When School of Education graduate student Chris Harried reflects about his experience at Johns Hopkins, one thought comes to mind: relationships. For this Michael-Weinstein Scholar, his bonds with professors and colleagues and the connection to students in the classroom have reaffirmed his commitment to his hometown of Baltimore.
“The most impactful part of my experience here at Johns Hopkins is having that privilege to lean into culturally competent conversations within an inclusive community,” says Harried, who will receive his Master of Science in Educational Studies in December 2020.
He is particularly interested in leveraging what he’s learned at Hopkins to add social and emotional awareness into the pedagogy for students in urban settings. Whether that be through one-on-one counseling or curriculum building, Harried is passionate about addressing students’ challenges holistically.
Having noticed a lack of African American males in the field of education, Harried is also committed to serving as a role model. “My focus is on minority and urban education,” he says, “working with Black and Brown students who have similar backgrounds as mine.”
Harried recognizes the extent to which his life has changed as a result of his experience at Hopkins. As someone relatively new to teaching, he had felt humbled to learn from faculty members such as Robert Balfanz, PhD, whose evidence-based intervention models target secondary school dropout.
“To be able to be a fly on the wall in the midst of these conversations – and then participate – has jump-started my thinking and my ability to frame how I want to ask good questions,” Harried says.
Asking these questions during his studies at Hopkins has afforded Harried the opportunity to grow as an emerging education leader who is determined to make a difference. Amid the public health crisis and stay-at-home orders, Harried says his sense of purpose as an educator has been strengthened as the fragility of America’s education infrastructure has come sharply into focus.
“The privilege of access to internet, an oft-mentioned discussion point in this dialogue, is an issue that is receiving renewed attention in the public discourse,” he says. “The pandemic has only illuminated and exacerbated the digital divide that exists for our students.”
Topics: Alumni, Faculty and Staff, School of Education, Support Scholars