Hamline News

Neal named Sanders Chair and Director of CEUT

Professor Rebecca Neal has been selected as the Gordon B. Sanders Endowed Chair in Teacher Education and director of the Center for Excellence in Urban Teaching (CEUT). Under her leadership, the center will take over the existing initiatives of the Collaborative Urban Educator grant, and work to extend its work to include initiatives for administrators, strengthen its connection with the community, and engage in grant-seeking activities for additional relevant initiatives. In her capacity as director and Sanders Chair, Professor Neal will serve in an important leadership role within the School of Education, rekindling the center as part of the core of the school’s signature identity.

Dr. Neal is an assistant professor of education foundations for the Teacher Education Department at Hamline. She holds a Bachelor of Arts from Hampton University; a Master of Education in special education with specialization in intellectual and learning disabilities from the College of William and Mary; a Master of Education in special education with specialization in deaf and hard of hearing from the University of Minnesota; and a Ph.D. in curriculum and instruction with an emphasis in cultural responsiveness and special education from Arizona State University.

Professor Neal is invested in creating learning communities that foster development of participation that allow students to think theoretically, conceptually, and come to understand the grand challenges of the field of education. A concentration of her research focuses on the emotional culture of classrooms through the examination of emotional space and learning in real time with a particular emphasis on understanding teacher and student sense making of classroom tensions. As director she hopes to connect research to learning communities, strengthen relationships with surrounding districts, and work through an interdisciplinary and collaborative approach to prepare teachers and pre-service teachers to work better with school age youth who have been traditionally marginalized within society and the preK-12 enterprise.