Alabama Superintendents Academy
The Superintendents’ Academy is a highly selective, advanced development program for talented, innovative School Superintendents from across the Alabama. With the Academy’s support, participants emerge from the program ready to pioneer sustainable breakthrough initiatives that enable public school systems to thrive and succeed.
Alabama Autism Cluster
The Autism Cluster at The University of Alabama is a unique collaborative approach to autism research within the Departments of Communicative Disorders and Psychology in the College of Arts & Sciences and the Department of Special Education & Multiple Abilities and the Educational Neuroscience Initiative in the College of Education. Recent advances in autism research have revealed important findings related to genetics, identification, and intervention. Currently, autism affects an estimated 1 in 59 children. As more individuals are diagnosed and children with autism move toward adulthood, new gaps in the research have been identified and prioritized The purpose of the UA Autism Cluster is to help bridge this research-to-practice gap. We aim to improve outcomes for people with autism and their families by facilitating collaborations among researchers with the expertise required for the complete, interdisciplinary approach necessary to address these specific gaps.
The Alabama Community College Leadership Academy
Established in 2000, the Alabama Community College Leadership Academy is a yearlong leadership development program for administrators and faculty members in two-year colleges. The program is designed for those who desire to prepare themselves to take advantage of future senior-level management opportunities. The Academy activities begin with a four-day workshop in residence. This is followed by four day-and-a-half seminars at host campuses during the year. Participants explore solutions to real world problems faced by college administrators. The Academy features a variety of lectures, seminars, and workshops. These center on the following six curricular themes:
Counseling Lab
The Program in Counselor Education includes usage of the Counselor Education Developmental Counseling Laboratory, a suite of counseling rooms on the third floor of Autherine Lucy Hall, accessible through Room 318. The Counseling Laboratory is a state-of-the-art facility that features digital recordings of pivotal counseling work samples from program entry through practicum work
Educational Neuroscience Initiative
The Educational Neuroscience Initiative has five active labs engaged in educational neuroscience research (e.g., numerical cognition, moral decision making, language processing and bilingualism, and counseling practice). The five active labs associated with the educational neuroscience initiative bring together researchers from a wide range of disciplines with a shared interest in the neural mechanisms of learning and implications of neuroscience research for education. Our labs are equipped with state of the art traditional and mobile EEG, tDCS, fNIRS, eye-tracker, and virtual reality systems.
Neuroscience of Education Research on Development (N.E.R.D.) Lab
The Neuroscience of Education Research on Development (N.E.R.D.) Lab studies how the human brain supports learning across the lifespan by examining the neurobiology of language processing and acquisition. We use a variety of behavioral (eyetracking) and neuroimaging (EEG, fNIRS) methods to investigate how speech and gesture contribute to learning from childhood through adulthood in diverse populations.
Social, Emotional, and EDucational Neuroscience Lab
The Social, Emotional, and EDucational Neuroscience Lab, the SEED Neuroscience Lab, studies how to promote students’ social, emotional, and motivational development in educational settings by utilizing various neuroscientific research methods, including but not limited to, functional MRI (fMRI), structural MRI, psychological intervention, and computer simulation methods. We conduct research projects focusing on moral development and education, growth mindset, and effective educational interventions promoting positive youth development.
Adapted Athletics
Alabama Adapted Athletics sponsors competitive college sports in men’s and women’s wheelchair basketball and wheelchair tennis. Emerging sports include adapted rowing and wheelchair track.
CrimsonFit (Exercise Physiology Lab)
The Department of Kinesiology’s Exercise Physiology Lab is a well-equipped physiology laboratory particularly designed for measuring the human physiological responses to exercise and recovery under various environmental conditions. It contains metabolic analyzers, ergometers, biochemistry analyzers, and an environmental chamber with thermometry equipment.
UA/UWA Regional In-Service Center
The UA/UWA In-Service Center provides professional learning and growth opportunities for the teachers, administrators, counselors, and librarians of twelve (12) school districts within nine (9) area counties.
Innovative Technology, Teaching, and Learning Lab
In 2013, the College of Education opened this lab to offer technology tools, resources, and support to faculty and students.
Office of Evaluation Research and School Improvement
The Office of Evaluation, part of The University of Alabama’s College of Education, provides comprehensive monitoring, evaluation and measurement services to determine the effectiveness of research, training, and service program across the campus, the state, and the nation. We conduct program monitoring and evaluation to inform decisions and policy to improve effectiveness, efficiency, and results.
Research Assistance Center
The College of Education’s Research Assistance Center (RAL) provides faculty and graduate students with advice and instruction in designing quantitative research studies, selecting and developing instruments, setting up statistical analyses, and using statistical software.
Office of School Partnerships
The vision of the University of Alabama College of Education Office of School Partnerships is a collaborative network of partners that exist to promote innovation and improvement in area schools.
Alabama Positive Behavior Support Office
The Alabama Positive Behavior Support Office is a statewide technical assistance and research agency that focuses on preventing challenging behavior, improving school climate and student outcomes, and supporting students at-risk for and with disabilities. This Office provides technical assistance through (1) initial and booster training in schoolwide positive behavior interventions and supports (PBIS), (2) Tier 2 PBIS training, (3) Tier 3 PBIS training, (4) three-tiered coaching and ongoing support, and (5) PBIS, discipline, and school climate data collection and analysis.
CrossingPoints
CrossingPoints is an on campus transition program at the University of Alabama in cooperation with the UA, Tuscaloosa City and County School System. This site provides information on our students, staff, how to volunteer or how to become one of CrossingPoints Jobsites, along with other information relevant to our program.
Evidence-based International Early Intervention Office
The Evidence-based International Early Intervention Office (EIEIO) is a unit of the Department of Special Education and Multiple Abilities in the College of Education. The mission of the EIEIO is to promote family-centered, functional early intervention (birth – 5 years) through the Routines-Based Model.
Gifted Education and Talent Development Office (GETDO)
The Gifted Education and Talent Development Office (GETDO) is a research-related office about gifted education and gifted individuals. Additional activities related to research include outreach to families of gifted children, student programming, community engagement, professional development, and materials development.
Routines-Based Institutes
Over the past 30 years, Dr. Robin McWilliam has developed the Routines-Based Model for working with young children with disabilities and their families. This model consists of practices primarily for use in both home-based supports and classroom-based supports.
Whole children – those who are academically successful with positive mental well-being and social health – achieve higher graduation rates, contribute to the community, and lead happy, productive lives. We believe in the power of the Whole Child. The Whole Child approach is a systematic blueprint for sustainable change in children, citizens, and communities. Through a comprehensive method for supporting students and teachers, streamlining existing programming, and establishing strong school-community partnerships, we redefine policies, practices, and relationships to ensure a positive, lasting impact on all youth within a community. By making a community-wide shift in how we educate and prepare our children for success in and out of school, Whole Child helps youth realize their full potential.
