She facilitates Faculty Learning Communities across the university campus that provide a rich and rewarding forum for faculty to learn with and from their peers. She develops and presents faculty workshops on many topics from designing student led outcomes to student engagement in the classroom. She obtained her Master’s degree from Boulder Colorado and her Ph.D. from Florida International University in Miami Florida.
Dr. Karron Lewis (Associate Director for Instructional Consultation)
Karron is Associate Director for Instructional Consultation where she mentors other CTL Instructional Consultants and consults one-to-one with faculty from all across the UT Campus. She works with departments who are developing peer review strategies and conducts training for peer reviewers. Karron has been involved in faculty and TA development at the University of Texas at Austin since 1978. She has published and presented widely on faculty development strategies, individual consultation and interpreting student evaluation feedback. Karron earned a B.M.Ed. (Bachelor of Music Education) from Texas Lutheran University and a Ph.D. in Educational Curriculum and Instruction from Texas A&M University.
Collaborative to Advance Faculty Effectiveness (CAFÉ)
Faculty to discuss how research on teaching and learning can assist in making informed decisions on how to optimize student learning. The book club community provides a safe space to duscuss real-life situations and challenges within the “classroom.”
The fall 2015 semester focuses on Teaching at Its Best (Nilson, 2010).
South Asia Collection
The South Asian Studies collection supports teaching, learning and research at all levels. The collection particularly supports the work of scholars, students and faculty associated with the South Asia Institute and the Asian Studies Department but also strives to support interdisciplinary investigations using South Asian content across campus and within the community. Materials from and about South Asia are present in all disciplines within the overall UTL collection with primary emphasis given to materials in the humanities and social sciences. We have holdings in all languages of South Asia but the current collecting priorities are in Bengali, English, Hindi, Malayalam Sanskrit, Tamil, Telugu, and Urdu. The collection’s geographic focus encompasses the entire sub-continent with priority given to materials from and about India and Pakistan. As and when possible, materials about the South Asian diaspora are also collected. All formats are supported, including print, electronic, and A/V materials.
Mary Rader, MLS
Global Studies Coordinator. Mary manages all aspects of Global Studies programs within the UT Libraries, actively pursuing opportunities to advance UT’s engagement with and position within this expanding and evolving field. She coordinates area, international and/or global studies work throughout the Libraries and represents the Libraries to Global Studies-affiliated programs and communities on campus, nationally and internationally. As the South Asia Librarian, she develops collections and provides reference and instructional services related to South Asian Studies.
UTeach-Liberal Arts prepares prospective teachers for the rigors of today’s diverse classrooms. In keeping with the liberal arts tradition, critical reflection plays a central role in this program. In three comprehensive stages before, during, and after student teaching, this program links extensive content-area preparation and integrated university courses on teaching, with guided experience in public school classrooms. This process is supported by a solid grounding in learning theories and a broad understanding of community resources available to new teachers.
Carlos Eric Bowles, MS (Assistant Director)
Carlos Eric Bowles is the assistant director and academic advisor for UTeach-Liberal Arts. He also serves as assistant director and instructor for the Rapoport Service Scholarship program teaching courses on leadership, civic engagement, and ethics at UT Austin. Bowles is a doctoral student in Educational Psychology with research interests including phenomenology, reflexivity, motivation, and cultural aspects of learning. He has spent the last 16 years in higher education at The University of Texas at Austin (UT Austin) and The University of Texas at San Antonio (UTSA). Bowles holds a bachelor’s degree in English from UTSA, a master’s degree in Higher Education Administration from UT Austin, and is completing his dissertation on Preservice Teacher Identity Development at UT Austin. Bowles is the winner of the Texas Exes Alumni James Vick Award for Academic Advising in 2004 at UT Austin, the Liberal Arts Council for Outstanding Advisor in 2011 from UT Austin, and the National Academic Advising Association 2013 Outstanding Institution Advising Program Merit Award.
Tina Melcher is the Director & and a Clinical Associate Professor for UTeach Liberal Arts at The University of Texas at Austin. She has an MS in Curriculum and Instruction in Social Studies from Texas A&M Corpus Christi. Before coming to Uteach as Director, she taught for the Round Rock Independent School District.
UT Global Initiative
The UT Global Initiative for Education and Leadership (UTGI) is a program at The University of Texas at Austin that delivers high-quality educational training and consulting to governments, higher education institutions, schools, businesses, and nonprofits worldwide. Our mission is to use the power of education for the advancement of the global community by opening avenues of dialogue, building sustainable leadership, and fostering environments of learning. We prepare leaders to think creatively, communicate effectively, and inspire others to achieve excellence in the classroom and the marketplace.
Dr. Richard Flores
Richard Flores is Senior Associate Dean for Academic Affairs in the College of Liberal Arts and Professor of Anthropology and Mexican American Studies at UT Austin, holding the C.B. Smith, Sr. Chair in US-Mexico Relations. He focuses on critical theory, performance studies, semiotics, and historical anthropology. Flores has authored and edited multiple books in these areas as well as numerous periodicals.Flores has prioritized internationalizing curriculum through study abroad, international studies programs, and faculty recruitment. Additionally, he oversees curricular and academic missions, undergraduate research, and UTeach-Liberal Arts. He received his B.A. from the University of Notre Dame and Ph.D. from The University of Texas at Austin.
Carolyne Creel was the Acting Assistant Superintendent of Curriculum and Professional Development in the Fort Worth Independent School District before retiring. During her career she served as a teacher, administrator, and curricula developer. Creel holds a bachelor of arts degree, a master of education degrees in adult and continuing education and mid-management certification. She has conducted workshops for UTGI both in Texas and around the world.
Laura Ewing is president of the Texas Council on Economic Education (TCEE). Ewing has served as an adjunct professor at University of Houston – Clear Lake, teaching courses on curricular methodology. She has provided hundreds of workshops on content, teaching strategies, and methodology to teachers, parents, and university professors around the world. Ewing has a bachelor’s degree in secondary social studies education and a master’s degree in educational leadership.