In this issue: - College of Education - Purdue University
In this issue: - College of Education - Purdue University
In this issue: - College of Education - Purdue University
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ollege <strong>of</strong> <strong>Education</strong><br />
v o l u m e 2 : i s s u e 2 : s p r i n g 2 0 0 6<br />
<strong>In</strong> <strong>this</strong> <strong>issue</strong>:<br />
Global Reach<br />
COE <strong>In</strong>ternational Connections<br />
Ackerman Pr<strong>of</strong>essorship<br />
Faculty Member Awarded Distinction<br />
Scholarships<br />
<strong>In</strong>creasing the Volume and Value
Greetings from <strong>Purdue</strong> <strong>University</strong>’s <strong>College</strong> <strong>of</strong> <strong>Education</strong>.<br />
<strong>In</strong> <strong>this</strong> <strong>issue</strong> <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Education</strong>’s Magazine you will learn about<br />
many exciting things occuring on the West Lafayette campus.<br />
Spring is definitely here as evidenced by the robins that now grace<br />
the lawns around campus, the Wabash peaking and receding on its<br />
banks, and the absence <strong>of</strong> snow on the ground. And all <strong>of</strong> <strong>this</strong> follows<br />
the warmest January on record. It is truly a wonderful time to be<br />
contemplating the transitions we have experienced and the promise<br />
spring brings to us all.<br />
This is a busy time <strong>of</strong> year on campus as we prepare for the Spring Fest<br />
weekend celebration, continue interviewing and hiring new faculty—<br />
consistent with our strategic plan, and contemplate the graduation <strong>of</strong><br />
so many highly qualified teachers and future leaders. The <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> has been very successful in attracting the best possible new<br />
faculty to our campus. This year we estimate that we will be adding eight<br />
to ten new faculty to the <strong>College</strong> <strong>of</strong> <strong>Education</strong>.<br />
<strong>In</strong> <strong>this</strong> <strong>issue</strong> <strong>of</strong> our <strong>College</strong> <strong>of</strong> <strong>Education</strong> Magazine we highlight<br />
exciting events and initiatives. For example, our first fully endowed<br />
pr<strong>of</strong>essorship, the James F. Ackerman Pr<strong>of</strong>essorship in Social Studies<br />
<strong>Education</strong>, has been awarded.<br />
Also highlighted in <strong>this</strong> <strong>issue</strong> are the many international activities <strong>of</strong><br />
our faculty and students. It is clear in <strong>this</strong> era <strong>of</strong> increased globalization<br />
that our students and faculty need to be engaged not only locally but<br />
globally in order to remain competitive. Our faculty and students are<br />
engaged throughout the world—working with colleagues in Afghanistan<br />
and South Africa. Our study abroad opportunities for our students, both<br />
undergraduate and graduate continue to grow and expand.<br />
As always I thank you for your support and hope to see you back on<br />
campus soon.<br />
Sincerely,<br />
George W. Hynd<br />
Dean, <strong>College</strong> <strong>of</strong> <strong>Education</strong>
v o l u m e 2 : i s s u e 2 : s p r i n g 2 0 0 6<br />
focus on<br />
GLOBAL REACH: The <strong>College</strong> <strong>of</strong> <strong>Education</strong>’s <strong>In</strong>ternational Connections<br />
CHINA page 4<br />
KUWAIT page 5<br />
MONGOLIA & AFGHANISTAN pages 6-7<br />
NETHERLANDS page 8<br />
SOUTH AFRICA page 9<br />
RUSSIA page 10<br />
POLAND page 11<br />
FACULTY UPDATES<br />
NAGC AWARDS page 12<br />
ACKERMAN PROFESSORSHIP page 13<br />
PEER EDITED JOURNALS page 14<br />
RETIRING AFTER 20 YEARS page 15<br />
NEW FACULTY & STAFF page 15<br />
IN MEMORIUM pages 16-17<br />
RESEARCH<br />
SCIENCE LITERACY page 18<br />
NEW PSYCHOMETRIC LAB page 19<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Magazine<br />
Beering Hall, Room 6124<br />
100 North <strong>University</strong> Street<br />
West Lafayette, <strong>In</strong>diana 47907-2098<br />
Phone: 765-494-5832 | 800-213-9339<br />
Email: tragnew@purdue.edu<br />
Web: www.education.purdue.edu<br />
About the contents: Guest writers are<br />
identified in author by-line; all other<br />
articles authored by Tonya Agnew.<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Magazine is<br />
published semiannually by the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong>. Copyright © 2006 <strong>Purdue</strong><br />
<strong>University</strong>, All rights reserved <strong>Purdue</strong><br />
<strong>University</strong>, West Lafayette, <strong>In</strong>diana 47907<br />
USA, 765-494-4600. An equal access/<br />
equal opportunity university.<br />
ALUMNI<br />
ROBERT FOERSTER (BA ’72, MA ’76) page 20<br />
ALUMNI NEWS page 21<br />
SCHOLARSHIPS<br />
DEVITO SCHOLARS PROGRAM page 22<br />
INCREASING THE VOLUME AND VALUE page 23<br />
SCHOLARSHIP RECIPIENTS pages 24-25<br />
DEVELOPMENT<br />
2005 DONOR HONOR ROLL pages 26-32<br />
SPECIAL EVENT page 33<br />
UPCOMING EVENTS<br />
CALENDAR page 34<br />
www.education.purdue.edu 3
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Linda Austin’s Journey to an Ancient L and<br />
4<br />
or some a wall is a symbol <strong>of</strong><br />
division, separation or enclosure.<br />
For Linda Austin, China’s<br />
Great Wall symbolizes all that<br />
has enabled her to survive breast cancer—resolve,<br />
determination and strength.<br />
<strong>In</strong> May 2005, Linda Austin, Director <strong>of</strong><br />
the Office <strong>of</strong> Field Experiences, traveled<br />
to China with eighteen other delegates<br />
as part <strong>of</strong> People to People <strong>In</strong>ternational.<br />
The primary goal <strong>of</strong> the trip was to investigate<br />
China’s educational system but<br />
Austin explored so much more.<br />
“It was the chance<br />
<strong>of</strong> a lifetime.”<br />
Austin was selected to participate in<br />
the People to People program by Edward<br />
Pultorak, Delegation Leader <strong>of</strong> People to<br />
People <strong>In</strong>ternational. He states, “Linda<br />
Austin was one <strong>of</strong> my top selections to<br />
participate in <strong>this</strong> very important event.”<br />
Once approached by<br />
Pultorak, Austin was<br />
thrilled to be part <strong>of</strong><br />
the delegation. “It was<br />
the chance <strong>of</strong> a lifetime.”<br />
The experience<br />
was enhanced when<br />
she found that her husband<br />
was able to travel<br />
as a guest with the<br />
group.<br />
People to People,<br />
instituted in 1956 by<br />
President Dwight D.<br />
Eisenhower, works to<br />
achieve mutual understanding<br />
among people <strong>of</strong> all nations and<br />
Austin’s trip to China certainly did just<br />
that. “The trip built bridges with educators<br />
and enhanced my appreciation <strong>of</strong> diversity,”<br />
Austin explains.<br />
Austin visited a variety <strong>of</strong> schools in-<br />
cluding a private school, rural<br />
school and a special needs<br />
school—each with its own advantages<br />
and deficiencies.<br />
The private school in Beijing<br />
emphasized high student achievement<br />
and, in spite <strong>of</strong> the emphasis<br />
in arts and physical education,<br />
the dormitory rooms were all<br />
identically stark. Among the barrenness<br />
were rooms full <strong>of</strong> “musical”<br />
color—80 piano practice<br />
rooms. “The sound coming from<br />
one <strong>of</strong> the rooms blew me away,”<br />
describes Austin. The tuition paid by the<br />
families affords the students equipment<br />
and supplies that isn’t available to those at<br />
rural schools.<br />
“Although the rural school was quite<br />
primitive, the expectations were still very<br />
high,” Austin says <strong>of</strong> her visit to a village<br />
school. “There was a real sense <strong>of</strong><br />
poverty.” But among the primitive and<br />
poor conditions the students were receptive<br />
to strangers. One<br />
young girl even shared<br />
her plum with the delegates.<br />
Austin later<br />
wondered if the young<br />
girl had shared her<br />
fruit allotment for the<br />
week. It was a touching<br />
experience to see<br />
“a child that willing to<br />
share with strangers.”<br />
Sharing is what the<br />
special needs school<br />
was all about. The<br />
teachers shared their<br />
Paul and Linda Austin<br />
knowledge, expertise<br />
and even hugs with their students. <strong>In</strong><br />
contrast to the private school environment,<br />
the special needs dormitory rooms<br />
were bright, colorful and filled with personal<br />
items. The school’s main goal is to<br />
teach life skills so that the special needs<br />
Great Wall <strong>of</strong> China<br />
children can function in society. Art, music<br />
and dance are used for rehabilitation.<br />
Austin describes the “intense feeling <strong>of</strong><br />
love” that was apparent at the school.<br />
Austin found the Chinese people to be<br />
very open, proud and respectful. Through<br />
her school visits, university visits and<br />
trips to historical destinations including<br />
Tiananmen Square, the Forbidden<br />
City and the Great Wall, she has found<br />
a “greater understanding <strong>of</strong> the personal<br />
perseverance <strong>of</strong> the Chinese people.”<br />
And perseverance is something that<br />
Austin knows about. It is her personal<br />
perseverance and resolve that aided in her<br />
She has found a<br />
“greater understanding<br />
<strong>of</strong> the personal<br />
perserverance <strong>of</strong> the<br />
Chinese people”<br />
fight against breast cancer just a few years<br />
ago and pulled her through the emotional<br />
and physical obstacles—obstacles also<br />
overcome by the ancient Chinese people<br />
that carried the boulders and built the<br />
Great Wall.
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Jim Lehman Travels to Kuwait <strong>University</strong><br />
A F G H A N I S T A N C H I N A K U W A I T M O N G O L I A N E T H E R L A N D S P O L A N D R U S S I A S O U T H A F R I C A<br />
Jim Lehman (left) with Kuwait<br />
<strong>University</strong> faculty members<br />
n February 2006 Jim Lehman, Head <strong>of</strong> the Department <strong>of</strong> Curriculum<br />
and <strong>In</strong>struction, visited Kuwait <strong>University</strong>’s <strong>College</strong> <strong>of</strong> Business<br />
Administration to share information on teaching and learning with<br />
technology. He traveled with three others from <strong>Purdue</strong>—Gerald Lynch,<br />
Krannert Associate Dean for Programs and Student Services; Marne<br />
Helgesen, Director <strong>of</strong> the Center for <strong>In</strong>structional Excellence; and John<br />
Campbell, Associate Vice President for <strong>In</strong>formation Technology.<br />
Kuwait <strong>University</strong>’s <strong>College</strong> <strong>of</strong> Business Administration is the only accredited<br />
business college in the gulf region. They are striving to keep<br />
pace with technological advances and trends. The two-day workshop<br />
provided by the <strong>Purdue</strong> team, “Assessment <strong>of</strong> Student Outcomes & The<br />
Use <strong>of</strong> <strong>In</strong>formation Technologies for Teaching & Learning,” assists the<br />
“We can expose our<br />
students to other<br />
perspectives and<br />
possibilities.”<br />
Kuwait faculty in their efforts.<br />
“The <strong>Purdue</strong> team brought various strengths<br />
to the workshops in Kuwait,” says Lehman.<br />
“Gerald Lynch brought knowledge <strong>of</strong> the<br />
discipline (business) and familiarity with<br />
accreditation standards for schools <strong>of</strong> business.<br />
Marne Helgesen brought expertise in<br />
faculty development for teaching. John Campbell brought expertise in<br />
the applications <strong>of</strong> technology for college teaching. I brought expertise<br />
in instructional design and the educational applications <strong>of</strong> technology.”<br />
The workshop was initially set up through <strong>Purdue</strong>’s Office <strong>of</strong> <strong>In</strong>ternational<br />
Programs, which is dedicated to the development <strong>of</strong> global education<br />
and research opportunities for students and faculty. As a result<br />
<strong>of</strong> their dedication <strong>Purdue</strong> <strong>University</strong> has been selected as one <strong>of</strong> five institutions<br />
in the country to receive the 2006 Senator Paul Simon Award<br />
for Campus <strong>In</strong>ternationalization which is given by NAFSA—the largest<br />
education organization in the world.<br />
Central to thriving in <strong>this</strong> global society is having international opportunities<br />
accessible and available. <strong>Purdue</strong>’s <strong>College</strong> <strong>of</strong> <strong>Education</strong> recognizes<br />
the importance <strong>of</strong> providing wide-reaching programs and options.<br />
Lehman explains, “We live in an increasingly interdependent and culturally<br />
diverse global society. By learning about the educational systems<br />
in other parts <strong>of</strong> the world, we can enrich the education <strong>of</strong> our students<br />
here in the U.S. We can expose our students to other perspectives and<br />
possibilities. <strong>In</strong> addition, <strong>this</strong> kind <strong>of</strong> activity builds bridges to other<br />
cultures and promotes mutual understanding. There is a lot <strong>of</strong> mistrust<br />
among Americans <strong>of</strong> Arabic peoples these days, but we found the Kuwaitis<br />
to be very warm and welcoming. It was a great experience!”<br />
www.education.purdue.edu 5
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ongolia and Afghanistan<br />
could be on the other side<br />
<strong>of</strong> the world or just down<br />
the hall for <strong>Purdue</strong> <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
students and faculty. As globalization in<br />
education brings countries closer—in<br />
coursework construct, credit-hour style<br />
and international study travel—the distance<br />
is getting smaller and the goals<br />
more similar.<br />
Thanks to the work <strong>of</strong> pr<strong>of</strong>essor Charles<br />
Kline, students in the <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
are experiencing first-hand the benefits<br />
<strong>of</strong> learning alongside students from<br />
other lands.<br />
Work that began as help to educational<br />
Temple museum <strong>of</strong> the Choijin L ama Ulaan-Baatar Mongolia<br />
institutions in Mongolia and Afghanistan<br />
soon led to students from those countries<br />
enrolling at <strong>Purdue</strong> and opportunities for<br />
<strong>Purdue</strong> students to benefit<br />
from the exchange.<br />
It all started in 1996 when<br />
Kline learned that Mongolia<br />
was looking for help converting<br />
its university education<br />
to a credit-hour system<br />
similar to that in the U.S.<br />
“I thought, ‘I could do that,’<br />
so I responded,” Kline says.<br />
The next thing he heard was a request to<br />
come to Mongolia in three weeks. “I said,<br />
‘How about six weeks?’” That was agreed,<br />
and he headed to the distant country for<br />
the task, working for the Department <strong>of</strong><br />
State through the U.S. Embassy and the<br />
“My interest in educational<br />
systems allows me to see<br />
what’s being done elsewhere<br />
and how the results<br />
compare to what we do.”<br />
U.S. <strong>In</strong>formation Service. Very quickly,<br />
he says, “I was hooked on working with<br />
other countries.”<br />
From 1996 to 2003,<br />
Kline made six trips to<br />
Mongolia. And the connection<br />
continues, sometimes<br />
with a short walk<br />
down the hall to chat in<br />
person with <strong>Purdue</strong> graduate<br />
student Mash-Ariun<br />
Bat-Erdene from Mongolia,<br />
who’ll earn his doctorate<br />
in educational administration<br />
from <strong>Purdue</strong> <strong>this</strong><br />
year and is one <strong>of</strong> three<br />
graduate students from<br />
that country currently enrolled<br />
in the <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong>.<br />
Kline met the graduate<br />
student in Mongolia, where<br />
Bat-Erdene was teaching at<br />
the <strong>University</strong> <strong>of</strong> Science<br />
and Technology.<br />
6
Charles Kline—C onnecting with Other Nations for a Decade<br />
A F G H A N I S T A N C H I N A K U W A I T M O N G O L I A N E T H E R L A N D S P O L A N D R U S S I A S O U T H A F R I C A<br />
“We are in a transition from a centralized<br />
administrative structure to a more<br />
democratic administration,” Bat-Erdene<br />
says. The opportunity to learn more<br />
about how that works in the U.S. drew<br />
him to <strong>Purdue</strong>. “I’ll return to higher education<br />
administration, probably at the<br />
same university,” Bat-Erdene says. “All<br />
the experiences I’ve had as a research assistant<br />
and teaching assistant will help me<br />
boost the transition in my country. I will<br />
try to guide it, introducing the way people<br />
make decisions here, the leadership<br />
style and spreading the power <strong>of</strong> decision<br />
making.”<br />
He’ll also apply lessons learned here on<br />
“how students work on projects, how the<br />
classroom is run and how pr<strong>of</strong>essors handle<br />
problems,” he says. “And I took<br />
a couple <strong>of</strong> classes on campus and<br />
building management, and worked<br />
on a project.”<br />
Bat-Erdene also appreciates that<br />
other <strong>Purdue</strong> students have been<br />
able to learn from him. “Not many<br />
people know about Mongolia, so<br />
whenever there’s an opportunity, I take it,<br />
to present my country in informal ways<br />
and sometimes in classroom settings,” he<br />
says. “And I’ve developed very long-term<br />
relationships. I’ll stay in contact.”<br />
His country’s transition to the credithour<br />
system has been an important step<br />
forward, he says. “We believe that’s a huge<br />
part <strong>of</strong> the globalization <strong>of</strong> education.<br />
With the credit system, our graduates can<br />
be accepted to universities in other countries<br />
and not have to retake classes.”<br />
Kline’s next opportunity for global work<br />
“It’s necessary to open<br />
avenues to the world for<br />
<strong>In</strong>diana students.”<br />
came in Afghanistan, where he’s traveled<br />
every year since 2003. He’ll return again<br />
<strong>this</strong> May, and has plans for continued<br />
work with educational systems there.<br />
The Afghanistan work began with a<br />
visit to <strong>Purdue</strong> by the Minister <strong>of</strong> Higher<br />
<strong>Education</strong>. “<strong>Purdue</strong> signed an agreement<br />
to continue the relationship and help in<br />
any way we could,” Kline says. “We’ve<br />
brought groups <strong>of</strong> Afghans here to see<br />
how we do things. That’s ongoing. And<br />
we have one Afghan student who’s been<br />
working on his master’s in educational<br />
administration.” That’s Abdullatif Rahmani,<br />
currently back in Afghanistan, but<br />
planning to return.<br />
For Kline, the international connections<br />
are vital, personally and pr<strong>of</strong>essionally.<br />
“I like seeing how other people live<br />
and learning what they think America is<br />
all about. My interest in educational systems<br />
allows me to see what’s being done<br />
elsewhere and how the results compare to<br />
what we do.”<br />
<strong>In</strong> Mongolia and Afghanistan, for example,<br />
he’s learned that eligibility for<br />
schooling beyond our sixth-grade level<br />
is dependent on passing a test, with continuing<br />
tests as the student progresses.<br />
“By the university level, they’re dealing<br />
with a very select group. We don’t have<br />
that system here. <strong>In</strong> <strong>In</strong>diana, we’re trying<br />
to keep students in high school.”<br />
<strong>In</strong>creasing the diversity base at <strong>Purdue</strong><br />
is another <strong>of</strong> his goals. “Bringing people<br />
here exposes us to how things and people<br />
are in other places. The alternative is to<br />
reinforce stereotypes and encourage isolation<br />
and the belief that our way is the<br />
only way to do something.”<br />
<strong>In</strong>ternational students bring a tremendous<br />
benefit to other <strong>Purdue</strong> students,<br />
Kline says. “We are a state institution, and<br />
a world-class institution, so it’s necessary<br />
to open avenues to the world for <strong>In</strong>diana<br />
students.”<br />
True globalization <strong>of</strong> education, he<br />
says, will help <strong>Purdue</strong> students compete<br />
and succeed with students from other<br />
countries in venues that are international<br />
in scope. “It means we have to<br />
understand them better.”<br />
Technology plays a role, but levels<br />
<strong>of</strong> technological capability are <strong>of</strong>ten<br />
quite different, depending on the<br />
country. “I’m buying an LCD projector,<br />
but that level <strong>of</strong> technology<br />
is inappropriate for Afghanistan. And<br />
it’s inappropriate in Mongolia, where<br />
technology in a countryside elementary<br />
school was marking on a wall with a stone<br />
that left a color. They didn’t even have a<br />
blackboard.”<br />
Of his international work, Kline says,<br />
“I think we can help them learn. And I<br />
think we can learn from them.”<br />
Written by Kathy Mayer<br />
www.education.purdue.edu 7
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Brenda Capobianco’s Dutch C onnection<br />
8<br />
By learning diverse<br />
teaching methods<br />
<strong>Purdue</strong>’s science<br />
education students<br />
can improve<br />
and grow.<br />
n May 2006 Brenda Capobianco, Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> Curriculum & <strong>In</strong>struction,<br />
Lauren Schellenberger, and<br />
Megan Grunert—both science education<br />
graduate students at <strong>Purdue</strong>—will make<br />
the eight hour flight from <strong>In</strong>dianapolis<br />
to Amsterdam. They are traveling to the<br />
Netherlands for the initial phase <strong>of</strong> a plan<br />
to establish the <strong>Purdue</strong> <strong>University</strong> Science<br />
<strong>Education</strong> <strong>In</strong>ternational Collaborative<br />
which will connect <strong>Purdue</strong> students<br />
with Dutch science teachers and teacher<br />
educators. Together they will share and<br />
discuss ideas, initiatives and methods<br />
and engage in action research.<br />
The Netherlands, known for their tolerance<br />
and their tulips, will <strong>of</strong>fer a rich,<br />
multi-layered experience for Schellenberger,<br />
Grunert, and Capobianco. The<br />
students will conduct classroom observations,<br />
meet with science teacher educators,<br />
trainers and researchers, as well as<br />
visit historic monuments. <strong>In</strong> addition to<br />
scholarly activities they will learn about<br />
Dutch life and culture through their host<br />
families.<br />
This initial trip emphasizes the “development<br />
<strong>of</strong> a collaborative, execution<br />
<strong>of</strong> an intensive research program, and a<br />
formal evaluation for subsequent phases,”<br />
Capobianco explains. By learning diverse<br />
teaching methods <strong>Purdue</strong>’s science education<br />
students can improve and grow.<br />
Capobiancos collaborative grew out<br />
<strong>of</strong> a connection established by Jean Peterson,<br />
Associate Pr<strong>of</strong>essor <strong>of</strong> Counseling<br />
and Development, with researchers<br />
and teachers in the Netherlands. Once<br />
Peterson learned that she and Capobianco<br />
shared a mutual interest in action<br />
research she invited her to participate.<br />
“When I learned that she was into action<br />
research, and since that is a big emphasis<br />
in Europe these days, I quickly invited<br />
her to get on board, and<br />
she has moved quickly<br />
ahead, establishing solid<br />
relationships with Dutch<br />
contacts and adding new<br />
dimensions to the collaboration.”<br />
reveals Peterson.<br />
She feels the collaboration<br />
is vital to “helping our<br />
graduate students think<br />
outside <strong>of</strong> the box, and<br />
think ‘bigger,’ and help<br />
them be more than just<br />
followers.”<br />
Capobianco hopes<br />
“the graduate students<br />
gain new knowledge and<br />
understanding <strong>of</strong> how<br />
Dutch teachers teach science, how educators<br />
prepare science teachers, and how<br />
action research can play a pivotal role in<br />
contributing to <strong>this</strong> knowledge base. I also<br />
hope graduate students gain an appreciation<br />
for and a heightened awareness <strong>of</strong> the<br />
Dutch culture and how we can learn so<br />
much from our ‘critical friends.’”<br />
Grunert is eager to participate in the<br />
program. She says, “Having recently<br />
learned about teacher action research, I<br />
think it will be especially exciting to engage<br />
in research while studying abroad. I<br />
think the trip to the Netherlands will provide<br />
me with new and exciting ideas and<br />
experiences that I can bring back and share<br />
with my peers in chemistry education.”<br />
Schellenberger believes that “Graduate<br />
students are in graduate school because<br />
they want to become experts in their respective<br />
fields, and international experience<br />
is necessary in order for students to<br />
really understand their field in a global<br />
sense.” Capobianco hopes both students<br />
gain a global perspective on education.<br />
The aim is to return with greater knowledge<br />
and an understanding and appreciation<br />
<strong>of</strong> other cultures.<br />
<strong>In</strong> the future Capobianco hopes to<br />
broaden the program further--expanding<br />
to include faculty and eventually <strong>of</strong>fering<br />
to host Dutch teachers, teacher<br />
educators and researchers at <strong>Purdue</strong>. “I<br />
hope to gain new knowledge about how<br />
we can build upon our current collaboration<br />
with Dutch science teachers and<br />
science teacher educators. I look forward<br />
to learning more about what <strong>issue</strong>s in<br />
science education are significant to the<br />
Dutch and examine their efforts at addressing<br />
them.“<br />
When their trip concludes they all will<br />
have to find room in their suitcases for<br />
their newly acquired knowledge <strong>of</strong> teaching<br />
and their memories <strong>of</strong> their pr<strong>of</strong>ound<br />
experience in the Netherlands.
g<br />
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A Grad Student’s transformation<br />
A F G H A N I S T A N C H I N A K U W A I T M O N G O L I A N E T H E R L A N D S P O L A N D R U S S I A S O U T H A F R I C A<br />
B en Murray at the Lion Nature Preser ve<br />
pend four weeks immersed in a<br />
far-<strong>of</strong>f land and you’ll certainly<br />
be transformed. With the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong>’s Study Abroad program<br />
in Pretoria, South Africa Ben Murray,<br />
a Post-Baccalaureate student acquiring<br />
his license to teach secondary math,<br />
absorbed all <strong>of</strong> the culture, climate and<br />
community that he could. He was captivated<br />
by South Africa’s people, schools,<br />
wildlife, and history and when he returned<br />
to <strong>Purdue</strong>, he wasn’t<br />
the same.<br />
South Africa’s history<br />
is filled with<br />
conflict and authoritarian<br />
approaches to<br />
government. Segregationist<br />
policies were strictly enforced<br />
even as recently as the 1970s. “Nonwhites”<br />
were not afforded the same advantages<br />
as white citizens. Racial injustices<br />
resulted in an immense backlog in<br />
the education system.<br />
But now, after years <strong>of</strong> repression and<br />
segregation, South Africa is striving to<br />
provide quality education to better prepare<br />
all <strong>of</strong> its citizens. Naledi Pandor,<br />
South African Minister <strong>of</strong> <strong>Education</strong>,<br />
affirmed <strong>this</strong> commitment in the State<br />
<strong>of</strong> the Nation address in February, 2006:<br />
“We are building classrooms and schools<br />
as quickly as we can, we are training<br />
He was captivated<br />
by South Africa’s<br />
people, schools,<br />
wildlife, and history.<br />
teachers better, and we are working with<br />
experienced teachers to develop cuttingedge<br />
curricula and assessment tools.”<br />
Murray was witness to the hard work <strong>of</strong><br />
the South African educators. He visited<br />
all types <strong>of</strong> schools—from the impoverished<br />
to the developed. “Teaching styles<br />
differed from school to school along with<br />
the opportunities available to each student,”<br />
acknowledges Murray. However,<br />
one common quality among the schools<br />
was the upbeat and positive attitude <strong>of</strong> the<br />
teachers. <strong>In</strong> spite <strong>of</strong> the challenges facing<br />
them they utilized the available resources<br />
to improve the country’s educational<br />
system—even if it was just one child at a<br />
time. The South African teachers viewed<br />
the students’ abilities instead <strong>of</strong> deficiencies.<br />
From them, Murray learned significant<br />
techniques that he will fold into his<br />
own teaching philosophy.<br />
The school field experiences were<br />
supplemented by side excursions to museums<br />
and cultural destinations. Murray<br />
visited families in<br />
their homes, enjoyed<br />
a traditional South<br />
African meal, and<br />
even went on safari.<br />
These were great opportunities<br />
for interacting<br />
with local people. “I gained a lot<br />
from these talks. I learned how they feel<br />
about current <strong>issue</strong>s in their own country<br />
and what can and should be done to help.”<br />
The trips to the Apartheid Museum and<br />
the Hector Pieterson Memorial opened<br />
Murray’s eyes to <strong>issue</strong>s faced by South Africans.<br />
“I now understand what Apartheid<br />
is and all <strong>of</strong> its implications. The effects <strong>of</strong><br />
racial polarization were apparent.”<br />
The South Africa study abroad trip was<br />
overwhelming, humbling and thoughtprovoking<br />
for Murray and left him wishing<br />
he could have stayed longer than four<br />
Lesedi Cultural Village<br />
weeks. Enduring bonds were formed between<br />
Murray, his fellow student travelers<br />
and their local friends. <strong>In</strong> fact, he is<br />
already planning a second trip to visit his<br />
South African friends. Murray recommends<br />
international journeys to other<br />
students as a way to “help students mature<br />
and become well-rounded.” It sounds<br />
like he has the best souvenir <strong>of</strong> all: an enlightening<br />
experience that will stay with<br />
him forever.<br />
<strong>In</strong> addition to the South America and Netherlands<br />
programs the <strong>College</strong> <strong>of</strong> <strong>Education</strong> <strong>of</strong>fers study abroad<br />
programs in Honduras, Russia and Jamaica. Students gain<br />
understanding and skills while acquiring credit towards<br />
their degree. <strong>In</strong> addition they return with an expanded<br />
knowledge <strong>of</strong> the world and increased sensitivity to other<br />
cultures—preparing them for their careers and lives ahead.<br />
www.education.purdue.edu 9
g<br />
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Journey to Recruit Russian Graduate Students<br />
10<br />
“This gives us an<br />
opportunity to bring<br />
fine scholars into our<br />
graduate program.”<br />
t least two and perhaps several<br />
graduate students from Latvia,<br />
Lithuania and Russia are headed<br />
to the <strong>College</strong> <strong>of</strong> <strong>Education</strong> <strong>this</strong><br />
fall. They’ll be the first in the “Preparing<br />
Democratic Educators in Eastern Europe”<br />
program, a recruiting initiative spearheaded<br />
by Lynn Nelson, associate pr<strong>of</strong>essor in<br />
the <strong>College</strong> <strong>of</strong> <strong>Education</strong> and the Regional<br />
Director <strong>of</strong> the “Civics Mosaic Project”<br />
linking American and Russian teachers.<br />
Nelson’s current challenge is choosing<br />
from a panel <strong>of</strong> exceptional candidates interviewed<br />
on a 10-day February recruiting<br />
trip. “All <strong>of</strong> them have wonderful experiences<br />
as teachers and administrators, and<br />
their English is uniformly very, very good,”<br />
he says. He has two assistantship slots in <strong>Education</strong>,<br />
and hopes to secure a few more.<br />
Also making the trip, which included<br />
more than a dozen stops in the three<br />
countries, were Andrew Gillespie, associate<br />
dean <strong>of</strong> <strong>Purdue</strong>’s <strong>In</strong>ternational Programs,<br />
and Anatoli Rapoport, a graduate<br />
assistant who earned his bachelor’s degree<br />
at the Tula Pedagogical <strong>University</strong><br />
in Russia and will join the <strong>Purdue</strong> <strong>Education</strong><br />
faculty <strong>this</strong> fall.<br />
Their recruiting efforts began last November<br />
when they asked Baltic and Russian<br />
educators to recommend potential<br />
graduate students. A <strong>Purdue</strong> team reviewed<br />
the nominations, selected candidates<br />
from each region and asked them to<br />
submit interest essays. From those, they<br />
chose finalists for personal interviews in<br />
their home countries. On the trip, the<br />
Boilermaker group also made presenta-<br />
tions at two universities<br />
in Moscow and<br />
St. Petersburg. Both<br />
drew good crowds,<br />
indicating high interest<br />
for the future.<br />
The program <strong>of</strong>fers<br />
benefits to both<br />
U.S. and international<br />
students, Nelson believes.<br />
“This gives<br />
us an opportunity<br />
to bring fine scholars<br />
into our graduate<br />
program, but that’s<br />
just one piece <strong>of</strong> a dynamic<br />
international<br />
exchange,” he says.<br />
“We think we can<br />
enrich our students<br />
by exposing them to<br />
students from these<br />
countries. It also gives<br />
us opportunities to<br />
carry on conversations<br />
about democracy<br />
and democratic<br />
citizenship.”<br />
Currently, the <strong>College</strong> <strong>of</strong> <strong>Education</strong> has<br />
103 international graduate students, just<br />
two <strong>of</strong> them from Russia and none from<br />
the Baltics.<br />
Nelson first visited in 1991, before coming<br />
to <strong>Purdue</strong> in 1995. “Russia was on the<br />
edge <strong>of</strong> democracy then. There were prodemocracy<br />
demonstrations, and I felt<br />
very much attached to the culture and the<br />
idea <strong>of</strong> democratic education in Russia,”<br />
he says. He’s returned many times, and<br />
since 1999 he’s made three or four trips a<br />
year to work on various programs.<br />
Those include <strong>Purdue</strong>’s Russian<br />
Maymester in St. Petersburg, <strong>of</strong>fered annually<br />
since 2003; his activities as regional<br />
director <strong>of</strong> Civics Mosaic, an international<br />
exchange program linking U.S. and<br />
St. Basil Cathedral, Moscow, Russia<br />
Russian partners in civics education; and<br />
<strong>University</strong> Partnership, a program about<br />
interactive teaching methods.<br />
Nelson hopes all these activities will promote<br />
closer connections between the U.S.,<br />
Russia, Latvia and Lithuania. “This may<br />
lead to partnerships with other universities<br />
for short-term visits and ongoing contacts.<br />
We want the students from Russia, Latvia<br />
and Lithuania to go back and establish ongoing<br />
contacts with <strong>Purdue</strong> and their universities,<br />
our pr<strong>of</strong>essors and their teachers,<br />
and our students and their students.”<br />
Written by Kathy Mayer
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Alumna Travels to Teach<br />
A F G H A N I S T A N C H I N A K U W A I T M O N G O L I A N E T H E R L A N D S P O L A N D R U S S I A S O U T H A F R I C A<br />
hat does an elementary school teacher do after retiring? If she is like<br />
Thelma Hoyt (BS ’77, MS ’88) she keeps teaching. <strong>In</strong> 1995 Hoyt retired<br />
from teaching kindergarten and first grade in the Lafayette School Corporation<br />
and has since traveled to France, Switzerland and, most recently, Poland to<br />
teach English to young pr<strong>of</strong>essionals. These mission trips have allowed her to indulge<br />
her passion for teaching—both for English and biblical studies.<br />
Post-Communist rule, Poland is becoming an increasingly active member <strong>of</strong> European<br />
organizations and has persistently pursued economic liberalization, but there is<br />
still a lot <strong>of</strong> work to do. Poland, a country about the<br />
“I loved what I did there<br />
and went away feeling<br />
like I had made an impact<br />
in their lives.”<br />
size <strong>of</strong> New Mexico with a population <strong>of</strong> 38 million,<br />
has an unemployment rate <strong>of</strong> almost 20%—<br />
currently the highest in the European Union—and<br />
approximately 17% <strong>of</strong> the population lives below<br />
the poverty line.<br />
<strong>In</strong> spite <strong>of</strong> their hardships and obstacles Hoyt<br />
found the Polish to be a very proud, hard-working<br />
people—eager to learn English in the hopes <strong>of</strong><br />
improving their career opportunities and ultimately their lives. The students traveled,<br />
some <strong>of</strong> them long distances, after work or school to meet with Hoyt or one <strong>of</strong> the other<br />
two teachers.<br />
Each session was scheduled for an hour but the students were so engrossed in the<br />
studies that “We would <strong>of</strong>ten go for a couple <strong>of</strong> hours or more,” Hoyt explains. Excluding<br />
Sundays, she taught for seven to ten hours each day <strong>of</strong> her three week trip to Sopot,<br />
Poland but still had time for an occasional walk on the pier.<br />
The experience was quite rewarding for Hoyt and she is planning a return trip <strong>this</strong> fall.<br />
“I took away from Sopot the beauty <strong>of</strong> the people and the spirit <strong>of</strong> the people. I loved<br />
what I did there and went away feeling like I had made an impact in their lives.”<br />
Poland facts provided from World Fact Book 2005, published by the United States Central <strong>In</strong>telligence Agency.<br />
Pier in S opot, Poland<br />
www.education.purdue.edu 11
Peterson and Mann Receive NAGC Awards<br />
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
12<br />
ach year the National Association<br />
for Gifted Children<br />
(NAGC) recognizes outstanding<br />
contributions in the field <strong>of</strong><br />
gifted education. The <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
is honored to have two 2005 winners<br />
among its faculty. Rebecca Mann and<br />
Jean Peterson received their awards from<br />
the NAGC during the annual conference<br />
in November 2005.<br />
NAGC recognizes<br />
outstanding<br />
contributions in<br />
the field <strong>of</strong><br />
gifted education<br />
Rebecca Mann, Associate Director <strong>of</strong> the<br />
Gifted <strong>Education</strong> Resource <strong>In</strong>stitute and<br />
Clinical Assistant Pr<strong>of</strong>essor <strong>of</strong> <strong>Education</strong>al<br />
Studies, was recognized with the NAGC<br />
Doctoral Student Award. The award is<br />
given to doctoral students who have demonstrated<br />
exemplary work in research, publications<br />
and educational service as well as<br />
their potential for future scholarship.<br />
Mann’s interest in students with high<br />
intellectual ability and learning disabilities<br />
led her to earn a Ph.D. in <strong>Education</strong>al<br />
Psychology with specializations in Gifted<br />
and Talented <strong>Education</strong> and Special <strong>Education</strong>.<br />
She received her degree in 2005 at<br />
the <strong>University</strong> <strong>of</strong> Connecticut where she<br />
worked with a team on a national study<br />
designed to increase achievement in underachieving<br />
high-ability students.<br />
Prior to her doctoral studies she was<br />
a gifted and talented coordinator, a resource<br />
teacher and an elementary classroom<br />
teacher in Colorado and New<br />
Hampshire, where she was named the<br />
2001 Educator <strong>of</strong> the Year <strong>of</strong> the Gifted.<br />
Her interest in Gifted <strong>Education</strong> was<br />
sparked by her twice-exceptional son.<br />
“As I learned more about his disability,<br />
dysgraphia and his strengths, I started to<br />
notice these characteristics in other students<br />
in my school.” explains Mann.<br />
Jean Peterson, Associate Pr<strong>of</strong>essor <strong>of</strong><br />
Counseling and Development in the Department<br />
<strong>of</strong> <strong>Education</strong>al Studies, was also<br />
recognized at the conference with the<br />
NAGC Early Leader Award. The award<br />
is given to an individual who has made<br />
significant contributions in leadership<br />
and service to the field <strong>of</strong> gifted education,<br />
and who is in the first ten years <strong>of</strong><br />
his or her career after completion <strong>of</strong> the<br />
last earned degree.<br />
Peterson earned her Ph.D. in Counselor<br />
<strong>Education</strong> from the <strong>University</strong> <strong>of</strong> Iowa in<br />
1995. <strong>In</strong> the ten years since<br />
earning her doctorate she<br />
has published four books,<br />
written many articles and<br />
chapters and received several<br />
grants. Her focus is on<br />
the social and emotional<br />
aspects <strong>of</strong> giftedness. Peterson<br />
explains, “My work<br />
has looked at the burden<br />
side <strong>of</strong> being gifted.”<br />
Prior to her doctoral<br />
studies Peterson was a<br />
classroom teacher for 24<br />
years in Iowa, Minnesota,<br />
South Dakota, and Germany.<br />
She is a licensed mental health counselor<br />
with considerable experience in counseling<br />
gifted children and adolescents and<br />
their families. She is a national award winner<br />
for her research and also for her group<br />
work, and her two “Talk with Teens” books<br />
are used internationally.<br />
The acknowledgement for Rebecca Mann<br />
and Jean Peterson by the National Association<br />
for Gifted Children is richly deserved<br />
and proves what we already knew—they<br />
are both outstanding educators.<br />
Jean Peterson & Rebecca Mann
VanFossen Awarded Ackerman Pr<strong>of</strong>essorship<br />
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
Phillip VanFossen & George Hynd<br />
fter a lengthy nationwide search,<br />
Phillip VanFossen, Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> Social Studies<br />
<strong>Education</strong> and Director <strong>of</strong> the<br />
James F. Ackerman Center for Democratic<br />
Citizenship, was named the James<br />
F. Ackerman Pr<strong>of</strong>essor <strong>of</strong> Social Studies<br />
<strong>Education</strong> in August 2005. He was <strong>of</strong>ficially<br />
named to the position during a ceremony<br />
in December 2005 at the<br />
Dick and Sandy Dauch Alumni<br />
Center. “I am truly humbled by<br />
<strong>this</strong> honor, and I’m very grateful<br />
to Mr. Ackerman for establishing<br />
<strong>this</strong> endowment which made <strong>this</strong><br />
possible,” VanFossen says.<br />
This appointment means that<br />
VanFossen is now among only a handful<br />
<strong>of</strong> named pr<strong>of</strong>essors in social studies<br />
education in the country. With his new<br />
position, VanFossen hopes to be able to<br />
expand the Ackerman Center to include<br />
more academic projects in addition to the<br />
many civic education projects it currently<br />
sponsors. “I believe <strong>this</strong> named pr<strong>of</strong>essorship<br />
will give me a stronger voice in<br />
the field <strong>of</strong> social studies education,” he<br />
says. “<strong>In</strong> recent years, social studies has<br />
taken a back seat, particularly in K-5<br />
classrooms, due to standardized testing<br />
requirements that force teachers to focus<br />
on literacy, math and science.”<br />
One <strong>of</strong> the first changes he will be mak-<br />
James F. & Lois R. Ackerman and <strong>Purdue</strong> <strong>University</strong> share a<br />
commitment to prepare new generations <strong>of</strong> Americans for the<br />
highest <strong>of</strong>fice in the land—citizen. Their long-term support<br />
has helped prepare <strong>In</strong>ciana educators to develop the ability to<br />
integrate citezenship, economics and ethics into the classroom.<br />
This vision led to the creation <strong>of</strong> the James F. Ackerman<br />
Center for Democratic Citizenship and the James F. Ackerman<br />
distinguished Pr<strong>of</strong>essorship <strong>of</strong> Social Studies <strong>Education</strong>.<br />
ing at the Ackerman Center is introducing<br />
the inaugural James F. Ackerman<br />
Colloquia on Technology and Citizenship<br />
in summer 2007. The event will bring<br />
together experts in social studies, citizenship<br />
education and educational technology<br />
to discuss the <strong>In</strong>ternet and how it has<br />
impacted citizenship participation and the<br />
way civics is taught in the United States.<br />
“This named pr<strong>of</strong>essorship<br />
will give me a stronger<br />
voice in the field <strong>of</strong><br />
social studies education.”<br />
“The Ackerman Center has a wonderful<br />
history <strong>of</strong> reaching out to the community<br />
and teachers in order to bring awareness<br />
to the importance <strong>of</strong> citizenship education,”<br />
VanFossen says.<br />
VanFossen has a long-term interest<br />
in changing the way civics education is<br />
taught in <strong>this</strong> country, a passion so strong<br />
it convinced the former middle and high<br />
school social studies teacher to leave the<br />
classroom and pursue a Ph.D. in order to<br />
make more <strong>of</strong> an impact in the field.<br />
He earned his bachelor’s and master’s degrees<br />
at Miami <strong>University</strong> in Oxford, Ohio,<br />
and his doctoral degrees from The Ohio<br />
State <strong>University</strong>. Before coming to <strong>Purdue</strong><br />
in 1997, he was an assistant pr<strong>of</strong>essor for<br />
four years at SUNY-Geneseo in New York.<br />
VanFossen’s future plans include continuing<br />
to teach and develop programs<br />
for the Ackerman Center.<br />
“The college is headed in a new, exciting<br />
direction, and I want to continue to<br />
advocate for social studies education, especially<br />
through the integration <strong>of</strong> technology<br />
in the classroom,” he says. “I believe<br />
that is where the future is headed.”<br />
Written by Kim Medaris<br />
www.education.purdue.edu 13
Peer-reviewed Journals Provide Pr<strong>of</strong>essional Outlet<br />
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
new educational journal, The <strong>In</strong>terdisciplinary Journal <strong>of</strong> Problem-based<br />
Learning (IJPBL), edited by Peggy Ertmer, Associate Pr<strong>of</strong>essor <strong>of</strong> <strong>Education</strong>al<br />
Technology, and Alexius Smith Macklin, Associate Pr<strong>of</strong>essor <strong>of</strong> Library Science,<br />
was launched March 2006. This quarterly-published, peer-reviewed<br />
journal seeks to challenge, stimulate and provoke additional research in the area <strong>of</strong><br />
problem-based learning (PBL). <strong>In</strong>itially the journal will be available in print but will<br />
move to a web-based format shortly.<br />
IJPBL aims to serve as both a scholarly and mentoring journal as well as a community<br />
<strong>of</strong> practice. As a scholarly journal it engages researchers and practitioners in<br />
problem-based learning dialogue. The articles in the journal reflect current research,<br />
projects, assessments, and conceptual positions on the use <strong>of</strong> problem-based learning.<br />
As a mentoring journal, the editorial board members serve as mentors to junior<br />
faculty and graduate students who have submitted manuscripts—essentially PBL in<br />
action. <strong>In</strong> addition, the journal <strong>of</strong>fers a community <strong>of</strong> practice by providing practical<br />
application and research. A future goal for the IJPBL website is that it will provide<br />
discussion boards, online support and archives on PBL theory and practice.<br />
Explains Ertmer, “Basically, I want IJPBL to be a strong outlet for PBL scholarship—the<br />
‘go-to’ journal for cutting-edge research as well as for practical suggestions for how to<br />
implement it in the classroom. I hope that the journal can facilitate powerful conversations<br />
between researchers and practitioners about the practice and promise <strong>of</strong> PBL.”<br />
The IJPBL website will be online in the near future. To view the journal visit<br />
http://docs.lib.purdue.edu/ijpbl/. For more information email PBL@purdue.edu.<br />
ducation and Culture: The Journal <strong>of</strong> the John Dewey Society, a journal<br />
published twice yearly by <strong>Purdue</strong> <strong>University</strong> Press, takes an integrated<br />
view <strong>of</strong> philosophical, historical and sociological <strong>issue</strong>s in education.<br />
The peer-reviewed, international journal is available as a hard copy and online and<br />
includes essays, studies and book reviews on work inspired by and related to John<br />
Dewey’s philosophical pragmatism and interest in community and democracy.<br />
A.G. Rud, Associate Pr<strong>of</strong>essor in the Department <strong>of</strong> <strong>Education</strong>al Studies and<br />
editor <strong>of</strong> <strong>Education</strong> and Culture, has tripled submissions since the journal’s move<br />
to <strong>Purdue</strong> just one year ago. He uses an online manuscript management system<br />
provided by Berkeley Electronic Press in conjunction with <strong>Purdue</strong> <strong>University</strong> Press.<br />
Articles in the current <strong>issue</strong> include “A Democratic View <strong>of</strong> ‘No Child Left Behind’” by<br />
Cindy Finnell-Gudwien, “Disney, Dewey, and the Death <strong>of</strong> Experience in <strong>Education</strong>”<br />
by Jay W. Roberts, and “Design Bearings” by Margaret M. Latta.<br />
“The field <strong>of</strong> education is broad and complex, and it is necessary to provide a viewpoint<br />
on vital <strong>issue</strong>s <strong>of</strong> today, such as the effects <strong>of</strong> poverty, high stakes testing, and<br />
technology upon our P-20 educational system in <strong>this</strong> country, as well as the effects <strong>of</strong><br />
such factors worldwide,” describes Rud. “This peer-reviewed, international journal<br />
does just that. As the editor <strong>of</strong> one <strong>of</strong> the two peer-reviewed, international journals in<br />
the <strong>College</strong> <strong>of</strong> <strong>Education</strong>, I hope to provide valuable experience for graduate students<br />
and faculty in research and publication.”<br />
For more information visit http://docs.lib.purdue.edu/eandc/ or email rud@purdue.edu.<br />
14
Retiring After Twenty Years<br />
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
Diane Adams<br />
“She is always cheerful<br />
and upbeat.”<br />
n March 31, 2006 Diane Adams,<br />
Account Clerk in the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong> business <strong>of</strong>fice,<br />
will close her <strong>of</strong>fice door in<br />
Beering Hall for the last time. After 20<br />
years at <strong>Purdue</strong>, all spent with the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong>, she will retire. <strong>In</strong>itially she<br />
spent two years in Special <strong>Education</strong> before<br />
moving to the business <strong>of</strong>fice. Mike<br />
Kremer, Director <strong>of</strong> Financial Affairs in<br />
the business <strong>of</strong>fice, interviewed her for<br />
both positions. He says “Diane’s positive,<br />
cheereful outlook is what I will miss<br />
most. She never has a bad day. When I<br />
need a lift I go talk to Diane. Her genuine<br />
concern and caring for other people<br />
is wonderful.”<br />
This positive attitude is well known<br />
by her coworkers. “She is always cheerful<br />
and upbeat,” says Amy Maxwell who<br />
is taking Adam’s position. Greg Howell<br />
states, “Diane is responsible for the positive<br />
attitude normally attained in the Ed<br />
business <strong>of</strong>fice. She may be retiring, but<br />
she has always (almost) been the new kid<br />
on the block and seems younger. She enjoys<br />
life and makes us happier in kind.”<br />
After retirement Adams plans to spend<br />
her time boating, fishing, caring for<br />
grandchildren, doing volunteer work at<br />
church, and enjoying being at home.<br />
“I was an IU<br />
fan when I came<br />
to <strong>Purdue</strong>. Mike<br />
Kremer laughingly<br />
told me after<br />
I shared that information, he should<br />
have probably factored that into whether<br />
or not I could work with him on a daily<br />
basis. I am now a complete <strong>Purdue</strong> fan!”<br />
While we will miss seeing her smiling<br />
face around the <strong>of</strong>fice, The <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
wishes Diane Adams all the best!<br />
New Faculty & Staff<br />
Tonya Agnew<br />
Communications Director<br />
Sarah Craft<br />
Clerk<br />
Office <strong>of</strong> Pr<strong>of</strong>essional<br />
Preparation & Licensure<br />
Stephen David<br />
Assistant Dean for<br />
<strong>In</strong>ternational Programs<br />
Kara Harris<br />
Assistant Pr<strong>of</strong>essor<br />
Curriculum & <strong>In</strong>struction<br />
Gloria Marlatt<br />
Development Assistant<br />
Amy Maxwell<br />
Account Clerk<br />
Business Office<br />
Sherrelyn Meyer<br />
Academic Counselor<br />
Suzanne Pack-Marrero<br />
Visiting Assistant Pr<strong>of</strong>essor<br />
Curriculum & <strong>In</strong>struction<br />
Marcos Antonio Rivera<br />
Diversity <strong>In</strong>itiatives Director<br />
David Sears<br />
Assistant Pr<strong>of</strong>essor<br />
<strong>Education</strong>al Psychology.<br />
Carrie Wachter<br />
Assistant Pr<strong>of</strong>essor<br />
Counseling and Development<br />
www.education.purdue.edu 15
he <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
lost an extraordinary educator,<br />
colleague, alumna,<br />
and friend on Monday, December<br />
19, 2005. Dr. Susan Nierstheimer,<br />
Assistant Pr<strong>of</strong>essor in Literacy and Language,<br />
lost her<br />
battle with cancer.<br />
Her shoes<br />
will be difficult<br />
to fill. Throughout<br />
her career she<br />
reached and inspired so many with her<br />
deep love <strong>of</strong> teaching and her uncanny<br />
ability to connect with her students and<br />
fellow educators.<br />
After receiving her bachelor’s degree<br />
from Illinois State <strong>University</strong>, Nier-<br />
Susan Nierstheimer<br />
stheimer taught for a number <strong>of</strong> years in<br />
the elementary public schools. She later<br />
earned a master’s degree from Illinois<br />
State <strong>University</strong> and went on to earn a<br />
Ph.D. in Literacy and Language from <strong>Purdue</strong><br />
<strong>University</strong> in 1996. After earning her<br />
Ph.D. she taught<br />
“She could find the<br />
bright side <strong>of</strong> anything.”<br />
literacy education<br />
courses at<br />
<strong>Purdue</strong> to future<br />
teachers. <strong>In</strong> 1997<br />
she accepted a<br />
teaching position at Illinois State <strong>University</strong><br />
where she taught undergraduate and<br />
graduate students for five years. Then,<br />
in 2002, Dr. Nierstheimer returned to<br />
<strong>Purdue</strong>’s Department <strong>of</strong> Curriculum and<br />
<strong>In</strong>struction to again teach literacy education<br />
courses.<br />
<strong>In</strong> the fall <strong>of</strong> 2003 Nierstheimer<br />
was diagnosed<br />
with a particularly aggressive<br />
form <strong>of</strong> cancer.<br />
However, she<br />
made the choice to<br />
continue to teach<br />
despite her illness.<br />
Carol Hopkins,<br />
Pr<strong>of</strong>essor <strong>of</strong> Curriculum<br />
and <strong>In</strong>struction,<br />
mentioned,<br />
“She even thanked her<br />
students for allowing<br />
her to continue to teach.<br />
She was able to put everyone<br />
at ease with her<br />
illness and would crack<br />
jokes at her own expense.”<br />
“She could find<br />
the bright side <strong>of</strong> anything,”<br />
explained Sarah<br />
Mahurt. Phil Van-<br />
Fossen said, “Personally,<br />
I was moved by her commitment to<br />
teach—even when she was very ill.”<br />
Nierstheimer’s scholarly focus was improving<br />
literacy instruction. She was especially<br />
interested in helping struggling<br />
readers, teacher preparation, and schooluniversity<br />
partnerships that provide mutually<br />
beneficial pr<strong>of</strong>essional development.<br />
Her literacy methods textbook,<br />
coauthored with Dr. Susan Davis Lenski,<br />
Becoming a Teacher <strong>of</strong> Reading: A Developmental<br />
Approach (Prentice Hall, 2004)<br />
was written to instill in future teachers<br />
the joy <strong>of</strong> helping children learn to read.<br />
Lenski explained, “When working with<br />
Susan on our book she had such insight<br />
and knowledge about early readers that I<br />
learned a great deal from her.”<br />
Nierstheimer had a pr<strong>of</strong>ound effect on<br />
everyone around her—fellow teachers,<br />
college students, university supervisors,<br />
and friends. “It was my privilege to have<br />
worked with and known her,” mentioned<br />
She was creative, strong,<br />
devoted, imaginative,<br />
kind, and gracious.<br />
Jane Fischer, Nierstheimer’s supervisor<br />
for her Block IV class. Susan Gunderson<br />
formed a friendship with Nierstheimer<br />
when they were both graduate students in<br />
the department <strong>of</strong> Literacy and Language.<br />
A few years later they became colleagues<br />
who worked closely sharing teaching experiences<br />
and classroom ideas. Susan said, “I<br />
particularly enjoyed her positive attitude,<br />
her delightful sense <strong>of</strong> humor and the way<br />
she never took herself too seriously.”<br />
<strong>In</strong> reference to Nierstheimer’s class-<br />
16
An <strong>In</strong>spirational Light is Extinguished Much Too Early<br />
Drawing by a young student tutored by Nierstheimer<br />
“She showed me<br />
courage and how to<br />
keep fighting for<br />
the things you love,<br />
even when the odds are<br />
stacked against you.”<br />
room approach to teaching,<br />
one <strong>of</strong> her former students,<br />
Joy Dangora said, “I<br />
have never encountered a<br />
more enthusiastic and energetic<br />
pr<strong>of</strong>essor.”<br />
Susan Nierstheimer was<br />
extremely committed to<br />
teaching and sharing all<br />
that she could in the time<br />
she had. She was creative,<br />
strong, devoted, imaginative,<br />
kind, and gracious.<br />
When she found<br />
out about her illness, she<br />
knew it would be difficult<br />
to carry on in the classroom. So, she contacted<br />
the <strong>Purdue</strong> Athletic Department<br />
and as a result, for the past two years tutored<br />
a <strong>Purdue</strong> Basketball player.<br />
One <strong>of</strong> the students Nierstheimer tutored<br />
was David Teague, <strong>Purdue</strong> basketball<br />
player. He says, “Susan had a major<br />
impact on me, not just academically, but<br />
in life as a whole. She taught me how to<br />
be responsible, how to open up to people<br />
who truly care for me,<br />
and how to touch the<br />
lives <strong>of</strong> others when<br />
they are in times <strong>of</strong><br />
need. She was more<br />
than just a ‘tutor’ to<br />
Susan Nierstheimer<br />
(left) and Susan<br />
Gunderson<br />
me, Susan was my friend, someone who<br />
I could call upon at any time, knowing<br />
she would be there for me. She showed<br />
me courage and how to keep fighting for<br />
the things you love, even when the odds<br />
are stacked against you. Never once did<br />
she ever put her own struggles and interior<br />
pain ahead <strong>of</strong> me or any project that<br />
I had due. I have always, and always will<br />
admire Susan for that. I truly consider her<br />
an angel sent from above, because without<br />
her help and her emotional support,<br />
I wouldn’t be here today. This university<br />
lost more than another mentor, we lost<br />
my friend and I’m certainly going to miss<br />
her dearly.”<br />
Bill Mc<strong>In</strong>erney, Pr<strong>of</strong>essor <strong>of</strong> <strong>Education</strong>al<br />
Studies noted, “The disease got her<br />
body but never touched her spirit. She<br />
will be deeply missed.”<br />
It was Susan Nierstheimer’s wish to get books into the hands<br />
<strong>of</strong> children. The Susan Nierstheimer Memorial Book Fund<br />
has been established to provide children’s books for first grade<br />
students participating in Reading Recovery. If you would like to<br />
contribute, please make checks payable to <strong>Purdue</strong> Foundation<br />
and mail to the following address:<br />
The Susan Nierstheimer Memorial Book Fund<br />
<strong>Purdue</strong> Foundation<br />
403 West Wood Street<br />
West Lafayette, IN 47907-2007<br />
www.education.purdue.edu 17
Researchers Hope to Build S cience Literac y<br />
A N A LY Z E E X A M I N E E X P L O R E E X P E R I M E N T I N Q U I R E I N V E S T I G A T E P R O B E S T U D Y<br />
18<br />
hree <strong>Purdue</strong> <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> researchers are<br />
determined to help youngsters<br />
better prepare to learn<br />
science, and they’ve landed a $1.5 million<br />
grant from the U.S. Department <strong>of</strong> <strong>Education</strong><br />
to help them do it.<br />
Their plan is to combine science and literacy,<br />
working with central <strong>In</strong>diana public<br />
school kindergarten and Head Start students,<br />
along with their teachers and parents.<br />
Youli Mantzicopoulos, pr<strong>of</strong>essor <strong>of</strong><br />
educational psychology, Helen Patrick,<br />
associate pr<strong>of</strong>essor <strong>of</strong> educational psychology,<br />
and Ala Samarapungavan, associate<br />
pr<strong>of</strong>essor <strong>of</strong> educational psychology,<br />
began work on the three-year project<br />
in August 2005. “We’re excited to get a<br />
chance to utilize our different strengths<br />
in collaboration and to bring together<br />
our overlapping but different areas <strong>of</strong> expertise,”<br />
Patrick says.<br />
The researchers will work with teachers<br />
and families to create a developmentally<br />
appropriate, integrated curriculum that is<br />
also standards-based and promotes scientific<br />
literacy.<br />
It will take several avenues:<br />
• The first is in-class inquiry activities<br />
that allow children to explore what the<br />
researchers call “big ideas” in science.<br />
Students will do <strong>this</strong> by asking questions,<br />
making initial predictions, observing<br />
Karleah Harris instructs students<br />
“The project is an opportunity<br />
to link theory with practice.”<br />
and then recording their findings. They’ll<br />
summarize their results and draw conclusions<br />
from what they learned.<br />
• Another aspect is interactive sciencebook<br />
reading involving children and<br />
adults—in the classroom and at home.<br />
These readings will relate to the students’<br />
science activities.<br />
• The program will also encourage teachers<br />
and parents to discuss science with children<br />
in ways that support their learning.<br />
“By learning science through inquiry,<br />
children get insights into how science is<br />
conducted and where scientific knowledge<br />
comes from,” Samarapungavan<br />
says. “Children<br />
learn that when they do<br />
science, they make educated<br />
guesses about the world<br />
from prior knowledge and experience,<br />
and they can collect data or evidence to<br />
inform and revise their initial ideas.”<br />
Using science notebooks, children<br />
learn the methodological aspects <strong>of</strong> science,<br />
she notes. “These include planning<br />
research, ways <strong>of</strong> gathering and recording<br />
data, and looking at cumulative records to<br />
draw conclusions about what happened.”<br />
They also develop communication skills,<br />
she says. “They learn that communicating<br />
what they learned to others is an important<br />
part <strong>of</strong> science.”<br />
“Getting the grant provides us with a<br />
unique opportunity to study<br />
how young children learn<br />
science and to directly impact<br />
science teaching and<br />
learning through partnerships<br />
with public schools,”<br />
Samarapungavan says.<br />
“Young children’s everyday<br />
interactions with<br />
adults, both teachers and<br />
family members, have a<br />
pr<strong>of</strong>ound effect on conceptual<br />
development in all areas<br />
<strong>of</strong> learning,” Mantzicopoulos believes.<br />
“However, science typically receives little<br />
attention at home and school during the<br />
early school years. Also, teachers <strong>of</strong> K-2<br />
students receive less preparation to teach<br />
science than other subjects, and, as a consequence,<br />
young children are <strong>of</strong>ten unprepared<br />
for later science learning.” With<br />
the <strong>Purdue</strong>-based work, <strong>this</strong> will hopefully<br />
change.<br />
<strong>In</strong> <strong>this</strong> first year, which the researchers<br />
dub their development year, the<br />
pr<strong>of</strong>essors are working with a randomly<br />
selected teacher sample to develop intervention<br />
materials and procedures and to<br />
pilot new measures.<br />
<strong>In</strong> the second year, they’ll select intervention<br />
and comparison classrooms and<br />
the pilot classroom and home components<br />
<strong>of</strong> the intervention. The third year<br />
will test the effectiveness in the intervention<br />
and comparison classrooms.<br />
“The project is an opportunity to link<br />
theory with practice by providing children<br />
with an integrated curriculum that fosters<br />
scientific inquiry and literacy skills,” Mantzicopoulos<br />
says. “It helps teachers and<br />
parents engage children in conversations<br />
about science, and stimulates children’s<br />
motivation to learn science.”<br />
The work is timely, <strong>Education</strong> Dean<br />
George Hynd says. “There is a critical<br />
need for research that examines how<br />
family income, language and interaction<br />
influence the educational path a child<br />
will take. By encouraging parents to participate<br />
in discussions with their children<br />
about science, we believe students will get<br />
a better start and be more competitive in<br />
today’s world.”<br />
Written by Kathy Mayer
New State-<strong>of</strong>-the-Art Psychometric L ab Opens<br />
A N A LY Z E E X A M I N E E X P L O R E E X P E R I M E N T I N Q U I R E I N V E S T I G A T E P R O B E S T U D Y<br />
Susan Maller teaching in PUPIL<br />
fficially opened in February<br />
2006, <strong>Purdue</strong> <strong>University</strong> Psychometric<br />
<strong>In</strong>vestigation/<strong>In</strong>struction<br />
Laboratory (PUPIL)<br />
is a state-<strong>of</strong>-the-art lab specializing in<br />
psychometric research and <strong>of</strong>fering leadership,<br />
training and consultation. “It’s<br />
a dream come true,” describes Susan<br />
Maller, Pr<strong>of</strong>essor <strong>of</strong><br />
“It is vital for educators<br />
to be skilled and prepared in<br />
measurement and statistics.”<br />
<strong>Education</strong>al Studies and<br />
PUPIL Co-director.<br />
The establishment <strong>of</strong><br />
PUPIL is timely. Countless<br />
children, teachers<br />
and schools are affected<br />
by the US Department <strong>of</strong> <strong>Education</strong>’s “No<br />
Child Left Behind” Act. Brian French, Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Education</strong>al Studies<br />
and PUPIL Co-director explains, “With<br />
the implementation <strong>of</strong> the No Child Left<br />
Behind Act, there is a growing demand for<br />
psychometricians with not only the technical<br />
background and training in testing<br />
but also the skills to communicate these<br />
concepts to a variety <strong>of</strong> constituents.”<br />
It is vital for educators to be skilled and<br />
prepared in measurement and statistics.<br />
“What do scores mean for children? Are<br />
tests fair and valid?” asks Maller. The answers<br />
can be developed through investigations<br />
and research in the new lab. Better<br />
methods and accurate diagnostics are critical<br />
to measuring students’ knowledge.<br />
PUPIL is affiliated with faculty across<br />
<strong>Purdue</strong> <strong>University</strong>. PUPIL includes sixteen<br />
computer workstations with the latest<br />
in psychometric and statistical s<strong>of</strong>tware,<br />
technical manuals, psychometric<br />
and statistical references, and video conferencing.<br />
<strong>In</strong> addition to functioning as<br />
a classroom and providing hands-on instruction,<br />
it also serves as a research facility<br />
for students, faculty and practitioners.<br />
<strong>In</strong> the future, Maller and French plan<br />
to expand the lab’s functions and projects.<br />
“Such projects may include providing<br />
instruction on <strong>issue</strong>s related to standardized<br />
testing, including the proper use<br />
and interpretation <strong>of</strong> test scores.” French<br />
explains. They also plan to add tutorials,<br />
workshops, and supplements to PUPIL’s<br />
website and hold video conferences with<br />
local schools focused on statewide testing<br />
<strong>issue</strong>s. The hope is that research conducted<br />
through PUPIL will eventually<br />
result in marketable products.<br />
The establishment <strong>of</strong> PUPIL confirms<br />
<strong>Purdue</strong>’s <strong>College</strong> <strong>of</strong> <strong>Education</strong>’s commitment<br />
to providing cutting-edge resources<br />
and facilities for students and faculty.<br />
Maller affirms, “This is a wonderful facility<br />
for doing <strong>this</strong> important work.”<br />
Brian French teaching in PUPIL<br />
For more information visit<br />
http://pupil.education.purdue.edu/<br />
or email pupil@purdue.edu.<br />
www.education.purdue.edu 19
Robert Foerster (BA ´72, MA´76)<br />
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
Robert Foerster helping student Brad Krause<br />
emember those damp, smelly worksheets that were printed in purple? Remember<br />
when simple calculators were the cool, hi-tech tools for school?<br />
Robert Foerster began teaching during those days and now, as he is readying<br />
for retirement after 35 years, students carry jump drives with their assignments,<br />
iPods with music and photos, cell phones with internet access and video. They<br />
are completely connected to each other and the world.<br />
Robert Foerster, BA 1972 Elementary <strong>Education</strong> and MA 1976 Science <strong>Education</strong>,<br />
didn’t initially begin college as an education major—he came to <strong>Purdue</strong> for engineering.<br />
Engineering seemed like<br />
the logical choice since his<br />
strengths were math and sci-<br />
“I attribute my education at<br />
<strong>Purdue</strong> with propelling me<br />
to where I am today.”<br />
ence. That all changed once<br />
he met Lauralee, who would<br />
later become his wife. She was<br />
an education major and through her connections Foerster began tutoring students in<br />
math and science. He quickly learned that teaching was quite fulfilling and decided to<br />
earn his degree in Elementary <strong>Education</strong>.<br />
Upon graduation Foerster began his 35 year career with the West<br />
Lafayette Community School Corporation, where he remains today.<br />
He was a sixth grade teacher for sixteen <strong>of</strong> those years and has been<br />
a principal for the remaining years. Throughout his career he has<br />
strived to utilize technology to its fullest potential and incorporate<br />
technology in the classroom. “I want to enable and empower teachers,”<br />
explains Foerster. He worked to modernize classrooms by installing<br />
phones, computers, networks, and eventually the internet. Even<br />
as early as the mid-eighties the students at his school could check out<br />
introductory hand-held computers.<br />
Selected as one <strong>of</strong> the ten national finalists out <strong>of</strong> over 44, 000 applications<br />
for the NASA Teacher in Space program in the mid-eighties,<br />
Foerster participated in basic training as an astronaut. The program’s<br />
goal was to bring education to the forefront. Foerster states, “We<br />
wanted our classrooms to reach out to more <strong>of</strong> a global awareness.”<br />
To achieve <strong>this</strong> goal he used his NASA experiences as a launch pad to<br />
illustrate math, science and technology concepts. His efforts gave the<br />
students more than just high test scores. Through the use <strong>of</strong> technology<br />
Foerster shared the world with them.<br />
Foerster states that his career in education has been a wonderful experience. “I attribute<br />
my education at <strong>Purdue</strong> with propelling me to where I am today.”<br />
On May 26, 2006 Foerster will leave the school building, knowing that he has inspired<br />
many teachers and students to be creative and inquisitive and to imagine where<br />
technology will go from here.<br />
20
A C C O L A D E S A N N O U N C E M E N T S A W A R D S D E V E L O P M E N T S P R O M O T I O N S R E C O G N I T I O N<br />
Alumni News<br />
1960s<br />
John, W. Richardson (BA ’61) and his<br />
son, Bill Richardson, (AG ’94), opened<br />
Mallow Run Winery in September 2005<br />
near Bargersville, <strong>In</strong>diana.<br />
Karen C. Elliott’s (BA ’62) eighteenth<br />
book will be published in May 2006.<br />
1970s<br />
Stan Parker (BA ’76) will be recognized<br />
<strong>this</strong> spring in Freehold,<br />
New Jersey at the<br />
Freehold High School<br />
Quarter Century Club<br />
for 27 years <strong>of</strong> teaching.<br />
1990s<br />
Kurt Kurtzhals<br />
(BA ’96) recently had a<br />
book published that he<br />
co-authored and edited<br />
entitled Great Lives,<br />
Vital Lessons.<br />
Jessica L. Crawford (BA ’99) is in her<br />
sixth year <strong>of</strong> teaching Special <strong>Education</strong><br />
at Van Rensselaer Elementary School<br />
in Rensselaer, <strong>In</strong>diana. She received her<br />
Master’s Degree in Special <strong>Education</strong><br />
from Ball State in the summer <strong>of</strong> 2005.<br />
Stay connected<br />
To add your news to <strong>this</strong> page, fill out the form below and mail to:<br />
<strong>Purdue</strong> <strong>University</strong><br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong>—Magazine<br />
Beering Hall, Room 6124<br />
100 N. <strong>University</strong> St.<br />
West Lafayette, IN 47907-2098<br />
<strong>In</strong>formation may also be emailed to education-info@purdue.edu.<br />
Note “alumni news” in the subject line.<br />
2000s<br />
Kathleen Mane Walker (BA ’00) is<br />
opening a private practice in Hudson,<br />
Massachusets and purchasing a group<br />
practice in Manchester, New Hampshire.<br />
Anthony D. Young (BA ’02) is working<br />
at Sycamore School, the only school<br />
in <strong>In</strong>diana specifically dedicated to<br />
the education <strong>of</strong> gifted and talented<br />
students, in <strong>In</strong>dianapolis, <strong>In</strong>diana.<br />
Jennifer L. Alles<br />
(BA ’05) is a fourth<br />
grade teacher at Pine<br />
Tree Elementary in<br />
Avon, <strong>In</strong>diana.<br />
Today’s date:<br />
Degree(s)/Year(s):<br />
Name:<br />
Maiden Name:<br />
Street: City: State: Zip:<br />
Phone:<br />
Email:<br />
Employer:<br />
Title:<br />
Employer City, State:<br />
Spouse’s Name: <strong>Purdue</strong> Alumnus/a? ® Yes ® No<br />
If yes, Degree(s)/Year(s):<br />
Children’s Names:<br />
News:<br />
® This may be published in the <strong>College</strong> <strong>of</strong> <strong>Education</strong> Magazine. ® This is for alumni records only.<br />
www.education.purdue.edu 21
DeVito C ontinues to <strong>In</strong>spire<br />
A D V O C A T E A I D A S S I S T B E N E F I T E N C O U R A G E E N D O R S E H E L P P R O V I D E S U P P O R T<br />
22<br />
Alfred DeVito<br />
piece <strong>of</strong> paper can be used to<br />
teach scientific principles for an<br />
entire week or more. Alfred De-<br />
Vito, Pr<strong>of</strong>essor Emeritus <strong>of</strong> <strong>Education</strong>,<br />
says “It’s possible. The paper can<br />
be weighed and measured and tested for<br />
absorption and sound. It can be used to<br />
create a cylinder for calculating volume<br />
or torn into pieces and tested for floatation<br />
qualities. The possibilities are endless.”<br />
It is <strong>this</strong> sense <strong>of</strong> creativity that has<br />
engaged and inspired so many <strong>of</strong> DeVito’s<br />
students over the years.<br />
DeVito has been captivating students<br />
since 1956 when he began his teaching<br />
career as an elementary teacher. Subsequently<br />
he spent 1966 to 1988 in education<br />
at <strong>Purdue</strong> where he received a multitude<br />
<strong>of</strong> awards for excellence in science<br />
teaching, including being named in the<br />
“<strong>Purdue</strong> <strong>University</strong> Book <strong>of</strong> Great Teachers.”<br />
During his tenure and since he has<br />
written dozens <strong>of</strong> articles, authored and<br />
coauthored numerous books and presented<br />
at many regional, national and international<br />
organizations.<br />
But what he may best be known for is<br />
the connection he has with his students<br />
and colleagues. <strong>In</strong> order to connect, De-<br />
Vito explains, “You have to be half an actor—a<br />
performer and a teacher. You have<br />
to be creative and humorous.” Superintendent<br />
<strong>of</strong> Crawfordsville Community<br />
Schools, Kathy Steele, a former DeVito<br />
student and coauthor with DeVito and<br />
Gerald Krockover <strong>of</strong> Creative Teaching:<br />
A Practical Approach, says, “Dr. DeVito<br />
taught every one <strong>of</strong> his students how to<br />
be prepared, creative, involved, and caring<br />
through example. Throughout my<br />
life he has persuaded me to take the next<br />
challenge and always provided<br />
the support and encouragement<br />
needed.”<br />
Pr<strong>of</strong>essor <strong>of</strong> Science <strong>Education</strong>,<br />
Gerald Krockover,<br />
who looks to DeVito as his<br />
mentor, mentions that De-<br />
Vito is a “superb role model<br />
who has never looked at<br />
teaching as a job—it is an<br />
opportunity to help.”<br />
Upon DeVito’s retirement in 1988,<br />
Krockover wanted to recognize him and<br />
his accomplishments. DeVito had already<br />
won about every teaching award given at<br />
<strong>Purdue</strong> so Krockover decided to set up a<br />
scholarship in DeVito’s honor. The Alfred<br />
DeVito Scholar Program awards scholarships<br />
to outstanding first year education<br />
students. The scholars participate in a<br />
course where they are provided the opportunity<br />
to explore the field <strong>of</strong> education<br />
through school visits and presentations<br />
by pr<strong>of</strong>essional educators. The students<br />
are also given the chance to engage in research<br />
with a faculty member. The purpose<br />
<strong>of</strong> the scholarship is to retain high<br />
achieving students in education.<br />
Janet Robinson has been teaching the<br />
course since the fall <strong>of</strong> 2002 and finds the<br />
experience quite rewarding. At the end<br />
<strong>of</strong> each course DeVito participates in the<br />
students’ research project presentations.<br />
Robinson says, “It is very generous <strong>of</strong> Dr.<br />
DeVito to come and participate. The students<br />
always enjoy his visit.”<br />
Amanda Fox, DeVito Scholar 2004-<br />
2005, says, “This scholarship not only<br />
helped financially during my freshman<br />
year, but opened the door to countless<br />
opportunities that few other undergrad<br />
students have the privilege <strong>of</strong> experiencing.<br />
It’s essential for students—especially<br />
freshmen—to be aware <strong>of</strong> all the amazing<br />
opportunities and resources <strong>Purdue</strong><br />
<strong>University</strong> and the <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
“Building relationships with<br />
pr<strong>of</strong>essors, faculty, alumni,<br />
and distinguished people like<br />
Dr. DeVito are the key<br />
to a successful and<br />
rewarding college career.”<br />
have to <strong>of</strong>fer. Building relationships with<br />
pr<strong>of</strong>essors, faculty, alumni, and distinguished<br />
people like Dr. DeVito are the<br />
key to a successful and rewarding college<br />
career.”<br />
<strong>In</strong> addition to continued involvement<br />
in education at <strong>Purdue</strong>, DeVito also takes<br />
time to travel to the Montessori School <strong>of</strong><br />
Crawfordsville to do science projects with<br />
the children. “The children really look<br />
forward to his visits. Projects range from<br />
experiments with electricity to growing<br />
bean plants to balancing balls on columns<br />
<strong>of</strong> air. He has a great rapport with the children”<br />
says Margo Campanelli, director <strong>of</strong><br />
the Montessori School <strong>of</strong> Crawfordsville.<br />
DeVito feels that the key to teaching is<br />
creativity, planning and preparation. “It<br />
primarily involves a four letter word—<br />
work,” he says. He has always strived to<br />
improve his methods. And now, eighteen<br />
years after retiring, he continues to engage<br />
and inspire.
Aiding the Success <strong>of</strong> Current Students<br />
A D V O C A T E A I D A S S I S T B E N E F I T E N C O U R A G E E N D O R S E H E L P P R O V I D E S U P P O R T<br />
s part <strong>of</strong> the Campaign for <strong>Purdue</strong>,<br />
the <strong>College</strong> <strong>of</strong> <strong>Education</strong> is<br />
committed to increasing the volume<br />
and value <strong>of</strong> scholarships<br />
provided to graduate and undergraduate<br />
students.<br />
To date, the <strong>College</strong> has raised $836,445<br />
toward our campaign goal <strong>of</strong> $1,679,540<br />
for student scholarships. As we push toward<br />
the conclusion <strong>of</strong> <strong>this</strong> historical campaign,<br />
the opportunity for student scholarships<br />
will receive special emphasis.<br />
“By creating student<br />
scholarships alumni<br />
and friends change<br />
the lives <strong>of</strong> our<br />
students and the lives<br />
they will lead.”<br />
“While our students in the <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> are consistently top-quality,<br />
we face increasing competition to attract<br />
the brightest and most capable students,”<br />
says Dr. George Hynd, Dean <strong>of</strong> the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong>. “Our goal is to enroll<br />
academically talented students to pursue<br />
careers in teaching, regardless <strong>of</strong> family<br />
financial circumstances. By creating<br />
student scholarships alumni and friends<br />
change the lives <strong>of</strong> our students and the<br />
lives they will lead.”<br />
<strong>In</strong> addition to providing invaluable financial<br />
support to teachers-in-training,<br />
endowed scholarships can provide a lasting<br />
legacy or tell a story about the donor.<br />
Scholarships may bear the names and<br />
special interests <strong>of</strong> the donors or may be<br />
named in honor or in memory <strong>of</strong> family<br />
members, esteemed colleagues, friends,<br />
community leaders, an organization or<br />
other entities or individuals.<br />
For example, scholarships include: The<br />
Dorothy C. Stratton, Helen B. Schleman,<br />
M. Beverly Stone, Barbara I. Cook and<br />
Betty M. Nelson <strong>Purdue</strong> Deans Fund<br />
honors five women, all former <strong>Purdue</strong><br />
<strong>University</strong> Deans. Marylu McEwen (BS<br />
’68, Science; PhD ’73, <strong>Education</strong>) created<br />
the scholarship as a tribute to these women<br />
who were her mentors and friends.<br />
The scholarship helps graduate students<br />
in <strong>College</strong> Student Affairs by providing<br />
funds for dissertation or thesis research.<br />
The Jackson-Reasor Scholarship benefits<br />
undergraduate students in the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong> with a preference for<br />
those majoring in elementary education.<br />
Judy Nelson Shertzer (BA ’81, <strong>Education</strong>)<br />
created <strong>this</strong> endowment in memory <strong>of</strong><br />
her maternal grandparents.<br />
James T. and Gladys G. McDonald<br />
Elementary Science <strong>Education</strong> Scholarship<br />
was created by Jim (PhD ’02) and<br />
Jamie McDonald to provide the kind <strong>of</strong><br />
help for others that Jim’s mother gave him<br />
while he was pursuing his doctorate. The<br />
scholarship helps elementary education<br />
students with a preference for students interested<br />
in teaching science, which reflects<br />
the ten years Jim spent as a fifth-grade science<br />
teacher.<br />
The Frank B. DeBruicker Graduate<br />
Scholarship in <strong>Education</strong>al Technology<br />
was established by his six children<br />
to honor their father, a lifelong teacher.<br />
Support from sons<br />
Timothy (BS ’70,<br />
Science), Stewart<br />
(BS ’65, Science;<br />
MSIA ’68, Management;<br />
PhD ’73 Management),<br />
Daniel,<br />
Gregory, Terence<br />
and daughter Sara<br />
(BS ’74, Consumer<br />
and Family Science)<br />
created an annual<br />
scholarship for a<br />
Masters- or PhD-level student in <strong>Education</strong>al<br />
Technology.<br />
The <strong>Purdue</strong> <strong>Education</strong> Alumni Association<br />
(PEAA) Scholarship is an endowment-in-progress.<br />
Spearheaded by<br />
the PEAA Board, alumni from the <strong>College</strong><br />
are working to build an endowment<br />
that can provide scholarships based on<br />
academic merit for undergraduates in the<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong>. COE alumni who<br />
would like to contribute to <strong>this</strong> project are<br />
encouraged to contact Jennifer Jeffries, Director<br />
<strong>of</strong> Development at 765-496-3545.<br />
<strong>University</strong> fees for the 2006-07 school year<br />
are $7,096 for <strong>In</strong>diana residents. Nonresidents<br />
will pay $ 21,266. The expected<br />
cost <strong>of</strong> attendance includes $ 1,020 for<br />
books and supplies, $ 7,130 for room and<br />
board, and $1810 for miscellaneous and<br />
travel expenses. It’s easy to understand why<br />
<strong>Education</strong> students are so very grateful for<br />
the support <strong>of</strong> generous alumni and friends.<br />
www.education.purdue.edu 23
A D V O C A T E A I D A S S I S T B E N E F I T E N C O U R A G E E N D O R S E H E L P P R O V I D E S U P P O R T<br />
Undergraduate<br />
Alfred E. DeVito<br />
Scholar Program $1,000<br />
Kelly M. Collins<br />
<strong>In</strong>dianapolis, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Karen M. Hummel<br />
<strong>In</strong>dianapolis, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Emily K. Kensinger<br />
Fort Wayne, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Brittany L. Lambert<br />
<strong>In</strong>dianapolis, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Bethany J. Owen<br />
Pittsboro, IN<br />
Social Studies <strong>Education</strong><br />
Freshman<br />
Barbara I. Cook<br />
Scholarship $1,000<br />
Ross W. Adang<br />
Pierceton, IN<br />
Social Studies <strong>Education</strong><br />
Bodenmiller Art <strong>Education</strong><br />
Scholarship $1,000<br />
Jessica L. Bowen<br />
West Lafayette, IN<br />
Art <strong>Education</strong><br />
Bonnie Roper-Mohlke<br />
Scholarship $1,000<br />
Amanda M. Kopischke<br />
Highland, IN<br />
Special <strong>Education</strong><br />
Freshman<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Scholarship<br />
in Elementary <strong>Education</strong> $1,000<br />
Amy N. Crooks<br />
Pendleton, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Sabra E. Johns<br />
Michigan City, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Kathleen J. Jordan<br />
Richmond, IN<br />
Elementary <strong>Education</strong><br />
Junior<br />
Emily A. Leitch<br />
Kimmell, IN<br />
Elementary <strong>Education</strong><br />
Junior<br />
Elyce M. Malek<br />
Dyer, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Katelyn J. Merrell<br />
Kokomo, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Natalie V. Merz<br />
<strong>In</strong>dianapolis, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Amanda C. Miller<br />
Avon, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Lindsay A. Schaufele<br />
Cedar Lake, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Melissa M. Stewart<br />
Columbus, GA<br />
Elementary <strong>Education</strong><br />
Sophomore<br />
Jorie L. Weinger<br />
Northbrook, IL<br />
Elementary <strong>Education</strong><br />
Freshman<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Scholarship<br />
in Social Studies <strong>Education</strong> $1,000<br />
Andrew J. Czarnecki<br />
Elkhart, IN<br />
Social Studies <strong>Education</strong><br />
Freshman<br />
Jennifer M. Simmons<br />
<strong>In</strong>dianapolis, IN<br />
Social Studies <strong>Education</strong><br />
Freshman<br />
Decker Family<br />
Scholarship $1,000<br />
Emily R. Proctor<br />
Libertyville, IL<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Dr. James & Zella Thomas<br />
Scholarship $1,000<br />
Lindsey R. Grodrian<br />
Centerville, OH<br />
Elementary <strong>Education</strong><br />
Senior<br />
Kathy J. Chambery<br />
Scholarship $1,000<br />
Jennifer R. Deedrick<br />
Carmel, IN<br />
Special <strong>Education</strong><br />
Freshman<br />
24
A D V O C A T E A I D A S S I S T B E N E F I T E N C O U R A G E E N D O R S E H E L P P R O V I D E S U P P O R T<br />
Kincaid Math/Science <strong>Education</strong><br />
Scholarship $500<br />
Eric T. Brumbaugh<br />
Elkhart, IN<br />
Science <strong>Education</strong><br />
Sophomore<br />
Leonard Family<br />
Scholarship $1,000<br />
Christina M. Jacobs<br />
South Barrington, IL<br />
Technology <strong>Education</strong><br />
Senior<br />
Long Family Scholarship $1,000<br />
Leah D. Hester<br />
Remington, IN<br />
Social Studies <strong>Education</strong><br />
Sophomore<br />
Marie Luisa Enriquez Mann<br />
Scholarship $1,000<br />
Ronald A. Pedroza<br />
Merrillville, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Marilyn J. Haring<br />
Scholarship $1,000<br />
Rachel M. Schrink<br />
Brownstown, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Mary Ann Jenkins<br />
Scholarship $1,000<br />
Jocelin P. Powell<br />
Linton, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Miles Family Scholarship $1,000<br />
Lindsay M. Scheessele<br />
Newburgh, IN<br />
Special <strong>Education</strong><br />
Junior<br />
Pat Haltom Memorial<br />
Scholarship $1,000<br />
Ashley M. Williams<br />
Carmel, IN<br />
Elementary <strong>Education</strong><br />
Senior<br />
Paula B. Shoaf Scholarship $1,000<br />
Letitia E. Liao<br />
Rancho Palos Verdes, CA<br />
Elementary <strong>Education</strong><br />
Junior<br />
Katherine M. Lunsford<br />
Zionsville, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Robyn E. Lehman<br />
Scholarship $1,000<br />
Kathryn A. Peterson<br />
Princeton Junction, NJ<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Straszheim Scholarship in<br />
Elementary <strong>Education</strong> $1,000<br />
Kathryn E. Evans<br />
Hammond, IN<br />
Elementary <strong>Education</strong><br />
Junior<br />
Lauren J. Richardson<br />
Lafayette, IN<br />
Elementary <strong>Education</strong><br />
Freshman<br />
Graduate<br />
Elizabeth Doversberger Graduate<br />
Scholarship in <strong>Education</strong> $1,000<br />
David Stuebing<br />
Frank B. DeBruicker<br />
Graduate Award in<br />
<strong>Education</strong>al Technology $1,000<br />
Sung Hee Park<br />
General Wei-chin & Madame<br />
Phoebe Lee Graduate<br />
Scholarship $1,000<br />
Nicole Campanali<br />
Bradley Rice<br />
Mast/Fenner Give a Child a<br />
Dream Graduate Award in<br />
School Counseling $1,000<br />
Megan Hardebeck<br />
Mike Keedy Award in<br />
Mathematics & <strong>Education</strong> $1,000<br />
Daniel Breidenbach<br />
Wilson Doctoral Science<br />
<strong>Education</strong> Award $1,000<br />
Bryan Wee<br />
Scholarship Endowments 101<br />
Endowments <strong>of</strong> $25,000 will generate approximately $1100 in scholarship revenue<br />
each year under the <strong>University</strong> spending policy.<br />
Endowments <strong>of</strong> $100,000 will generate approximately $4500 each year to support<br />
graduate fellowships under the <strong>University</strong> spending policy.<br />
Many scholarships are established through outright contributions that may include<br />
gifts <strong>of</strong> cash, securities or property. Scholarship contributions may be made in<br />
installments over a 5-year period.<br />
Scholarship funds are added to the <strong>University</strong>’s permanent endowment which is held<br />
and managed by the <strong>University</strong>. <strong>In</strong>come will be used to award scholarships.<br />
Additional information about scholarships is available by contacting Jennifer<br />
Jeffries, Director <strong>of</strong> Development for the <strong>College</strong> <strong>of</strong> <strong>Education</strong>, at 765-496-3545 or<br />
jcjeffries@purdue.edu.<br />
www.education.purdue.edu 25
A P P R E C I A T I O N A C K N O W L E D G M E N T G R A T I T U D E K U D O S M E R I T R E C O G N I T I O N T H A N K S<br />
With the steady support <strong>of</strong> alumni and friends we are progressing toward our goal to be one <strong>of</strong><br />
the finest <strong>College</strong>s <strong>of</strong> <strong>Education</strong>. <strong>In</strong>dividuals who share <strong>Purdue</strong>’s high ideals for academic excellence<br />
and achievement are having an amazing impact on our students and faculty. Scholarships,<br />
research funding, faculty support, facilities, and programs all benefit from the generosity <strong>of</strong> our<br />
alumni and friends. The list that follows recognizes gifts made in the 2005 calendar year.<br />
26<br />
Heritage Club<br />
Lifetime, Planned and Major Gifts<br />
James & Lois Ackerman<br />
Janet Ault<br />
Frank Brown<br />
Jack & Ruth Chappell<br />
Robert & Etta Clark<br />
Ken & Kitty Decker<br />
Susie & Ron Dollens<br />
John & Hazel Feldhusen<br />
David & Barbara Francis<br />
Michael & Carolyn Gery<br />
Ken & Connie Gleason<br />
Donna Gollnick<br />
Robert & Barbara Kane<br />
Pose Lamb<br />
Beverly Lang<br />
Michele & Gary Lehman<br />
Janice L. Little<br />
Charles & Maria Mann<br />
James & Jamie McDonald<br />
Marylu K.McEwen<br />
Robert D. Miles<br />
Sidney Marsh Moon<br />
D. Edward Nicholas<br />
Arleen Pogue<br />
Carol Rew<br />
Judith Shertzer<br />
John & Susan Spooner<br />
Jim & Zella Thomas<br />
Lary & Joanne Troutner<br />
Phillip & Dorothy Wankat<br />
Robert & Nancy Wilcox<br />
Jane & Michael Wilson<br />
Dean’s Circle $2,500+<br />
Kay & David Clark<br />
Claude & Rita Culross<br />
Timothy & Cheri DeBruicker<br />
George & Alison Hynd<br />
Margaret & John Koll<strong>of</strong>f<br />
Norm Nierstheimer<br />
Yvonne Shaheen<br />
Bruce & Carol Shertzer<br />
Phillip & Dorothy Wankat<br />
Dean’s Honor Club<br />
$1,000 - $2,499<br />
Chihae Arafune<br />
Bill & Dottie Asher<br />
Janet Ault<br />
Murray & Diane Blackwelder<br />
James & Sandra Bodenmiller<br />
Mary & Raymond Bonhomme<br />
Penelope & Douglas Britt<br />
Barbara & Fred Butler<br />
Dennis & Donna Cahill<br />
Pamela & Douglas Callantine<br />
Barbara Cook<br />
Robert Dalton<br />
Stewart & Shelby DeBruicker<br />
Barbara & Alfred DeVito<br />
Elizabeth Doversberger<br />
Bessie Duncan<br />
Michael & Molly Eskew<br />
Christopher & Linda Gunn<br />
Charles & Helen Hicks<br />
Edwyna & George Hord<br />
Dorothy & Yong Huang<br />
William & Mary Jenkins<br />
Rich Mitchell & Jeff Kopkey<br />
Susan & Martin Kozak<br />
Joyce & Henry Landau<br />
Beverly Lang<br />
Esther Lee<br />
“Evermore thanks.”<br />
—Shakespeare<br />
James Lehman<br />
Gregg & Robyn Lehman<br />
Edwin & Virginia Leonard<br />
Lyle & Myrna Lloyd<br />
Albert & Carol Long<br />
Debra & Jonathan Meyer<br />
Sidney Marsh Moon<br />
Margaretha Motes<br />
Ruth Ann & Kenneth Newnum<br />
Ernest & Helen Phillips<br />
Patricia Pope<br />
Thomas & Pauline Reale<br />
Thomas & Pamela Robertson<br />
James & Nancy Russell<br />
Sandra & Richard Shoemaker<br />
Diane & Anthony Thomas-Pittari<br />
Joanne & Lary Troutner<br />
Patricia & Peter Vasil<br />
Almar & Carolyn Widiger<br />
Andrea & John Zoller<br />
Dean’s Club $500-$999<br />
Phoebe Bailey<br />
Shirley Benge<br />
Elizabeth & Christopher Boissard<br />
Sheryl & Lawrence Braile<br />
Robert & Karen Brannon<br />
Nancy Bray<br />
Diane & Robert Butler<br />
Lynne & Kent Cerrone<br />
Scott & Niki Dillard<br />
Diane & William Dow<br />
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<strong>Education</strong> Associate $250 - $499<br />
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<strong>Education</strong> Sponsor $100 - $249<br />
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John & Susan Bloom<br />
Judith & Louis Bobb<br />
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Jennifer Borgmann-Morris<br />
Patricia Boyle<br />
Darlene & Richard Brajer<br />
Thomas & Beth Bridge<br />
Terrie & Timothy Brown<br />
Maureen Browne<br />
Barbara & Gregory<br />
Brusnahan-Howell<br />
Lynn Bryan<br />
William & Constance Butler<br />
Maximo & Denise Callao<br />
Carol Callaway<br />
Ann & John Camblin<br />
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David Champ<br />
Ann Chezem<br />
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Ellsworth & Nancy Christmas<br />
Susan & Bernard Cinkoske<br />
Kathleen Corbin<br />
Marier Cox<br />
Susan Cox<br />
Marlin & Mary Creasy<br />
Joyce & Warren Cundiff<br />
Richard & Barbara Daniel<br />
Brian & Rebecca Dawson<br />
Claudine Deerr<br />
Elsie Delaplane<br />
Lloyd Dennington<br />
Gail & Archie Devore<br />
Susan & Stephen Dibbert<br />
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Krista & Eric Dietrich-Osiecki<br />
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Christine & Daniel Dunne<br />
Victor & Mary Dupuis<br />
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Elizabeth & Thomas Eisele<br />
Patricia Erickson<br />
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Nan & James Faflik<br />
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Marilyn Ferguson<br />
Twila Figueroa<br />
Patricia & Frederick Finch<br />
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Martha & Joseph Fletcher<br />
Lois Foster<br />
Kathryn Francis<br />
David & Martha Frank<br />
Michael & Sandra Frankovich<br />
George Frederick<br />
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Melinda & Eric Froedge<br />
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Marilyn Gamblin<br />
Tianguang Gao<br />
Loretta Garling<br />
Jana & Matthew Garrett<br />
Patricia & Floyd Garrott<br />
Linda Gast<br />
Fred Gates<br />
Ruth Gates<br />
Patricia Gehl<br />
Carolyn & Michael Gery<br />
Kathy & Gregory Gesualdo<br />
Christina Gilbert<br />
Joyce & Paul Gilbert<br />
Paul Gilman<br />
Carl Gjeldum<br />
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Margaret & Robert Goodwin<br />
Thomas & Patricia Grabill<br />
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Mary & Walter Griffin<br />
Harley & Carol Griffith<br />
Miraca Gross<br />
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Robert & Joyce Hanni<br />
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Candace Harcourt<br />
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Debbi Harling<br />
Judith & Chrys Harris<br />
Karen & Richard Harrison<br />
Kay & John Hayes<br />
Stephanie & Scott Hazlett<br />
Maurice Heath<br />
Sara Heitman<br />
Elizabeth & John Helmkamp<br />
Marlene Henderson<br />
Lisa & Troy Hershberger<br />
Mary Hinds<br />
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Charles Hobbs<br />
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Eileen & Raymond Houin<br />
Esther & Larry Howell<br />
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Judith Jackson<br />
Dorothy Jaclack<br />
Stanley & Nancy Jacob<br />
Debrah Jefferson<br />
Chester & Sandra Jernas<br />
Patrick & Elaine Jerrell<br />
Irene Johnson<br />
Susan Kaspar<br />
Kara Keefe-Rohlf<br />
Margaret Kelley<br />
Douglas & Janis Kiff<br />
Janee & Nick Kile<br />
Elaine Kimmerly<br />
Virginia Kingsbury<br />
Louanna Kirkpatrick<br />
Barbara Knarr<br />
Garron Kokai<br />
John & Stephanie Koke<br />
Carol Kornas<br />
Frederick Kosinski<br />
Scott Kubly<br />
Evelyn & Yen-Long Kuo<br />
James & Donna Lambrechts<br />
Dean & Gail Larson<br />
Pamela & John Larson<br />
Mary & Robert Leatherman<br />
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Judith Lewandowski<br />
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Marcia Long-Taylor<br />
Albertine Lunghi<br />
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Carol & Robert Lutz<br />
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Patricia & Patrick Madison<br />
Michelle Maldonado<br />
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Christian & Kendra Mattix<br />
Samuel & Arlene Mayhugh<br />
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Donna McGrady<br />
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Christine & Andres Meyer<br />
Elizabeth Milburn<br />
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Thomas Miller<br />
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Jane Moss<br />
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Robert & Joyce Myers<br />
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Christine Neilands<br />
Ted Newell<br />
Evah Belle Newton<br />
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Teresa Oakes<br />
Alice Obermiller<br />
Victoria & Daniel O’Keefe<br />
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but we can build our<br />
youth for the future.”<br />
—Franklin D. Roosevelt<br />
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Friend <strong>of</strong> <strong>Education</strong> $1 - $99<br />
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Nancy Buckles<br />
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Jeanne & Michael Bugyis<br />
Esther Bundy<br />
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Dama Burkhart<br />
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Anne Byrne<br />
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Dawn Cartwright<br />
28
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Mary & Gary Chenoweth<br />
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Chad & Jennifer Christian<br />
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Kay Cozad<br />
Phyllis Craig<br />
Diana & Richard Crawford<br />
Jessica Crawford<br />
Molly & John Creamer<br />
Jean Creasbaum<br />
Nancy Creekmore<br />
Jana Crites<br />
Charleen & David Cross<br />
Daniel Cubel<br />
Krista & James Culley<br />
Sheryl Culley<br />
Kevin & Susan Curry<br />
John Curtis<br />
Joseph Curtis<br />
John Dablow<br />
Gayle Daniel<br />
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Emily Davis<br />
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Barbara & Alejandro de Gortari<br />
Roberta Deagan<br />
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Tonni Deckard<br />
Aruna Deen<br />
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Edith DePoy<br />
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Vernon Deutsch<br />
Poonam Dev<br />
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Rebecca DeWitt<br />
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Carolee Doeden<br />
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Waltee Douglas<br />
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Douglas & Cathy Drake<br />
Sharon Druley<br />
Jennifer Duff<br />
Cleo & John Duncan<br />
John Duncan<br />
Melissa Duncan<br />
Virginia & William Duvall<br />
Barbara & Carter Ebann<br />
Teresa & Charles Ebersole<br />
Peggy Eckhart<br />
Arlene Eggleston<br />
Holly & Troy Ehle<br />
Gloria Ehrnthaller<br />
Edward & Linda Eicholtz<br />
Lauren Ellis<br />
Eleanor Ellis<br />
Lance & Amelia Elson<br />
Elaine Emenhiser<br />
Liba Engel<br />
Delphi & Robert Enstine<br />
Anne & Arthur Equihua<br />
Sharon Eskew<br />
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Mark & Therese Eutsler<br />
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John & Nancy Farrar<br />
Paul Faulkenberry<br />
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Margaret & Richard Foley<br />
Darrell Forney<br />
Tanya & Michael Foster<br />
Ardis Foster<br />
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Nancy Foust<br />
Krista Fox<br />
Barbara & David Francis<br />
Janae Franke-Norman<br />
Jacquelyn Franklin<br />
Diane Frederici<br />
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Trudie Gruber<br />
Thomas & Susan Gunderson<br />
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Lynne Haberlin<br />
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Arlene Hall<br />
Susan Hall<br />
Kristin Halliday<br />
Andrea & Bruce Halpin<br />
Carol Hannah<br />
Lisa Hanson<br />
Jerry & Sheryl Harshman<br />
Carolyn Hart<br />
Vivian Hartig<br />
Cara & Richard Hartman<br />
Gail Hartsough<br />
Jason Hartz<br />
Linda Hasser<br />
Rosemary & Joseph Hatcher<br />
Mary Haubner<br />
Margaret & John Hauschild<br />
Krista Hay<br />
Kevin Haycox<br />
Kathryn Heaston<br />
Michael Hedman<br />
Peggy Hege<br />
Dawn Hein<br />
Daniel Heisey<br />
John Helbling<br />
Marilyn & Philip Hemmig<br />
James Henderson<br />
Robert & Anne Herrold<br />
Mindy Hershberger<br />
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Friend <strong>of</strong> <strong>Education</strong> continued<br />
Donna Heshelman<br />
Rosemary & John Hess<br />
Charles & Mary Hetrick<br />
Jayne Hiatt<br />
Elaine & Brian Hicks<br />
Susan & Jerry Highley<br />
Sharon Hillyer<br />
S. & Robert Hitch<br />
Nancy & Norman Hoekstra<br />
Rebecca H<strong>of</strong>fman<br />
Marsha H<strong>of</strong>stetter<br />
Coit Holbrook<br />
Sharon & Melvin Hollingsworth<br />
Mary & Eldon Hood<br />
Kelleen Hoover<br />
Barbara & William Hoover<br />
Wilma Hoover<br />
Vickie Horman<br />
Ruimin & Changfu Hu<br />
Benjamin Hubbard<br />
Vickie & Eric Hudson<br />
Donald & Karen Hudson<br />
Kathleen & Gary Hudson<br />
David Huemmer<br />
Lisa & Jerome Hughes<br />
Debra Hull<br />
Phillip Humnicky<br />
Linda & Richard Humphrey<br />
Beth & Francis Hunter<br />
Jennifer & Jason Hupp<br />
Jennifer & Jon Huston<br />
Marsha & Thomas Hutchinson<br />
Bina Hutson<br />
Valerie Hutton<br />
Teresa Hvidston<br />
Michele & David Imler<br />
Earl & Molly <strong>In</strong>gle<br />
Diana <strong>In</strong>serra<br />
Donald & Karen Isaacs<br />
Ellen Jacke<br />
Lois Jackman<br />
Lori & Robert Jackson<br />
Ann & Gary Jackson<br />
Miller & Gracie Jackson<br />
Benjamin & Susan Jackson<br />
Karen Jagger<br />
Subhash & Linda Jani<br />
Kara Janus<br />
Gail Jaskowiak<br />
Lisa & Mark Jefvert<br />
Brenda Jemal<br />
Lori Jenkins<br />
Alice Jennison-Hengst<br />
William Jensen<br />
Terri Jessen<br />
Stephanie & John Johns<br />
Joyce Johnson<br />
Kathi & Larry Johnson<br />
Lawanda Johnson<br />
Katherine & Edward Johnson<br />
Joseph & Pamela Johnson<br />
Beth Johnston<br />
Rhiannon Jolliff<br />
Laura Jones<br />
Patricia & Richard Jones<br />
Lucy & Ken Jones<br />
Benjamin Jones<br />
Willetta Jones<br />
Timothy Jones<br />
Christa Jordan<br />
Maureen Jungblut<br />
Allison Junkans<br />
Willis Justus<br />
Patricia Kahl<br />
Janet & Richard Kameros<br />
Stacey & William Kammeyer<br />
Karen Kannry<br />
Kelly Kay<br />
Dorothy Keller<br />
Jean Keller<br />
Russell & Delores Kelley<br />
Margaret Kelly<br />
Dorothy Kennedy<br />
Christine & Lawrence Kennedy<br />
Shelly Kennedy<br />
Phillip & Sally Kennell<br />
Donna Kenney<br />
John & Jean Kerrick<br />
Janna Kiefer<br />
Frances & John Kimpel<br />
Andrea Kincade<br />
Jane & Michael King<br />
Kathleen King<br />
Dan Kirkendall<br />
Rachel Kizer<br />
Dawn Klein<br />
Sue & Harold Klinkhamer<br />
Jerilyn Klinkhamer<br />
Barbara & Bruce Klonowski<br />
Beverly & Stephen Koepper<br />
Christopher Kolakovich<br />
Gordon & Carolyn Kolb<br />
Nicholas Kolesiak<br />
Jody & Gregory Koontz<br />
Tammy Korkow<br />
Brenda Kovich<br />
Anne & Valentins Krecko<br />
Michael & Marcia Kremer<br />
John & Trudy Kruczek<br />
Brenda Krug<br />
Lori & Thomas Kuchler<br />
Marvin & Donna Kuhn<br />
Sharon & Larry Kuntz<br />
Viola LaBerge<br />
Charles & Hayley LaDow<br />
Elsa Laesch<br />
Beth & David Lageveen<br />
“The people you need to help you<br />
make your dream come true are<br />
everywhere and within your reach”<br />
—Marcia Wieder<br />
Victoria LaGuire<br />
Ann Lampkins<br />
Lisa & Scott Lane<br />
Phyllis Lang<br />
Pamela & Samuel Larsen<br />
Theresa & Kenneth Larsen<br />
Susan Lasek<br />
June & Jerry Lauer<br />
John & Brenda Layton<br />
Mary & Kil Lee<br />
Edwina Lee<br />
Patricia Lehotan<br />
Judith & Richard Leill<br />
Katrena Leininger<br />
Debra Leininger<br />
Theodore & Gretchen Leuenberger<br />
Joanne Lewis<br />
Lisa Lingle<br />
Marian Linhart<br />
Teresa Liu<br />
Ruth & Glen Lock<br />
Sandra Lock<br />
Andrea Lopez<br />
John & Sally Louk<br />
Dena Love<br />
Cheri Lovelace<br />
Kathryn & Mark Lucas<br />
Virginia & Thomas Luce<br />
Barbara & Peter Lucyshyn<br />
Julia Luft<br />
Dena & Michael Lukasik<br />
Vicki Luken<br />
Dale & Donald Lundy<br />
Emmet & Jette Lung<br />
Diana Lute<br />
Mary Lyman<br />
Matthew Lyons<br />
Maureen Lyons<br />
Gretchen Lyons<br />
Robert Lyons<br />
Sandra & John Maggart<br />
Millicent & Hani Mahmassani<br />
Teresa Majerus<br />
Melinda Malaski<br />
Barbara & J. Mancher<br />
Susan Mandell<br />
Sally & Gregory Mann<br />
Linda Manwiller<br />
Susan & Leon March<br />
Kathy & Patrick Marsh<br />
Mary & Blake Marti<br />
James Martin<br />
Anthony & Roxanne Martin<br />
Larry Martin<br />
Robert Martin<br />
Shelly Martin<br />
JoAnn & Robert Martin<br />
Patricia Martin<br />
Stacy Martinez<br />
Karen Marty<br />
Alisa Marvin<br />
Diana & John Matthews<br />
Jill & Robert May<br />
Joseph Mc Bride<br />
Nancy McAfee<br />
Joe McCain<br />
Patricia McCammack<br />
Susanne McCarthy<br />
Mary McChesney<br />
Wendell & Judith McConnaha<br />
Roy & Clara McCormick<br />
Donna & Bruce McCormick<br />
Michael & Nita McCoy<br />
David & Carolyn McCracken<br />
Thomas McDaniel<br />
Cynthia McDonald<br />
Keri McDonald<br />
Judith McEwen<br />
Linda McGowan<br />
Sandra & Gary McGraw<br />
Kathy & Ronald McGriff<br />
Terry McKain<br />
Elaine & Chaunchy McKearn<br />
Kelly McKee<br />
30
A P P R E C I A T I O N A C K N O W L E D G M E N T G R A T I T U D E K U D O S M E R I T R E C O G N I T I O N T H A N K S<br />
Pamela & Philip McKinley<br />
John McMaster<br />
Rita Meagher<br />
Amy Medlock<br />
Margaret Mees<br />
Mark Meier<br />
Laurie Menozi<br />
Karen & Howard Menser<br />
Nicole Merhill<br />
Diane Merz<br />
Sue Metiva<br />
Rosa & Robert Metzger<br />
Mona Meyer<br />
Mariann & Steven Meyer<br />
Virginia & Donald Michael<br />
Earleen Michels<br />
Deborah Miles<br />
Carol & Alvin Milham<br />
Dharathula Millender<br />
Angela Miller<br />
Lorene Miller<br />
Virginia Miller<br />
Penny Miller<br />
Margaret Miller<br />
Misty & Daniel Miller<br />
Mark Miller<br />
Rosalie Miller<br />
Melissa & Quinn Mills<br />
Shirley & James Mills<br />
Judith & Robert Misiuk<br />
Cathie Mitsch<br />
Christina & Keith Moenter<br />
Patricia Mohalley<br />
Karen Molter<br />
Alexander Moody<br />
Charles & Joan Moon<br />
Jane Moore<br />
Nellie Moore<br />
Peggy Morgan<br />
Sara & Michael Morgan<br />
Carol Moriarty<br />
Penny Morris<br />
Carol Morris<br />
Rebecca Morris<br />
Catherine & John Morrison<br />
Kara Morrissey<br />
Sheryl Morrissey<br />
Mary & Karl Moser<br />
Richard & Edith Moton<br />
Celia Motz<br />
Julie & David Mueller<br />
Kathy Mugg<br />
Barbara Muskin<br />
Debra Myers<br />
Terri Myers<br />
Daisy Myers<br />
Judith Nancarrow<br />
Andrea Nash<br />
Barbara & Dean Neal<br />
Stephen Nealon<br />
Michelle Neibert-Levine<br />
Carol & James Neilson<br />
Martha Nelson<br />
Marsha Nelson<br />
Ralph & Tarren Neth<br />
Elizabeth Neukam<br />
George & Becky Newell<br />
Frank & Mary Niehaus<br />
Anne & Richard Noller<br />
Patricia O’Brien<br />
Joy & George O’Leary<br />
George Olivier<br />
Alyce O’Neal<br />
Katharine Oplawski<br />
Margaret Orth<br />
Gayle Orvedal<br />
Trisha Osborne<br />
Tracy Osowski<br />
Joyce & Larry Ostendorf<br />
Glenna Otis<br />
Jody Padgett<br />
Leonard & Cindy Paeth<br />
Marjorie & John Page<br />
Patricia & David Palmer<br />
Jane Papsdorf<br />
Samuel & Wyllis Paravonian<br />
Carla Paris<br />
Mary Parisi<br />
Ralph Parker<br />
Judith Parr<br />
Elaine & Byron Parvis<br />
Catherine & Sanjay Patel<br />
Ruth Paulsen<br />
Melody & David Payne<br />
Patricia & William Payne<br />
Kathy-Ann Pegues<br />
Mary & Walter Penrod<br />
Melissa Perez<br />
Judith Perkins<br />
Barbara Perry<br />
Eleanor & Donald Pershing<br />
Scott & Anne Peters<br />
Rebecca Peters<br />
Sona Petrossian<br />
Lois & Nyaga Petrovich-Mwaniki<br />
Dorian Pfefferle<br />
Sharon Pillow<br />
Cynthia Pilotte<br />
Michael Pinto<br />
Regina Plapp<br />
Susan Platt<br />
Raymond Polstra<br />
Luz Poore<br />
Anitra Potts<br />
Mary Powell<br />
Claudine Prairie<br />
John & Pauline Price<br />
Angela & Christopher Prince<br />
Jan & Brian Pritchard<br />
Patricia Proctor<br />
Rebecca Proctor<br />
Willis & Sandra Pullins<br />
Beryle Queen<br />
Wendy Quinn<br />
Gene & Jennifer Raber<br />
Nancy Racine<br />
Lynda Ramsey<br />
Stephen & Linda Randak<br />
Frederick & Mary Randolph<br />
Dianna & Michael Rathert<br />
Lois & Donald Rausch<br />
Kristin & Eric Rausch<br />
Linda & Rod Ray<br />
Shirley Ream<br />
Sheilah Reardon<br />
Donna Reardon<br />
Carla & Jerry Reeves<br />
Judith Repko<br />
Janice Resler<br />
Patricia & Oscar Reyes<br />
Barbara & Richard Reynolds<br />
Robert & Barbara Rhinehart<br />
Jennifer & Nathan Rhoades<br />
Claire & William Ribble<br />
Julie & Reid Ricciardi<br />
Marilyn Rice<br />
Rebecca & Mack Richard<br />
Jane Richardson<br />
Stonewall Richburg<br />
Jamie Ricketts<br />
Amy & Karl Riebs<br />
Lisa Ristow<br />
Kelly Robertson<br />
Helene & David Robinson<br />
Jolene Robinson<br />
Frederick Rogers<br />
Meredith Rogge<br />
Amber & Kristopher Rohr<br />
Betty & Willis Roose<br />
William Ross<br />
Kay & John Rosson<br />
Larry & Eva Rost<br />
“How important it is<br />
for us to recognize and<br />
celebrate our heroes<br />
and she-roes.”<br />
—Maya Angelo<br />
Linda Rosulek<br />
Susan Rothgeb<br />
Judith & Norman Rowe<br />
Stella & John Royal<br />
Jane & Michael Rubesch<br />
Elizabeth Rudenga<br />
Christine & Richard Ruh<br />
Melinda & Michael Rushing<br />
Raquel Russell<br />
Matthew Russell<br />
Patricia & James Russell<br />
Kellie Russell<br />
Traci Sabel<br />
Sarah Sabens<br />
Kimberley Salmon<br />
Curtis Sampley<br />
Nancy Sanasack<br />
Kimberly & Keith Sanborn<br />
Janis & Michael Sanchez-Hucles<br />
Jill & Christopher Sangalis<br />
Thomas Sartoris<br />
Diane Satenstein<br />
Holly Sautter<br />
Steven Savage<br />
Michael Sayler<br />
Henrietta Schaefer<br />
Susan Schaf<br />
Deborah & John Schafer<br />
Cheryl Schaff<br />
Kelly Scheirer<br />
Terriann Schemmel<br />
Jacqueline & Thomas Scherle<br />
Roger & Paula Schermerhorn<br />
Leigh Schlegel<br />
Donald Schlegel<br />
Mary & Terry Schmitt<br />
Carol Schortemeyer<br />
Nancy & Michael Schrader<br />
Joy Schreder<br />
Loralie & Jeffrey Schroeder<br />
www.education.purdue.edu 31
A P P R E C I A T I O N A C K N O W L E D G M E N T G R A T I T U D E K U D O S M E R I T R E C O G N I T I O N T H A N K S<br />
Friend <strong>of</strong> <strong>Education</strong> continued<br />
Amanda Schubel<br />
Brian & Victoria Schultz<br />
Kristina & Richard Schumacher<br />
Penny & David Schur<br />
Sarah & Ryan Seaburg<br />
Bette Sears<br />
Sue & Craig Sears<br />
Linda Sebring<br />
Francisco Seco de Lucena<br />
Edith Seger<br />
Deborah & Douglas Segraves<br />
Mary Seifers<br />
Joyce & Timothy Seymour<br />
Laurie & Matthew Shahnavaz<br />
Mary Shanks<br />
Jonathan & Kelly Shannon<br />
Kristine & R&all Sharp<br />
Terry & Bridgett Sharp<br />
Shari Sheldon<br />
Linda & Robert Sherwood<br />
Janice Shewmaker<br />
John Shiber<br />
Sandra Shinovich<br />
Cathleen Shipley<br />
Sue Shipplett<br />
Diane Shirley<br />
Nan & Harold Shively<br />
Diana & Randy Showalter<br />
Thelma & Lloyd Shroyer<br />
John Shultz<br />
Mark & Martha Sidelnick<br />
Natale Siever<br />
Sue & Joseph Simmons<br />
Julia Sims<br />
Eileen Sims<br />
Stacy Siwek<br />
Janet & Stephen Skinner<br />
Vaughnie & Joseph Slipher<br />
Fred & Mary Slopsema<br />
Kristal Slovinski<br />
Jerilyn Smith<br />
Thomas Smith<br />
Judy & Thomas Smith<br />
Becky Smith<br />
Leonard Smith<br />
Laura & Lester Smith<br />
Allison Smith<br />
Barbara Smith<br />
Linda Smith<br />
Marilyn Smith<br />
Lisa Smith<br />
Linda Smith<br />
Marcia & Gary Smith<br />
Linda Smith<br />
Karel & Harry Smith-Smith<br />
Sandra Snipes<br />
Elizabeth & James Solberg<br />
Mary & John South<br />
Melinda & Gary Sowers<br />
Dawn Spang<br />
Marilyn Spear<br />
Amy & Zachary Spence<br />
Marcia Spencer<br />
Laura Spensley<br />
Joyce & Richard Spilo<br />
Br&on Spitler<br />
Jennifer Spoor<br />
Vicki Spurlock<br />
Kathleen Sromek<br />
Margaret & David St. Claire<br />
Susan Stadler<br />
Mary Stanton<br />
Douglas Stanwyck<br />
Peggy & Steven Stark<br />
Connie Starkey<br />
Rebecca Steedley<br />
Susan Steel<br />
Patricia Steele<br />
Mindy Steele<br />
Sherry Steinberg<br />
James Stephenson<br />
Kathleen Sternal<br />
Carol & Steven Sternberger<br />
Janice Stewart<br />
Anne Stewart<br />
Antionette & David Stith<br />
Amy Stock<br />
Carrie Stolte<br />
Rebecca Stoltzfus<br />
Saundra & David Stong<br />
Bonnie Storey<br />
LuAnne & Robert Storms<br />
Blanche & Stephen Stout<br />
Susan Stout<br />
Curtiss & Am&a Strietelmeier<br />
Gretchen Stromberg<br />
Rebecca Strycker<br />
Bonnie Strycker<br />
James Summers<br />
Laura Summers<br />
Kevin Surma<br />
Allan Sutfin<br />
Dianne Sutton<br />
Sharon & Gary Swanby<br />
Michael Swindle<br />
Lisa Talcott<br />
David & Dorothy Taylor<br />
Mary Taylor<br />
Charles & Erma Terril<br />
Ferdin& Monsale Tesoro<br />
Mary & Dale Tetrick<br />
Deborah & Jon Teuscher<br />
Clifford Thaxton<br />
Tracy Thoennes<br />
Hollie Thomas<br />
Mary Thompson<br />
William & Beth Thompson<br />
Pamela & Mark Thompson<br />
Alice Thurston<br />
Lyman Tichenor<br />
Julia Tipton<br />
Laura Titus<br />
Diane Tobias<br />
Margaret & Keith Toby<br />
William & Cheryl Trachtman<br />
Shannon & Richard Tracy<br />
Nancy & George Traviolia<br />
Karen & John Troutman<br />
Penelope & Gary Troutman<br />
Janice True<br />
Kelly & Richard Trusty<br />
Nikki Tsangaris<br />
Charlotte & Arnold Tubis<br />
Donald Turner<br />
Lois & Larry Turner<br />
Gloria Urbanski<br />
Nancy Utz<br />
John Van Vactor<br />
Barbara & Richard V&uyne<br />
Leah VanGelder<br />
Elizabeth Vaughn<br />
Anthony Veeneman<br />
Frederick Veidt<br />
Mildred Vesber<br />
Iris Villoch<br />
Janet Vineyard<br />
Ruth Vining<br />
Angela & John Vittori<br />
Rose Vlach<br />
Monique Vodicka<br />
Carol Vogt<br />
Arnold Wade<br />
Rose & Donald Wade<br />
Stephanie & John Wahl<br />
Lauri Wainscott<br />
Donna Walden<br />
Natalie & Randy Waling<br />
William & Suzanne Walker<br />
Kristin & Jack Walkey<br />
Jennifer Wallace<br />
Sharon Wantland<br />
Daniel & Judith Warkentien<br />
Laura & Leonard Warren<br />
Michael Wassmer<br />
Ora Watson<br />
John Watson<br />
Cathy & Philip Weaver<br />
David Weaver<br />
Claudia Webb<br />
Jacqueline Weber<br />
Wendy Weber<br />
Kathryn Weedon<br />
Janice & Jerry Weedon<br />
Annette & George Weil&<br />
Laurie Weinberg<br />
Jeffrey Weiss<br />
Sheryl Weist<br />
Joanne Wells<br />
Lori Welter<br />
Ellen & Gary West<br />
Donna Wester<br />
Martha & George Westfall<br />
Danielle & Robert White<br />
Carol & William Whitson<br />
Susan Whittaker<br />
Amy & Dee Whittier<br />
Emily & John Whyman<br />
Becky Wiley<br />
Judy Wilson<br />
Virginia & Bruce Wilson<br />
Emily & Cary Wilson<br />
Kathleen Wilson<br />
Sheila Wilson<br />
Garnett & Mildred Winchester<br />
Phyllis & Sherman Winski<br />
Michael Winters<br />
Jill Winters<br />
Barbara Wintz<br />
Judy & Stanley Wohadlo<br />
Mary & Michael Wolfe<br />
Richard & Carol Wood<br />
Judith Wright<br />
Robert Wright<br />
Jessica Wutz<br />
Ann Yager<br />
Margaret & Thomas Yarnall<br />
Teresa & Thomas Yelinek<br />
Dorothy Yeoman<br />
Debra Yester<br />
Cecilia & James Yoakum<br />
Paul Young<br />
Patricia & Thomas Yurysta<br />
Rachel Zelaya<br />
Susan Zielke<br />
Margaret & John Zimmerman<br />
Marilyn & Neil Zimmerman<br />
Carolyn Zimny<br />
Vickie Zitney<br />
Cynthia & Richard Zollinger<br />
32
C O M M U N I T Y E N G A G E M E N T G A T H E R I N G H A P P E N I N G I N T E R A C T I O N R E L A T I N G S H A R I N G<br />
standing room only crowd<br />
packed a room in Stewart Center<br />
on February 17, 2006 to hear<br />
a second grade teacher share his<br />
experiences. Why all the interest in <strong>this</strong><br />
particular teacher? He is Georgia’s First<br />
Class Teacher o the Year—and he has Tourette<br />
Syndrome.<br />
Brad Cohen, from Marietta, Georgia,<br />
has written a book about his challenges<br />
with Tourette Syndrome and his passion<br />
to become a classroom teacher. Front <strong>of</strong><br />
the Class: How Tourette Syndrome Made<br />
Me the Teacher I Never Had, is co-authored<br />
by Lisa Wysocky. Cohen has been<br />
featured in People magazine and is traveling<br />
the country to share his story.<br />
His talk was sponsored by the <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong> and the Tourette Syndrome<br />
Association <strong>of</strong> <strong>In</strong>diana. Among those<br />
who came to hear Cohen’s speech were<br />
<strong>Purdue</strong>’s first lady, Patty Jischke; <strong>In</strong>diana<br />
state representative and <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
outreach liaison Sheila Klinker;<br />
and several children with Tourette’s, accompanied<br />
by their parents and siblings.<br />
Tourette’s Syndrome is a neurological<br />
disorder that becomes evident between<br />
early childhood and adolescence and is<br />
defined by motor and vocal tics lasting<br />
for more than one year.<br />
For Cohen, Tourette’s manifests itself<br />
in vocal and facial tics. Today, he has<br />
learned to deal with them, but as a child,<br />
the disorder made him feel like an outsider<br />
to both children and adults. “People<br />
thought I was possessed by the devil,” he<br />
said. At school “I was the kid always put<br />
in the corner because teachers didn’t want<br />
to deal with me.”<br />
Things started to change for him toward<br />
the end <strong>of</strong> middle school because <strong>of</strong> the<br />
understanding relationship he had with<br />
the principal, who allowed him to give<br />
a speech in the school auditorium about<br />
his disorder. <strong>In</strong> that speech, he talked<br />
about Tourette’s and encouraged<br />
students to talk with him about<br />
it. “After that, I learned the power<br />
<strong>of</strong> education,” Cohen said. “From<br />
then on, I realized <strong>this</strong> is what<br />
I needed to do, to be in a classroom.”<br />
Cohen said that as he entered college at<br />
Bradley <strong>University</strong> in Peoria, Ill., he faced<br />
some difficulties at first but the students<br />
quickly rallied around him.<br />
Cohen said he greatly enjoyed his four<br />
years at college, excelling academically<br />
and socially. But that enthusiasm came<br />
to a screeching halt when he entered the<br />
job market. As he went from school to<br />
school for interviews, at the beginning <strong>of</strong><br />
each meeting, he would disclose that he<br />
had Tourette’s. “Administrators couldn’t<br />
look past Tourette’s Syndrome,” he said.<br />
But Cohen refused to give up. He went<br />
on a new round <strong>of</strong> interviews, determined<br />
to become a teacher. Finally, a principal<br />
from an elementary school in Marietta,<br />
Ga., was impressed enough with his resume<br />
and experiences to give him a job.<br />
Although Cohen still struggles with the<br />
disorder—sometimes being thrown out <strong>of</strong><br />
movie theaters and restaurants—he takes<br />
pride in the fact that through education,<br />
he can help cut through the stigma <strong>of</strong> <strong>this</strong><br />
<strong>of</strong>ten embarrassing disease and remind<br />
teachers, students and parents that with<br />
enough encouragement, any child can<br />
succeed.<br />
“We all have some kind <strong>of</strong> disability, but<br />
it’s the ability we should focus on,” Cohen<br />
said. “All the kids in your classroom can be<br />
successful, so don’t give up on them. With<br />
a positive attitude, anyone can succeed.”<br />
Cohen was brought to campus through<br />
the efforts <strong>of</strong> Michele Lehman, who received<br />
a bachelor’s degree in elementary<br />
education from <strong>Purdue</strong> in 1974. She<br />
serves on the board <strong>of</strong> both the <strong>In</strong>diana<br />
“With a positive attitude,<br />
anyone can succeed”<br />
and Illinois chapters <strong>of</strong> the Tourette Syndrome<br />
Association.<br />
The former Lafayette first-grade teacher,<br />
who was recognized last year for her<br />
contributions to <strong>Purdue</strong>’s Reading Recovery<br />
program, said she heard that Cohen<br />
was going to be speaking in the Chicago<br />
area and started looking into how she<br />
could convince him to talk at <strong>Purdue</strong>.<br />
“I had heard he was a good speaker, but<br />
after hearing him talk, I think he is just<br />
fantastic,” Lehman said. “I didn’t realize<br />
he would be <strong>this</strong> inspiring.”<br />
Written by Kim Medaris<br />
www.education.purdue.edu 33
Distinguished <strong>Education</strong> Alumni Awards<br />
Friday, April 7, 2006<br />
Dean’s Advisory Council meeting<br />
Friday, April 7, 2006<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Honors Convocation & Reception<br />
Sunday, April 9, 2006<br />
Spring Fest Saturday & Sunday, April 8 & 9, 2006<br />
<strong>Purdue</strong> Literacy Network Project Lecture Series: Francisco Jimènez<br />
Saturday, April 22, 2006<br />
For registration information call 765-494-2973, 800-359-2968<br />
or email Lisa Harker at laharker@purdue.edu<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Commencement<br />
Saturday, May 13, 2006<br />
GERI Super Summer for children Pre-K to grade 4<br />
June 5-9, 2006 and June 12-16, 2006<br />
Visit www.geri.education.purdue.edu and click on “Youth Programs.”<br />
For registration information call (765) 494-7243 or email geri@purdue.edu.<br />
GERI Summer Residential Camps for children in grades 5 to 12<br />
June 25 - July 1, 2006 and July 9 - July 15, 2006 Comet, grades 5-6<br />
June 18 - July 1, 2006 and July 2 - July 15, 2006 Star, grades 7-8<br />
June 18 - July 1, 2006 and July 2 - July 15, 2006 Pulsar, grades 9-12<br />
Visit www.geri.education.purdue.edu and click on “Youth Programs.”<br />
For registration information call (765) 494-7243 or email geri@purdue.edu.<br />
Discover! 2006 <strong>Purdue</strong>’s Summer <strong>In</strong>stitute for Educators<br />
Monday-Thursday, June 26-29, 2006<br />
For registration information call 765-494-7217, 800-359-2968<br />
or email Susan Umberger at sumberger@purdue.edu<br />
<strong>In</strong>augural Ackerman Colloquium on Technology and Citizenship <strong>Education</strong><br />
Monday-Thursday, July 24-27, 2006<br />
Call 765-494-4755 for more information.<br />
Sixth Annual Summer Literacy <strong>In</strong>stitute<br />
Tuesday & Wednesday, July 25 & 26, 2006<br />
For registration information call 765-494-2973, 800-359-2968<br />
or email Lisa Harker at laharker@purdue.edu<br />
Writing Summit<br />
Monday, August 7, 2006<br />
For more information call 765-496-2119 or email plnp@purdue.edu<br />
Mary Risser Distinguished Speaker Series<br />
Friday, September 8, 2006<br />
Friday, November 3, 2006<br />
Friday, December 1, 2006<br />
For registration information call 765-494-2973, 800-359-2968<br />
or email Lisa Harker at laharker@purdue.edu<br />
<strong>Purdue</strong> <strong>University</strong>’s Constitution Day Celebration<br />
Friday, September 15, 2006<br />
Call 765-494-4755 for more information.<br />
34
Photo credits - cover: globe by Kurt DeBruyn, Russia by Elena Elisseeva, S. Africa by Ben Murray, Great Wall<br />
by Lambert Parren, windmill by Lidian Neeleman, Poland field by Andrzej Puchta, temple by Rich Bartell;<br />
pg. 2: George Hynd by Dave Umberger; pg. 4: provided by Linda Austin; pg. 5 provided by Jim Lehman; pg.<br />
6: temple by Gunter Fischer; pg. 8: tulips by Erik de Graaf; pg. 9: provided by Ben Murray; pg. 10: St. Basil by<br />
Galina Barskaya; pg. 11: pier by Marta Sadowska; pg. 12: Peterson & Mann provided by Jean Peterson, thumb<br />
by Anne Bergersen; pg. 13: VanFossen & Hynd by John Underwood; pg. 14: books by Andrzej Tokarski; pg.<br />
15: Adams by Tonya Agnew; pg. 16: Nierstheimer provided by Norm Nierstheimer; pg. 17: drawing provided<br />
by Norm Nierstheimer, Nierstheimer & Gunderson provided by Susan Gunderson; pg. 18: Harris provided<br />
by Youli Mantzicopoulos-James; pg. 19: PUPIL by Tonya Agnew; pg. 20: Foerster provided by Rovert<br />
Foerster, graduate by Andres Rodriguez; pg. 22: DeVito provided by Janet Robinson, student by Paulus<br />
Rusyanto; pg. 23: student by jacob Wackerhausen; pg. 29: Cohen provided by Brad Cohen.
ollege <strong>of</strong> <strong>Education</strong><br />
v o l u m e 2 : i s s u e 2 : s p r i n g 2 0 0 6<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
Beering Hall <strong>of</strong> Liberal Arts and <strong>Education</strong><br />
100 North <strong>University</strong> Street<br />
West Lafayette, IN 47907-2098<br />
Nonpr<strong>of</strong>it Organization<br />
U.S. Postage<br />
PAID<br />
<strong>Purdue</strong> <strong>University</strong>