2010 Profile - College of Education - University of Illinois at Urbana ...

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2010 Profile - College of Education - University of Illinois at Urbana ...

eakTHROUGHtraditionimpactengagEmentCOLLEGE OF EDUCATIONUNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN2010profile


FROM OURSTUDENTSI have never felt morea part of an educationalcommunity, and I thank myteachers, classmates, and theUniversity of Illinois for givingme that opportunity.Ashley BansbergEd.M. Diversity and Equity, 2010I have been able to take qualitycourses from the University ofIllinois from the comfort of myown home. New technologiesallow us to meet online at aspecific time each week and tocollaborate with people fromaround the world. The Universityof Illinois is known worldwidefor innovative programs.Lynnette RotramelEd.M. student,Educational Policy StudiesIn three years I have becomea teacher-leader and achange-agent, been involvedin writing curriculum witha focus on differentiation,leading in-services onbuilding rapport withstudents and co-teachers,and recently earned a secondMasters in Reading and Literacy.Chris WatersEd.M. Special Education, 2007Congratulations to Michaelene Ostrosky on her appointment asPERMANENT DEPARTMENT HEAD AND NEW GOLDSTICK FAMILY SCHOLARIn conjunction with having been appointed permanent head ofthe Department of Special Education, Michaelene Ostrosky hasbeen named the new Goldstick Family Scholar in CommunicationDisorders, a role that had been filled by inaugural Goldstick FamilyScholar Jim Halle for the past five years. Ostrosky had been servingas interim head since April 2009. Since joining the college in 1997,Ostrosky has advanced the field of special education throughexceptional scholarship, mentoring, and service.image: L. Brian StaufferOstrosky’s productive, 20-year program of research has focused onsocial emotional competence and challenging behavior, inclusion,and naturalistic communication interventions, garnering severalgrant awards and a designation as University Scholar in 2009. Shehas advised more than 30 doctoral students who have assumedpositions at highly ranked special education programs in the U.S.and throughout the world. Ostrosky continues to contribute hertime and energy to the national scholarly community and to be anadvocate for special education at the local level.education.illinois.eduFind us on Facebook:College of Education - University of Illinois at Urbana-ChampaignFollow us on Twitter:@edILLINOIS


CONTENTSimpacttradition • engagement • breakthroughBUILDING OUR FUTURE 4Introducing EPOL 6TURNING AROUND SCHOOLS 8REACHING ACROSS THE GLOBE 12TRAINING LEADERS IN TECHNOLOGY 16SPOTLIGHTING STUDENT SUCCESS 20FORGING PATHWAYS FOR CHANGE 22INVESTING IN THE STEM PIPELINE 26ENHANCING EARLY EDUCATION 30GRANTS 34BOOKS PUBLISHED 38The College of Education 2010 Profile was produced by the Communications Groupof the Office of Advancement: Lori Herber and Rachel Weberwith Heather Johnson Baseler, Kate Leifheit, and Greg ZeckContact: communications@education.illinois.edu or (217) 244 8335The University of Illinois is an Affirmative Action, Equal Opportunity Employer.Thanks to the College ofEducation, and the newly formedEducation Policy, Organizationand Leadership department,I have had the opportunityto pursue my goal of helpingindividuals and organizationsto improve their performanceand social impact. I appreciatethe donors who have supportedme, making this pursuit less ofa financial burden on my family.Torrence SparkmanEd.M student,Human Resource Education


BUILDING OUR FUTURECOLLEGE LEADERSHIPFROM LEFT:James Anderson, Head, EducationPolicy, Organization and Leadership;Micki Ostrosky, Head, SpecialEducation; Violet Harris, AssociateDean for Academic Affairs; JoséMestre, Associate Dean for Research;Tom Schwandt, Chair, EducationalPsychology; Mary Kalantzis, Dean;Scott Johnson, CIO and AssociateDean for Online Learning; StaffordHood, Head, Curriculum andInstruction; Joan Tousey, AssociateDean for AdvancementIt is my pleasure to present the College of Education 2010 Annual Profile. At the Universityof Illinois College of Education, we pride ourselves on preparing undergraduate and graduatestudents to thrive in an ever-changing landscape of education. We continue reaching outto our communities by helping improve student performance in local schools. We partnerwith entities across the university and local organizations to better serve our neighbors. Wecontribute breakthrough knowledge to scholarship and influence public policy.Despite the national economic challenges and ongoing stress placed on the state anduniversity budgets, our college has had the best year yet in terms of research dollars awarded,quality of our student intake, demand for our programs, increased income from tuition, andcontribution to shaping state policies. Our partnerships with local schools have never beenstronger. Our research is practical and applicable; our academic departments house superbfaculty; and our students excel in the classroom and are in high demand in the workplace.In short, nothing stops us from meeting our missions and scholarly aspirations.image: L. Brian StaufferTop: Dean Mary Kalantzis with honorary degreerecipient Betty Chan. Bottom: Stanley O. Ikenberry,President Emeritus and Regent Professor withhonorary degree recipient Arnold L. Mitchem.The work of our tier-one research college at the state’s land-grant university continues to beof value to Illinois and its citizens as well as to the national and international community.As the saying goes, “a picture is worth a thousand words.” View the photos and readthe articles about our faculty, staff, and student achievements featured in the pagesahead. Please share our pride and partner with us as we continue to serve the nextgeneration of scholars and leaders.— Dean Mary Kalantzis4 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


image: Gorski Reifsteck ArchitectsCurrent plans for the Education Building, designed in 1964 byA. Richard Williams (B.S. ’36), are to restore and repurpose thestructure, bringing it back to the open environment created46+ years ago and incorporating modern efficiencies to provideflexible space and promote sustainability.The college has identified donors interested in updating andexpanding the building and has embarked on a formal buildingcampaign. Dean Mary Kalantzis has worked tirelessly withcolleagues on campus to ensure that the new Education Building isincluded on the 2012 capital appropriations request to the state.The overarching goal is to build an environment that supports aculture of leadership, innovation, teamwork, and collaborationthat will enable us to expand our capabilities. We hope thatyou will take a proactive interest in assisting the College ofEducation in our quest to upgrade our living, working, andlearning environment.YOUR GIFTS CHANGE LIVES, enable successFiscal year 2009-10 revealedcontinued generous support fromalumni and friends of the Collegeof Education. The college has animpressive history of supportingstudents at the undergraduate andgraduate levels, through a varietyof named awards, scholarships, andfellowships, as well as the annualefforts of donors giving to TheWilliam Chandler Bagley ScholarshipFund. In 2009, 132 undergraduateand graduate students receivedmore than $235,000 in supportthrough the generosity of donors!The tagline for much of the BrilliantFutures campaign has been “Whathappens when you give someone achance?” We are taking that to heartand increasing our annual supportfor scholarships in education andacross campus, focusing our attentionon the needs of our students –tomorrow’s academic leaders.Transformational gifts from someof our most loyal donors, includingAnn and Dick O’Leary, have providedthe level of support required tohave significant impact on collegeinitiatives such as the Forum onthe Future of Public Education,focused on public policy issues ineducation. The endowment fromthe late Charles Dunn Hardie, aWalt and Joan Tousey, Bagley Scholarshipdonors; Brooke Kennedy, Bagley Scholarshiprecipient; and Chris Roegge, Executive Director,Council on Teacher Educationscholar in Tasmania, Australia,provides support for professionaldevelopment opportunities forgraduate students and facultyalike, and supports a number ofscholarly activities in keeping withthe legacy of Dr. Hardie.COLLEGE OF EDUCATION • 2010 PROFILE5


Introducing EPOLEDUCATIONPOLICY,ORGANIZATION& LEADERSHIP“I am excited about the potential ofthe new department,” said JamesD. Anderson, department head. “Wehave the capacity to sustain traditionalstrengths while fostering newcollaborative research, teaching, andpublic engagement opportunities.”At right is a cross section of thedepartment’s faculty members.THREE college UNITs merge into one powerful DEPARTMENTJames D. Anderson, departmenthead, Education Policy,Organization and LeadershipThe College of Education at Illinois is delighted to announcethe new Department of Education Policy, Organization andLeadership (EPOL), effective January 2011.Drawing upon traditional strengths in social foundations, educationalleadership, higher education, and human resourcedevelopment, the reorganized department will enable graduatestudents and faculty to support and collaborate witheach other in coordinated new synergies to address the mostcritical issues in Preschool-12 and postsecondary education.It will foster an interdisciplinary understanding of educationalpolicy and practice across traditional divides amongphilosophers, historians, social scientists, organizationaltheorists, policy analysts, and educational administrators.EPOL, a department of more than 30 faculty members andapproximately 380 on-campus graduate students, has severalmajor concentrations. Scholars will engage in collaborativeresearch and teaching efforts that take them across majorconcentrations within the department as well as into otherdepartments within the college and larger university.In addition the new department is a strong leader in thecollege’s commitment to provide innovative online graduateprograms to students irrespective of location. EPOL offersonline instruction to approximately 360 graduate studentsenrolled in nine different programs.Without question, EPOL enables the college to studyeducation and to train a new generation of researchersdifferently and better to address long-standing and newissues in educational policy and practice.As one of the largest departments in the college, EPOL hasnationally prominent scholars who study the educationalimplications of the emergent knowledge-based globaleconomy; the growing diversity of America’s schools andworkplaces; ubiquitous learning; the cultural dimensions ofglobal relations; the reform of educational organization andmanagement structures; the transition of students fromP-12 to postsecondary education systems; and the role ofeducation in family life, corporate environments, and theworkplace, among other topics.EPOL enables us to bring the theoretical frameworks,methodological tools, and substantive perspectives oftraditional areas of strength in the social sciences and thehumanities to bear on the most pressing issues in AmericanP-12 and postsecondary education, as well as the study ofeducation in changing global contexts.6 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


While I served in my encore performance aspresident this past year (2009/10), the College ofEducation moved forward in bringing together thedepartments of Educational Policy Studies, HumanResource Education, and my academic home, EducationalOrganization and Leadership. The processof combining the resources of these three entitiesshould result in one powerful department movingforward. The synergies achieved through thisnew entity will not only make the administrationof those three departments more efficient, but itwill enrich and strengthen the faculty base andstudent development. This successful exercise should serve as an exampleto others across campus and beyond, and enable the college to continue tocompete nationally in attracting high-achieving faculty and students.— Stanley O. Ikenberry, President Emeritus, Regent ProfessorThis merger will provide anopportunity to create new programand research synergies that willbenefit everyone involved. It was agreat achievement by college anddepartmental leadership to fosterthis process in a way that facultyfully supported and bought into.It's a model of how to do thesemergers in the right way.— Nicholas Burbules, ProfessorPrior to the departmentalreorganization, staff membersfrom Educational Policy Studies,Educational Organization andLeadership, and Human ResourceEducation, combined forces toredistribute their workloads andmeet the support needs of thecurrent three units. The creationof the Shared Services Centerallows support staff greaterunderstanding of the programs,research, and services acrossthe relevant units combining tocreate the Department of EducationPolicy, Organization and Leadership.By removing previous departmentalstructures, this synergy opens uppossibilities for collaboration thathave the potential to enhanceour program offerings, studentexperiences, and community. Itis an exciting time to think aboutthe numerous research, teaching,and service opportunities that thischange in structure makes possible.— Jennifer Delaney, Assistant ProfessorSHARED SERVICES MODEL EMERGESimage: L. Brian Stauffer“This action has resulted inincreased efficiencies andimproved service to faculty andstudents,” said Laura Ketchum,Business Manager. From theseefforts Ketchum (in blue) receivedthe 2010 College of EducationDistinguished Staff Award.EPOL SCHOLARSJohn Alberts, Visiting LecturerKern Alexander, ProfessorJames Anderson, ProfessorAlexandre Ardichvili, Adjunct Assistant ProfessorPamela Artman, Visiting LecturerLorenzo Baber, Assistant ProfessorBernice Barnett, Associate ProfessorAthlone Besley, Research ProfessorMolly Biglari, Visiting LecturerJon Bowermaster, Clinical Assistant ProfessorDebra Bragg, ProfessorMary Brown, Visiting LecturerRuth Nicole Brown, Assistant ProfessorNicholas Burbules, ProfessorTimothy Cain, Assistant ProfessorJeanne Connell, Assistant ProfessorEdward Cooper, Visiting LecturerWilliam Cope, Research ProfessorRose Mary Cordova-Wentling, ProfessorCheryl Cornell-Powers, Visiting LecturerScott Critchfield, Visiting LecturerAntonia Darder, ProfessorJennifer Delaney, Assistant ProfessorRobert DeMent, Visiting LecturerPradeep Dhillon, Associate ProfessorSteven Epperson, Clinical Assistant ProfessorWalter Feinberg, Professor EmeritusSteven Fromm, Visiting LecturerDebra Grand, Visiting LecturerDonald Hackmann, Associate ProfessorRichard Haney, Visiting LecturerLinda Hererra, Associate Professor (2011)Richard Herman, ProfessorChristopher Higgins, Assistant ProfessorDenice Hood, Assistant ProfessorWen-Hao Huang, Assistant ProfessorRichard Hunter, ProfessorDeborah Hutti, Visiting LecturerStanley Ikenberry, Professor EmeritusScott Johnson, ProfessorPatricia Justice, Adjunct Assistant ProfessorDebra Klamen, Clinical Assistant ProfessorRussell Korte, Assistant ProfessorK. Peter Kuchinke, Associate ProfessorYu-Chung Liu, Visiting Faculty ScholarMichael Loui, Adjunct ProfessorChristopher Lubienski, Associate ProfessorCris Mayo, Associate ProfessorCameron McCarthy, ProfessorKristopher Newbauer, Visiting LecturerJohn Noak, Academic HourlyDale Nugent, Visiting LecturerYoon Pak, Associate ProfessorMichael Peters, ProfessorRaymond Price, ProfessorDonna Riechmann, Visiting LecturerJane Sack, Visiting LecturerHoward Schein, Adjunct Associate ProfessorCarolyn Shields, ProfessorLinda Sloat, Clinical Assistant ProfessorJill Smart, Visiting LecturerSusan Snowden, Visiting LecturerChristopher Span, Associate ProfessorMartina Stovall, Visiting LecturerPaul Thurston, Professor EmeritusTod Treat, Assistant ProfessorWilliam Trent, ProfessorReed Williams, Clinical Assistant ProfessorSandra Williams, Clinical Assistant ProfessorCOLLEGE OF EDUCATION • 2010 PROFILE7


turning around schoolsAFTER SCHOOL ARTSPROGRAM (ASAP):When Franklin MiddleSchool in Champaignlost its arts programs,the Center for Educationin Small UrbanCommunities steppedin with ASAP to fillthe void.At right, Sonja Warfel,ASAP program coordinator,learns dancemoves with an ASAPparticipant.8


In an era of evolving education, it is important that we knowabout the best research-based pedagogical approaches tomake sure our students learn what they need to know in orderto succeed in life. The Center for Education in Small UrbanCommunities at the U of I plays a critical and infinitely valuablerole in providing best-practice educational strategies.— Preston Williams, Superintendent of District 116, Urbana, ILTeacher collaborator Brad Thompson callsan elementary school home base as heworks with teachers to frame mathematicsinstruction with children’s literature. ForThompson, books like “The Doorbell Rang”serve as tools for helping children makesense of mathematical concepts such asdivision, fractions, and even algebra.Thompson is one of six teacher collaboratorsin the Center for Education in SmallUrban Communities, housed in the Collegeof Education. Together, teacher collaboratorsand educators explore opportunitiesto improve instruction and learning.To date, teacher collaborators have participatedin over 300 teaching situations.“Teacher collaborators really turn aroundhow teachers think about instruction,”said Lisa Monda-Amaya, Director ofResearch Collaboration at the Center forEducation in Small Urban Communities,adding that the teachers act as changeagents, influencing others in the building.One teacher, a 20-year veteran, said theteacher collaborator “is supportive andcomplimentary of what we’ve done...it gears me up and makes me feelinspired, and therefore I think I do abetter job.”Thompson notes that the power of theongoing work integrating children’s literatureand mathematics instruction hasbeen continually evident.As one teacher commented, “The waychildren engage and participate totallychanges when we use children’s books.”COLLEGE OF EDUCATION • 2010 PROFILE9


turning around schools“Student teaching has been oneof the most exciting, as well aschallenging parts of my collegecareer,” said Chrissy Garcia, 2010Elementary Education graduate.Garcia shared a photo of her UnityEast School classroom, at right.“I will take with me all of thestudents’ light bulb moments,the silly outbursts that had theentire class giggling, and thetrying moments that kept me onmy toes. I am ready to shine in aclassroom of my own.”BEYOND THE CLASSROOM, INTO THE COMMUNITYlearn more about our outreach efforts:education.illinois.edu/impactvisit the public engagement portal:engagement.illinois.eduThe college continues to expand its outreach efforts.Recently the State Farm Foundation made a gift tothe Center for Education in Small Urban Communities,based on a proposal from Director Lisa Monda-Amaya,to create and establish an evaluation program thatwill identify, collect, and analyze critical data related toteacher and student performance. Preliminary resultsfrom educators indicate improved student participationand engagement. In addition, for six years now, localeducators have attended the Chancellor’s Academy,a professional development program focused onenhancing teaching practices, shown at left.Additional outreach includes I-Parents, a collaborationbetween the college and various campusunits, parent-teacher organizations, and communitygroups that seek to present resources for parentsand families. Summer Extravaganza is I-Parents’banner event, a showcase of summer activities forPreschool-12 students. An estimated 350 peopleattended the extravaganza in 2010, connecting withmore than 35 campus and community organizations.Another key collaborationbetween the universityand community is theYouth Literature Festival,a partnership betweenthe college, the UniversityLibrary, and local educatorsand librarians. The event invites more than a dozenauthors, illustrators, and presenters to celebrate theircraft in select schools around East Central Illinois, aswell as a community day. This year’s Youth LiteratureFestival Community Day was held on Sat., Oct. 9,2010, at the Krannert Center for the Performing Arts.At the campus-level, the College of Education’sOffice for Mathematics, Science, and TechnologyEducation (MSTE) helps promote all communityoutreach events via its Public Engagement Portal ofthe University of Illinois at Urbana-Champaign. Theportal serves as the most comprehensive sourcefor information about all public engagement programsand events offered by the university.10 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


OUR EXPERTS ADVANCE EQUITY in EDUCATION127In 2002, Champaign Unit 4 schools adopteda “consent decree” to eliminate disparitiesbetween black and white students inachievement, discipline, attendance, andeducational opportunities.With the help of Professor William Trent ofEducational Policy Studies, the school districtand plaintiffs reached a settlement inJuly 2010 to address special education, alternativeeducation, and additional elementaryseats in targeted neighborhoods.“Dr. Trent assisted the district and plaintiffsin developing the Collaboration and OperationalPlans, and he then made schoolsite visits to monitor the implementationof these plans,” said Arthur Culver,Superintendent, Champaign Unit 4 schools.“He facilitated relationships between thedistrict, the court monitoring team, andthe plaintiffs’ attorney by leading workingretreats for these groups.”Trent has served as an expert witness inmore than a dozen desegregation casesaround the country and has played an activerole in the local school district since arrivingat the College of Education in the early 1980s.“We were able to secure several improvementsas a result of the consent decree,”Trent said, adding that the renovation ofBooker T. Washington school into a science,technology, engineering, and mathematicsmagnet school is a significant step. It willbe one of a few such elementary schools inthe country featuring the STEM theme.Culver praised the successful completionof the consent decree as a tremendous milestone,adding, “The university and our entirecommunity can be proud and grateful forthe commitment and expertise that Dr. Trentdemonstrated as we completed the importantwork of ensuring equity and excellencefor all students in Unit 4 schools.”schools in Illinoishost student teachersfrom the College ofEducation each year86%of teachers whoattended theChancellor’s Academyand worked with ateacher collaboratorattempted newliteracy strategies inthe classroomMENTORS ADVISE NEW TEACHERSThe first year of teaching is usuallythe toughest. That is why the IllinoisNew Teacher Collaborative (INTC)hosted a one-day conference to supportteachers who just finished theirfirst year in the classroom. Approximately75 new teachers attendedthe “Y2: Moving Beyond Survival”conference in Champaign.The conference offered time tonetwork with other teachers fromaround the state and to attendbreakout sessions on classroommanagement, differentiation, assessment,and strategies for highstudent engagement.“A new teacher’s first year in theclassroom shapes his or her entirecareer,” says Chris Roegge, Directorof INTC, adding that preliminaryresults indicate that mentoring andinduction techniques work. Accordingto Roegge, the ISBE-funded programsserved by INTC reported thatrecent hires who participated in theinduction and mentoring programwere less likely to voluntarily leavetheir district than were new teacherswho had not participated.First-year teacher Jackie Risleyattended the INTC first-yearteacher conference and plans tostay involved in the collaborative.“All of the lesson plan ideas andother resources from the conferenceare online,” said Risley, a Spanishteacher at Mahomet-Seymour HighSchool, adding that she was inspiredto help with next year’s conference.In addition to College of Educationmentoring efforts like INTC, Risleysaid the college influences her daily.“My special education class, taughtby Dr. Lisa Monda-Amaya, was byfar the most influential teachingclass I took at the university. Shehad incredible stories and personalexperiences to share with us thatreally helped prepare us for thethings we would face in teaching.She was able to teach us things thataren’t in the textbooks.”COLLEGE OF EDUCATION • 2010 PROFILE11


REACHING ACROSS THE GLOBEGLOBAL NETWORKING:This year nearly 50education studentsstudied abroad,working with facultyand students fromdiverse cultures andperspectives.At right from thetop, Marisa Kapinos,Liz Hein, and KatieJanicek traveled on aninterdisciplinary studytrip to Morocco.12


Globalization presents new opportunities to transform the lives ofpeople across the globe. Education is clearly a critical variable foraddressing the impact of globalization and preparing our studentsfor a changing world. In this era of globalization and knowledgebasedsocieties, cultural sensitivity and cultural competence are asimportant as ever, for faculty and students alike.— Scott Johnson, Director of International ProgramsAccording to Shakespeare, all the world’sa stage; for College of Education students,all the world’s a classroom. In 2010students ventured abroad to places likeMorocco, Argentina, and Turkey.Mark Dressman, Associate Professor ofCurriculum and Instruction, led 11 studentsto Morocco for two weeks this summer.From a course-centered website to Skypeand Facebook contact with their Moroccancounterparts, students employed technologyto foster a better understanding ofexpectations prior to the trip.During the visit students integrated flipcameras, blogs (“Illinois, Islam, andEnglish”), and videos of informal school interactionsinto daily life. These interactionscontributed to revelations about the students’divergent worldviews and concernsabout each other’s culture.Dialogue about the perceptions of Islamin America and the importance of Islam inMorocco reminded Benjamin Franks, seniorin History and Secondary Education, aboutthe challenges he will face in his ownclassroom in the future.“I gained a better understanding of (othercultures’) perspective of the world,” Frankssaid, adding that the students found commonground in sports, music, and movies.“Study abroad not only provides studentswith global perspectives, it alsodemonstrates a level of commitment thatis indispensable when applying for jobsin the international arena,” said GarettGietzen, graduate assistant in the Office ofInternational Programs. “Our students whostudy abroad leave Illinois well-preparedfor employment as educators in the U.S.,and in countries around the world.”COLLEGE OF EDUCATION • 2010 PROFILE13


REACHING ACROSS THE GLOBEFor a month, 13 Illinois preservice students had placements inprivate, public, Catholic, and special needs schools in Argentina.“What intrigued me most about the trip was the opportunityto use my Spanish with native speakers in an educationalsetting,”said Josh Bodenheimer, senior in Spanish Education.Marilyn Parsons, Professor in the Department of Curriculumand Instruction, met with students before the trip to discussArgentinean culture and then after to process the experience.Students interacted with Parsons’ family at a typical asado: anArgentinean barbecue. Most importantly, the exchange influencedstudents’ thinking about diversity in their future classrooms.Kelsey Gilmore, senior in Elementary Education and Spanish,said she appreciated the unique classroom setting thatallowed her “to work on my own abilities, as well as toexperience what it is like to be in a situation where themajority of the people do not speak my first language.”WELCOMING STUDEnts FROM ABROAD AND ONLINElearn more about international programs:education.illinois.edu/internationalIn 2010, the College of Education continues itstradition of providing educational programs tostudents abroad, whether they come to campus orstudy in their home countries. There are 16 differentonline options that lead to master’s degrees,certificates, and endorsements, with internationalstudents participating in many of them.There is also an innovative program offered inPoland that provides courses in Human ResourceDevelopment for Polish MBA students. By adding ahuman dimension to coursework, students gain abetter understanding of the relationship betweeninvestments in people and business success.A new exchange program began this fall with 20students coming to Illinois from the Hong KongInstitute of Education. The students, in the photoat left, enrolled in a variety of courses, spent timein local schools, and lived with local families.“The College of Education has historicallyreached out internationally to other countriesand institutions for research collaboration,exchange programs, study tours, and educationalseminars and courses,” said Scott Johnson,Director of International Programs.The Office of International Programs supports thecollege’s strategic objective to expand its internationalimpact.As a result, Johnson said, “Our international strategyis focused on proactively considering newopportunities, new markets, and new tactics forenhancing the professional development of ourfaculty, broadening the scope of our curriculum,and expanding our impact through research andteaching abroad.”For now the college is actively seeking newinternational projects and exchange programs. Atthis time negotiations are taking place to expandcollaborative relationships in Korea, to createjoint degree programs in China, to implement anexchange program with universities in Norway,and to design research projects with educationalproviders in Brazil.14UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


In September 2010, Lublin TechnicalHRE PROGRAM PARTNERS18University awarded diplomas and certificatesWITH POLISH UNIVERSITY of achievement to students of postgraduatestudies in Management and Marketing,Human Resource Development, and BusinessAdministration. The ceremony was hostedby notable faculty from Lublin University,as well as Education faculty Scott Johnson,Professor and Associate Dean, and JamesLeach, Professor Emeritus, pictured bottomrow, second and fourth from left.The MBA program, delivered in cooperationwith Lublin Technical University and theCollege of Education, ranked 6th best in Poland,according to the Polish weekly “Wprost.”So far 1500 students have graduated fromthe program, working for various companiesin Poland and throughout Europe.of our facultymembers hold oneor more degreesfrom an internationalinstitution of highereducation24%of our graduatestudents, includingonline and on campus,are internationalOUR STUDENTS HAIL FROM AROUND THE WORLDThe map indicates – in green – the countries our students call home.EDUCATING STUDENTSTO WORK IN BRAZILBrazil is one of the United States’ biggesttrading partners, and the country is linked tothe University of Illinois through numerousresearch projects in renewable energy. Since2008, the College of Education is contributingto this effort with a student exchangeprogram with the University of Sao Pauloand University of Brasilia in a project titled,“Global Talent Development for Agriculturaland Environmental Sciences.”Through a grant from the U.S. and BrazilianDepartments of Education, the exchange isdirected by K. Peter Kuchinke, Associate Professorin Human Resource Education. Twelvestudents from the Universities of Illinois andMinnesota have studied in Brazil so far, andan equal number of Brazilian students havecome to the U.S. The program is expected tocontinue after the grant expires in 2012.AlbaniaArgentinaAustraliaBangladeshBrazilBurkina FasoCanadaChinaColombiaEgyptEl SalvadorGaza StripGermanyGreeceHaitiHong KongIndiaIndonesiaItalyJamaicaJapanKenyaLebanonLiberiaMalaysiaMexicoNorth KoreaPakistanPanamaParaguayPhilippinesPolandRomaniaSingaporeSomaliaSouth AfricaSouth KoreaTaiwanTanzaniaThailandTurkeyUnitedKingdomUnited Statesof AmericaVenezuelaZambia“Future leaders in agriculture and environmentalsciences will need to be excellent researchers,but their professional success will alsodepend on their ability to work in teams, leadwork groups, take leadership in administrativepositions, and be effective in working acrosscultures,” Kuchinke said. “Students will not justfurther their science education, but will gainimportant cross-cultural and language skills andbuild relationships that will help them transitionfrom school to future work settings.”COLLEGE OF EDUCATION • 2010 PROFILE15


TRAINING LEADERS IN TECHNOLOGYENDLESS POSSIBILITIESWITH JUST ONE CLICK:I-LLINI Partnershipscoach Urbana MiddleSchool teachers onintegrating technologyinto everyday lessons.Here, Co-PrinicipalInvestigator MikeWilliams observesstudents as theyexplore new iPads.16


Pull As a quote leader goes in educational here. Idunt technology, incilis nim the verostrud College of delessi. EducationPut continues nos esse exploring magna ways faccum in which nis ercip new ex tools eui can tis be eu deployed feugait, forsum more ad effective dolumsan methods velis of dolore teaching, dolortincin learning, henis and nisi. assessment.At the Ubiquitous Learning Institute launch (ULI), Harvard scholar ChrisTeacher Dede publicly Name, Elementary congratulated School us for being ahead of the game with theestablishment of ULI and for the work associated with that initiative.— Mary Kalantzis, DeanKeeping educators on par with their techsavvystudents, the Learning Technologiesgroup in the College of Education equipseducators across the state with the latesttools and lessons on how to use them.“Our challenge as 21st century educators isbalancing out the fundamental principles ofteaching and learning for generations whohave grown up unknowingly immersed intechnology and for whom the expectationsof the workforce have changed,” saidEvangeline S. Pianfetti, Assistant Dean ofLearning Technologies.In addition to supporting methods andpreservice students in the college, theI-LLINI Partnerships grant teamed up withlocal schools, focusing on effective integrationof technology in teaching and learning,data-driven instruction, and UniversalDesign for Learning. The Learning Technologiesteam also expanded the technologyinstitute, “A Moveable Feast,” to include“Kids’ Feast” in two additional counties.Partnering with the ENLIST grant, LearningTechnologies is consulting with a localschool, Booker T. Washington, in preparationfor their new science, technology,engineering, and mathematics (STEM)magnet school redesign. This collaborationhighlights progressive outreach effortsto the Champaign Unit 4 district.On the college’s information technolgyside, one new service makes statistical applicationsavailable to faculty and studentswherever they are, from any computer.That server and many others are beingvirtualized and outsourced to promote flexibilityand to save energy, time, and money.COLLEGE OF EDUCATION • 2010 PROFILE17


TRAINING LEADERS IN TECHNOLOGYIn 2010-11, certificate programs in the college willask students to make e-portfolios. Curricum andInstruction graduate student Jeremie Smith praisesthe move. “My e-portfolio augments my resume.It is an archive of my experiences as a student andwill act as a toehold in the information superhighway.It helps me develop and maintain relationshipswith other educators and fosters collaborationand sharing with a network of other teachers.”Johnell Bentz, Clinical Associate Professor ofSpecial Education, lauds the college’s commitmentto technology. “Our undergrads in SPED receivea one semester technology class, learningvarious tools to help not only in their e-portfoliocompletion, but in tech tools they’ll use asteachers... Each year students leave the programwith more and more tech skills.”As part of the Mobile Learning Initiative, facultymembers may attend workshops to learn how tointegrate new technology into their lessons. Thissession focused on building podcasts.MOBILE LEARNING INITIATIVE: EMPOWERING MINDSImagine starting your student teaching placement.You’re on your own for the first time. How do youkeep learning and sharing what you learn? This isthe research challenge Curriculum and InstructionProfessor Arlette Willis took on when she becamea participant in the college’s Mobile Learning Initiative(MLI). She designed an experience in whichher student teachers used iPod Touches and communicationsites to find common ground and seekadvice from her and their peers.“Students share information with the group asa whole about books they read, workshops andconferences that they attended, and websites thatthey found really helpful,” Willis said. “On occasionthey would query the entire group about aconcern they had and wanted people to brainstormwith them about what to do.”The MLI is a three-year program, spearheaded byEvangeline S. Pianfetti, Assistant Dean of LearningTechnologies, that provides faculty not only with alaptop, iPod Touch, and other resources, but alsoprofessional development opportunities in whichthey explore how technologies enhance theirteaching and research. The MLI is supported bythe college’s Investment Fund, established to fostercreativity and innovation. To date 55 tenuredand non-tenured track faculty from the College ofEducation have been part of the MLI.Through the MLI, faculty are finding new dimensionsto their professional practice. With a Webcamera on the laptops, supervisors were able torecord student teachers in action.“They could record and watch it after the observationand review it immediately with the student,”Suzanne Lee, Lecturer in Special Education, said.Yoon Pak, Associate Professor of EducationalPolicy Studies, uses her MLI resources to researchhow storing information on digital media – insteadof in written documentations – will affect society.“The Mobile Learning Initiative is a great program,”Pak said, adding, “I hope that it continuesto provide opportunities for faculty to developnew skill sets.”18UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


TECH TOOLS AID ASSESSMENT, LESSON PLANNING85%learn more about this tool:assess-as-you-go.comWith the Assess-As-You-Go Writing Assistant,spearheaded by Bill Cope, Professor ofEducational Policy Studies, students receivecomputer generated feedback, as well ascomputer assisted peer and teacher feedbackon individual and collaborative work.Funded with a federal grant from the Instituteof Education Sciences, Assess-As-You-Gohas developed a text editor, a peer reviewcomponent, a grammar and spell checker,and a computer adaptive testing componentthat allows teachers to assess student contentknowledge. The tool has been trialed bymiddle school teachers in three schools andwill soon be introduced into their classrooms.Project researchers aim to conduct efficacystudies in order to refine the Writing Assistanttool through feedback from students,teachers, and advisory board members.learn more about this tool:iepq.education.illinois.eduTeachers throughout South Dakota havebegun to use a tutorial website to createmore effective Individualized EducationPrograms (IEPs) for students with disabilities.James Shriner, Associate Professor of SpecialEducation, partnered with Web developersin the college’s IT Group to craft and test aWeb-based tutorial that has been shown tohelp teachers write higher quality goals andobjectives based on learning standards.The tutorial attracted the attention of SouthDakota educational administrators at a timewhen state standards are rapidly changing.Because the tutorial was built on a flexibleplatform designed to accommodate adiverse set of learning standards, it waseasily adapted for use across multiplestates. This fall portions of the tutorial willbe launched to the entire state of Illinois.of faculty memberswho received newequipment fromthe Mobile LearningInitiative reportedincreased productivityas a result1,100laptops were given toBradley-BourbonnaisCommunity High Schoolas part of the “E2T2”grant, of which theOffice of Mathematics,Science, and TechnologyEducation (MSTE) is acontracted partnerGloriana González, Assistant Professor of Curriculum andInstruction, says when students use dynamic geometry softwarethey are more successful in discovering new mathematicalideas than when they use static, paper-based diagrams.“There’s been a big push to have teachers use technology inthe classroom, and there’s a lot of incentives for them to useit, the chief one being the motivation kids get from usingtechnology,” González said. “But the powerful thing is thatintegrating technology in the classroom allows teachers toprovide students more opportunities for learning, which getsstudents thinking about mathematical ideas in a new light.”González said educators have a difficult job gauging how studentswill react to a lesson, while simultaneously teaching thecontent they need to learn and keeping students engaged.“If we help teachers try to understand what kind of thinkingstudents will have when using technology, then we canhelp students to have a deeper understanding of mathematicalideas,” González said. “Whatever we can do to supportteachers’ work in terms of having a better understandingof student thinking about mathematics, the better, becauseteachers have a challenging job.”image: L. Brian StaufferCOLLEGE OF EDUCATION • 2010 PROFILE19


SPOTLIGHTING STUDENT SUCCESSMore than 170 graduate students, faculty, andalumni participated in the Inaugural College ofEducation Graduate Student Conference.Through paper presentations, symposia, and amorning poster session, the research and scholarshipof approximately 62 graduate studentswas highlighted. The 2010 Distinguished AlumniAward Recipients also attended the event.The conference was initiated and organizedby graduate students representing each of thecollege’s six departmental units and was supportedby a generous donation from University ofIllinois alumna, Dr. K. Patricia Cross, a well-knownscholar in higher education.At right, the Graduate Student Conference organizingcommittee poses (left to right): Justin Kim,Jason Taylor, Erin Castro, Raynika Trent, Nora Gannon,Lance Neeper, and Vance Martin.As assistant principals in Champaign, both D’Andre and ChylaWeaver seek to be change agents in education. The partnersobtained their Ed.M. in summer and are now pursuing their Ed.D.with hopes of becoming superintendents.STUDENTS PRIORITY for HUSBAND-WIFE DUOBefore the challenges of organizing an entirestaff and finding the best ways to serveall types of students, D’Andre and ChylaWeaver sat across from each other theirsophomore year at Morgan Park High School.Eight years later, the now-married duo usetheir education skills as assistant principals inthe Champaign Unit 4 schools: Chyla at SouthSide Elementary, D’Andre at Centennial High.The University of Illinois was a steppingstonefor Chyla and D’Andre who firstpursued their undergraduate degrees thencompleted their Ed.M. degrees in EducationalOrganization and Leadership this summer.This fall they enrolled as Ed.D. students inthe College of Education with their sightsset on becoming superintendents.“We are here to help students.” D’Andresaid. “That’s seriously why we got intothis business.”While growing up in Chicago, Chyla sawdrugs, gangs, and violence around her.School felt like her one escape.“When you grow up in that sort of poverty,even at 10 years-old you’re thinking aboutyour kids, because you don’t want them toever go through this,” Chyla said.“The College of Education has been morethan wonderful to us,” Chyla said. “D’Andreor I can call or e-mail any of our old professors,and they are going to welcome us withopen arms.”Chyla aspires to work with curriculum, instruction,and assessment. D’Andre wants toreach out to a greater number of kids withhis work in policy and leadership.“When I learned more about what it is to bea leader, I learned that it means you have tokeep growing,” D’Andre said. “And to havetwo Dr. Weavers – that is just phenomenal.”20UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


The College of Educationgranted over 570 degrees in2010, including 360 at thisyear’s convocation ceremony.Our Outstanding Student Medalwinners spoke on behalf oftheir respective classes duringthe ceremony. From left,Joseph Cella, B.S., Curriculum &Instruction; Colleen M. Gleason,Ed.M., Special Education;Casey George-Jackson, Ph.D.,Educational Policy Studies.RACING AHEAD ON THE TRACK, IN THE FIELDThere’s only one speed that AnjaliForber-Pratt knows in life: all out.It’s exactly how she set an Americanrecord in the 200 meter dash at the2010 U.S. Paralympics Track and FieldNational Championships.Forber-Pratt is a Human ResourceEducation Ph.D. student who usesher accomplishments in athletics toinspire people with disabilities togive it their all in whatever they do.Forber-Pratt graduated with abachelor’s and master’s degreefrom the University of Illinois. Sheis now pursuing her doctorate.Forber-Pratt is the recipient oftwo College of Education honors,the Donna Riechmann Award andBagley Scholarship.“The support of the alumni anddonors allows me to pursue mydream,” she said. “I travel so much,and I have to have a supportive collegeto do what I do athletically.”She said she chose the U of I becauseof how wheelchair accessibleit is; joining the College of Educationto pursue her doctorate seemed likea natural fit.“I was looking for a program thatwould jive with my own personalinterests,” Forber-Pratt said. “Educationis something I value verymuch in educating kids and adultsabout disability.”for the full article:go.illinois.edu/profile10_anjaliCOLLEGE OF EDUCATION • 2010 PROFILE21


FORGING PATHWAYS FOR CHANGEPOLICY DEBATE:Jason Tyszko, formerpolicy analyst forGovernor Pat Quinn,attended the O’LearyP-20 Institute, hostedby the Forum onthe Future of PublicEducation and theUbiquitous LearningInstituteTyszko now worksat the Departmentof Commerce andEconomic Opportunity.22


Any time we bring to light important policy issues and student datafrom Illinois, that’s a great thing, and I think the Forum helps to dothat... We’ve really never been at such an exciting time in educationas now, and it’s more important than ever that we promote andencourage discourse about those policy changes.— Christopher Koch, Illinois State Superintendent of EducationOur faculty lead by example as they serveon prominent boards, influence educationpolicy decisions, and edit top-tier journals.Jenny Singleton, Associate Professorof Educational Psychology, served asCommissioner for the Illinois Deaf andHard of Hearing Commission. Chris Roegge,Executive Director of the Council onTeacher Education and Director of IllinoisNew Teacher Collaborative, was appointedto the State Teacher Certification Board.Sharon Tettegah, Associate Professor ofCurriculum & Instruction, will work withthe National Science Foundation as aprogram officer in the Directorate ofEducation and Human Resources.Working with the Governor’s Office,Lizanne DeStefano, Professor of EducationalPsychology, serves as Coordinatorof the Illinois P-20 Council to developa vision, create a short and long termagenda, identify metrics, and assess theprogress and impact of the council.Also at the P-20 Council, the college’s“New Learning Charter” was presented byformer Sen. Miquel del Valle to the IllinoisBoard of Higher Education as an examplefor the Illinois’ P-20 constituency to follow.Our faculty engage as senior, executive,or co-editors for 23 journals, includingseven published in-house: Early ChildhoodResearch & Practice; Journal of EducationalTheory; Human Resource DevelopmentInternational; International Journalfor Education and Art; Research in theTeaching of English; Journal of AestheticEducation; and Spectrum, Journal of theIllinois Science Teachers Association.COLLEGE OF EDUCATION • 2010 PROFILE23


FORGING PATHWAYS FOR CHANGEJoseph P. Robinson, AssistantProfessor of Educational Psychology,has conducted several studies thatillustrate the importance of validassessments for educational decisionmaking.In a forthcoming paperwith Sarah Lubienski, Professor ofCurriculum and Instruction, Robinsonexamines gender achievement gapsin elementary and middle school.Robinson and Lubienski hypothesizethat teachers may conflate girls’good behavior with content mastery,cautioning that such misattributionmay contribute to the earlyemerging advantage for boys inmath during elementary school.image: L. Brian StaufferFORUM UNITES RESEARCHERS, POLICYMAKERSDebra Bragg, Forum Director and Professorof Education Organization and Leadership;Christopher Koch, Illinois State Superintendentof Education; and Elaine Johnson, Vice Presidentof the Illinois Community College Board;attended the O’Leary P-20 Institute.for more about the Forum:forum.illinois.eduReaching out to Springfield, the Forum on theFuture of Public Education builds a bridge betweenresearchers who study educational policy and thepolicymakers who fund those policies and programs.“There are a multitude of challenges that educationis facing today,” said Debra Bragg, Forum Directorand Professor of Education Organization and Leadership.“Those challenges are particularly acute forpublic education because of the dwindling dollarsthat states are providing to schools, communitycolleges, and universities.”According to Bragg, the Forum’s focus spans theentire spectrum: Preschool-12, higher education,and workforce training. Drawing on a network ofpremier scholars, the Forum’s research is bolsteredby collaboration with the Illinois State Board ofEducation (ISBE), the Illinois Community CollegeBoard, and the Illinois Board of Higher Education.“We are very committed to identifying critical issuesand then using our expertise and our relationshipswith experts throughout the state, across the country,and internationally to address the issues,” Bragg said.Part of that collaboration involved drafting Illinois’Race to the Top application for federal funding, proposinga statewide educational policy collaborativeto facilitate the use of longitudinal data. Illinois wasa finalist in both rounds of funding, and the Forum’sefforts to facilitate the use of longitudinal datasetsfor research continues to be a high priority.State Superintendent Christopher Koch said theForum’s goal to more effectively leverage researcharound student data plays a crucial role in Springfieldas education policy evolves.“I don’t know of any systematic research effortsin any other state that involve all higher educationinstitutions, so I think that makes the Forumsomewhat unique,” Koch said.In addition to sponsoring research institutes, theForum disseminates Education Policy in the News,an online newsbrief that highlights projects associatedwith the Forum, including college and careerreadiness, collegiate outcomes assessment, publicexpectations, school choice, and underrepresentedundergraduates in STEM.24UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


INFLUENCING NEW TEACHING STANDARDSFor the first time in 10 years, the IllinoisState Board of Education (ISBE) approvednew core standards for its teachers, andLisa Monda-Amaya, Associate Professor ofSpecial Education for the College of Education,helped construct them.Revisions include greater stress on helpingchildren who are English language learners, aswell as helping children with special needs.Other changes include specialized educationto gifted students and foundationalknowledge requirements of reading andwriting for classroom teachers.“Even though there were sets of standardsthat addressed some of thesethings, there really wasn’t a sense of thatacross the board,” Monda-Amaya said.“There has to be a common understandingamong all teachers by the time they leaveteacher education programs.”Teachers must now consider the backgroundof the students, such as language,socio-economic status, ethnicity, and religionwhen it comes to creating curriculum.Currently the College of Education hasassembled an inter-departmental committeeto re-envision teacher education. Thetaskforce is not being driven by the newstandards, but rather, it was an opportunetime to think about how the college ispreparing teachers.Monda-Amaya is optimistic about the standardsand is glad she helped design them.“It’s really exciting to think of the effectthese standards will have on students,” shesaid. “Ultimately, that’s the only indicatorwe need. Hopefully we get teachers to thinkdifferently about their practice, the studentsin their rooms, and how they may be ableto meet all the needs of all learners.”85researchers and policyleaders attended aPreschool-20 researchsummit to begindrafting a researchagenda for the stateof Illinois55%of the college’scurrently fundedgrants and projectshave leadership andpolicy implicationsBULLYing RESEARCHERS MAKE CLASSROOM, INTERNET A SAFER PLACEFrom left: Associate Professor Philip Rodkin,Professor Dorothy Espelage, Assistant ProfessorBrendesha Tynes; all of Educational PsychologyMany top bullying experts call theCollege of Education home, bringingin more than $6 million in researchgrants. Each researcher also providesevaluation and problem solvingservices to the community.For example, Philip Rodkin, AssociateProfessor of Educational Psychology,and his researchers gather data andhelp schools develop bullying preventionprograms at schools like ThomasPaine Elementary in Urbana, Ill.“The work they have done has been apivotal force in changing the climateat Thomas Paine,” Principal SandyCooper said. “We know bullying hasalways been around and will alwaysbe, but by consistently talking about‘we don’t do this at Thomas Paine,’we will lower the incidents.”To address bullying in the digital arena,Brendesha Tynes, Assistant Professor ofEducational Psychology, earned a grantfrom the National Institutes of Health toresearch online racial discrimination.Her study will include 1,000 studentsin Chicago area schools.“We’re trying to see whether kids’ culturalresources or family support protectthem from some of the negative outcomestypically associated with onlineracial discrimination,” Tynes said.On the policy side, new state legislationoutlaws harassment in schools basedon sexual orientation and expands thelegal scope of bullying to include e-mail, text messages, and websites.“Previous legislation only requiredschools to have a bully-interventionpolicy in place,” said Dorothy Espelage,Professor of Educational Psychology.“The focus on the role of bullyingand sexual orientation is outstanding.We know that upward of 50 percentof bullying perpetration includeshomophobic epithets, and that thistype of harassment is tremendouslydamaging to teens, as adolescence isa time of self-discovery.”Espelage has offered her expertisefrequently in mainstream media suchas The Oprah Winfrey Show and theDiscovery Channel special, Blackboardsand Bullies: Are Your Kids Safe? She iscurrently continuing work on a grantfrom the Centers for Disease Control asprincipal investigator on Middle SchoolBullying and Sexual Violence: MeasurementIssues and Etiological Models.for the full article:go.illinois.edu/profile10_bullyingCOLLEGE OF EDUCATION • 2010 PROFILE25


INVESTING IN THE STEM PIPELINEPROJECT NEURON:Or, ‘Novel Educationfor UnderstandingResearch OnNeuroscience’ isfunded by the NationalInstitutes of Health.At the NeuroscienceTeacher Institute, 25-year teaching veteranGermaine Light learnedhow to take back thelatest in stem cellresearch to her highschool classroom.26


The U.S. is at a critical juncture in terms of maintaining its current dominancein Science, Technology, Engineering and Mathematics (STEM):We must transform our P-16 education system to strengthen the STEMpipeline and prepare diverse and highly qualified educators, researchers,and workforce professionals to meet the challenges of STEM research,development, innovation, and leadership in the 21st century.— Fouad Abd El Khalick, Professor of C&I, Director of STEM@EDUCATIONOne STEM initiative is Project NEURON, afive year grant featuring collaboration betweenthe College of Education, the Officefor Mathematics, Science, and TechnologyEducation (MSTE), and the University ofIllinois Neuroscience Program (NSP).This summer, Project Neuron hosted the2010 Neuroscience Teacher Institute,bringing together scientists and teachersto develop a curriculum that integratescurrent research into high schoolscience coursework. The project is ledby Professors Barbara Hug, (Curriculum& Instruction); Donna Korol (NSP); andGeorge Reese (MSTE).Project Neuron is an NIH Science EducationPartnership Award grant from the NationalCenter for Research Resources, a componentof the National Institutes of Health.Another grant, Project STEP-UP (STEMTrends in Enrollment and Persistence forUnderrepresented Populations) investigatesthe matriculation and degree attainment ofundergraduate students in scientific fieldsat large research universities. Of interestare the factors that impact the participationand success of women, racial and ethnicminorities, and low-income students.Funded by the National Science Foundationand the Ford Foundation, the researchis led by Professor William Trent withCasey George-Jackson, Adjunct AssistantProfessor, Educational Policy Studies.Much of the data collection was completedthe first year, George-Jackson said, addingthat the current focus is on analysisand dissemination of the findings viaconferences and publications.COLLEGE OF EDUCATION • 2010 PROFILE27


INVESTING IN THE STEM PIPELINEA core group of about 20 Collegeof Education faculty members areengaged in significant federallyfunded research and developmentefforts addressing various aspectsof the P-16 STEM educationsystem, including recruiting andpreparing highly qualified scienceand mathematics teachers,understanding early learning inmathematics, strengthening theparticipation of minorities in theSTEM fields, and preparing 21stcentury science teacher leaders.At right is a photo from GeoJam, acommunity outreach STEM event atChampaign Central High School.LEARNING WITH WIND TURBINES, MUSEUM EXHIBITSThe Office for Mathematics, Science, and TechnologyEducation (MSTE) at the University of Illinoisoperates on one simple goal: enhance studenteducation in these areas in the classroom.“Without your involvement, it wouldn’t have beenpossible to bring the exhibit ideas to life,” saidthe Executive Director of Orpheum Museum, SonyaDarter to MSTE staff and exhibit creators.for more about MSTE outreach:mste.illinois.eduMSTE is housed in the College of Education, workingwith the College of Engineering and Math departmentto bridge theory into practice. Director George Reeserepresents MSTE on the board of directors for theIllinois Council of Teachers of Mathematics (ICTM),the leadership organization for K-16 mathematicseducation in the state. ICTM’s decisions influence its1,500 members and other teachers in their schools.In addition to projects like Etoys and TrustworthyCyber Infrastructure for the Power Grid (TCIP) workfor the National Science Foundation, Department ofEnergy, and Department of Homeland Security, MSTE ishelping Bradley-Bourbonnais Community High Schoolimplement new technology into its classrooms withAmerican Recovery and Reinvestment Act funding.MSTE also worked with the Office of the Vice Chancellorfor Public Engagement to establish an exhibitat the Orpheum Children’s Museum about electricity.Alongside new developments, MSTE continues tocollaborate with Project Lead the Way (PLTW), anational not-for-profit, which trains teachers toeducate students in the engineering fields.“This helps (teachers) take their science instructionto the next level,” PLTW staff member Patrick Kirksaid. “It’s what they’ve always wanted to do in theirclassroom, but because of the constraints of statetesting and how much curriculum they want to pushthrough, they never really could do it.”New to PLTW this year is an energy and environmentunit, which covers sustainability and ways touse renewable resources. One activity instructedteachers to build a wind turbine, which was thenplaced in front of a fan and attached to a masswith the goal of lifting the mass. The PLTW programcontinues to grow and is projected to one dayimpact more than 1 million students each year.28 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


‘ENLIST’ REACHES BEYOND illinois, into haiti40%After just one year, the EnLiST program atthe University of Illinois’ STEM EducationInitiative has started to impact teachersthroughout the state and beyond.The five-year $5 million grant to fund theEntrepreneurial Leadership in STEM Teachingand Learning is entering its secondyear, and 64 educators from three districtsare already improving the community andbeyond through teaching.One science teacher from Thornton TownshipHigh School in Harvey, Ill., works witha group of students to develop biodieseland solar energy power sources, thenships them to Haiti to power a rural school,which previously had no electricity.“You can imagine how the students learnedabout energy, biodiesel fuels, and solarenergy,” STEM Director Fouad Abd El Khalicksaid. “Here’s somebody who’s going beyondhis own classroom, school, and nation toengage in science that is connected to realeveryday life applications.”In the near future, EnLiST will attempt toexpand and to help assist the BloomingtonSchool District, as well as a school inSouthern Illinois, El Khalick said.By the end of the grant, which is fundedby the National Science Foundation,El Khalick hopes that more than 150teachers will participate and becomeleaders in the communities.increase in the numberof secondary educationstudents enrolled toreceive certification ina science, with a 13%increase for those enrolledto receive certificationin mathematics35%of the college’scurrently funded grantsinvolve STEM research,representing a 23%increase from last yearFor mathematics students in the College ofEducation, the “GeoJam” crowns a year ofplanning, designing activity stations, and seekingdonations from local businesses. The eventinvites math students at a local high school,along with families and friends, to participate inteams as they unlock the key to fun geometricchallenges at numerous stations along the way.Four years ago Rochelle Gutiérrez, AssociateProfessor of Curriculum and Instruction,brought GeoJam to Champaign after havingresearched mathematics education during aFulbright Fellowship in Mexico.“One of my goals is not just getting our teachereducation students to create a sense of identityaround mathematics,” Gutiérrez said, “but alsogetting current teachers to see that studentscan be engaged in mathematics in differentways that you might not expect.”Gutiérrez is seen here at GeoJam with Curriculumand Instruction Head, Stafford Hood.COLLEGE OF EDUCATION • 2010 PROFILE29


ENHANCING EARLY EDUCATIONWEB RESOURCES:College of Educationfaculty have received$5.2 million in awarddollars for websitesproviding resourcesto Illinois teachers,administrators, stateofficials, parents, andearly educationservice providers.30


Our success is directly related to the synergy of our faculty andstaff, who lead our national organizations, serve as editors ofjournals, and consistently win significant funding for innovativeresearch, program development, and the recruitment of topgraduate students, who will become our next generation of leaders.— Susan Fowler, Professor of Special EducationThe College of Education at Illinois is atrail blazer in diverse early childhoodeducation initiatives, thanks to a widerange of outreach and research projects.The Clearinghouse on Early Education andParenting (CEEP) is part of the Early Childhoodand Parenting (ECAP) Collaborative.It currently operates five projects in earlycare and education, sponsors Web projectson special topics, works with organizationsin the early childhood field to maintaintheir websites, and provides translationservices to projects across the country.CEEP also provides publications and informationto worldwide early childhood andparenting communities.According to Susan Fowler, Professorof Special Education, early childhoodeducation matters because the first yearsof life set the foundation for each personand determine their course for success.“Growth and learning is very rapid inthe first five years of life. Children arelearning constantly about the worldaround them,” Fowler said. “Theyacquire the ability to communicate, toexplore. They develop relationships withadults that shape their disposition towardthe world. Their early experiences helpshape their attitude toward trying newthings, becoming more independent,and developing a sense of selfcompetenceand worth.”COLLEGE OF EDUCATION • 2010 PROFILE31


ENHANCING EARLY EDUCATIONWhat to do with your child on a hot summer day?Grab a book and read under a tree, suggeststhe Illinois Early Learning Project website, a sourceof evidence-based, reliable information for parents,caregivers, and teachers of young children.Some of the site’s most notable features includeprintable “Tip Sheets” in English, Spanish, andPolish; answers to Frequently Asked Questions; acustomized question-answer service; a statewidecalendar of events for parents and caregivers;activities related to the Illinois Early LearningStandards; and periodic “Ask an Expert” events.The IEL website became publicly accessible in2001 and in the past fiscal year alone received1,085,408 page views from around the world.The Illinois Early Learning Project:illinoisearlylearning.orgAmy Santos, Associate Professor of SpecialEducation, works with a DELL-D participant.for more information:dell-d.illinois.eduearly reading STUDY SERVES low income familiesBubbles rise to the top of a glass tank where theeager eyes of 3-5 year-olds observe a fish. The classroomis adorned with pictures of an octopus andother sea creatures.“I gave them experience with it, like transformingthe classroom into an ocean,” Lisa Williams,teacher at East Central Illinois Community ActionAgency, said. “I am able to teach them differentwords that went with the ocean – like the animals– and then having the animals in the classroom.”The program, Developing Early Learning and Literacyin Danville (DELL-D) arms teachers in Danville,Ill., with skills to help children in a low-incomearea excel. The project trains teachers with 50hours of formal intervention, 100 hours of coaching,and provides new classroom materials.“I am getting the training now to teach and developchildren,” Williams said.The American Institute for Research visited DELL-D,one of the highest performing Early Reading Firstprograms in the country, to extract details on whatmakes an early literacy program successful.DELL-D uses programs such as mentoring teachers,classroom assessment learning, and familycenteredactivities.“Families come on a Friday evening and learn strategieson how to pick out books for children and helpthem write their name,” said Susan Yorde, VisitingProject Coordinator. At the start of family programsYorde estimated only 1-2 families participated; nowan average of 60 families attend the sessions.The three-year, multi-million dollar grant, funded bythe U.S. Department of Education’s Early ReadingFirst (ERF) program, is funded for a fourth year. Thisfinal year will help teachers transition and maintainthe quality of lesson plans into the future.Jeanette McCollum, Professor Emerita of SpecialEducation and writer of the grant, evaluates theprogress students and teachers make in the DELL-D program; after three years DELL-D classroomsimproved in the quality of emotional support, classroomorganization, and instructional support.McCollum continues to present the data of theprogram at national and statewide conferences.32UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


unique website maps data, informs policyBy the end of December 2009, 2,500 SwineFlu cases and 79 deaths in the UnitedStates prompted a nurse from St. ClairCounty, Ill., to call the Illinois Early Childhoodand Parenting Collaborative for help.Children at the greatest risk of flu areseven-months to three-years-old, and itwas the nurse’s job to order the correctnumber of vaccines for her county.The Illinois Early Childhood Asset Map(IECAM) gave her those numbers in asimple, easy-to-read format.“When you go to IECAM you can findthe standard report, and you can alsodownload data for any geographic regionoffered on the website,” said DawnThomas, Project Coordinator.There are also demographic filters: population,working families, children living atFederal Poverty Level, or linguistic isolation.“A lot of times legislators are part of differentcommittees,” Thomas said. “Many ofthem are going to be voting on childcare.They need things that are quick, concise,and to the point without having them reada lot or delve deep into the research.”Illinois State Board of Education requiresany preschool grant to find their data fora grant proposal on IECAM. Anyone cancall the IECAM office to help interpret thedata. The data are just the starting point.“We don’t want people to find the numbersthat they think make their communitylook the best or simply makedecisions,” Thomas said. “We want peopleto take those numbers and go talk tomembers at a community meeting.”The Illinois Early Childhood Asset Map:iecam.crc.illinois.edu150unique, researchbasedTip Sheets inEnglish, Spanish, andPolish are available atllinoisEarlyLearning.org3measures were usedto rate children’sperformance at thebeginning and end ofKindergarten year. Dell-Dgraduates outperformedother low-incomeKindergarten children oneach measure.More than 2,500 books, videos, andjournals line the shelves at the EarlyIntervention (EI) Clearinghouse, afree resource for Illinois parents andprofessionals seeking informationabout young children with specialneeds. The EI Clearinghouse, fundedby the Illinois Department of HumanServices, also produces a quarterlynewsletter, resource lists, and EINotes in English and Spanish aboutearly intervention topics. Staff answerquestions related to parenting,child development, developmentaldelays, and disabilities.The Early Intervention Clearinghouse:eiclearinghouse.orgEarly Childhood Research & Practice(ECRP) is a peer-reviewed, openaccess,bilingual (English-Spanish)journal featuring research reports,essays, interviews, and commentaryon emerging trends by scholarsand practitioners in early careand education around the world.ECRP has an international readership,with more than 1.2 millionvisitor sessions annually from morethan 100 countries.Dr. Sonja Kim, assistant professorat Kean University in New Jersey,came across the journal online andfound it so useful that she hasmade donations to the college tosupport the journal.“ECRP is a priceless resource formy students, many of whom arescholarship students,” Kim said.“It allows them to research atopic of interest and to provideother students with valuable, upto-dateinformation.”Early Childhood Research & Practice:ecrp.illinois.eduCOLLEGE OF EDUCATION • 2010 PROFILE33


GRANTS“With the aid of Jane Schingel and the Bureauof Educational Research, our faculty havebeen building cross-disciplinary researchcollaborations,” said José Mestre, AssociateDean for Research. “Those efforts have doubledour funded research projects.”Listed below, these 92 funded projects from FY2009-10 represent the interdisciplinary impacteducation research has on physics, chemistry,engineering, mathematics, and K-12 throughhigher education policy.Over 70% of research dollars are in federal funds;55% of projects have leadership and policyimplications; and 35% of projects represent STEMresearch, a 23% increase from 2009.Entrepreneurial Leadership inSTEM Teaching & Learning (EnLiST)$5,000,000National Science FoundationMats Selen (PI-Physics),Fouad Abd-El-Khalick, PatriciaShapley (Chemistry)Mindful Instruction ofNonmainstream Children$2,984,069Institute of Education SciencesRichard AndersonComputer-guided ComprehensiveMathematics Assessment forYoung Children$557,565National Institutes of Health(Teachers College, ColumbiaUniversity)Arthur BaroodyFostering Fluency with BasicAddition & Subtraction Facts$3,099,995Institute of Education SciencesArthur BaroodyShifting Gears Evaluation$563,000Illinois Community College BoardDebra BraggThe Adult Learner and the AppliedBaccalaureate$128,200Lumina Foundation for Education(University of Missouri-Columbia)Debra BraggPerkins IV Planning, Consultation,and Technical Assistance Initiative$679,000Illinois Community College BoardDebra BraggCollege and Career Readiness(CCR) Evaluation$241,000Illinois Community College BoardDebra Bragg, Lorenzo BaberPerkins IV Consultation andTechnical Assistance$300,000Illinois State Board of EducationDebra BraggThe Adult Learner and the AppliedBaccalaureate$170,017Lumina Foundation for EducationDebra BraggProposal for Continuation ofEvaluation of Illinois’ ShiftingGears Initiative - Supplement forPathways to Results (PtR)$160,000Illinois Community College BoardDebra BraggShifting Gears Bridge Status Study$8,000Illinois Community College BoardDebra BraggProposal for Evaluation of Illinois’Adult Education Bridge Grants$75,000Illinois Community College BoardDebra BraggApplied Baccalaureate DegreeConvening$18,000Lumina Foundation for EducationDebra BraggPrograms of Study and Pathwaysto Results$50,000Illinois Community College BoardDebra BraggStord Professorship$36,209Hogskoken Stord/HaugesundLiora BreslerThe Illinois Critical TechnologiesPartnership$190,471Illinois State Board of EducationDavid BrownMatt Grenda (ENG)34 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


Advances in Computerized AdaptiveTesting: Modeling ResponseTimes and Constraint Managementfor Skills Diagnosis$131,266National Science FoundationJeffrey Douglas (PI-Engineering)Hua-hua ChangImplementing Cognitive Diagnosisin Large-Scale Assessment$65,633McGraw-Hill CompaniesHua-hua ChangCAREER: The Role of Good-EnoughProcessing in Language$575,000National Science FoundationKiel ChristiansonIntroduction and MentoringPilot Programs$1,244,253Illinois State Board of EducationRenee CliftThe Assess-As-You-Go Writing Assistant:A Student Work EnvironmentThat Brings Together Formativeand Summative Assessment$1,500,000Institute of Education SciencesWilliam CopeDiscourse-Based Formative AssessmentPractices in U.S. MathematicsTeachers’ Instruction:A Preliminary Study$40,000The Spencer FoundationMichele CrockettEvaluation of National CollaborativeCenter on Standards andAssessment Development$290,980U.S. Department of EducationLizanne DeStefanoEvaluation of Charting a Courseto Literacy: ERF in Chicago CharterSchools$180,000U.S. Department of Education(University of Chicago)Lizanne DeStefanoProposal for the External Evaluationof the Chicago Literacy InitiativePartnership (CLIP), Year 2$250,600Chicago Community TrustLizanne DeStefanoProposal for the External Evaluationof the Chicago Literacy InitiativePartnership (CLIP), Year 3$250,000Chicago Community TrustLizanne DeStefanoISBE Eastern Central IllinoisNanotechnology TeacherEnhancement Program$267,153Illinois State Board of EducationPlacid Ferreira (PI-Engineering)Lizanne DeStefanoProject Access: AccessingCurriculum in Educational Settingsfor our Students$800,000U.S. Department of EducationStacy Dymond, Adelle RenzagliaPreparing Leaders in SecondaryCurriculum, Outcomes, andResearch (SCORE) for Youth withSevere Disabilities$800,000U.S. Department of EducationStacy Dymond, Adelle RenzagliaMiddle School Bullying and SexualViolence: Measurement Issues andEtiological Models$891,060Centers for Disease ControlDorothy EspelageMulti-site Evaluation of SecondStep: Student Success ThroughPrevention (Second Step-SSTP)in Preventing Bullying and SexualViolence$1,128,855Centers for Disease ControlDorothy EspelageCurrent Initiatives to Teach Courseson Religion in Public Schools:Visions of American CitizenshipEducation$379,000The Spencer FoundationWalter FeinbergThe Fudan-UIUC Advanced Trainingand Research Seminars onPhilosophy of Education$237,802The Spencer FoundationWalter FeinbergIllinois Early Childhood Asset Map:IDHS Support$275,000Illinois Department of HumanServices (College of ACES)Susan FowlerThe Illinois Early Learning Website$810,000Illinois State Board of EducationSusan FowlerIllinois Early Childhood Asset MapProject$2,103,946Illinois State Board of EducationSusan Fowler, Dianne RothenbergIllinois Early Learning Website$2,050,771Illinois State Board of EducationSusan FowlerEarly Intervention Clearinghouse(EIC)$480,558Illinois Department of HumanServicesSusan FowlerEntrepreneurial Leadershipin Education$15,000Academy for Entrepreneurial LeadershipFaculty Fellows ProgramJanet Gaffney, Raymond PriceA Comprehensive Approachto Improve the Preparation ofUniversity Faculty, Pre-service, andIn-service Teachers to EffectivelyTeach Limited English ProficientStudents$1,024,635U.S. Department of EducationGeorgia Earnest Garcia, EurydiceBouchereau Bauer, ChristinaDeNicoloProposal for the study of schoolclimate in Champaign Unit 4schools$11,399Champaign School District Unit 4Mark Aber (PI-Psychology)Jennifer Greene, Maurice SamuelsNoyce: Preparing Excellence andDiversity in Secondary MathematicsTeachers for Illinois’High Needs Schools [STIMULUSFUNDING]$900,000National Science FoundationRochelle Gutierrez,Joseph Miles (Mathematics)Area V Comprehensive, SystemicSchool Improvement Proposal$77,000Illinois Regional Offices ofEducationDonald HackmannThe Development of a Community-WideEffort to SupportPeople with Autism and theirFamilies: Building Capacity withinChampaign-Urbana$880,451Illinois Department of HumanServices (Hope Institute forChildren and Families)James HalleMichaelene Ostrosky, Aaron Ebata(Human & Community Dev)Making Words Meet: Using computerizedFeedback to FacilitateWord Combinations in Childrenwith ASD$157,386Autism SpeaksLaura DeThorne (PI-Speech & Hearing)James HalleCOLLEGE OF EDUCATION • 2010 PROFILE35


GRANTSThe National Science Foundation Science ofLearning Center on Visual Language and VisualLearning (VL2), based at Gallaudet University,brings together deaf and hearing scientists andpractitioners from 15 universities, including theUniversity of Illinois, and 90 partner institutes fromaround the world. In her work with VL2, JennySingleton, Associate Professor of EducationalPsychology, studies how deaf preschoolers buildthe capacity to learn to sign from such a complexand visually demanding language environment.With these discoveries, Singleton and her VL2 colleaguesaddress issues of language and literacydevelopment in early childhood deaf education.The work will also contribute to understanding ofattention and reading difficulties in populationsof children without hearing loss.A Learning Progression forScientific Modeling$218,936National Science Foundation(Northwestern University)Barbara HugMathematics Science Partnership:Sense-Making in Science andMathematics$915,515Illinois State Board of EducationBarbara Hug, Sarah LubienskiProject NEURON (Novel Educationfor Understanding Research OnNeuroscience)$1,334,226National Institutes of HealthBarbara HugPreparing Relationship-basedEarly Intervention/Early ChildhoodSpecial Education Personnel(PREP)$800,000U.S. Department of EducationMary Alayne HughesMichaelene Ostrosky, Amy SantosMaking Learning Outcomes Usableand Transparent: Mapping theTerritory, Documenting the Journey$940,000Lumina Foundation for EducationStanley IkenberryMaking Learning Outcomes Usableand Transparent: Mapping theTerritory, Documenting the Journey$599,800Carnegie Corporation of New YorkStanley IkenberryMaking Learning Outcomes Usableand Transparent: Mapping theTerritory, Documenting the Journey$150,000Teagle FoundationStanley IkenberryNational Center for Engineeringand Technology Education$1,160,161National Science Foundation(Utah State University)Scott JohnsonFormulating the Conceptual Basefor Secondary Level EngineeringEducation: A Review and Synthesis$12,800National Science Foundation(National Center for Engineeringand Technology Education)Scott JohnsonJoseph MeyerProject Proposal to Evaluate theMicrosoft Partners in Learningproject (PiL)$31,750RMIT University (Microsoft)Mary KalantzisUnderrepresented Undergraduatesin STEM: From Matriculationto Degree Completion atLarge, Research-Intensive, PublicUniversities$44,286Alfred P. Sloan FoundationGregory Kienzl, William TrentA Participatory Investigation ofLearning in International ServiceProjects$400,000National Science FoundationJ. Bruce Litchfield (PI-Ag & BioEngineering)Russell KorteConceptual, Organizational andTechnological Change in EngineeringEducation$267,368Hewlett PackardDavid Goldberg, Russell KorteGlobal Talent Development forSustainable Agricultural and EnvironmentalSciences Fields$219,966U.S. Department of EducationK. Peter KuchinkeA Longitudinal Study of Genderand Mathematics Using ECLS Data$314,367Institute of Education SciencesSarah Lubienski36 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


FACULTY PUBLICATIONSTina (A.C.) Besley and Michael Peters. (Edited with M. Olssen, S.Maurer, and S. Weber). Governmentality Studies in Education.Rotterdam, Netherlands: Sense Publishers.Bill Cope and Mary Kalantzis. (Editors). Ubiquitous Learning.Champaign, IL: University of Illinois Press.Mark Dressman. Let’s Poem: The Essential Guide to Teaching Poetry ina High-Stakes, Multimodal World. New York: Teachers College Press.Anne Haas Dyson (Co-authored with C. Genishi). Children, Language,and Literacy: Diverse Learners in Diverse Times. New York: TeachersCollege Press.Dorothy Espelage. (Edited with S.R. Jimerson and S.M. Swearer).The Handbook of Bullying in Schools: An International Perspective.New York: Routledge.Christopher Lubienski and Peter Weitzel. The Charter SchoolExperiment: Expectations, Evidence, and Implications. Cambridge,MA: Harvard Education Press.Susan Noffke. (Edited with B. Somekh). The Sage Handbook ofEducational Action Research. London: Sage.Michael Peters. Academic Writing, Philosophy and Genre. Oxford:Wiley-Blackwell.Michael Peters. (Edited with M. Simons and M. Olssen). Re-ReadingEducation Policies: A Handbook Studying the Policy Agenda of the21st Century. Rotterdam, Netherlands: Sense Publishers.Fazal Rizvi. (Edited with B. Lingard). Globalizing Education Policy.New York: Routledge.Fazal Rizvi. (Edited with T. Popkewitz). Globalization and the Study ofEducation. Yearbook of the National Society for Studies in Education,Volume 108. New York: Wiley.Kathy Ryan. (Edited with B. Cousins). Sage International Handbook ofEducational Evaluation. Thousand Oaks, CA: Sage.Karrie Shogren. (Co-authored with R.L. Schalock, S. Borthwick-Duffy,V. Bradley, W.H.E. Buntix, D.L. Coulter, E.M. Craig, et al.). IntellectualDisability: Diagnosis, Classification and Systems of Support (11thEd.). Washington, D.C.: American Association on Intellectual andDevelopmental Disabilities.Christopher Span. From Cotton Field to Schoolhouse: AfricanAmerican Education in Mississippi, 1862-1875. Chapel Hill: Universityof North Carolina Press.Sharon Tettegah. (Edited with C. Calongne). Identity, Learning andSupport in Virtual Environments. Rotterdam, Netherlands: SensePublishers.38 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN


College of Education faculty and staff from fiscal year 2009-2010 • Bernhard A’cs • Fouad Abd El KhalickSuzanne Albers • Kern Alexander • Carolyn Anderson • James Anderson • Jeremy AndersonRichard Anderson • Laurie Andrews • Steven Aragon • Joyce Atkinson • Lorenzo BaberJohn Barclay • Bernice Barnett MaryElin Barnish • Sharon Baroody • Eurydice BauerNathan Baxley • Johnell Bentz • Shirley Berbaum • Tina (A.C.) Besley • Davida BluhmErika Boettcher • Jon Bowermaster • Debra Bragg • Jeri Bragg • Liora Bresler • Joanne BroadbentDavid Brown • Ruth Brown • Jeffrey Buck • Nicholas Burbules • Lynn Burdick • Marcia BurnsTimothy Cain • Yvonne Carey • Susan Carty • Scott Cebulski Bernard Cesarone • Hua-hua ChangMarsha Cheek • Kiel Christianson • Brenda Clevenger • Alissa CohorstTammy Collins • Lawanna Conlee • Jeanne Connell • Bill Cope • Rose Mary Cordova-Wentling • Lindy Corrigan •Alan Craig • Michele Crockett • Robert Croy • Sheila Dean • Jennifer Delaney • Christina DeNicoloLizanne DeStefano • Pradeep Dhillon • Cheryll Douglas • Selena Douglass • Holly Downs • Mark DressmanSherry Duncan • Anne Dyson • Sandra Eichhorst • John Elliott • Douglas ElrickDorothy Espelage • Andrea Fain • Walter Feinberg • Angel Fettig • Elisa Fiedler • Susan Fowler • James FrasierTeri Frerichs • Deborah Fuoss • Janet Gaffney • Georgia Garcia • Jennifer Gartside • Barbara GeisslerJanovia Glass • Gloriana González Rivera • Jennifer Goode • Debra Gough • Evelyn Grady • Rebecca GradyJennifer Greene • Susan Gregson • Betsy Greifenkamp • Jeff Grider • Karen GschwendRochelle Gutierrez • Donald Hackmann • James Halle • Courtney Hamilton • James HannumMatthew Hanson • Violet Harris • Lara Hebert • Jack Hehn • Sarah Hendrix • Lori Herber • Nancy HertzogChristopher Higgins • Eric Hillman • Jennifer Hixson • Denice Hood • Stafford Hood • Wen-Hao HuangSandy Hufford • Barbara Hug • Mary-Alayne Hughes • Catherine Hunter • Richard HunterAnthony Hursh • Elaine Iliff • Linda Iliff • Elizabeth Innes • Laura IppolitoLaura Ketchum • Nila Jefford • Margaret Jerich • Margaret Jobe • Heather Johnson Baseler • Iesha JohnsonJean Johnson • Jeremiah Johnson • Nancy Johnson • Rebecca Johnson Scott Johnson • Jeremy JonesMary Kalantzis • Erica Kalata • Cheri Karrick • Helen Katz Lilian Katz • Julie Kellogg • Sadya Khan • Doe-Hyung KimCatherine Kirby • Elizabeth Kirchgesner • Jeanne Koehler • Jeff Kohmstedt • Russell Korte • Brad KoseDiana Krandel • K. Peter Kuchinke • Wendy Kunde • Bernadette Laumann • Suzanne Lee Alisha LewisCheryl Light Shriner • Yvette Long • Deborah Lowe Morgan Christopher Lubienski • Sarah LubienskiMorten Lundsgaard • Myranda Lyons Nancy MacGregor • Hallie Marshall • Anita Martin • Cris MayoSarah McCarthey • Cameron McCarthy • Jeanette McCollum • Kathy McCormick • Nancy McEntireMichael McKelvey • Sunny McMurry • Linda Meccoli • Donna Melzer Jean Mendoza • José MestreSusan Michaels • Marcia Miller • Karla Moller • Lisa Monda-Amaya • Lila Moore • Mary MullerBekisizwe Ndimande • Helen Neville • Kim Nguyen-Jahiel • Susan Noffke • Kimberley Nystrom • Lisa O’DellCatherine Ocen • Eric Ohlsson • Margery Osborne • Michaelene Ostrosky • Yoon Pak • Beverly PalmerTracee Palmer • Laurence Parker • Marilyn Parsons • Margaret Patten • Michelle Perry • Michael PetersJena Pfoff • Kimberly Pforr • Evangeline Pianfetti • Wanda Pillow • Anthony Plotner • Adam PoetzelLaurel Preece • Staci Provezis • George Reese • Vaskia Reid • Brenda Reinhold Cindy Reiter • Tania RempertDavid Richman • Lizbeth Rider • Linda Riggs Fazal Rizvi • Anne Robertson • Joseph Robinson • Philip RodkinChris Roegge • James Rounds • Allison Ryan • Katherine Ryan • Kathleen Ryan • Rosa Milagros SantosGilbertz • Ann Sargent Jane Schingel • Alex Schmidt • Thomas Schwandt • Jana Sebestik • Janice SherbertCarolyn Shields • Jaya Shoffner • Karrie Shogren • James Shriner • Marcia Siders • Linda SimsVikas Singh • Jenny Singleton • Linda Sloat • Jason Smith • Karen Smith • Heather SnipesAvigail Snir • Christopher Span • Paige Spangler • Lisa Spanierman • Todd Spinner • Kathy StalterWilliam Stegemoller • Suzanne Stimson • Elizabeth Stine-Morrow Linda Tabb • Susan TalbottElizabeth Taylor • Sharon Tettegah • Dawn Thomas W. Ryan Thomas • Bradley Thompson • Joan TouseyJohn Trach • Tod Treat • Mildred Trent Raynika Trent • William Trent • Brenda TrofanenkoBarbara Turpin • Brendesha Tynes • Jill Waller • Daniel Walsh • Sharon Ward • Sonia WarfelRachel Weber • Susan Weiss • Rachel Wheeler • Phillip Wilder • Michael WilliamsSandra Williams • Arlette Willis • Michael Woods • Christine Wyant • Patricia YaegerTweety Yates • Linda Yonke • Haeny Yoon • Susan Yorde • Jie Zhang • Jinming Zhang • David Zola

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