The Character Catalyst Grant, provided by the generous support of the Kern Family Foundation, offers USA-based graduates of the Jubilee Centre’s MA Character Education programme an opportunity to advance their existing work in character education.
Below are the successful applicants of Character Catalyst Grant and the projects that are currently underway.
If you wish to view the projects that have been completed under the grant, please click here.
Dawn Bradley
Libertas School of Memphis
Staging Virtue Initiative
Libertas is the first public charter school in Tennessee to offer the rich, personalized learning method of Dr. Maria Montessori, and operates the nation’s first dual-certified urban Montessori teacher residency. Libertas opened in 2015 to transform Tennessee’s second lowest achieving school; now it is one of the fastest improving and highest achieving for at-risk students. Exclusionary discipline was virtually eliminated in an area where adverse childhood experiences are prevalent.
One key to success is a school culture anchored by “virtue study.” From age 4 to 10, students develop character through interactive read-aloud of classic literature from across cultures.
Now that we have opened the doors to our new middle school (age 11-14), we are eager to extend our program to meet the unique needs of adolescents. Dr. Montessori said that adolescents need to “play a part” in the wider society they are entering. Building literally on her insight, our new Staging Virtues initiative will help students draw on the treasury of inspiring (and cautionary) stories (“virtue literacy”) they’ve learned as younger children and begin to explore what it means to truly enact virtue, through performing dramatic, morally complex scenes from literature and real-life scenarios. Our goal is to build both virtuous habits, and practical reason – finding the right way to do the right thing.
This innovation aligns with our emphasis on human-centred education for “minds, hands, and hearts,” while using the dynamic form of theatre as a means of positive peer pressure during a time when adolescents have increased concern with how they are seen by others.
Nancy Erickson
Saint Mary’s University of Minnesota
Gratitude Journaling and the Impact on the Benevolent Virtues of Gratitude and Compassion
Creating a flourishing society is the ultimate goal of all schools and universities. The purpose of this project is to develop and expand on previous research on gratitude journaling and the possible connection of the benevolent virus of gratitude and compassion.
In this research project, the goal is to create a gratitude journal that will be given to students at Saint Mary’s University of Minnesota. The journal will give students the opportunity to develop the practice of gratitude journaling as a tool they can develop for their entirelives. As evidence shows, cultivating gratitude helps individuals to flourish and virtues in adults can be developed by habituation, practice, critical thinking and reflection.
The newly designed gratitude journal will also be used to conduct another research study, using a larger sample size from the School of Education at Saint Mary’s University. The study will examine if the students experience growth in gratitude from writing in the journal. Through empirical study, the research will attempt to expand the theoretical evidence on the connection between gratitude and compassion.
Dr. Ashley Brandon & Emily Farkas
Grand Canyon University
Activities and Applications: Integrating Character Development and Trauma-Informed Practices in PK-12 Settings
The aim of this project is to bring together a diverse group of experts in character development and trauma-informed practices to collaboratively create a comprehensive resource for educators. This resource, a carefully crafted book of activities and applications, will serve as a bridge between trauma-informed strategies and character development, offering educators practical tools to foster positive character traits while addressing the unique needs of students who have experienced trauma. The activities included will be rooted in research and designed to promote character growth within a trauma-sensitive framework, ensuring they are both effective and supportive. This book will not only provide a wealth of actionable resources and ideas but also offer valuable insights into the connection between trauma-informed care and character education. It will equip PK-12 educators and school leaders with essential knowledge, processes, and strategies to create an environment that supports the holistic development of all students. By grounding the activities in proven research and evidence-based practices, this resource will empower educators to integrate trauma-sensitive approaches with character development initiatives, ultimately helping students build resilience, empathy, and positive social-emotional skills.
Kathleen Stimely
Wake Forest University Program for Leadership and Character
Leadership and Character Certificate for University Faculty and Staff
The aim of the project is to create and implement a Leadership and Character Certificate for Wake Forest University staff.
Interested in applying?
You can find more information here including eligibility and application deadlines, or you can contact h.odonoghue@bham.ac.uk