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Naomi Dupre-Edelman, assistant director of the math leadership programs at �Ӱ���̳ College shares what she learned from alum and faculty at the recent math conference.

Master of Arts in Teaching student Justin Griffin ’25 paints an inspiring and empowering mural at a middle school in Holyoke to celebrate women of color.

�Ӱ���̳’s one hundred and eighty-seventh Commencement was marked by many firsts — the first held on Pageant Green, the first Commencement with President Danielle R. Holley and, for many undergraduates, their first in-person graduation.

“When I talked to people at �Ӱ���̳, it was very inviting, very supportive. They valued my perspective and what I brought to the table. I talked about being Black [and] being in education, and they valued that perspective.”

“I found a program that seemed like it was catered for me. It was unbelievable. The fact that it was for experienced K–8 math teachers was very unique. Then when I got here, it was even more eye-opening.”

“I was waking up at 4:30 in the morning. But donut shops are open, so I got donuts. And I have such a great cohort. I have never been bored.”

Over the years I taught, there were two books in particular that I used to help with this. Both helped begin shifting students’ thinking and identities within mathematics.

Getting students to see themselves as mathematicians (or mathers as we like to call them) can be challenging.

What are some ways we can recalibrate how we think about data to lean into what we know about our students and not just the numbers?

�Ӱ���̳ graduate alum Lachanda Garrison begins a prestigious fellowship to advocate for STEM and military families and to help make American classrooms stronger.