NewEd 13-1.indd - College of Education - Michigan State University

1new educatorvol. 13 • no. 1 • fall/winter 2008The New Educator is published twice a year by theOffice of the Dean, College of Education, MichiganState University, for the faculty, students, staff,alumni and friends of the college.We welcome your comments and news items. Pleaseaddress your letters to: New Educator, College ofEducation, Michigan State University, 518 EricksonHall, East Lansing, Michigan 48824-1034 or tongeary@msu.edu.Visit us on the Web at www.educ.msu.edu/College of Education Alumni Associationwww.educ.msu.edu/alumni/deanCarole Amespresident, college of education alumni associationKathryn Rodgersmanaging editorNicole GearywritersIke Iyioke, Kristen Parker, Susan Pettit Riley,Chris Reimann, Elizabeth WhartonphotographyTom Stanulislayout/designCharlie Sharp, Sharp Des!gns, Inc.printing/bindingLawson Printers, Battle Creek, MIon the coverCollege of Education faculty members and NationalScience Foundation CAREER award winnersMichelle Williams, Sandra Crespo and RavenMcCrory at the new Benefactors Plaza.PHOTO BY TOM STANULISMSU is an affirmative-action, equal-opportunity employer.new educator

1FEATURESTHE “TPACK” FRAMEWORK12 Mishra and Koehler influencedefinition of technology inteachingPILLARS OF PROMISE16 Williams, Crespo and McCrorypave new research paths withCAREER awardsON POLICY28 Shakrani talks about trouble withteacher retention across the nationSCIENCE FOR CITY KIDS32 Calabrese Barton exploresunconventional strategies with“GET City”TRAVELING TO TANZANIA42 Doctoral student earns Fulbright-Hays fellowship for research”CAMPING” IN CYBERSPACE48 College alumna creates virtualsummer learning experienceSECTIONS14 UPFRONT36 FACULTY40 STUDENTS48 ALUMNI54 DEVELOPMENTfall/winter 2008 1

MSU COLLEGE OF EDUCATIONfrom the Dean1The national concern about ourcountry’s preparedness in mathematicsand science education has beenwell documented as reports fromnational panels, commissions andorganizations continue to point to thecritical need for recruiting more prospectiveteachers, strengthening k–12standards, improving the content andpedagogical knowledge of in-serviceteachers and increasing the number ofdoctorates in the fields of mathematicsand science education. The Collegeof Education has invested in theseareas through the development of newprograms, the hiring of new facultyand the conduct of programmaticresearch.In collaboration with the Collegeof Natural Science, we have launcheda new Mathematics Education doctoralprogram that is proving very successfulin recruiting students who areinterested in the discipline of mathematicsand mathematics educationand the study of mathematical teachingand learning, curriculum reform,policy development, assessment andthe integration of technology.We also have invested in buildingthe infrastructure to support academicprograms and research in mathematicsand science education. Critical tothis infrastructure is creating facultycapacity in these areas. We now havemore than 20 tenure stream facultymembers in mathematics and scienceeducation in the College of Educationalone. With collaborators in theCollege of Natural Science, our facultystrength in these areas is indeed veryrobust, enabling our ability to investin both academic programs for newand in-service teachers and research.Especially notable in our researchis the Third International Mathematicsand Science Study, or timss (seehttp://ustimss.msu.edu). This importantstudy, well-known for finding themathematics and science curriculumin this country “a mile wide and aninch deep,” has had national impacton policy and practice. Following onthe findings of timss is the TeacherEducation and Development Studyin Mathematics, known as teds-m.This study, supported by federal,foundation and corporate funding, isthe cross-national comparative studyon the quality of teacher prepara-COE ALUMNI ASSOCIATIONfrom thePresidentWelcome to the fall/winter editionof the New Educator magazine. Asnewly elected president of the Collegeof Education Alumni Association(coeaa) Board of Directors, I want totake the opportunity to thank immediatepast President David Dieterle forhis dedicated work on the board since2001. It also is my pleasure to welcomenew board members Bersheril Bailey,Gary Bredahl, Wendy Darga, Jan Prybys,Nancy Stein, Patricia Trelstad andUndergraduate Student RepresentativeJacqueline Anne Dalby.I’d also like to welcome MitchFowler, who will serve as our YoungAlumni Representative. The coeaahas embraced the MSU Alumni Association’snew Young Alumni program,which is aimed at better meeting theneeds of alumni who have graduatedwithin the last 10 years. Mitch previouslyserved as our student representative,so I’m confident he’ll effectivelymeet the needs of our young alumni.Board members past and presenthave been and continue to be vital inthe success of our goals.Participating in the MichiganState University Alumni Associationand noting the College of Educationas your constituent group brings anumber of opportunities to alumniand students of this college. From camaraderieat Homecoming to learningabout current technology for teachers,from a picture with Sparty to a learningexperience about the interviewprocess, from noting accomplishmentsof friends in the New Educatorto honoring students and professionals,the college’s alumni group is workingto provide meaningful settings forall of you.2new educator

1tion of elementary and middle schoolmathematics educators in this countryand around the world. The findingsfrom the preliminary teds study thatinvolved six countries were releasedrecently at the National Press Club inWashington, D.C.The recognition of our faculty forengaging in important, cutting-edgeresearch in mathematics and scienceeducation couldn’t be more evidentthan in this magazine’s cover story,which features three faculty memberswho each received the prestigiousNational Science Foundation’s FacultyEarly Career Development Program,or career, award. As you read abouttheir work, you will see examplesof how we are engaged in studyingimportant issues in mathematics andscience education and our commit-ment to addressing the challenges thathave been posed to our k–16 educationalsystem.There are many other stories inthis issue of the New Educator thatwe hope will make you proud ofyour affiliation with us. I do wish topoint you to the report from MichelleMertz-Stoneham, director of development.In 1999, MSU launched TheCampaign for MSU with a goal to raise$1.2 billion and succeeded in reachingmore than $1.4 billion when it concludedthis fall. The College of Educationset its initial goal at $26 millionand, at the campaign’s end, had raisedmore than $50 million—almost doublingour target amount. Through thiscampaign, our college’s endowmentmoved from $2.5 million to more than$12 million. We are indebted to manywho believe in our capacity to developthe highest quality educational professionalsand generate the kind ofresearch that will make a difference inpeople’s lives. We thank Michelle andher assistant director, Julie Bird, whowere both instrumental in makingthis campaign so successful for ourcollege.We pledge to be good stewards ofyour money and your confidence inus. We remain committed to excellenceas we address critical issues atthe state and national levels and striveto have a global reach in all of ourwork. We know you share this commitment.Carole AmesPHOTO OF CAROLE AMES BY KIM KAUFFMANThe board sponsors a number ofevents annually in support of the college,beginning earlier this fall with aTechnology Conference enlighteningteachers and students about the latestinnovations. The annual HomecomingTent Party was a success, with avisit from Sparty and the cheerleaders,a delicious picnic, music andwarm conversation with friends. Itwas the largest gathering to date.Please visit the Web site, www.educ.msu.edu/alumni, to view some of thephotos.Coming up this summer the collegewill, once again, participate inGrandparents University, a dynamicintergenerational summer camp. Youmay have a special young person withwhom you can learn while relivingcampus life. Also coming soon isMock Interview Day in March. Educa­tors provide a learning experiencefor students as they prepare for theirfirst step into the professional world.It is an invaluable experience and weinvite k–12 school administrators tocontact the college if they wish toparticipate as interviewers.It also is the board’s honor torecognize distinguished alumni andprovide worthy students with scholarshipawards. As alumni and friendsof the college, we seek your input inselecting our best.Take a few minutes to review thealumni section of the college Website, a great place to gather information.Don’t forget that we are nowselling our merchandise online, andyou may shop at shop.msu.edu. If youwould like to get involved in ouractivities or serve on the board, pleasecontact Alumni Relations CoordinatorKristen Parker at 513 Erickson Hallor klparker@msu.edu. Please considerjoining or renewing your membershipwith the Michigan State UniversityAlumni Association since it really is agreat time to be a Spartan!Kathryn RodgersClass of 1970 and 1974fall/winter 20083

1Floden Feted with TwoPrestigious HonorsAlready a leading catalyst forresearch at the College of Education,Robert Floden received two prestigioushonors for his own academiccontributions last spring.First, the associate dean waselected to the National Academy ofEducation, placing him among 16scholars chosen in 2007 for theirpioneering efforts in educationalresearch and policy development.The honorary society currently hasjust 174 members and associates acrossthe world—now including three fromMichigan State University—whoengage in professional developmentprograms and serve on expert studypanels that address pressing issues ineducation.Then, Floden joined the ranks ofMSU’s most celebrated faculty membersas a University DistinguishedProfessor. Those selected have beenrecognized nationally and internationallyfor the importance of theirteaching, research and public serviceachievements.“It is the high point in my professionallife so far,” Floden said. “Thatdouble honor really hit home when Iwent to the ceremony honoring theuniversity distinguished professorson [a] Wednesday, then flew to D.C.Thursday morning for my first NationalAcademy of Education meeting.“For each of these, I was deeplyhonored to be selected.”Floden earned his master’s anddoctoral degrees from Stanford University,arriving at MSU as a facultymember in 1977.He currently serves as directorof the Institute for Research onTeaching and Learning. He also isco-principal investigator on the college’sTeachers for A New Era project,a PI on a National Science Foundationgrant, Knowledge of Algebra forTeaching, and a senior staff memberfor Promoting Rigorous Outcomes inMathematics and Science Education(prom/se).Floden is the author of many articlesand book chapters, who studiesa wide variety of topics. Some includethe character and effects of teachereducation, teachers’ mathematicalknowledge for teaching and the connectionsbetween education policiesand practice.National Academy of Educationinductees are nominated by individualmembers once a year and elected bythe entire membership. Their missionis to advance the highest quality researchand its use in policy formationand practice.“The newly elected members arepreeminent leaders in their respectiveareas of educational research, andthey have had an extraordinary impacton education in the U.S. and abroad,”said President Lorrie Shepard.Last year, Floden also received theMargaret B. Lindsey Award for DistinguishedResearch in Teacher Educationfrom the American Association ofColleges for Teacher Education.He joins College of Educationcolleagues Jere Brophy and WilliamSchmidt, as well as MSU ProfessorEmeritus Judith Lanier, as members ofthe academy.Fellow University DistinguishedProfessors, among 104 across theuniversity, include Brophy, Schmidt,Joan Ferrini-Mundy and Yong Zhao.Former College of Education facultywho were University DistinguishedProfessors include Michael Pressley,Penelope Peterson and Judith Lanier.Individuals holding the professorshipreceive an additional $5,000annual stipend for five years.4new educator

upfrontBrophy WinsThorndike Award1University Distinguished Professor Jere Brophy’slatest award came with a large, regal plaque and anespecially weighty meaning: recognition for a lifetime ofaccomplishments.He was surprised and especially delighted when helearned that a committee of peers from across the nationselected him to receive the 2007 Edward Lee ThorndikeAward. The honor is bestowed annually by the educationalpsychology division of the American Psychological Associationin recognition of distinguished psychological contributionsto education.“It’s the highest award in the field,” said Brophy, whojoined the College of Education faculty at Michigan StateUniversity in 1976. “Being selected signifies that one’speers consider one’s research contributions to have beensignificant and influential.”Indeed, Brophy is a leading researcher on studentmotivation, teacher effectiveness, elementary social studiesand many other issues of interaction in the classroom. Hispublished articles, chapters and technical reports exceed300 and he has authored or co-authored a dozen books.The Thorndike award, whose recipients since 1964 haveincluded such luminaries as B. F. Skinner and Jean Piaget, isreserved for a sustained collection of career achievementsin contrast to a single article or book. It honors only original,scientific, empirically based research that significantlycontributes to knowledge, theory or practice specifically ineducational psychology.“Jere Brophy’s outstanding tradition of research inmotivation has contributed to all these areas,” said hiscolleague and former Department of Teacher Educationchairperson Mary Lundeberg.He accepted the award in August during the AmericanPsychological Association’s annual convention in SanFrancisco, making yet another contribution to the educationalpsychology field with a presentation about helpingstudents appreciate the value of what they’re learning. It’san area, he said, that still hasn’t been deeply studied.A paper based on that lecture is expected to appear inEducational Psychologist, which can be found online at www.leaonline.com/loi/ep.Brophy received a dual Ph.D. in clinical psychology andhuman development from the University of Chicago and isa member of the National Academy of Education.He joins his late MSU faculty colleague Michael Pressley,who received the Thorndike Award in 2004.Geary Joins College as Communications ManagerThe College of Education hashired Nicole Geary as communicationsmanager.Geary is a native of Saginaw,Mich. and a 2003 graduate of MSU’sSchool of Journalism. Always passionateabout serving the public throughwriting, she worked as a reporter forThe Detroit News and the Battle CreekEnquirer after graduation. Her mostrecent position was with the LansingState Journal, where she spent morethan two years covering the LansingSchool District and other local schoolsystems.With that background in educationalwriting, she is thrilled to beback on campus helping the collegeshare its good news primarily throughthe New Educator. Geary, who lives inHolt, Mich. with her husband, alsocontributes content to the Web sitesand a number of other college publicationswhile serving as a liaison to themedia. In this way, she aims to bringthe expertise of faculty and the college’scountless accomplishments to awider audience.She welcomes input from faculty,staff, students and alumni, includingall potential news items, upcomingevents and ideas for articles. Sendyour suggestions to her via e-mailat ngeary@msu.edu or directly to heroffice, 518b Erickson Hall, East Lansing,MI 48824-1034.fall/winter 2008 5

upfrontTEACHING EXCELLENCE1. . . is at the core of the College of Education’s mission. Each program iscrafted to prepare only the highest quality educators, and each instructormust be a model for the kind of teaching that truly fosters interest, engagement,mastery. Last spring, the Center for the Scholarship of Teaching honoredits third group of Excellence in Teaching Award winners. Selected by acommittee of peers based on powerful evidence, their innovative practicesand materials are then circulated and serve as a public reminder of our commitmentto high-quality teaching.“We have, in the university, a lot of knowledge about how to teach, butone of the problems is that (our) teaching is mostly invisible and really private,”said Suzanne Wilson, who directs the center. “We wanted somethingthat wasn’t just another award. We wanted something that would help usincrease our capacity to teach well, as a college.”The three faculty members and one doctoral student, who each received acitation and financial stipend, also will feature their work during an exhibitionin January 2008. Another group of recipients will be recognized during aspecial dinner this spring.Janet Alleman(Professor, TeacherEducation). Allemanreceived the awardfor her ability todevelop and fosterstudents’ interest intheir own learning. She is specificallyinterested in undergraduate andgraduate social studies educationand her research with Jere Brophyfocused on student thinking. Allemanis known for her enthusiasm towardteaching. Her unique teaching practiceinvolves creating a classroom communityin her courses and conductingstudent-led parent conferences. Sheis a member of the assist (AdvocatingStrong Standards-based InductionSupport for Teachers) project writingteam and the Research Committeefor the National Council for theSocial Studies. Her recent publications(with Brophy) include Powerful SocialStudies for Elementary Students (2007)and Children’s Thinking about CulturalUniversals (2006).Ann Austin (Professorand Mildred B.Erickson DistinguishedChair, Higher, Adultand Lifelong Education).A group ofdoctoral studentsdecided to nominate Ann Austin forthe award after taking the first-yeardoctoral proseminar that she teaches.They lauded her as a researcher whofully implements her knowledge andskills in the classroom. Austin emphasizeslearning through experience andpractice, and students described heras hard-working and willing to providecritical feedback, while simultaneouslysupportive and affirming.She is co-PI of the Center for theIntegration of Research, Teaching andLearning (cirtl), and her researchfocuses on academic careers andprofessional development, doctoraleducation, organizational change andhigher education issues in developingcountries.Mary M. Juzwik(Assistant Professor,Teacher Education).Juzwik designs hercourses, assignmentsand informalmentoring forums togradually immerse her students intoprofessional and scholarly conversationsin literacy education. Informedby her background in rhetoric andwriting studies, she models the kindsof teaching and scholarly practices shehopes her students will develop. Juzwikseeks out authentic writing tasksfor assessment in her coursework, forexample, assigning proposals doctoralstudents will need for competitivegrant-writing and for proposing theirdissertation research. Her approachis innovative in that she encouragescritical feedback from students andrevises her teaching in response. Currently,Juzwik is studying classroomdiscourse processes in middle schoolEnglish classrooms.Michael Sherry (Doctoralstudent, TeacherEducation). UsingComplex Instructiongroup work andtheatrical role-play,Sherry preparesteacher candidates by allowing themto rehearse classroom situations, jobinterviews and other teaching dilemmasthey are likely to face. He alsoemploys technology, in particulareditable “wiki” Web pages, to inspirehis students to collectively create ideasabout teacher learning. Sherry also hasan impressive capacity to explain therationale behind his own instructionalchoices, drawing on theory, scholarshipand his background.spring 2007 7

outreach1Doctoral StudentsImprove LocalSchool Grounds,Plan FutureService ProjectsSeveral incoming doctoralstudents found themselves wieldingpaint brushes on a local playgroundsoon after arriving at Michigan StateUniversity this August. It was one dayof volunteer work for a good cause—several of them, actually.Four second-year Ph.D. studentsin teacher education had decided toinclude a service component whenthey were charged with planning thefall orientation for new peers.Then, what started as a way to helpLansing’s Pleasant View ElementarySchool spruce up its facilities soonbecame an opportunity to gain evenmore than they were giving.About 20 faculty members andstudents got acquainted over graffitiscrubbing and door paint. They alsomade a different, endearing connectionwith one of the places thatmotivates their graduate study.“Most (graduate students) comefrom schools where they were workingwith children every day,” said KateRoberts, who helped coordinate theproject. “I think there’s a tendency tolose day-to-day perspective.”Now, with the successful trialproject behind them, the group of studentspursuing Ph.D.s in curriculum,teaching and educational policy hopesto plan at least one service event eachsemester and a larger project eachsummer. Adriane Slaton said theyraised about $450 for supplies, lunchand other expenses and have establisheda registered student organizationin order to continue fund-raising.“We’ve been on the look-out all semesterfor other ways to get involved,”she said, noting Pleasant View is oneof several schools the College of Educationpartners with for field-studyplacements. “It was fun and a greatway to give back.”Students Kevin Burke and CathleenClara and Associate ProfessorAvner Segall, who directs their Ph.D.program, also coordinated the volunteerday.above: Graffiti covering a playground building disappearsthanks to volunteers from the College of Education.below: Volunteers Alisa Lund, a teacher educationdoctoral student, and her husband, Brandon Lund,paint an interior door at Pleasant View ElementarySchool in Lansing on Aug. 25. A group of her programpeers organized the full-day beautification project aspart of orientation for new students.fall/winter 20089

SAUERKRAUT,Sparty& Spirit!1The College of Education’s Homecoming TentParty was rockin’ this year, thanks, in part, tothe only live music on Demonstration Fieldprovided by “Against School Violence” bandmembers and, mostly, to the more than 700proud Spartans who stopped by the big whitetent.We had warm late afternoon sun beforethe 7 p.m. game kick-off (a 52-27 win), greattailgate-style fare from Kamps Catering in St.Johns, Mich. and plenty of smiles as friendswho serve, support and call the college theiralma mater came together.Homecoming is a time to celebrate campuscamaraderie and, for those who have traipsedthrough Erickson Hall at one time or another,a time to reflect on the role of education inour lives and professions.Thanks to this year’s sponsors for helpingthe college create a free, fun gathering as wecarry on the tradition. See you next year!thanks to our donors!MSU Federal Credit Union (major sponsor) • David & Susan Gutierrez •Douglas & Carol Rearick • Fishbeck, Thompson, Carr & Huber, Inc. • IntegratedDesign Solutions, LLC • Marcia & Bruce Rowbottom • Michigan Associationof School Administrators • Michigan Association of School Boards • MichiganCouncil on Economic Education • Michigan Licensed Beverage Association •THA Architects Engineers • Dr. William J. Price • Anonymous Donor10new educator

homecoming1at left, top: “Against School Violence” rocks the College of Education’sHomecoming Tent. middle: College of Education faculty members ReituMabokela and Chris Dunbar with their son, Karabo. bottom: AlumniAssociation board members (left to right): Kathryn Rodgers, Jan Amsterburg,Wendy Darga, Joe Chiaramonte and Bersheril Bailey.at right: Members of the MSU Dance Team treated Spartan fans to aperformance outside the tent.above: Sparty dances to the music of “Against School Violence.”fall/winter 2008 11

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TPACK1a widerwindowmixing technologywith teaching’struest missions >> nicole gearyFrom two innovative thinkers tucked in adjacent MSUoffices and years of their collaborative experiments at theCollege of Education came T.P.C.K.They are four little letters representing the fundamentalcomponents in education—technology, pedagogy, content—that, when inextricably linked, can create the kinds of knowledge teacherstruly need to successfully integrate technology in their work.At least that’s how hundreds of scholars have now accepted andexplored tpck as the concept continues to round a loop of nationwideconferences.And Technological Pedagogical Content Knowledge, a complextheoretical framework conceived by associate professors Punya Mishraand Matt Koehler, is quickly gaining a foothold for promising changewithin the broader teacher education community, colleagues say. .fall/winter 200813

Ccontent knowledge1Ppedagogical knowledgetechnological knowledgeTTechnologicalPedagogicalContentKnowledge“(tpck) is likely to have asignificant impact on the professionand lead to more effective uses oftechnology . . . by viewing (educationaltechnology) through a differentlens,” said Glen Bull, co-directorof the University of Virginia’s CurryCenter for Technology and TeacherEducation. “The reason that it’s hadsuch good reception is because itresonates with people’s intuitionabout what needs to be done. Theyarticulated something that didn’t yethave a name.”Solving a “wicked” problemMishra and Koehler, both facultymembers in the Department ofCounseling, Educational Psychologyand Special Education, found theywere equally discontented with thedirection technology in teaching wastaking when they met seven or eightyears ago.The call for teachers in k–12 andhigher education to incorporate theInternet, PowerPoint and other digitaltechnologies kept up its constantdrumbeat, but the question of whateducators really need to know to makeinstruction with technology meaningful,and how they learn those skills,was a still-emerging debate.To Koehler and Mishra, it was a“wicked” problem they were passionateabout solving.It’s wicked because, simply, thereis no easy answer. Instead, effectiveuse of technology for teaching andlearning involves “incomplete, contradictoryand changing requirementsbound by complex interdependencies.”Technology can be a powerfulwindow for student learning, whetherby bringing Web-based professionaldevelopment to practicing teachersor asking kids to capture images ofnature for science lessons with digitalcameras.Choosing which technology touse, however, must not be directed bythe latest advance or recommendationbut rather through an informedhands-on decision by the practicingteachers themselves, Mishra andKoehler argue. More importantly, thedecisions must be framed specificallybased on what they are teaching (thecontent) and what method they planto use (pedagogy).Building on college resources,Shulman’s ideasThe pair found a rich environmentfor testing their ideas in the College ofEducation, where leaders have increasinglyemphasized the need for facultydevelopment in the area of technologyuse. With strong support from DeanCarole Ames, their research was incorporatedinto courses during whichtenure stream faculty and educationaltechnology master’s degree studentswere charged with designing everycomponent of an online course, Website or presentation—all in a highlycontextualized manner.14new educator

TPACKThe “learning technology bydesign” approach was working, theydetermined, with a pile of artifacts,survey data and journal articles toprove it.That was when, in the midst oftwo supporting grants and a majorbook co-edited with MSU ProfessorYong Zhao, Koehler and Mishracompiled their evolving findings intoa larger theoretical framework.Technological Pedagogical ContentKnowledge, which has since morphedinto the easily pronounced acronymtpack (“tee-pack”), adds a modern andlogical twist to a concept presentedby a giant in the education fields 20years ago.Lee Shulman’s thinking ofPedagogical Content Knowledge,that knowledge of teaching methodsmust be applied to the teaching ofspecific content, has made a dramaticinfluence on education. Now presidentof The Carnegie Foundation forthe Advancement of Teaching, he wasa professor of educational psychologyat MSU’s College of Education from1963 to 1982.Building on that model, Mishraand Koehler argue technology is nowan equally important ingredient thatshouldn’t be kept in isolation. Rather,tpack—nicknamed the ToothPiCKmodel by one affectionate fellowfaculty member—emphasizes thenew kinds of knowledge that lie at theintersections.Teachers who understand andnegotiate the relationships betweencontent, pedagogy and technologythen gain a different form of expertisethat’s greater than a disciplinaryexpert (say, a historian), a technologicalexpert (computer scientist) and anexperienced educator.They begin thinking of technologynot as a transmission device butas a catalyst to enhance learning thatwouldn’t be otherwise possible.1“It has become this snowball”tpack is not necessarily an entirelynew idea, but the term has beenincreasingly used by those in the educationaltechnology field since Mishraand Koehler published their definitivedescription in the June 2006 editionof Teachers College Record.“In some ways, it’s a beginning.There was no framework before;people were just trying differentthings,” Koehler said.“It has become this snowballwhich has sort of picked up heavily atthe national level,” said Mishra.Among their most notable experienceswas a forum during the February2007 annual meeting of aacte, orthe Association of Colleges of TeacherEducation. Interested in the framework’spotential for more widespreadimplementation, aacte had commissioneda collection of papers toexplore tpack’s “parameters withinand between multiple curriculumareas, varying teaching and learningcontexts, and in use with both preserviceand inservice teachers.”The Handbook of TechnologicalPedagogical Content Knowledge for Educators,pre-released as a monograph,is now available for purchase with afirst chapter written by Koehler andMishra.“We’re seeing lots of people startingto align their research to (tpack),”said Bull, who also has a chapter.“Things like the aacte handbook willgo a long way toward bringing it tothe foreground.”Meanwhile, the October 2007 NationalTechnology Leadership Summit,which brings together leaders from10 major teacher educator contentassociations, focused on the conceptas a major study topic. The Koehler-Mishra model, as it’s sometimes called,also will have a heavy presence at theupcoming site, or Society for InformationTechnology & Teacher Educa­tion, conference in March, wherethe pair has been invited to present akeynote address on tpack and creativity.This conference also will includemore than 20 presentations by otherscholars from across the United States,based on the tpack framework.They have jokingly been called the“toothpick guys” but it appears tpackis establishing a foundation for theeducational technology field that’s farfrom fragile.»View the TPACK wiki for moreinformation at tpck.orgfall/winter 200815

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CAREER AWARDS1EarlyAmbıtionsTHREE COLLEGE OF EDUCATION FACULTY MEMBERSBLAZE NEW RESEARCH PATHSWITH CAREER AWARDS >> Nicole GearyCAREERS.We choose our pathway and let it curve,following the criss-crossing directions ofchallenge and opportunity. We gain knowledgethat makes us qualified, build potential to push us around the next bendand can, within even the broadest fields, find the kind of personal passion thatpoints straight toward towering goals.These women know exactly what they want to do. Devoted to improving thequality of teaching, they saw unanswered calls for research within math and scienceeducation and cemented plans to discover more effective practices.Their current work may be just beginning to take shape, but they are thefirst MSU College of Education researchers to emerge as National Science Foundationcareer grant winners.Raven McCrory was the initial College of Education faculty member selectedto receive NSF’s most prestigious award for non-tenured faculty across all supporteddisciplines. Sandra Crespo earned hers only a year later in 2006, andMichelle Williams the next, with the latest news arriving in September 2007.The Faculty Early Career Development, or career, Program was establishedto support junior faculty members who most effectively integrate research andeducation. Awarded to only a handful of education field faculty annually, these .fall/winter 200817

grants present the rare opportunity todevelop an entire program of researchas sole principal investigators.It’s a five-year chance to collectdata and directly impact learningenvironments (a requirement) thatprofessors dream of—and universitiesstrive to build on.At MSU, 20 faculty members fromvarious departments now have activecareer grants in addition to theCollege of Education’s trio. A fourthfaculty member conducting researchwith a career award, MSU Ph.D. BethHerbel-Eisenmann, joins the Collegeof Education in January.“The grants are meant to supportthe early integration of teaching and1research so that the two lines of workinform and enhance one another,”said Suzanne Wilson, chairperson ofthe Department of Teacher Education.“The fact that three College ofEducation faculty members receivedsuch awards suggests that we areselecting the right kind of faculty atMSU and that we’re providing themthe institutional and intellectual supportto be such teacher-scholars.”McCrory, Crespo and Williams haveremained quietly busy in their individualquests, each in different stages offraming research questions and resultsthat could significantly influence theirtarget piece of the teaching profession,in k–12 or higher education.In collaboration with colleaguesand graduate students, they’re determinedto add another layer of understandingto the deep pool of wisdomin the College of Education—a pillarto celebrate along their promisingcareer paths.“We got this award,” said Crespo,noting the connective power of fellowcolleagues’ accomplishments. “Thekind of community we have (in theCollege) makes it possible.”The UndergraduateEquationRAVEN M C CRORYfaculty position: Associate professor of educationalpsychologyyears at msu: Sevenph.d.: University of Michiganproject start date: May 2005grant amount: $608,150research title: “Knowledge for teaching mathematics:The impact of mathematics courses on prospectiveelementary teachers’ mathematical knowledge,” ormore simply, ME.ET (the Mathematical Education ofElementary Teachers)goal: Contribute to understanding what opportunitiesprospective elementary teachers have to learnmathematics, whether that includes exposure tocontent they need for successful math teachingand whether they are actually learning thatcontent.on the web: meet.educ.msu.eduHow many ways can you calculate43 minus 26?On paper, you might startby regrouping the digits tofigure, instead, 13 minus 6, and thenthe remaining left column, 3 minus 2.But the basic set of numbers couldbe solved with a number of differentstrategies, other algorithms studentsmay use to get the same answer(17)—and that an educator should beprepared to interpret.In teacher education, it is the kindof problem Raven McCrory sometimespresents to illustrate a much morecomplicated question: How are prospectiveelementary teachers learningmathematics?McCrory made answering thatquestion her mission, proposing todive into almost every aspect of theundergraduate equation—textbooks,instructors, course sequences,policies—when she applied for hercareer award.More than two years later, theSouth Carolina native is nearlyfinished crafting a rich framework ofdata across three states and 70 mathdepartments at four-year universities.She is a noted scholar in the areaof classroom technology and was aco-principal investigator on the KAT,18new educator

CAREER AWARDSor Knowledge of Algebra for Teaching,project.Still, earning a five-year, $600,000NSF grant in her first application attemptwas a “huge shock.”“I thought it was kind of a longshot,” said McCrory, who has sincebeen promoted from an assistant toan associate professor of educationalpsychology.“Incredibly enough, there wasjust no research about undergraduatemath classes for elementary teachers.. . . Now I feel that I have a programof research that’s really movingforward.”me.et (the Mathematical Educationof Elementary Teachers) intendsto give institutions that certify teachersa sort-of reality check about theway they are teaching math itself—and how it could impact the laterachievement of children.It started with a sweeping analysisof the textbooks in print and practice.McCrory can confidently point toall 13 now available (or 21 when theproject launched) lining the shelves inher office.She knows which ones follow narrativestyles and which ones are moreencyclopedic, along with their pagelength and levels of popularity.Her project’s third year continuesa pattern of interviewing universitymath department heads in Michigan,South Carolina and New York,her study’s target states, collectingcompleted surveys from 160 instructorsand taking pre- and post-tests tomeasure the mathematical abilities oftheir aspiring elementary teachers.“I think it’s going to really generatea lot of critical information about thecurrent state of math preparation forteachers,” said Helen Siedel, a doctoralstudent working with McCrory.“There is a lot of talk about whatteachers should be learning. Raven issaying, ‘Here’s what is actually happening.’”Her preliminary findings have1already illuminated some key issuesregarding teacher preparedness, suchas the gap between a recommendedcourse exposure of nine credits inmath courses and the actual average ofabout six credits taken by pre-serviceteachers.Instructors often aren’t familiarwith key policy and standards documents,including recommendationsfrom fellow mathematicians aboutwhat should be taught, she says.However, her evidence shows mathclasses for teachers are nearly alwaystaught by full-time faculty who areextremely serious about their effectiveness—oustinga misconception tothe contrary.“If it were a matter of commitment,we would have solved thisproblem,” she said.So McCrory is intent on paintinga multi-faceted picture of factors thatlead to strong math abilities amongundergraduate teacher candidates. Herteam of researchers has begun filmingsessions of mathematics coursesrequired for teacher certification,starting on MSU’s campus, coupledwith pre- and post-interviews withthe course instructors.She expects to complete the comprehensivedata collection by May.Her research isn’t aimed at prescribingnew ways to teach teachers.And me.et isn’t meant to evaluate theoverall status of training teachers inmath.Instead, she can barely wait towrite a stream of papers that willaccurately describe the situation, perhapsmore broadly than ever before.McCrory’s goal is to make what goeson in math classes for teachers morevisible as a first step toward improvingwhat they learn.“Every (college and university) isreinventing the wheel and there’s notmuch communication. This study willgive people a basis on which to talk,”she said. “It’s a great leverage point forimproving math education.”The MathPractices “Map”Sandra Crespo was a mathteacher for three years and shehas, since childhood in the DominicanRepublic, always beendrawn to exploring mathematics.As opposed to learning Spanishlanguage rules or biological bodyparts, she could see patterns and makeconnections without having to memorizedisassociated facts.“It was a place where I could havecreativity, according to me,” she said.“But I know very well that that’s notalways what happens in the classroom.”So today she is carving a place forherself where she can merge personalpassions with real-life practices.Crespo, now in her 10th year atMSU’s College of Education, found hernext venue for improving math teachingwith the nsf career grant.She earned the distinguishedaward in her second application andhas been busy since summer 2006fine-tuning a study of three majorteaching practices—posing mathproblems, responding to students’ideas and interpreting students’ mathematicalthinking—that are intendedto make the subject area engaging forelementary children.Teacher educators like Crespo,who frequently works with aspiringeducators just before their internshipyear, can’t rely solely on their ownexperiences and insights.“We have a pretty good idea ofhow we want (our undergraduatestudents) to teach math,” Crespo said.“The part that’s missing is how theylearn these practices. We don’t have amap.”The now-tenured associateprofessor hopes to chart this hiddenblueprint through cross-sectional andlongitudinal research based here at .fall/winter 200819

SANDRA CRESPOfaculty position: Associate professor of teacher educationyears at msu: Nineph.d.: University of British Columbiaproject start date: June 2006grant amount: $686,762research title: “Examining prospective teachers’learning of three mathematics teaching practices—1posing, interpreting and responding—duringteacher preparation”goal: Determine how best to help teachers develop moresophisticated understanding and enactments of threeessential, yet challenging, mathematics teachingpractices during the beginning stages of their careers.on the web: www.msu.edu/~crespoIn the mean time, Crespo willremain in close collaboration witha group of math methods courseinstructors who will gain valuableprofessional development over theduration of the five-year project.Together with her fellow researchers,they will search for better shareddefinitions of what it means topose, respond and interpret in matheducation—“If we can’t name them,we won’t be able to teach them,”Crespo says.But ultimately, “what I’m hopingwill happen is we can begin to understandwhat sort of math teaching practicesmotivate and support students totruly explore math and not just memorize.We need teachers who won’t letthem lose the thrill of discovery.”The Science GainsGardenMSU. Her team is still developing andtesting paper instruments that will beused to obtain “a reading” on the threetargeted practices at different pointsin time.“There is so much to learn as anew teacher that there are an overwhelmingnumber of choices forwhat to focus on in teacher preparationprograms,” said Amy Parks, anassistant professor at the Universityof Georgia and MSU Ph.D. who hasassisted Crespo on the project. “Bydescribing a few practices that seem tosupport learning to teach mathematicsin meaningful ways . . . Sandra’s workmay really help teacher educatorsfocus their efforts.”Unlike McCrory’s emphasis onwhat the field calls mathematicalknowledge for teaching, Crespo isfirmly focused on studying the mathpedagogy, or methods classes. She’llassess students, aiming to describe therange of performances on her focalthree practices, at the end of the mathand math pedagogy courses in the200, 400 and 800 levels.Perhaps the most promising datato come from her $600,000 project,however, will center on a longer-termlook at 10 MSU students majoringin elementary education. These casestudies will follow five undergraduatestudents from the end of their junioryear through the fifth-year internshipand then another group of five programgraduates through their secondyear of full-time teaching.“Most studies, at the most, are ayear long,” Crespo said. “I want tofollow these new teachers throughouttheir careers if they will have me.”Her dream would be to check inon their phases of growth every year,wherever they may be. She recentlytraveled to visit one pilot study participantnow teaching out of state inorder to test some aspects of the longitudinalstudy phases coming later.“ She has a charismatic personalitythat draws people together.”So said fifth-grade elementaryteacher Susan Harvey whendescribing Michelle Williams earlierthis fall.Harvey had already been collaboratingwith the MSU assistant professorof teacher education on a rare k–12science study group at East LansingPublic Schools when they learned theirpartnership was truly just beginning.Williams surprised herself and anentire group of teachers when sheearned an nsf career award worthnearly $500,000 on her first applicationattempt. It would be her firstmajor grant and, more importantly,an opportunity to take her dedicationto sharing scholarship with practicingteachers to another level.Williams now plans to pilot aninnovative technology-based sciencecurriculum in the school district closestto MSU’s campus while studying20new educator

CAREER AWARDSthe relationship between students’learning outcomes and teachers’practices. More specifically, her teamwill explore how one “big idea” inscience—heredity—can be taught in aconnective and coherent matter acrosstime.To the fifth- and sixth-grade teachersin East Lansing, the grant generatesat least two powerful perks: sustainedprofessional development in oneessential subject area and a role indeveloping what are likely to becomewidely disseminated model lessonplans.“The quality of the curriculum isgoing to be far superior to anythingwe can come up with alone,” saidHarvey, who teaches at WhitehillsElementary School. “We’re using thisbrain trust at MSU.”Williams celebrated the good newsduring a district-hosted reception inOctober but not before immediatelydiving into the details of her approvedresearch proposal.The University of California atBerkeley Ph.D. graduate, who was aprominent contributor to scienceeducation when she joined the Collegeof Education faculty two yearsago, will spend the remainder of thisschool year developing the project’scurriculum.It will align with existing state sciencestandards at the fifth- and sixthgradelevels and integrate numerousopportunities to determine whatspecific mechanisms within the environmentactually promote learning.“Thinking about how to engagekids in science early on is importantbecause we’re losing them,” Williamssaid. “We want to merge a virtualexperience with technology and whatthey’ll do in the lab.”The research group will begincollecting controlled data by the endof the current academic year. Then,starting sometime during the 2008–09school year, up to nine teacher at EastLansing’s Glencairn and Whitehillsfaculty position: Assistant professor of teachereducation (science)years at msu: Twoph.d.: University of California–Berkeleyproject start date: September 2007grant amount: $496,663research title: “Tracing children’s developing1elementary schools will launch atwo-year pattern of curriculum underWilliams’ leadership.“The goal is to help (the children)develop a deep understanding of theprinciples of heredity by the end ofsixth grade,” Williams said.Students will grow several varietiesof Wisconsin Fast Plants ® and identifydifferent traits that show up in stemsand other plant parts. In addition togreenhouse experiments, students willuse the Web-based Inquiry ScienceEnvironment, or wise, to enhancetheir comprehension of concepts.For example, they will observetheir real plant cells under a microscopeand then be able to observetypes of animal cells through wise.Meanwhile, teachers can respond electronicallyto students’ work and seedetailed accounts of their learning.Williams also plans to integrate thelearning technologies into her teacherpreparation classes at MSU and eventually,take the same line of researchinto the middle and high school gradelevels.Inspired by the early science engagementshe witnessed as a secondandthird-grade teacher in California,Williams says her motivation is firmlyrooted in the potential that comesthrough partnering with off-campusteachers.“It’s not just about me. It’s aboutan opportunity to improve scienceeducation in k–12 by bridging researchand practice,” she said. “Those teachersare my heart.”understanding of heredity over time”goal: Study how fifth- and sixth-grade students developunderstandings of key concepts regarding heredityusing a Web-based inquiry program across timeand the relationships between students’ learningoutcomes and teachers’ classroom practices.on the web: www.educ.msu.edu/faculty/mwilliamMICHELLE WILLIAMSfall/winter 200821

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MT211Study RevealsPreparationGap for U.S.Middle SchoolMathematicsTeachers>> Ike IyiokeFindings from an internationalstudy of middle school mathematicsteacher preparation suggest that thereis a gap in the way future teachers areprepared in the United States comparedto other countries.“This study suggests that teachereducation matters,” said MSU UniversityDistinguished Professor WilliamSchmidt. “It is important for us, as anation, to understand that what opportunitiesare made a part of thosepreparation programs are critical notonly for those future teachers butfor our children whom they will beteaching.”Mathematics Teaching for the21st Century, or mt21, studied how asample of universities and teacher­training institutions prepare middleschool mathematics teachers in theUnited States and five other nations:South Korea, Taiwan, Germany, Bulgariaand Mexico. Specifically, it alsoexplored the preparation, knowledgeand beliefs of 2,627 future teachers inthose countries.Researchers, including Schmidtas principal investigator and Collegeof Education Associate ProfessorMaria Teresa Tatto as co-PI, releasedfindings in December. Their work hasbeen funded by the National ScienceFoundation.“In many ways, the beliefs of U.S.teacher trainees reflect things thatwe would like to see, such as rejectingrace and gender in limiting what .fall/winter 200823

Mean Percent of the Topics Covered in the Preparation Program in Each Countryadvanced mathematics functions algebra1.0 1.010.8 0.80.6 0.60.4 0.4BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.0.2 0.2BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.students can accomplish,” Schmidt major factors related to that low teachers had more extensive coversaid.“However, our future teachers performance was a U.S. middle school age of advanced mathematics conaregetting weaker training in math- curriculum that was unfocused, lack- tent than was the case for those inematics and in the practical aspects of ing coherence and not particularly the United States. U.S. coverage ofteaching mathematics. demanding or rigorous. The study practical teaching aspects also was less“This was especially true when also showed that the top-achieving extensive than in Taiwan and Southcompared with those in Taiwan and countries had the opposite type of Korea.South Korea—countries whose middle curriculum. Here is a closer look at several ofschool students perform extremely So how should we prepare our the mt21 findings:well on international benchmark tests. future teachers to teach a rigorous,As a result, future U.S. teachers are not coherent and focused curriculum for ✚ Future U.S. middle school teachers’well prepared to teach the demanding all children? That question guided the mathematics knowledge as meamathematicscurriculum we need for research of mt21. sured on the mt21 test in institumiddleschools if we hope to compete The project found that institutions tions studied was generally weakerinternationally.” in each of the six countries provided than that of future teachers inPast international research, includ- learning opportunities for future South Korea, Taiwan, Germanying the Third International Math- teachers in mathematics, teaching and, in some areas, Bulgaria. Taiematicsand Science Study (timss), mathematics and teaching in general, wanese and South Korean futurealso showed low U.S. achievement in but each differed in the mix of these teachers were the top performersmath compared to other countries at three areas. However, no country in all five areas of mathematicsseventh and eighth grades. covered only mathematics. knowledge.timss indicated that one of the The Taiwanese and Korean future ✚ U.S. future teachers in the studyMean Level Performance on the Mathematics Knowledge Scale Scores Across Six Countriesalgebra functions geometry650 650600 600550550500500450450BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.400350BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.400350BULGARIATAIWANGERMANYS. KOREAMEXICOU.S.24new educator

TEACHERS1BENEFIT FROMPROM/SEPROFESSIONALDEVELOPMENT>> Susan Pettit Riley, PROM/SEDirector of CommunicationsMore than 600 Michigan and Ohio teachers went backto school this summer during the prom/se summer academies.prom/se, the National Science Foundation–fundedprogram that stands for Promoting Rigorous Outcomes inMathematics and Science Education, held the weeklongacademies in three locations in Ohio and Michigan. Theacademies drew k–12 teachers from nearly 60 participatingdistricts.The prom/se academies help teachers develop a deeperunderstanding of the mathematics and science they teach.“I learned a lot of new concepts to add to my math teaching,”said a teacher participant in the Proportionality Acrossthe Strands: Number, Algebra and Geometry course for middleschool teachers. Teachers in all courses learned to supportand appreciate the power and complexity of studentscientific and mathematical thinking, and how to addresscommon student misperceptions.Internationally renowned mathematician Hung-HsiWu, a professor of mathematics at the University of Californiaat Berkeley, taught a course on understanding fractionsfor k–6 elementary teachers. He feels that teachingteachers the fundamentals of mathematics is important.“Mathematics is, on the whole, like a pyramid. Studentsneed a solid understanding of basic concepts on whichto build,” notes Wu. Emphasis on learning foundationalconcepts such as whole numbers, fractions and certainaspects of geometry are critical to later success in algebraand follow recommendations by the National MathematicsAdvisory Panel.prom/se professional development helps teachersunderstand mathematics and science concepts taught twogrades below and two grades beyond their class so thatteachers can tie together these concepts in theirclassrooms and help students understand broadthemes that unfold in the disciplines.While the intensive work with k–12 mathematicsteachers has concluded as part of prom/se, the work with science teachers continueswith professional development throughout the2007–08 school year.prom/se is offering three interrelated sessionscalled The Evolution of Everything, whichwill help teachers explain change in thephysical and biological systems from the bigscale to the small, including the origin andevolution of the universe, Earth and life.“The concepts of physical and biologicalchange run through the entire k–12science curriculum,” says Danita Brandt,prom/se director of science and a professorin MSU’s Department of GeologicalSciences. For example, talking about thebreakdown of rocks and the developmentof soil are two small-scale changes thatlie along the continuum of changes thatbegan at the Big Bang.Brandt notes that the prom/se scienceprofessional development helps teachersrespond to questions about key scientificconcepts from students at all levels. In parallelwith the content, teachers also explorethe nature of scientific inquiry and studentscientific reasoning. For more information,visit www.promse.msu.edu.26new educator

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FACULTY1URBAN EDGESCIENCE FOR CITY KIDSCALABRESE BARTON BREAKS LEARNING BARRIERSWITH “HYBRID SPACES,” EYE ON IDENTITIES>> Nicole GearyMelanie was the “passing girl,” one of the students who stood outbecause she didn’t stand out in a group of children under careful observationby Angela Calabrese Barton and her research team.Shy and fearing ridicule from an incorrect response, she nearlyalways dodged participating in her sixth-grade science class by simplyasking to “pass.” She seemed to accept aligning herself with a failinggrade, at just 23 percent, the first quarter.Researchers in her Harlem classroom noticed there were timesin small groups when she would try to answer content questions, ifparticular protective friends were involved, and other times when shecouldn’t help collapsing to tears. One classmate wanted to “trade” her toanother group because Melanie “don’t know anything about science.”That was just the starting point forone of more than 20 longitudinal casestudies on Calabrese Barton’s researchlist that year alone in New York City.But the story was the kind that continuesto stir her personal sensitivity forstruggling youth in urban settings. Ittouched the core of her service ambitionsas a scholar.The associate professor of teachereducation, now in her second year atMSU, aims to make sense of what cantransform children as learners. ForMelanie, the subject of a special reportpublished later, it would centeron the identities she assumed—andhow others reacted to them—overa one-year journey through sciencelessons.After the holiday break, Melaniesurprised everyone when she recruitedtwo friends to act as gorillasas she pretended to be Jane Goodalland “teach” them sign language. Sheimpersonated an illustrated mothergiraffe and baby—squeaky baby voiceincluded—during another assignedpresentation before the whole class.Applause erupted each time. Melanieearned 100 percent on the AnimalProject by meeting the requirementsand yet being allowed to alter thework in her own unique and morecomfortable way.Over time, Calabrese Barton andher colleagues documented a change .fall/winter 200833

1MSU faculty members Scott and Angela Calabrese Barton prepare for a GET City lesson.in her willingness to offer contributions,raising her hand to tell littlestories such as how she gets tanneron trips to the Dominican Republicduring a lesson about skin. She evenstarted encouraging other distractedclassmates during small-group sessions.Melanie began to gain a voice. Shecrafted a different identity for connectingwith science.And that is a driving basis forCalabrese Barton, a faculty memberwho has since brought her passion forempowering young people to MSUand the greater Lansing community.Studying the roles students take onas they explore science, she attests, isjust as important as examining whatthey are actually learning.“How do we create these opportunitiesfor youth to feel like science issomething that matters to them?” shesaid. “It has to be more than just a testscore.”PUSHING FOR ANSWERSCalabrese Barton spent a decade at ColumbiaUniversity’s Teachers College,where nearby New York City schoolsystems allowed her to work closelywith low-income urban education.She established herself as an innovativeleader who pressed simultaneouslyfor both institutional structureswithin the college and qualitative,longitudinal field studies that wouldplace more focus on creating equitablelearning outcomes for urbanchildren.She now oversees the Detroit AreaElementary Team and teaches te 401and a variety of doctoral courses whileremaining rooted in studying scienceeducation, a subject in which manyof the most troubling dynamics areamplified, she said.“There’s under-representation atevery stage of the pipeline,” she said.Teachers turn over too quickly andoften hold deficit model perspectives.Minority children fear they will becharged with “acting white” if theyenjoy and find success in science.Intent on uncovering teacher practicesthat will truly engage all learnersin science, one of Calabrese Barton’sagendas is “to push people to thinkabout what they’re capable of doing.”“You can’t design a unit that isperfect for everybody,” she said.She has come to three majorclaims over at least a dozen years inand out of schools:• Youth have a repertoire of everydaypractices that merge theirsocio-cultural worlds with theworlds of school science.• Learning to engage science is anincremental process that becomesmore transparent for kids throughthe creation of hybrid or “merging”spaces.• Learning to engage science has both individual and community outcomes.Those ideas frame her currentwork, a three-year project backed by$900,000 in National Science Foundationfunds. Started in October, it isher fourth major NSF award.RAP AND ELEPHANTSStomp, stomp. Clap. Stomp, stomp.Clap.“I use a lot of energy. I use a lot ofgas . . .”Their rap words mixed with rowdylaughter and couldn’t be contained34new educator

FACULTYinside the Lansing Boys and Girls Clubroom.“Is being an elephant a good thingor a bad thing?” the chant continued.“I don’t really care. I think of life atthe end of a string.”Another after-school sessionaimed at engaging students differentlyfrom their typical middle schoolday was underway. Calabrese Barton,flanked by two Ph.D. students and tworesearch associates, confidently keptthe chaos somehow focused on a seriousscience concept.Whether linked to a mouse, horseor elephant, these kids know the sizeof their carbon footprint.“I think the experience will helpus so when we get older, we can tellother people about it and help theozone layer,” 10-year-old Kaylin Perkinsexplains. Plus, they “get to do alot of fun stuff” with “Miss Angie.”Welcome to the new GET City program,where adolescents immerse inlearning about “green energy technologies”and teacher education scholarstest community-based curriculum thatcould influence urban science traininggrounds around the country.TECHNOLOGY AT THE(LIKELY) TURNING POINTCalabrese Barton, who received herPh.D. at MSU, didn’t wait long afterarriving in East Lansing to design this,another research project grounded inlocal outreach to urban children.She again teamed up with herhusband, MSU assistant professor ofchemical engineering Scott CalabreseBarton, and found a ready partner inthe Lansing Boys and Girls Club.They were awarded the NSF grantto promote early understanding of energysustainability and, perhaps moreimportantly, prepare disadvantagedstudents for tomorrow’s job market.The co-PIs have developed 280 totalinstruction hours heavily focused on1advanced information technologyskills.“It’s at this age when kids’ attitudestoward science and math go down,”Angela Calabrese Barton said. “(Theirearly experiences) can determine theircourse-taking patterns in high school.”Enter “really cool” technology andplenty of opportunities to be themselves.Kids are taking oral histories aboutenergy consumptions, cameras, interviewquestions and surveys in hand,within their own neighborhoodsand pulling out their own assignedwireless laptops from a mobile cartto write blog entries. Their goal thissemester is to create a “kid-friendly,but scientifically rigorous” 90-secondpublic service announcement to airon local access television.They used digital thermometerprobes, laser measuring tapes andvideo cameras to create eight-minutedocumentaries about urban heatislands during the precursory summerpilot program.One of them, titled “Where da heatgo?” comes together as a lively kaleidoscopeof popular hip-hop music,goofy on-the-street interview outtakes,charts, images and, throughout,evidence of sincere concept comprehension.They proudly premiered theirdocumentaries before an audience ofon-campus adults, answering environmentalquestions with poise.“We received a phone call from aparent who said ‘I don’t know whatyou’re doing but my son’s behaviorhas improved,’” said Carmen Turner,Boys and Girls Club executive director.“(Now) kids are running to theprogram when they get out of schooland I know because my daughter isone of them.”For her part, Calabrese Barton saidshe has already noted kids coming outof their shells through the excitementof knowledge (many adults couldn’tsay what an urban heat island is) andtech-savvy.One girl, first reluctant to theperceived nerdiness of science, endedup taking a whopping high-96 digitalphotographs during the summer sessionand latched on to the nicknameof a leader, “Boss Doss.”The husband-wife team’s curriculumis being externally evaluated byThe Education Alliance at Brown University.Their grant proposal was writtenwith the intent to institutionalizean infrastructure that can continue inLansing after three years and, moreover,create a model for developingsimilar programs nationwide.Turner said other Boys and GirlsClubs likely will be interested, if theyaren’t already.“So many families right now, forsome reason, are in disarray and theirfocus is not always on the kids gettinga solid foundation. It’s sort of justgetting by, and that’s where I thinkthe community needs to come in,” shesaid.“Once you take a kid and break thecycle, then you’ve changed a generationof what’s to follow.”ABOUT GET CITY• A year-round, twice weekly after-schoolprogram for 40 children in grades 6–8• Provides experiences with advanced IT skills and opportunities to developscientific research skills• Offers a curriculum for informal science and IT education that can be adaptedfor other urban communities around the country• Co-principal investigators are MSU-based spouses Angela Calabrese Barton,associate professor of teacher education, and Scott Calabrese Barton,assistant professor of chemical engineering• Funded by a three-year, $900,000 grant from the National Science Foundationand local donations, including the Dart Foundation ($45,000) and theCapital Region Community Foundation ($25,000)• Partners include MSU, the Boys and Girls Club of Lansing, Urban Options, theLansing Board of Water and Light and Lansing School District• On the Web: www.getcity.orgfall/winter 200835

College Welcomes 11 New Faculty1Samantha Caughlan(Assistant professorof teacher education(English); Ph.D., Universityof Wisconsin–Madison) says shecouldn’t resist theopportunity to come to MSU, whereshe could return to the upper Midwestand join high-energy faculty membersshe knew and admired. She conductsresearch on English teachers’ culturalmodels as providing insight into theirconceptions of their discipline, teachingand students. She prides herself onnever losing sight of classrooms and iscurrently investigating the use of criticallanguage awareness on preserviceteachers’ development of interactiveclassroom discourse methods. Her recentprojects also look into the effectsof policy on state and local curriculum.Amita Chudgar(Assistant professor ofeducational administrationand educationalpsychology;Ph.D., Stanford University)was attractedto the College of Education by thequality of her prospective colleaguesand the university’s commitment tointernational education. Her currentwork aims to identify policies to addresseducational challenges facingdeveloping countries. Her research isfocused on equity in access to educationin India and equity in educationalachievement in the international comparativecontext. Chudgar is proud ofestablishing a more distinct presencefor South Asia–related research at theComparative and International EducationSociety’s annual conference byorganizing two first-time panels devotedto that region’s issues last year.Joe C. Eisenmann (Assistant professor ofkinesiology; Ph.D., Michigan State University).A focus on pediatric exercisescience in the KinesiologyDepartmentdrew Eisenmann toMSU, where he is nowinvolved with theCenter for PhysicalActivity and Health.His research centers on the growthandmaturity-related variation of bodysize and function, and its impact onthe health and physical performanceof children and adolescents. Currently,the focus of this work is on the genetic,environmental and clinical aspects ofpediatric obesity and the metabolicsyndrome in children and adolescents.Eisenmann is proud of an early careerpublication record that includes 61peer-reviewed journal articles, an accomplishmenthe credits to his mentorBob Malina and collaboration withcolleagues around the world.Kyle Greenwalt(Assistant professorof teacher education(social studies); Ph.D.,University of Minnesota)says manyeducation scholars headmires performed important workwhile at MSU, “a place that respectswhat we’ve done in the past and isinterested in crafting an enrichingpresent.” Greenwalt’s research focuseson collective memory, public schoolingand teacher identity. He examineshow popular coding practices impactthe images teachers use to constructtheir personal identities and hasstudied how a French and an Americanhigh school reproduce nationalidentity through student narratives.Greenwalt said joining the MSUteacher education faculty is among hisproudest accomplishments thus far.Cassandra Guarino (Assistant professorof teacher education and educationaladministration; Ph.D., Stanford University)found a solid fit between ongoingscholarship atMSU and her ownresearch interests,which focus on theeconomics of education.Her currenttopic areas includethe study of academic achievementin young children, teacher effectiveness,teacher labor markets, charterschools and issues in which health andeducation are linked. She recently wasan associate economist at the randCorporation and her recent publicationsexplored topics such as mobilityand turnover among principals andteacher recruitment and retention.Beth Herbel-Eisenmann (Assistantprofessor of teachereducation (mathematics);Ph.D., MichiganState University)is pleased to joinMSU’s acclaimed education facultythis January. Her research interestsinclude bringing a discourse perspectiveto the study of written, enactedand hidden curriculum in mathematicsclassrooms. She is interested notonly in interrogating norms that areembedded in and carried by teacherand textbook discourse patterns, butin understanding how these patternsmay impact diverse students in mathematicsclassrooms. In collaborationwith a group of secondary mathematicsteachers, she provided supportthrough her nsf-funded career grantthat has allowed the teachers to designaction research projects in which theyare working to more closely align theirdiscourse practices with their professedbeliefs.Rebecca Jacobsen (Assistant professorof teacher education (policy); Ph.D.,Teachers College, Columbia University)was pleased to know that the Collegeof Education valued her history as a36new educator

F A CUL TYMembers THEIR RESEARCH, INTEREST IN MSU AND PROUDEST ACCOMPLISHMENTS1classroom teacher inHarlem, along withher work in academicresearch, as shejoined the faculty.Her background is inpolitics and education,where she has focused on publicopinion and its impact on educationpolicy. She also has written about thepolitics of charter schools and theachievement gap. Now focused onstudying accountability policies, she isexcited to be interacting with doctoralstudents who share her interests andundergraduates who hope to makepositive impacts on youth.Claudia M. Pagliaro(Associate professor ofspecial education (deaf/hard of hearing); Ph.D.,Gallaudet University)saw a wealth of supportand resources atMSU, particularly as intended to growopportunities in deaf education whenshe arrived to co-direct that programwith fellow MSU Professor HaroldJohnson. Her research focuses onmathematics instruction and learningwith deaf and hard-of-hearing students.She is particularly interested inthe areas of problem-solving and theinfluence of a visual language (AmericanSign Language) on mathematicsunderstanding. Pagliaro is proud ofelevating discussions about an oftenoverlooked subject in the deaf educationfield through her research and,more so, in the high-quality practicingteachers she has helped prepare for theprofession.Donald J. Peurach(Assistant professorof K–12 educationaladministration; Ph.D.,University of Michigan).As an incomingfaculty member,Peurach appreciated that MSU and theCollege of Education are committed towork with equal urgency toward theneeds of Michigan and beyond. Hisresearch focuses on educational organization,policy and reform, especiallyas they bear on the day-to-day work ofteachers and school leaders. His mostrecent work examines large-scale effortsto improve instruction and leadershipin underperforming schoolsand districts. Peurach is a former computersystems analyst who is proudthat he pursued a career in education,starting as a high school math teacherand now leading courses in educationalleadership, organization theoryand inquiry-driven improvement.Edward D. Roeber(Professor of education;adjunct appointmentin measurement andquantitative methods;Ph.D., University ofMichigan) came toMSU to use his student assessmentexpertise in other ways; first as an advisorto faculty and staff and, second,to assist current and prospective educatorsas they learn more about therole of assessment in improving teachingand learning. He has consultedwith state and national organizationson the design, development andimplementation of large-scale assessmentprograms. Roeber also oversawthe statewide assessments of generaleducation students and studentswith disabilities and English languagelearners, as well as accreditation andaccountability programs. While at theCouncil of Chief State School Officers,he is proud of developing student assessmentcollaboratives that still guideassessment activities in more than 40states.Cary J. Roseth (Assistant professor of educationalpsychology; Ph.D., University ofMinnesota) noticed an increasing interestin early childhoodissues at the Collegeof Education, whichwas an importantrecruiting ingredientfor him along withimpressive faculty,students and facilities. He is interestedin social development, peer relationsand social contextual influences onclassroom achievement. His researchfocuses on the development of conflictresolution in early childhood and onthe effects of cooperation and competitionon children’s academic achievementand peer relations. Roseth isespecially proud of a forthcomingstudy showing that positive peer relationshipsenhance early adolescents’academic achievement.NEW POST-DOCTORAL FELLOWSDEPARTMENT OF COUNSELING, EDUCATIONALPSYCHOLOGY AND SPECIAL EDUCATION• Spiro MaroulisDEPARTMENT OF TEACHER EDUCATION• Soo-yong Byun• Erica Frankenberg• Nancy DeFrance• Yukiko Maeda• Dedra Eatmon• Xiao Peng Nifall/winter 200837

FACULTY&STAFF NEWSIn Memoriam1COLLEBeloved teacher, administrator and colleague, Dixie Durr,passed away on Sept. 2, 2007. Dr. Durr was a member ofthe College of Education’s Health, Physical Education andRecreation Department from 1964 to 1984. A renowneddancer, choreographer and teacher of dance, she moved tothe Department of Theatre in 1984 when the dance programmoved to the College of Arts and Letters. She servedas chairperson of the Department of Theatre from 1994 to 2001. She servedon major national and state dance association boards and was recognized bythe National Dance Association with the Presidential Citation in 1994 and aLifetime Achievement Award from the Michigan Dance Council in 2004.John “Jack” Fuzak passed away at age 93 on June 2, 2007. Adedicated Spartan, he began his tenure on the MSU facultyas an associate professor of secondary education and curriculumin 1948. During his 31 years on faculty, Dr. Fuzakfulfilled many roles including dean of students and vicepresident of student affairs. He was MSU’s faculty athleticsrepresentative from 1959 to 1979 and served the ncaain many capacities, including as president from 1975 to 1976. Dr. Fuzak washighly regarded for his integrity and honesty and had significant influence inthe Big Ten and ncaa.Professors.Mark Conley, associateprofessor ofteacher education,was elected presidentof the newly incorporatedMichiganAlliance of ReadingNell Duke, associateprofessor of teachereducation and educationalpsychology, isa co-author of BeyondBedtime Stories: A Parent’sGuide to PromotingReading, Writing and Other LiteracySkills From Birth to 5. The book is writtenfor parents as a useful tool forunderstanding how they can help theirchildren develop early literacy skills.Thomas Franklin Green, an associate professor of educationand humanities from 1955 to 1964, passed away on Dec. 20,2006. He was recruited to Syracuse University in 1964 toinitiate a program in cultural foundations of education.He remained at Syracuse until he retired in 1993, havingserved as department chairperson and co-director of theEducational Policy Research Center. During his career, hewas awarded many honors, including being named the Margaret O. SlocumProfessor of Education, and was heralded for his contributions to philosophyof education and educational policy and practice.Renowned professor of measurement and quantitativemethods, Herbert Rudman, passed away at age 84 on Nov. 11,2007. Dr. Rudman was well known for his expertise in statisticsand measurement, having co-authored the StanfordAchievement Tests (SATs) during the time from 1964 to the1980s. He earned his bachelor’s degree at Bradley Universityand his master’s and Ph.D. from the University of Illinois.He came to MSU’s College of Education in 1956 after teaching elementary,junior and senior high school in Peoria, Ill., supervising student teaching atthe University of Illinois and serving as the chairman of the Department ofElementary Education at the University of South Carolina. A prolific author,Dr. Rudman authored or co-authored hundreds of tests, books, book chapters,monographs and convention papers. He was a beloved teacher who encouragedhis students to learn and appropriately use methods of testing andmeasurement. After his retirement from MSU in 1993, Dr. Rudman continuedto teach, consult and write periodically.Gail Dummer, a professorof kinesiology,received the StephenTsai Educator of theYear Award from theAutism Society ofMichigan.A new book from theAmerican EnterpriseInstitute for PublicPolicy Research, NoRemedy Left Behind,Lessons from a Half-Decade of NCLB,features a chapter co-written by ChristopherDunbar, an associate professorof k–12 educational administration,and former College of Education facultymember David Plank.Associate professorof teacher educationHelen Featherstoneand the now-retiredJoseph Featherstoneare co-editors38new educator

F A CUL TYGEKUDOS1of Transforming Teacher Education,Reflections from the Field, published byHarvard Education Press. This newbook offers an account of the developmentof the renowned Team Oneteacher education program at MSU.Deborah Feltz, aprofessor and chairpersonof the Departmentof Kinesiology,gave the 2007 ResearchQuarterly forExercise and SportAward Lecture for the Research Consortiumof the American Alliance forHealth, Physical Education, Recreationand Dance (aahperd). She also gavethe Penn State Dorothy Harris ScholarAward Lecture.Daniel Gould andLarry Lauer werenamed among the100 Most InfluentialSports Educators inAmerica by the Institutefor InternationalSport. Gould is a professor of kinesiologyand director of MSU’s Institutefor the Study of Youth Sports. Lauerserves as the institute’s director ofcoaching education and development.The Institute for the Study of YouthSports was honored by the NationalAssociation for Sport and PhysicalEducation with the Ross Merrick NationalRecognition Award for the center’slong-time commitment of usingresearch and best practice evidence toadvocate for young athletes.Michael Leahy, directorof the Office ofRehabilitation andDisability Studies,received the thirdplace American RehabilitationCounselingAssociation Research Award for anarticle in the Journal of Applied RehabilitationCounseling.Reitumetse Mabokela,an associate professorof higher, adultand lifelong education,is the editorof Soaring BeyondBoundaries, WomenBreaking Barriers in Traditional Societiesfrom Sense Publishers.Melinda Mangin, anassistant professorof k–12 educationaladministration, is theco-editor of a newbook, Effective TeacherLeadership: Using Researchto Inform and Reform, with SaraRay Stoelinga of the Consortium onChicago School Research.Barbara Markle, assistantdean for k–12outreach, receivedthe 2007 MichiganAssociation ofIntermediate SchoolAdministrators EducationFellows Award. The college’sEducation Policy Center, headed bySharif Shakrani and William Schmidt,also received the honor in 2006. Theaward honors individuals who placeservice above self interest, advocatefor public education and show leadershipon behalf of maisa, isds or k–12education.The college’s JohnA. Hannah DistinguishedProfessorBarbara Schneiderand University DistinguishedProfessorWilliam Schmidt arethe co-lead authorsof Estimating CausalEffects: Using Experimentaland ObservationalDesigns,published by theAmerican EducationalResearch Association.A productof a think tank ofthe aera GrantsProgram, the reportis designed to help researchers, earchers,policymakers and funders understandthe capacities and limits of examiningthe causes of educational outcomeswith large-scale databases.Practice.Barbara Schneideralso is the co-editor,with Sarah-Kay Mc­Donald, of Scale-Upin Education: Ideas inPrinciple and Scale-Upin Education: Issues inJohn “Jack” Schwille,a professor andassistant dean forinternational studiesin education, is coauthorof the book,Global Perspectives onTeacher Learning: Improving Policy andPractice, with Martial Dembélé. It waspublished as part of the Fundamentalsof Educational Planning series by theunesco International Institute forEducational Planning.Maria Teresa Tatto,an associate professorof teacher education,is the editor ofReforming TeachingGlobally from OxfordStudies in ComparativeEducation.fall/winter 2008 39

Insightfrom1IrelandOne eye doctor yelled at her whenshe couldn’t read the test charts. Sheaccused Melissa McQueen, then 7years old, of faking a vision problemsimply to gain attention.She sometimes failed tests whenteachers wouldn’t acknowledge that,glasses or no glasses, she could not seethe front chalkboard to follow lessons.She would explain her diagnosis topeers, only to have them shrink awayfrom a potential friendship.So McQueen, now an independent21-year-old, stopped talking about theblurry world before her eyes nearlyaltogether. Her unrecognizable geneticdisorder, Stargardt’s Disease, remaineda secret to everyone except for herfamily members and closest friends.That was until the MSU pre-lawstudent encountered a ground-breakingsummer study abroad experience.leaders representing MSU’s studyabroad and disability programs turnedto College of Education Professor MichaelLeahy hoping for an answer to along-standing concern: few studentswith disabilities participate in internationallearning experiences.Leahy, who directs the country’stop-ranked rehabilitation counselingprogram, soon began determininghow he could adapt an existing coursefor a monthlong summer excursionoverseas. Whereas “Disability in aDiverse Society” (cep 470) offered asuitable starting point, Ireland becamean ideal destination.The European nation has just beenthrough a “seismic” change in disabilitylaw, making it “probably themost progressive of any country inthe world.” Leahy knew it could be apowerful laboratory for students—both with or without disabilities—togain greater awareness, sensitivityand understanding of various aspectsof disability in the United States andIreland.MSU picked up some widespreadattention while organizers preppedfor a summer 2007 trip, includinga mention by The New York Times.Many universities struggle to extendstudy abroad options to students withdisabilities, let alone offer them onefocused on examining issues related totheir own experiences at an internationallevel.“There has never been a projectlike this,” said Leahy, who coordinatedlogistics and necessary accommodationswith Valerie Nilson, a specialistfrom the MSU Resource Center forPersons with Disabilities.Ten undergraduate students,including four from other universitiesas far away as Oregon and Alaska,signed up to explore Ireland’s beautifulshoreline and a depth of disabilitypractices and policies in Dublin.as for mcqueen, who studies Arabicwith an interest in pursuing internationallaw, she was searching for waysto get to Egypt when the new programcaught her attention.Maybe, she thought, it would be aplace where she could go without feelinguncomfortable about her impairment.40new educator

STUDENTS1GROUND-BREAKING STUDY ABROAD PROGRAM DIGS INTO DISABILITY ISSUES >> Nicole GearyIt was.She was surrounded by people who sharedher setbacks and yet through so many differentperspectives. There were students in wheelchairs,young people who are deaf and a dozendifferent college majors.Then in the mix of field trips and class sessions,one particular guest speaker cemented apersonal change that had been gradual for heruntil then. Carolyn Casey was a legally blind,Irish leader of an organization that advisesCEOs in meeting the needs of employees withdisabilities.“Her past mimicked mine,” McQueen said.“Hearing her kind of made me realize that Iwould really like to get involved in disabilityrights, to help improve situations for people.”So after graduating this spring, she now plansto attend law school with an inclination towardrepresenting individuals with disabilities. Shehopes to return to Dublin for a full semesterthrough an existing study abroad program if sheis accepted to DePaul University in Chicago.leahy and nilson were very pleased with thesuccess of their first-time trip.Each of the students emerged with similarlyenlightened perspectives, achieved throughinteracting with Ireland’s leading scholars anddisability service providers—and each other.Major concepts framed by the course syllabusquickly evolved into lively discussions. Participantsalso conducted independent studies linkedto their academic and life interests.“Running into an inaccessible buildingbecame part of their learning . . . and also howpeople reacted” to the circumstances,” Leahysaid. “The sheer amount of learning the studentswere able to obtain surprised me.”Leahy had never coordinated a study abroadtrip before but he and other organizers, alongwith a panel of students, were invited to presentat a universitywide best practices conference onmulticulturism and diversity in November.Together with a long list of established academicand community-based Irish partners, theyplan to continue the course next summer andhave every intention to continue in the years tocome.Future trips could open Leahy and his Collegeof Education colleagues to fruitful researchopportunities, especially as Ireland models aninnovative “universal design” policy that framesdisability as a natural, not minority, aspect oflife.The hosting institution, Dublin City University,and others could be places from whichLeahy recruits outstanding students for MSU’sgraduate-level rehabilitation counseling programs.when it came time this fall to recruit for thesecond “Disability in a Diverse Society” Irelandtrip at the MSU Study Abroad Fair, McQueenvolunteered.She sat alone at the information booth. Evenif she couldn’t see the faces of more than 50prospective student participants,she told them to go and DISABILITY IN A DIVERSE SOCIETY: ABOUT THE TRIPchallenge their ideas aboutdisability and, with them, the sponsor: College of Educationmisconceptions of the world dates: June 2 to June 27, 2008around them.course: CEP 470, 490; graduate credit also availableHer secret is now her motivation.requirements: 2.00 grade point-averagecredits: Minimum of six“(The trip) was the first fee: $2,460 (in 2007); scholarships availabletime . . . when I had that many deadline: March 1; however, students are urged to apply as soon as possible topeople give me such a positive process a request for reasonable accommodationreaction about being a person contacts: Michael Leahy, (517) 432-0605 or leahym@msu.edu,with a disability,” she said. “It and Valerie Nilson, (517) 353-9642, ext. 226 or nilson@msu.eduwas one of those things that on the web: http://studyabroad.msu.edu/programs/iredisability.htmlchanges your life.”fall/winter 200841

1looking fortruth intanzaniaDOCTORAL STUDENT EARNS FULBRIGHT-HAYSFELLOWSHIP FOR RESEARCH ON INTERNATIONALSCHOLARLY COLLABORATION>> Elizabeth Wharton and Nicole GearyWhen Amy Jamison’s aunt and uncle invited her on a tripto Tanzania in 2000, she agreed because she was studyingSwahili, the country’s official language, at the time. Shehad already established an interest in African studiesafter spending a semester in Senegal as an undergraduate.She earned a master’s degree in the subject area and wassending other students to the continent as a study abroadadvisor.She could not have guessed Tanzania would chart hernext career path. What started out as a two-week vacationsoon turned into a fascination with the East African country,a place that tugged on her heart as she returned formore intensive language training and found herself helpingher new Tanzanian “family” with dishes and children’sschool work.Two additional visits spurred a curiosity about internationalscholarly exchange and, eventually, the core of herresearch interests. Jamison, a third-year doctoral studentin MSU’s Educational Policy program, now plans to devote42new educator

STUDENTStions from practicing faculty. 1Thosepersonal case studies will provideessential information, she believes, asshe explores how knowledge has beenexchanged and valued over time andacross international boundaries.She knows the location will also beimportant within the broader dynamicsof higher education in Africa.“There’s increasing demand, decreasingresources, and they are havingto come up with some really strategicways of maintaining quality (and) access,”she said, “so (higher education) isin a tough position right now.”Jamison’s findings will be thefoundation of her dissertation, andshe has worked extensively with MSUfaculty in the College of Educationand the African Studies Center toprepare.She said that, although earning hermaster’s degree in African Studies andAfrican History at ucla provided herwith the academic background necessaryfor her research, “interacting withfaculty here really changed my ideas.”MSU faculty and students havebeen working with African nationssince 1960, and there are currentlymore than 60 projects involvingMSU in Africa. Projects that focus onTanzania deal with issues includinghealth, agriculture, geology and socialdevelopment.Jamison, who is advised by associateprofessor of higher, adult and lifelonglearning Reitumetse Mabokela,TANZANIA >> FAST FACTS• Officially known as the United Republic ofTanzania (in Swahili: Jamhuri ya Muunganowa Tanzania)• Located in East Africa• official language: Swahili• official capital: Dodoma• largest city: Dar es Salaam• area: Approximately 364,898 square miles, orslightly larger than twice the size of California• population: 34,443,603 (2002 census)• currency: Tanzanian shillingTHE DOCTORAL DISSERTATION RESARCH ABROAD PROGAMApplicants for the Doctoral Dissertation Research Abroad Program must:• Be graduate students admitted to a doctoral program who plan on pursuing ateaching career• Apply through their institution (MSU) and have full-time status• Possess adequate skills in the relevant foreign language• Create a thorough research proposal that includes: (1) how the research willbe done in the 6- to 12-month time period spent overseas, (2) a hypothesisfor the research, as well as issues to be addressed, and (3) justification forwhy the research should be done in another country• Students interested in applying should visit the Office of International Studiesand Programs at MSU (www.isp.msu.edu) for more information.• The Institute for Research on Teaching & Learning, within the College ofEducation, also can be a resource for MSU students during the applicationprocess. Contact Casey Ozaki at ozakicar@msu.edu, call (517) 432-2804 orstop by 513 Erickson Hall.said her research will look at scholarlyexchange in the context of these issuesand she sees great potential forher research, noting that scholarlyexchange is “the core of what we do ata university.”She plans to leave for her longestexcursion yet in Tanzania, the firstplace outside of the United Stateswhere she “really felt at home,” sometimeafter Jan. 1 and will not returnuntil late December.“I’m hoping that (my research)brings to light the dynamics ofscholarly exchange,” she said. “Thereare people with knowledge there thatcan participate equally in this globaldialogue.”ArushaTabora TangaUNITED REPUBLICOF TANZANIAMbeyaDar esSalaame a nI n d i a n O call of 2008 gathering data for herdoctoral dissertation at a university inTanzania’s largest city, Dar es Salaam.She was awarded the prestigiousFulbright-Hays Doctoral DissertationResearch Abroad fellowship to helpfund her research. The yearlong projectbegins in January.“I’m excited for the opportunity tospend quality time exploring this environment,gaining a better understandingof something I have just gotten ataste of,” she said, noting the relativeswho suggested her first Tanzania visitwere College of Education ProfessorJanet Alleman and her husband,George Trumbull.“Fulbright is a very prestigiousaward for those of us who are doinginternational research, and doing adissertation abroad is quite expensive.”Without the fellowship, “therewas no way this would happen.”The Grimes, Iowa native alreadyhas fluent Swahili skills and ties toTanzanian friends, however, to supporther as she studies how the Universityof Dar es Salaam has changedover time in terms of its approach tointernational scholarly collaboration.Her research will analyze whatfactors have affected the university’sinternational relationships since itsestablishment in 1961, and what maycome into play in the future.She explained the importance ofher location through the university’shistorical context.“Tanzania is an interesting case becausethey had a very charismatic firstpresident after they achieved independence,who was very much concernedwith forging a national identity, andthe university was a piece of forgingthis national identity,” Jamisonsaid. “This university was to buildthe nation, and now it’s going to beinteresting to see how it’s changedwith forces of globalization . . . howit’s turning out to be global.”With a passion for and previoustraining in history, Jamison plansto gather a wealth of oral recollecfall/winter200843

THEBROAD EXPERIENCE1MY SUMMER: TWO PARTICIPANTS REFLECTSixteen -year-old Saffal Tall took third place in a national youth essay contestafter returning from the Broad Summer High School Scholars Program at MSUin July.He had already written the insightful composition about “Hip Hop’s Obligationto Our Nation,” but credits the Broad experience for some final influentialbrainstorming and confidence building. The essay earned him a trip to Washington,D.C. and recognition from the Congressional Black Caucus Spouses.Now soaring through his junior year at Detroit’s Martin Luther King HighSchool, Saffal has his future sights on far greater accomplishments.The summer scholars program is a four-week residential program on MSU’scampus for Detroit public high school studentsentering 11th or 12th grade. Studentsdevelop academic and college preparationskills with a focus on careers in education.The Broad Partnership representsa strong continuing connectionbetween the MSU Collegeof Education and Detroit PublicSchools. Funded by a generous $6million gift from the Broad Foundation,the program offers collegescholarships and two summer learningopportunities related to careersBeing in the Broad Scholarsprogram was one ofin urban education.the best things that everWe checked in with two participantshappened to me, academically.Being involved withfrom the previous summer— the great people at Michigan StateUniversity reassured me that collegean MSU student who experienced a is definitely a place I want to be. Theprogram helped me in more ways thanteaching fellowship in Detroit and I can explain, but here are a few ways that stand out: I found that it waseasier for me to approach the curriculum in school and even improve mya Detroit high school student who overall academic performance, I found myself making friends easier and Iwas overall just more inspired and compelled to excel. My inspiration wasattended the pre-college program on drawn from my desire to continue with the Broad Scholar program, andfurther my road to be a Spartan.campus.Although my Washington, D.C. essay was written prior to my on-campusexperience, the writing skills I attained while with the Broad Scholar teachersFor morehelped me in the process of fixingerrors. The most helpful thing I couldinformation, visit “I really and truly appreciate thatpoint out is that the writing teacherswww.educ.msu.edu/helped me understand that writingexperience for my son. Even though heis an emotional thing. The culturalhad great potential, he really wants to awareness and social justice teachersbroadpartnership. maximize it now. There is a difference helped me to understand exactly whatmy emotions were and why exactly Ibetween when a child knows they canfelt these emotions. For these reasonsexcel and when they choose to excel.” and more, I am eternally grateful to—Saffal’s mother, Tonya Morris all who made it possible for me to be apart of the Broad Scholar program.44new educator

STUDENTSLaunched in 2004 with an initial class of 25 participants, the BroadSummer Teaching Fellows program continued to grow, with additionalfinancial support from the Office of the Provost, again last summer 1 as 80undergraduate students experienced urban education in school settingsacross Detroit. Special education major Steve Gaitens, 21, landed at theGolightly Education Center, where he was immersed in the challenges andrewards of serving autistic youth for seven weeks. Steve already felt drawnto serve in the environment after growing up in the Metro Detroit areaand attending high school near the city line. Last summer, he began tomore fully understand how powerful the role of teachers can be.Mrs. Steverson, our lead teacher, and Mrs.Andrews, our paraprofessional, hadrecently been part of a building consolidationin Detroit Public Schools. Muchof their materials were in the processof moving to another school where they would teach inthe fall. The district’s program did provide materials andcurriculum for the focus topic of the summer, which was“Nutrition and Health.” These resources were minimal butvery useful as the summer progressed. Both Mrs. Steversonand Mrs. Andrews used their imaginations and years ofexperience to make their resources work.As the summer progressed, the students quicklysettled into their daily routine. They fell across the autisticspectrum. Some were proficient speakers and others werenonverbal. Every day we would work on different tasks,incorporating math, reading, writing and basic skills intobrushing teeth, selecting healthy foods and exercising.Everything we did in the classroom, on the playground oreven in the cafeteria and bathroom were used as learningexperiences. Having the students wash their hands after using the bathroom became anassessment to an earlier lesson and, at the lunch table, sometimes the students would respondwhen asked which foods were healthy and which foods were not. Every situation became alearning experience for me as I learned how to respond to students in dynamic and complexsituations. Being able to lead the classroom as an active, engaging learning environment gaveme confidence that will be beneficial as I work toward my student teaching year, starting in fall2008.Interstate-75, new housing developments, empty unkempt fields and dilapidated buildingsmade up the scenery surrounding Golightly, but the school shined with its brightly painted doors,playground equipment, student art and new two-story addition. Luckily, my school also hadsome cool air flowing from the air ducts. The circumstances did not overwhelm or blemish thepositive attitudes and experiences the children had, nor did they stop each teacher’s commitmentto their students.By working with Detroit Public Schools this summer, I saw firsthand the challenges that canpresent themselves when teaching in an urban environment. The reality is that many schools areunder-funded and many of their students are living in less than ideal situations. Teachers must becreative and dedicated to teach the diverse children who live in urban cities. My experience thispast summer showed me that we need our most highly qualified teachers to fill our urban schoolssuch as those in Detroit. The educational and surrounding communities must work to ensurestudents in urban districts receive a high quality brand of education and I believe it starts with ourfuture teachers participating in programs like the Broad Fellows, where they experience the positives,negatives and realities of urban education.fall/winter 2008 45

STUDENT HONORS1Shannon BurtonAmanda IdemaTwo Students Electedto MIACADA PositionsTwo doctoral students were elected toleadership positions with the MichiganAcademic Advising Association,or miacada, this fall. Shannon LynnBurton, who works as an advisor forMSU’s School of Criminal Justice, willserve as president-elect and AmandaGray Idema, an advisor for the Collegeof Education, as a member-at-large.miacada is an allied state organizationof the National AcademicAdvising Association, which supportsquality academic advising in institutionsof higher education to enhancethe educational development ofstudents. Burton and Idema are bothstudents in the college’s higher, adultand lifelong education Ph.D. program.HALE Student Wins GraduateStudent Leader AwardScott Hirko, adoctoral student inhigher, adult andlifelong education,received the 2007Graduate StudentLeader Award fromthe MSU Department of Student Life.The award is presented to an MSUgraduate or professional student whohas displayed exemplary leadershipand academic excellence. He receivedhis recognition during the sixth annualStudent Life Leadership AwardsReception in April.Anna Cajiga (left) leads a session at the Kappa Delta Pi Convention with Suzanne Knezek.Students Present atKappa Delta Pi ConventionAnna CajigaLisa PhillipsTwo teacher interns, Anna Cajigaand Lisa Phillips, were selected tolead workshops based on their presubmittedproposals during the KappaDelta Pi Convention this November inLouisville, Ky. Cajiga, an elementaryeducation graduate from Penfield,N.Y., presented “The Significance ofIntrospection and the Teaching ofMulticultural Texts.” She was assistedby Suzanne Knezek, who earned herPh.D. in Curriculum, Teaching andEducational Policy from MSU in 2007.Phillips, a fellow elementary educationgraduate from Rochester Hills,Mich., presented “What Have YouDone to Change the World Today?Using Technology to Fast Track InvaluableResources around the World.”She was assisted by teacher educationsenior Sandy Allen.Senior Awarded Jack RosenScholarshipAllison Zolad, a thirdyearsenior fromFarmington Hills,Mich. with a teachingmajor in integratedscience, receivedthe 2007 Jack RosenScholarship from the internationalhonor society in education, KappaDelta Pi. The $1,000 award is givento an exemplary student who is in anelementary education program witha major in science, mathematics and/or technology. Zolad also is an HonorsCollege student and the current vicepresident of programs for MSU’s chapterof Kappa Delta Pi.46new educator

STUDENTS1GLBT “Safe Schools” SeminarWins AwardThe GLBT Safe Schools group wonthe 2007 Multicultural/Cross-Cultural Program Award for its SafeSchools seminar from the MSUDepartment of Student Life. Theregistered student organization iswithin the College of Educationand made up of students, facultyand staff who work to promotesafe schools for gay, lesbian, bisexual,transgendered and questioningstudents, faculty, staff andfamilies. Members received theaward, which honors programs thatpromote understanding of diversityissues, during the sixth annualStudent Life Leadership AwardsReception in April. They plan manySafe Schools seminars on campusfeaturing guest speakers to raiseawareness of glbt issues andcreate discussions about how toapproach those issues.Aspiring Teachersfrom TatarstanStudy on CampusTwo Russian students spent lastsemester studying at the MSU Collegeof Education on their way to becomingteachers of foreign language.Tatiana Bryzgalova (left) and AliyaVafina-Shakurova (right) were among35 students placed across the UnitedStates, and five at MSU, as part of aspecial first-time fellowship programsponsored by the Republic of Tatarstangovernment and the AmericanCouncils for International Education.Bryzgalova and Vafina-Shakurova,who took a mixture of general andlanguage-based teaching courses, areboth in their third year of a five-yearpedagogical degree program in Kazan,Tatarstan.“This study abroad program is particularlyuseful for us because we’rehaving an opportunityto compare differenteducation systems,”said Vafina-Shakurova, whoplans to teach English and German.“It gives us a new outlook.”As roommates living in Owen Hall,the women shared in their first opportunityto explore the United States and,to their pleasant surprise, one of thenation’s top-ranked education colleges.They learned where they were headedjust before arriving in August, and tooka wealth of new knowledge with themwhen they departed in December.“I still can’t believe I was giventhis chance,” Bryzgalova said recently.“When I get back to Russia, I’llremember these days as somethingincredible.”fall/winter 2008 47

1HappyCampersTHE FIRST GRADUATE OF THE COLLEGE’SONLINE MASTER’S PROGRAM CREATESMICHIGAN’S FIRST VIRTUAL SUMMER CAMP>> Kristen Parker, Alumni Relations CoordinatorThis summer, cabin fever hit morethan 700 sixth- through eighth-graders.It was contagious. Their minds raced.Their fingers typed. It was the mostexciting two weeks of the summer.From their computers, middleschool students participated in theMichigan Virtual Science and MathCamps, the state’s first-ever virtualcamps. They comprised 10 differentcabins—or chapters—of curriculumthat encouraged students to thinkcreatively about complex science andmath concepts. In each cabin, studentsparticipated in online learningsimulations called “gizmos.”It was a truly engaging experience.But better yet, it counted towardMichigan’s online learning requirementfor high school»Learn more about Michigan Virtual graduation. So just whoUniversity at www.mivu.org is behind this learningrevelation?Her name is Robin Kyburg Dickson,the first graduate of the MSUCollege of Education’s online master’sprogram. In 2002, she completed hermaster’s degree in education. It tookher just nine months and she lived inZurich, Switzerland the whole time.Dickson then went on to receive herPh.D. in educational psychology/psychologyand education of the giftedand talented from the University ofVirginia.Since July 2006, she has workedas a consultant for Michigan VirtualUniversity, an organization created bythe state of Michigan to deliver onlinelearning and training opportunities.In addition, Dickson teaches graduatecourses on k–12 online learning forMSU’s College of Education.As a virtual student, Dickson appreciatedthe flexibility and convenienceonline learning offered. Raisinga family in Switzerland, Dicksonwasn’t sure of her opportunities. Whilesurfing the Web, she discovered theCollege of Education’s newly launched48new educator

ALUMNIonline master’s program. From beginningto end, the faculty members wereinspiring and encouraging, especiallysince Dickson was a returning adultstudent. The professors also were accommodatingand welcoming whenprobability, where campers threwdarts at a target to see how manythrows would be direct hits. 1“It really took a whole shift ofmindset: This is not school. These arenot tests,” Dickson said. “They’re not“It really took a whole shift of mindset:This is not school. These are not tests.They’re not students; they’re campers.They’re not chapters; they’re cabins.”she visited the United States beforeand during her program. In fact, that’show Dickson met her husband, PatrickDickson, who is a professor in the Collegeof Education.Kyburg Dickson’s educationalexperience was unforgettable and, asa virtual learning consultant, she hasaimed to create that experience forothers. The Michigan virtual campconcept is her brainchild, and she usedmuch of her unique learning experienceto design the programs.“It’s been fun and challenging tofind a different way of doing things,”Dickson said. “I visualized when I wastaking my daughters to camp, and seeingthe waterfront and different activitycenters. That was what I was tryingto actualize in a virtual sense.”And she was successful.For $75, students “went to camp”from their computers for two weeks.Students could participate from theirhomes or through a local math andscience center. Thirty-three math andscience centers across Michigan participatedin the camp and eight centerdirectors piloted the program. Somecenters are simply offices, but thosewith computer labs offered students ashared portal to their camp activities.Campers were expected to participatefor two hours each day. In total,there were 780 campers and 40 campleaders—or instructors. The campstarted with a swim test, to gauge howmuch the campers knew. From there,campers completed the gizmos, suchas cabin No. 10’s lesson on geometricstudents; they’re campers. They’re notchapters; they’re cabins.”And instructors are not instructors—they’releaders. In her ownlearning experience, Dickson understoodthe value of an online instructor.Thus, when designing the camp,she stressed the importance of thecamp leader, asking each instructorto post hours during which he or shewould be available for live discussion.Prior to the camp’s kick-off, Dicksonheld a “fun shop,” during whichinstructors received training on thelogistics of an online summer camp.One of the most important points:Even with the presence of an instructor,virtual learning requires studentsto be disciplined.This meant Dickson had to createa learning environment that fostersexcitement and challenge. And campleaders had to keep their campersmotivated.“It’s up to the kid to log in, payattention . . . the tools we design to dothat have to really catch attention andbe visually pleasing and stimulating,peaking curiosity,” Dickson explained.Her studies at MSU and at the Universityof Virginia equipped her withthe necessary tools and understandingto create this virtual classroom.“When I look back at my interestsin education, I’ve been interested intwo major things: the antecedents tobehaviors in classrooms—what in ourupbringing leads us to make behavioraldecisions,” Dickson said. “On theother front, I really am fascinated bywhat sort of environments motivatekids to learn and what sort of thingscan we do in those environments tohook kids in.“So, given those two fascinations,learning online, doing my master’s online,showed me that it was possible,that here is an environment where Ican construct the learning as I wishit to be. The learner has to access thecontent.”Dickson is excited to be at theforefront of a changing educationalenvironment. In many ways, Michiganis spearheading the development ofk–12 online learning.“One of the exciting things aboutthis (virtual camp) from an educationalstandpoint is the fact that wecan’t pack more education into nineto two every day, Monday throughFriday, September through June,”Dickson said. “How do we get kidsengaged in content, in a meaningfulway, outside of that time? That’s whatthese camps have succeeded in doing.”Even after the camp ended, camperscontinued to log in to access thecontent.Campers received a flash drivebracelet, on which they could storetheir portfolios. When school startedin the fall, campers were encouragedto share their accomplishments withfellow students and teachers.Dickson has received countlessletters from parents, thanking her forinspiring their children, for teachingthem concepts the kids weren’t able tograsp in a traditional classroom.Speaking from experience, Dicksonunderstands why the program wasso successful.“There’s no age that’s too early tobegin to see this modality of learning,”she said. “It can be so motivatingwhen you can control what’s happeningon the screen.”ROBIN KYBURG DICKSON• M.A., Education, Michigan State University• Ph.D., Educational Psychology/Psychology and Education of the Gifted andTalented, University of Virginiafall/winter 200849

1PASSION sPRIDEmeπ tCOLLEGE OF EDUCATIONALUMNA PROVIDESPROFESSIONAL ATHLETESWITH LIFE LESSONS>> Kristen Parker, AlumniRelations CoordinatorSince she can remember, JaniceHilliard has been a sports fan —lovingthe competition, the mastery of skilland the camaraderie. It’s not surprising,then, that while studying physicaleducation and health at the Universityof Houston, she was the basketballteam co-captain.But Hilliard has another passion:teaching. So, following graduation,she taught high school physical educationand health. She also coachedbasketball, volleyball and tennis. Then,Hilliard came to MSU, where shereceived her master’s in urban counselingin 1986, followed by a Ph.D. ineducational administration in 1999.50Hilliard has worked as a counselorand as associate athletic director forthe University of Houston and theUniversity of North Carolina at ChapelHill. An educator at heart, she feltblessed that her passions had crossedpaths. And then Hilliard got the opportunityof a lifetime.After a colleague with whom sheinterned at the ncaa recommendedher for the job, Hilliard landed thetitle of director of player developmentfor the National Basketball Association’sdevelopment league. It was hersegue into professional sports.Hilliard was an expert at workingwith collegiate athletes, but profesneweducator

ALUMNIsional athletes presented new challenges.But she was well prepared,thanks to her educational experiencesat MSU—which included working asa graduate assistant for now PresidentLou Anna K. Simon—and the facultyfrom the College of Education whocontinue to inspire her today.“I knew I had to create somethinginnovative in terms of continuingright niche to teach her non-traditional,high-profile pupils.“The global reputation of MSUrings true for all walks of life,” 1 shesaid. “When you say MSU, it’s a bigdeal.”And that’s why Hilliard is so proudof her Spartan spirit.“I love my school. It was one of thebest experiences in my life,” she said.confidence in her talent for much ofher success.“The relationships I had within theCollege of Education made the experi­ence that much more rich,” Hilliardsaid. “I would encourage other alumnito maximize their relationships withpeople in the College of Education.Really get to know people. The peoplewithin the college were instrumentalin my career.”“I am an example of how you can take a return. Today, Hilliard credits theirdegree in education and do somethingnon-traditional . . . I’m an educator whohas a passion for sports.”education,” Hilliard said. And she did.Hilliard created professionaldevelopment courses that equippedthe NBA’s development league playerswith essential skills such as communication,negotiation, goal setting andbudgeting.She explained that while most athleteshave an undergraduate degree,many have never experienced onlinelearning. So Hilliard developed—among other programs—the MichiganState University Business CommunicationSkills Certificate Program incollaboration with MSU. The six-weekonline program provides athletes withskills they can use in their personaland professional lives.After working two years with theNBA’s development league, Hilliardbegan working with NBA players. Sheis the life-skills educator for playerson eight professional basketball teams,which include the Detroit Pistons andthe Chicago Bulls.“We help develop people, highlyvisible people, who have the ability tomake an impact on society,” Hilliardsaid. “What we do is the same thinguniversities do—like MSU’s Clara BellSmith Center. We add value to experiencesfor athletes.”The athlete in her understands theimportance of perfecting the skillsof life in addition to the skills of thegame. And the educator in her understandsthe importance of finding the“It’s meant everything to my career.”Hilliard hopes her career is aninspiration to other women like her,who have broken through the glassceiling. The sports industry is dominatedby males, so she’s especiallyproud of her accomplishments.“I am an example of how you cantake a degree in education and dosomething non-traditional,” Hilliardsaid. “I have mentored a lot of youngpeople and I tell them I’m a nontraditionalperson. But I’m an educatorwho has a passion for sports. Ihave found a way to do what I lovewith athletes.”The road to her dream job hasbeen influenced by many mentors atMSU. While studying for her Ph.D.,Hilliard enjoyed a five-year hiatus,during which time faculty maintainedcontact, encouraging her toJANICE HILLIARD, PH.D.title: Senior Director, Player Development, National Basketball Associationeducation: B.S., Health and Physical Education, University of Houston;M.A., Urban Counseling, MSU; Ph.D., Educational Administration, MSUfall/winter 200851

ALUMNI NOTESNEWS1Three College of Education alumni and a former faculty memberwere honored by the East Lansing Educational Foundation during its annualawards program for teaching staff and community members who go aboveand beyond in promoting excellence in education. George Szypula, an associateprofessor of health, counseling psychology and human performance from1947 to 1989, and his wife June received the East Lansing Educational FoundationAward for distinguished service to East Lansing Public Schools. Merilee(Lee) Griffin, a 1970 master’s graduate and current doctoral student in higher,adult and lifelong education, received the Diane Tarpoff Award for service tothe foundation. Marge Andrews, a 1985 master’s graduate and Title I teacherat East Lansing’s Whitehills Elementary School, received the Excellence in theArt of Teaching Award. Sandy Gebber, a 1976 master’s graduate and retiredEast Lansing teacher, received the Spartan Village Global Award.Velvie Green, a 2003 doctoral graduate,is the president of Glendale CommunityCollege in Glendale, Ariz. Hername was spelled incorrectly in thelast edition of the New Educator. Wedeeply regret the error.Deborah LoewenbergBall, who receivedbachelor’s, master’sand doctoral degreesfrom the MSUCollege of Education,was elected tomembership in the National Academyof Education. That places Ball, whoalso was an MSU associate professorof teacher education from 1988 to1997, among just 16 scholars chosenin 2007 based on pioneering effortsin educational research and policydevelopment. She currently serves asdean of the School of Education atUniversity of Michigan in Ann Arbor.Tom Benner of Chesterfield, Mo., a1973 elementary education graduate,received the Alumni Service Awardfrom the MSU Alumni Associationduring HomecomingWeek this fall.Benner is currentlyassociate directorfor sales support,finance and pricingwith AT&T. Theaward, presented at the 2007 AlumniGrand Awards Ceremony on campus,honors proven records of providingmajor, ongoing financial support andleadership to MSU.Kraig Conyer, a 2000kinesiology graduate,was among 10 Chicago-areaeducators toreceive a prestigiousGolden Apple Awardfor Excellence inTeaching in May 2007. Winners wereselected by the Golden Apple Foundationfrom a pool of more than 800nominees and received a tuition-freesabbatical at Northwestern University,among other benefits. Conyeroversees the adapted physical educationprogram at Hinsdale South HighSchool in Darien, Ill.Billy C. Hawkins, a1985 doctoral graduatein k–12 administration,was namedthe 20th presidentof Talladega Collegein Talladega, Ala.Hawkins, who was president of TexasCollege in Tyler, Texas since 2000, assumeshis new position Jan. 1, 2008.Rudy Hobbs, a 2001 master’s graduatein k–12 administration, wasappointed policy advisor to MichiganLt. Gov. John Cherry in August.Hobbs, who also received his bachelor’sfrom the College of Educationin 1998, first shifted his focus fromclassroom teaching to public policyas political director for CongressmanSander Levin.Vickie Markavitch, a1991 doctoral graduatein k–12 administration,was namedamong the MostInfluential Womenby Crain’s DetroitBusiness for 2007 as superintendentof Oakland Schools, the intermediateschool district for Oakland County,Mich. The new class of 90 Detroit-areawomen features up-and-coming professionalswho have been influentialin a business segment of the community.Markavitch also earned abachelor’s degree at MSU.Dr. Jayne Martin, a1991 physical educationand exercisescience graduate,received the ClinicalFaculty ExcellenceAward from the MSUCollege of Osteopathic Medicine,52new educator

AL UMNIwhere she is an associate professor.Martin, who also received herosteopathic medical degree fromMSU in 1996, now practices generalneurology in the Department ofNeurology and Ophthalmology.George Perles,who coached theMSU footballteam from 1983 to1994, was inductedinto the MSU AthleticsHall of Fameon Sept. 8, 2007. Under his leadership,the Spartans captured theRose Bowl victory in 1987. Perles,who sits on MSU’s Board of Trustees,received his bachelor’s degreein physical education in 1960.Grady Peninger, anassociate professorof intercollegiateathletics in theCollege of Educationfrom 1960 to1991, also was inductedinto the MSU Athletics Hallof Fame for his role as wrestlingcoach. Peninger coached the teamfor more than 20 years and, in 1967,claimed MSU’s first and only NationalChampionship in the sport.Holt PublicSchools boardmembers votedto select JohnnyScott, a 1994doctoral graduatein educationaladministration, as the school district’snext superintendent. Scotthas been principal of Holt JuniorHigh School in Holt, Mich., since1995. He assumes his new positionin July.PROFILE1BRIAN LANGLEY:MILKEN EDUCATORAWARD WINNERBrian Langley had quite thesurprise when, on Oct. 18, he arrivedat a school assembly to find the eventwas planned solely in his honor. Hehad won the distinguished MilkenEducator Award and a check for$25,000—no strings attached. Only80 teachers across the nation receivedthis year’s awards, which have beendubbed the “Oscars of Teaching” byTeacher Magazine.A 2002 master’s graduate of theCollege of Education, Langley nowteaches chemistry and physics at NoviHigh School in Novi, Mich. Per tradition,state Superintendent of PublicInstruction Mike Flanagan, stateschool board members and representativesfrom the Milken FamilyFoundation arrived at his school inperson—joined by the entire studentbody and his colleagues—to laud Langley’sexemplary contributions.He ran through a group of hisstudents, giving them high-fives, onhis way to the stage.“It’s made me take a look back atwhat other people find importantin what I do and keep that up,” saidLangley, who has since received manycongratulations from former pupils. “Iwas stunned for about 24 hours.”Milken award winners are selectedwithout their knowledge by ablue-ribbon panel appointed by eachstate’s education department. Theymust demonstrate effective instructionalpractices that not only lead tostrong achievement results but alsocreate an inspiring presence thatmotivates students. They are modelswithin their profession, personswith long-range potential who havealready made a large impact.Langley, who also received hisundergraduate degree from MSU, tookhis first job at Novi High School eightyears ago.Since then, he has created an environmentthat encourages students tolearn at their own pace while simultaneouslystriving to meet the goals oftheir collective “team.”Students proudly wear T-shirts,hoodies and sweatpants bearing theclass slogan, “Learning with Langley,”and the class motto, “Dominate Life.”In class, they conquer complex scienceconcepts through custom-made interactivenotes, test preparation gamesand cumulative exams he has designed.Last year, 84 percent of his studentsaveraged an 80 percent or betteron all of their exams.“I feel honored to recognize Brianas an outstanding Michigan educator,a teacher who is always strivingto give more to his students,” Gov.Jennifer Granholm stated. “I thinkof Michigan’s dedicated teachers asheroes and see Brian Langley as a heroamong heroes.”Langley plans to save nearly all hisprize money to support his children’sfuture college education, hopefully atMSU, he said.The Milken Family Foundation hasbeen recognizing excellent teachers,alternating each year between elementaryand secondary educators, for21 years. Visit www.mff.org for moreinformation.fall/winter 2008 53

DEVELOPMENT>> by MichelleDIGEST Mertz-Stoneham 1CELEBRATING THE CAMPAIGN FOR MSUAs director of development forthe College of Education, I spendmuch of my time with alumni andfriends of the college who haveselected to make a financial commitmentto support our students, facultyand programs. Many are interestedto learn about the impact their giftshave made in the lives of individuals.For donors who have established andfunded named endowed scholarshipsand fellowships, this is easy as weidentify and connect them with theindividual students who benefit fromtheir generosity each year. This contactis valued by the donors as well asthe students and serves as an examplefor the next generation of donors tothe college—our current students.The impact of faculty support,by way of endowed faculty fundsand programmatic support primarilythrough grants, also is easy toidentify and showcase, as funding isCAMPAIGN RESULTS FOR THE COLLEGE OF EDUCATION$ millions50403020100designated to a specific faculty memberidentified by the college or to aspecific program identified in a grant.For our donors who choose tomake gifts to the college annual fundand for our benefactors with deferredgifts, primarily through a bequest, thisimpact is not as transparent. We oftenuse goals and results to show impact,but what do they mean?Under the leadership of DeanCarole Ames, a substantial portionof gifts to the college annual fundprovide financial support for our students.This means hundreds of futureeducators have received assistancethat often allows them the financialsupport to pursue a career as aneducator—an opportunity that mayotherwise not be available to them.When one thinks about the impactour graduates have on the lives ofstudents throughout k–16 education,a gift in support of our students hasfy 2000 fy 2001 fy 2002 fy 2003 fy 2004 fy 2005 fy 2006 fy 2007 fy 2008*$50,381,423*Represents 3 months (6/30/07 through 9/30/07).an exponential effect as it makes animpact in the lives of the students ourgraduates will change over the courseof their careers.Students such as Dale Haiducek,an elementary education major currentlyin his internship year, expressdeep thanks for the support they receivedby way of a college scholarship.“Just like the support gained fromour teachers of the past, present andfuture, we scholars of education nowgratefully receive support from you,the donors, who have generouslyprovided funds to aid the teachersof the future,” he said. “This gift hasgiven us the opportunity to experienceone of the best education programsin the world here at MichiganState University while easing ourfinancial burdens significantly. As acollege student paying for tuition andhousing multiple times per year, oneof the best gifts is that of financialrelief, no matter the size.”Planned or deferred gifts, typicallyby way of bequest and often designatedto a named endowed fund insupport of students and/or faculty,allow us to plan for the future and torecognize the donors during their lifetime.With planned gifts documentedover the course of The Campaign forMSU, our gift expectancy (our bestestimate of the current value of futuregifts) has increased to more than $19million. This essential funding willsubstantially enhance the foundationestablished during the campaign.As we take time to reflect on theimpact of The Campaign for MSU, Ioffer my gratitude to 16,408 individualswho selected to support the college54new educator

DEVELOPMENT1Benefactors Plaza was dedicated in October 2007 at the conclusion of The Campaign for MSU. The campus landmark, located next to the Old Horticulture Garden, is a tributeto the many people whose financial gifts make a lasting impact at the university and beyond.during the campaign. I offer thison behalf of the current and futurefaculty and students who make up theMSU College of Education. Your donationsprovide necessary support thatallows us to remain among the verybest in preparing the next generationof educators.WRAP-UP REPORTOn July 1, 1999, Michigan State Universitylaunched The Campaign for MSU.Of the $1.2 billion goal established bythe university, the College of Educationwas charged with raising $25,775,000by the end of the campaign in 2007.At the conclusion, we are pleased toreport the university has surpassed thisambitious goal by $240 million, havingdocumented more than $1.4 billion inthe form of gifts, non-governmentalgrants and pledges from alumni,friends, foundations, corporations andassociations. We are also pleased toreport the College of Education surpassedits goal by more than $24 million,having documented $50,381,423in funds designated to support ourstudents, faculty and programs.The campaign goal for expendablefunds of $11,000,000 was surpassedby $19,745,736, having documented$30,745,736, and the college exceededthe goal for endowed fundsof $14,775,000, having documented$19,635,687 including 74 new endowments.Since 1999, the college’s endowmenthas grown from $2.5 millionto more than $12 million.Several significant gifts and grantsdrove the results, which includedthree named chairs, more than $20million in funding to support collegeprograms and 66 new scholarship/fellowship funds in support of ourstudents. Over the course of thecampaign, annual support increasedby 57 percent in donations and by 54percent in the number of donors.to make a donationTo make a donation online to an endowed fund established with the College ofEducation or to view a complete listing of funded endowments in the College ofEducation, see the College of Education Web site at www.educ.msu.edu. Simplyclick on “Opportunities for Giving” for a complete listing of endowed funds.fall/winter 200855

CRYSTAL APPLE AWARDS Illuminating1Another inspiring, elegantevening was dedicated to outstandingeducators Oct. 26 as 25 recipientsfrom around the nation received the2007 Crystal Apple Awards. Morethan 250 family members, friends andcolleagues filled the Kellogg Center’sBig Ten rooms in celebration of theirstoried careers, past and continuing.First, attendees shared dinnerand a presentation from Father TimScully, who directs the Institute forEducational Initiatives at the Universityof Notre Dame. Scully has beenhighly instrumental in improving thecountry’s Catholic schools, particularlyas founder of a pipeline programfor hundreds of promising teacherscalled the Alliance for CatholicEducation. He also is a professor ofpolitical science, with expertise inLatin American nations.Scully joined the diverse group ofhonored educators, who ranged fromuniversity-level administrators, facultyand staff to k–12 leaders, a formerschool board official and a notableyouth recreation coordinator. Whilemany of the recipients were fromMichigan, some traveled from as far asWashington, D.C., and Arizona.The Crystal Apple Awards wereestablished in 1995 as a way for donorsto recognize educators who played asignificant role in their lives and whorepresent a commitment to the teachingprofession. The opportunity toselect a recipient is a benefit to donorsin the College of Education LeadershipCircle. The dinner is sponsored by thecollege with support from the RichardLee Featherstone Society.The 2008 Crystal Apple Awardsdinner will be held at the KelloggCenter, on MSU’s campus, on Friday,Nov. 14. If you are interested in selectinga recipient, contact Julie Bird,assistant director of development, at(517) 432-1983 or via e-mail at birdjuli@msu.edu.56new educator

DEVELOPMENTExcellence in Education1• Pauline G. Adams, an MSU associateprofessor emerita in the formerMSU Department of AmericanThought and Language from EastLansing. Nominated by the RichardLee Featherstone Society.• Barbara J. Diamond, an EasternMichigan University professor ofeducation emeritus from FarmingtonHills, Mich. Nominated byPatricia Edwards.• Kenneth Frank, an MSU professorof measurement and quantitativemethods and associate professorof fisheries and wildlife fromEast Lansing. Nominated by NellDuke, Yeow Meng Thum, Bill Penuel,Barbara Schneider, Gary Sykes, PeterYoungs and Yong Zhao.• Sonya Gunnings-Moton, the MSUCollege of Education’s assistantdean for student support servicesand recruitment from Okemos,Mich. Nominated by Sharif Shakrani.• Bruce R. Harte, an MSU professorof packaging and director of theCenter for Food and PharmaceuticalPackaging Research from Bath,Mich. Nominated by Shahriar Ghoddousiand Shamsdokht Shams.• Jeremy Hughes, the state of Michigan’sretired deputy superintendentand chief academic officerfrom Dearborn, Mich. Nominatedby Mary Ann Chartrand and formerMichigan Department of Educationcolleagues.• Jack B. Kinsinger, a presidentemeritus of Midwestern Universityfrom Scottsdale, Ariz. Nominated byCassandra Book.• Lois A. Klatt, a distinguishedprofessor emeritus of ConcordiaUniversity from Elmwood Park, Ill.Nominated by John and Beth Haubenstricker.• John Lanzetta, the principalof Okemos High School fromOkemos, Mich. Nominated by AnnAustin-Beck and John Beck.• Susan W. McDermott, a presidentemeritus of the Iowa Associationof School Boards from CedarRapids, Iowa. Nominated by Jack andSharon Schwille.• Frank B. Murray, the H. RodneySharp professor of education andpsychology at the University ofDelaware and president of theTeacher Education AccreditationCouncil from Newark, Dela.Nominated by Jim and DeniseAnderton.• Judy O’Brien, a teacher educationspecialist for MSU’s College ofEducation from Dowagiac, Mich.Nominated by 30 friends and colleagues.• Evelyn R. Oka, an MSU associateprofessor of school and educationalpsychology from Okemos,Mich. Nominated by Xi Chen andYong Zhao.• Ann Robertson Orwin, an assistantprofessor of English, educationand journalism at Monroe CountyCommunity College from Carleton,Mich. Nominated by Richardand Patricia Robertson.• Dixie C. Platt, an MSU directoremeritus of academic and studentaffairs in James Madison Collegefrom East Lansing. Nominated byDavid Byelich.• Bernard L. Richardson, a HowardUniversity associate professorof pastoral care and counselingand dean of the Andrew RankinMemorial Chapel in Washington,D.C. Nominated by Sonya Gunnings-Moton.• Ernestine L. Sanders, presidentof the Detroit-basedCornerstone Schools Associationfrom Southfield, Mich. Nominatedby Jack and Dottie Withrow.• Marilyn A. Scheffel, a retired specialeducation resource teacher andteacher consultant from East Lansing.Nominated by Marilyn Ameyand Dennis Brown.• Timothy R. Scully, a University ofNotre Dame professor of politicalscience and director of its Institutefor Educational Initiatives in NotreDame, Ind. Nominated by DonnaForrest-Pressley.• Carl S. Taylor, an MSU professorof sociology from East Lansing.Nominated by Gary and Marti Northand Eldon Nonnamaker.• Helen Van Tiem, a retired educationcoordinator of the Universityof Michigan-Dearborn’s ChildDevelopment Center from GrossePointe, Mich. Nominated by theHonorable Thomas A. Van Tiem, Sr.• Daniel S. Varner, the chief executiveofficer for Think Detroit PoliceAthletic League in Detroit, Mich.Nominated by Daniel Gould.• Lynn L. Walker, the registrar atKansas City University of Medicineand Biosciences in Kansas City,Mo. Nominated by Fred and JanetTinning.• Katherine E. White, an MSU assistantdean and associate professoremeritus in the College of OsteopathicMedicine from East Lansing.Nominated by Gary and Marti Northand Eldon Nonnamaker.• Evelyn Wolfgram, a retired DeltaCollege counselor from Saginaw,Mich. Nominated by John and JoanneFuller.fall/winter 2008 57

WE WANT TO HEAR 1 FROM YOU !Let your College of Educationclassmates know of your accomplishments,achievements,new positions, etc. If you can,please submit a photo and,space permitting, we’ll includeit with your news item. We alsowelcome your correspondenceabout articles in the magazine.So fill out this form and drop itin the mail, or e-mail the informationto klparker@msu.edu.Mail the form in care of:Kristen ParkerAlumni Relations CoordinatorCollege of EducationMichigan State University513d Erickson HallEast Lansing, mi 48824-1034LAST NAME SURNAME BEFORE MARRIAGE (IF DIFFERENT) FIRST NAMESTREET ADDRESSCITY / STATE / ZIPTELEPHONEE-MAILMSU COLLEGE OF EDUCATION DEGREE(S)■ B.A. / YEAR: __________■ B.S. / YEAR: __________■ M.A. / YEAR: __________■ M.S. / YEAR: __________■ Ed.S. / YEAR: __________■ Ph.D. / YEAR: __________■ Teacher Certification / YEAR: __________MY NEWS (ATTACH ADDITIONAL PAGES, IF NECESSARY.)■ I am interested in getting involvedwith the College of Education AlumniAssociation Board of Directors.■ Please contact me withadditional information about:■ Alumni membership■ Making a gift58new educator

College of EducationMER CHANDISENew Merchandise!1NEW!ANow online . . . easy, quick with just one click!BNEW!SH0P.MSU.EDUCollege of Education merchandiseis now available online. The sale ofCOE merchandise supports fourscholarships sponsored by the College of Education Alumni Association.To order any of the spirited, high-quality products, please visit shop.msu.eduand look under specialty shops for College of Education.CIf you cannot access the site, please contact the College of Education Alumni Associationat (517) 355-1787.Thank you for your continued support!DEHFIGJABCDEFGHNEW! College of Education Hooded Sweatshirt (s, m, l, xl, xxl)Gray / Forest Green. $32.00NEW! College of Education Cap$12.50College of Education T-Shirt (s, m, l, xl)White / Gray. Short sleeve $13.00 / Long sleeve $15.00College of Education Zippered Attaché$29.00College of Education Canvas Tote$12.00College of Education Coffee Mug$8.00College of Education Travel Mug$5.00College of Education Alumni Pins$5.00KCollege of Education TieI $28.00LJKLCollege of Education Scarf$28.00College of Education Cinch Bag$10.00College of Education Lanyard$6.00f all/winter 200859

1COLLEGE OF EDUCATIONand TEACHERS FOR A NEW ERASTUDY ONLINEONE COURSE ATA TIME....One credit courses for beginningteachers and principalsAdmission to a GraduateProgram Not RequiredOne Credit Courses For TeachersENROLLNOW!for beginning teachers . . . for principals . . .Spring 2008: January 14 – February 20; Enroll by 1/11/08TE 891 Section 731 Gaining Ground in Classroom ManagementDr. Tom BirdTE 891 Section 732 Fostering Discussions: Strategies andActivities for Multiple SubjectsDr. Michael SteeleTE 891 Section 737 Teaching World History and Geography: AConceptual Framework (secondary)Dr. Avner Segall; James GarrettSpring 2008: January 14 – February 20; Enroll by 1/11/08TE 891 Section 735 Introduction to ComprehensiveInduction:Skills and Strategies for Supporting BeginningTeachers and Mentors in Your SchoolDr. Barbara MelocheFor more information contact:Judy O’Brienjlobrien@msu.eduSpring 2008: March 10 – April 16; Enroll by 1/11/08TE 891 Section 734 Analyzing Student Work To Plan andDifferentiate InstructionDr. Randi StanulisTE 891 Section 736 Developing Effective Urban Educators:Examining Challenges and PossibilitiesDr. Dorinda CarterTE 891 Section 739 Teaching World History and Geography:The Role of Media and Technology (secondary)Dr. Avner Segall; James Garrettwww.educ.msu.edufor course descriptions

COLLEGE OF EDUCATION A WORLDWIDE LEADERDoctoral, Ed.S. and Masters Programs1ON-CAMPUS, OFF-CAMPUS AND ONLINE• Educational Psychology &Educational Technology• Curriculum, Teaching & Educational Policy• K–12 Administration• Special Education• Educational Policy• Mathematics Education• Language & Literacy• Rehabilitation Counseling• Counselor Education• School Psychology• Kinesiology• Higher Adult & Lifelong Education• Student Affairs Administration• Measurement & Quantitative MethodsBLENDING RESEARCH, PRACTICEAND POLICY WITH A GLOBAL FOCUSExperience thedifference.INFORMATIONwww.educ.msu.eduONLINE MASTERS IN EDUCATIONwww.educ.msu.edu/onlineedThe College of Education has eight different graduate programs ranked in the top ten nationally by the US News & World Report Ranking of Graduate School Programs.

College of Education Alumni Association2007–2008OFFICERSKathryn Rodgers, PresidentBoard of Directors Retired Principal, Fowlerville Community Schools,East Lansing, MI1Janice Colliton, SecretaryRetired Assistant Superintendent, Farmington PublicSchools, Farmington, MISue Gutierrez, TreasurerAssistant Principal, Forest Hills Eastern High/Middle School, Ada, MID IRECTOR SJan Amsterburg, Ph.D.Superintendent, Gratiot-Isabella Regional EducationService District, Ithaca, MICarol ArensCollege Supervisor, College of Education, Wayne StateUniversity, Detroit, MIBersheril BaileySenior Program Associate for High School Innovation,Learning Point Associates, Lansing, MIGary Bredahl, Ph.D.School Improvement Consultant, Southern RegionalEducation Board, Okemos, MIJoseph ChiaramonteDirector of Dealer Learning and Development,Steelcase, Grand Rapids, MIWendy DargaTeacher, Hart Middle School, Rochester Hills, MIJohn Jobson, Ph.D.Assistant Dean of Students/Director of Residential Lifeand Housing, Hope College, Holland, MIWilliam MayesExecutive Director, Michigan Association of SchoolAdministrators, Lansing, MICatherine PavickExecutive Director, Michigan Licensed BeverageAssociation, Lansing, MIWilliam Price, Ph.D.Professor, Leadership & Counsel, Eastern MichiganUniversity, Ypsilanti, MIJanet PrybysMentor of Mentors and MDE Teacher QualityGrant Coordinator, MSU College of Education,East Lansing, MINancy SteinRetired Special Education Teacher, Bloomfield HillsSchools, Bloomfield Hills, MIJ. Kelli SweetExecutive Director, Michigan Council for the SocialStudies, Kalamazoo, MIPatricia TrelstadAssistant Superintendent, Okemos Public Schools,Okemos, MIMargaret WeberTeacher, South Haven High School, South Haven, MIYOUNG ALUMNI REPRESENTATIVEMitchell FowlerTeacher, Pennfield Dunlap Elementary School,Battle Creek, MISTUDENT REPRESENTATIVESKaren AmesGraduate Student RepresentativeJacqueline Anne DalbyUndergraduate Student RepresentativeALTERNATESShelagh GannonTransition Coordinator, Troy High School, Troy, MIGunnard JohnsonRetired Superintendent and Consultant for theMichigan School Board Association, Lake Odessa, MICollege of Education518 Erickson HallMichigan State UniversityEast Lansing, MI 48824-1034NONPROFIT ORG.U.S. POSTAGEPAIDEAST LANSING, MIPERMIT #21www.educ.msu.edu