Cinda Johnson, Associate Professor and Principal Investigator, recently received renewal funding through the Office of Superintendent of Public Instruction (OSPI) and a new award from the Division of Vocational Rehabilitation (DVR) to support this work. In addition to these recent awards, Dr. Johnson is also currently supported by OSPI to provide statewide professional development and support to educators, district leaders, and other personnel around improving the inclusion of students ages 6-21 with disabilities in general education settings.
The Center for Change in Transition Services (CCTS) at the College of Education empowers educators and administrators to improve transition services for youth with disabilities by providing training, data analysis, resources and materials, and technical assistance to educators, school districts and local education agencies throughout Washington state. These three awards follow a long and fruitful history of external funding: Just in the past decade, the CCTS has received over $7.86 million from multiple sponsors to advance the center. “Building upon initial funding for CCTS year after year has been a successful endeavor mostly due to the excellent services that we provide statewide and our reputation and collaboration with state and federal organizations,” says Cinda. “It is important to have a clear mission that is aligned with the research agenda which then makes proposals much easier to write.” Congratulations to Dr. Johnson, CCTS Director Elaine Marcinek, and their team!
With funding from the US Department of State, Seattle University hosted a prestigious summer institute in 2017, 2018 and 2019, the Study of the U.S. Institute for Scholars on Contemporary American Literature. Over the course of each summer, eighteen visiting scholars and educators from eighteen different countries visited Seattle University for four weeks of academic residency and two weeks of study tour. The goals of the Institute include more complex conceptions of U.S. history, society, and institutions; new materials and paths for research and teaching in participants’ home countries; and connections that foster peaceful, mutual understanding and the possibility for further intellectual and institutional exchange.
SUSI Director
Professor and Chair of English
SUSI Associate Director
Associate Professor of Art History
Eighteen scholars of US literature and English from eighteen different countries in the 2019 Study of the US Institute on Contemporary American Literature, funded by the US Department of State’s Bureau of Educational and Cultural Affairs, directed by Drs. Ken Allan and Charles Tung, with program coordination and support from Andrew Asplund and Shawn Bell.
2018 SUSI on Contemporary American Literature.
Seminar on Creative Writing in the US, with readings and book-signing by Dr. Sonora Jha, Associate Dean in A&S, Juan Reyes, Assistant Professor of English, and Anastacia-Renee Tolbert, Seattle Civic Poet 2017-19 (pictured seated, left to right).
The first Study of the US Institute at Seattle University, 2017, funded by the US Department of State’s Bureau of Educational and Cultural Affairs, directed by Drs. Ken Allan and Charles Tung, with program coordination by Tonja Brown. Eighteen professors of US literature and English from eighteen different countries.
Indigenous Peoples Institute (IPI) supports Native American student success at Seattle University and raises awareness about issues of critical importance to local and global Indigenous peoples. Grants from the San Manuel Band of Mission Indians and Snoqualmie Tribe provided support for emergency funds for Native students. Please visit the Indigenous Peoples Institute (link below) for more information on their work supporting Native American student success at SU.
The Indigenous Student Association marches in the 2019 Homecoming Red Umbrella Parade where they won 1st place for the banner contest! Starting from the top of the banner from left to right Blackfeet, Hawaiian, Pueblo, and Mi’kmaq design and art is shown along with ISA’s logo in the center.
