Judith Herb College of Education

Centers, Grants, and Projects

Explore in greater depth the education topics you connect with the most. Learn hands-on — collaborating with peers, mentors and area youth on time-relevant topics that encourage curiosity and dialogue. Our funded grants and projects and dedicated centers for research and advocacy create a well-rounded education experience.

You can help create inclusive learning environments for immigrant students. Develop innovative curriculum for elementary algebraic thinking. Train with peers to gain educational leadership insight or work to improve suicide prevention efforts on college campuses. Our wide range of grants, centers and projects allow you to multiply your knowledge in ways practical to your professional career and personal growth. Choose your opportunity.



Teacher Supply Pantry - The Teacher Supply pantry is an on campus resource that helps connect teachers at Old Orchard Elementary School with supplies for their students.

Herb Innovation Center
 - The mission of the Herb Innovation Center is to improve the profession of education and the human condition. This will be accomplished by supporting innovative and sustainable educational and human science research, and by offering graduate and undergraduate students applied research experiences vital to their professional development. 

Carver Center - The Carver Resource Center is a technology and curriculum resource center housed in the Judith Herb College of Education.  The Center is designed to serve as the college's primary educational technology teaching and resource facility.

Center for Education in Mass Violence and Suicide - The University of Toledo Center for Education in Mass Violence and Suicide is dedicated to providing resources, courses, and training to K-12 districts, institutions of higher education, and the workplace.  With a team of internationally recognized experts, the center is dedicated to providing research-based curriculum and solutions in a holistic approach. That is, we are not limited solely to threat assessment or prevention alone. We are also dedicated to making universities compliant with House Bill 28, which mandates a multicomponent approach to addressing suicide on college campuses.

Center for Nonviolence and Democratic Education - The purpose of the Center for Nonviolence & Democratic Education (CNDE) is to understand and educate, locally and globally, for a nonviolent, democratic, peaceful, ecologically sustainable, and just society. 

Daso Herb Center for Advanced Research in Education - The mission of the Daso Herb Center for Advanced Research in Education, Talented and Gifted (CARE) is to promote the development of talent and excellence in socially valued areas of human activity through research, teaching and service. 

The Russel Center -  The purpose of the John H. Russel Center for Educational Leadership is to promote understanding of the role and practice of leadership in education and the development of educational leaders in PreK-16 schools, institutions, and associations. The center provides a resource to help students, faculty members, administrators, and professionals communicate with each other, improve skills in specific areas, develop innovative solutions to problems, provide a forum to share ideas, and conduct research on educational issues. 


Career: Teaching Practices That Support Fraction-Based Algorithmic Thinking
The objective of this project is to develop a prototypical model of core teaching practices that engage and support students in algorithmic thinking when studying fraction operations

Great Start for Higher Education (GSHE)
The purpose of Great Start for Higher Education (GSHE) is to enhance the quality of the early childhood curriculum offered at 4 community colleges in Michigan (Grand Rapids Community College, Mott Community College, Monroe County Community College and a 4th to be determined) so that associate degree early childhood teachers are better prepared to meet the needs of young children with diverse needs and their families.  Accordingly, GSHE will work with faculty and community partners from these IHEs to embed evidence and competency-based content into early childhood courses and increase the number and quality of inclusive early childhood practicum settings.

K-5 Algebraic Thinking Initiative
The K-5 Algebraic Thinking Initiative is a professional development project to support teachers in developing and implementing the Patterns, Functions and Algebra benchmarks and indicators in the Ohio Academic Content Standards for Mathematics

Making Connections - Making Connections is a collaborative effort between Toledo Public Schools and The University of Toledo designed to support TPS math, science, and special education teachers as they work to improve their instructional skills and capabilities to integrate STEM in their classroom instruction. The project emphasizes the cohesive integration of science, technology, engineering, and math using 5E science inquiry and Thinking Math methods, technology, and differentiated instructional strategies for special needs students. Support for Making Connections is provided by a grant under the federally funded Improving Teacher Quality Program, administered by the Ohio Department of Higher Education.

NURTURES is a partnership between Toledo Public Schools, day care centers/nursery schools, The University of Toledo (education, engineering, & science departments), and community resources (e.g., Imagination Station, Zoo, Toledo Botanical Gardens) that will work with teachers and families to create a complementary, integrated system of science education for grades PK-3 in the Toledo area.

NURTURES is supported by National Science Foundation grant #1102808

Project: Creating Adaptive Culturally Diverse Learning Environments

This study seeks to understand the problems encountered by immigrant minority middle school students and to discern what schools and teachers can do to mitigate students' feelings of exclusion and create an environment in which all students can grow—intellectually, interpersonally, and socially.

Project LEA
Project LEA: Leading Educators in Advancing Inclusive Early Education is designed to prepare approximately 34 early childhood special education administrators and supervisors to serve as educational leaders in their districts. These "front line" individuals play an important role in providing high-quality services to young children on IEPs and their families and we're excited to be working with them. Participants in Project LEA will complete a specially designed 2-year part-time online program of study leading to an Education Specialist degree. Project LEA is a 5 year project (2013-2018) funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), grant #H325D130075.

Project Open House

There is an urgent need to increase access to and improve the quality of inclusive childcare for young children with disabilities in Ohio.  Through a state-wide and local/regional systems change approach, Project Open House (POH) will address these concerns to produce lasting improvements in how high-quality childcare is provided to young children with disabilities and their families. Project Open House is a 5 year project (2017-2021) and is funded by The Ohio Disabilities Developmental Disabilities Council Under The Developmental Disabilities Assistance and Bill of Rights Act, grant #17CH01SC17.

Toledo Transition (T2)
Toledo Transition is a non-degree certificate program for students with intellectual and developmental disabilities. This program provides an inclusive postsecondary option for this population of students that includes participation in college courses, vocational internships and social experiences at the University of Toledo.

The Partner Project
The Partner Project (2012-2015) is designed to assist community college faculty who want to enhance their early childhood curriculum to better prepare associate-degreed teachers to work with young children with diverse abilities. It will entail a year-long curriculum revision process followed by a year-long implementation and evaluation period with three community colleges in Ohio, Professional Development webinars for community college EC faculty members, and working with teachers at inclusive community-based early childhood programs that could serve as model practicum sites.  The Partner project is funded by the U.S. Department of Education, Office of Special Education Programs Grant # H325N110014

Last Updated: 7/31/19