Graduating this spring with a degree in Child Behavioral Health from the University of Oregon’s Portland campus, Laine Lovgren participated as a HEDCO Institute Undergraduate Scholar, an opportunity made possible through donor support.
The Society for Prevention Research (SPR) is delighted to announce the appointment of Elizabeth (“Beth”) Stormshak, PhD, as the next Editor-in-Chief of Prevention Science, the official journal of SPR. Dr. Stormshak will begin as Editor-elect on July 1, 2026, and will assume full editorial responsibility for new submissions beginning January 1, 2027.
A recent summary from the University of Oregon’s HEDCO Institute may have possible solutions for schools struggling with students missing large amounts of the school year. Elizabeth Day, a UO assistant research professor and assistant director of outreach for the HEDCO Institute shares subject-matter expertise.
Nutrition experts at UO hosted a nutritional guideline panel to discuss the Trump Administration's change to the food pyramid and how that may impact school lunches. Associate Professor of Education and Environmental Studies Sarah Stapleton, PhD, said that moving away from processed foods in schools is a positive, but the focus on dairy will lead to an equity issue as many in the BIPOC community are lactose-intolerant.
The College of Education’s donor-funded Professional Development Program is helping graduate students take important steps toward their future careers. Abbie Sanders, a doctoral candidate in Prevention Science, was able to present her paper Social Networks and Parents’ Early Reentry Outcomes at the annual American Psychology Law Society meeting after receiving professional development funds.
A new study has revealed a powerful truth about college success: students who feel they truly belong on campus are significantly more likely to earn their degrees. Co-author, Maithreyi Gopalan, PhD, of the University of Oregon, urge colleges to implement standardized, multi-item tools that measure belonging over time.
Many California students remain classified as English learners despite demonstrating fluency. A new study by Associate Professor Ilana Umansky, PhD, and QRME doctoral student Havisha Khurana provides key evidence supporting reforms to California’s English learner reclassification policies.
A new $20 million grant from the U.S. Department of Education will bolster the University of Oregon’s longstanding national leadership in transition services for youth with disabilities. The funding for transition services reflects the university’s expertise in special education.
The HEDCO Institute for Evidence-Based Educational Practice Undergraduate Scholars Program gives future educators and researchers a hands-on look at research and knowledge mobilization while they are undergraduates at the University of Oregon.
HEDCO Institute researchers Elizabeth Day and Sean Grant had the opportunity to brief the Alaska Senate Education Committee on Monday, Jan. 26, 2026, sharing key findings from recent meta-analysis on four-day school weeks. As school districts across Alaska explore whether to shift to a four-day schedule, many are looking to ground their decisions in rigorous, reliable evidence.
