2017 College of Education Impact Report by College of Education at Illinois

EDUCATION

2017 IMPACT REPORT

TURE SIN C E FU

E 1 8

MAKING + G + N I B T A E

NGE â&#x20AC;&#x201D; SH A H C AP G IN N I E

our goal is to create a world WHERE high -quality, accessible education is the norm and new technologies and teaching methods propel great minds

forward.

WELCOME

James D. Anderson, Dean s the University of Illinois celebrates its sesquicentennial, I am humbled, especially as a historian, when I consider the past achievements of scholars and students from this College, and when I contemplate how our community

is shaping a better future for all. My enthusiasm for the College of Education and its mission has not waivered since I first arrived at Illinois in 1966. Over the years, I have had the privilege to work with pioneers in the field, many of whom you will read about in this publication. These scholars paved the way for a new generation of scholars who will preserve and propagate our legacy. I have witnessed many changes on campus and in the College; from the demographic makeup of our students to the type of research our faculty conducts to the tools we use to teach. One thing that hasnâ&#x20AC;&#x2122;t changed is our unwavering commitment to the land-grant

Photo by Larry Kanfer

mission as we stay engaged in meeting the needs of students throughout the state. With that in mind, I am pleased to report that the year is off to a strong start. Our faculty are breaking records in grant funding, and we saw promising gains in our 2016-17 undergraduate and online student enrollments. Our centers and initiatives that engage in important outreach are being recognized for their work and awarded new funds that will allow them to expand their impact. We are inspired to do even more. In a college that is known for its innovative teaching methods and research, we want to expand the research opportunities offered to our undergraduate students; foster and support inter- and intra-disciplinary collaborations; and create more cutting-edge, high-performance classrooms and laboratories that facilitate innovation. In addition, we are striving to find ways to expand the promise of an Illinois degree to a greater number of deserving students who lack the financial means to attend. Increasing our scholarships and fellowships will allow us to remain competitive and attract the most promising and talented students and faculty to Illinois. Prioritizing funds to enhance technology in the classroom will lead to better experiences for our students, more tools for our faculty, and better outcomes in education and research. Great universities tackle the toughest questions. At the College of Education, we embrace this very human work of inquiry and invention, experimentation and education. We give the next generation of learners the skills and knowledge to make sense of the world around us and move humanity forward. The University of Illinois is embarking on its largest and most comprehensive campaign ever: With Illinois. Our Collegeâ&#x20AC;&#x2122;s goal is ambitious and critical: $24 million in support of students, faculty, research, programs, and infrastructure. With your help, we will continue to elevate the values that make the College of Education distinctive: collaborative research, a global perspective, and boundless aspirations. The world is a better place With Illinois. Please join us in celebrating and embracing the mission of Illinois as we continue to shape the future through teaching, research, and service for the next 150 years. Yours in Orange & Blue,

The School of Education at the University of Illinois at Urbana-Champaign was founded in 1905. In 1918 the school was renamed the College of Education. Today’s storied Education building, completed in 1963, was designed by Richard “Dick” Williams, who received a prestigious American Institute of Architects honor for his design of the building. Regarded as an edifice of bold modernism with a delicate intricacy inside, the Education building reflects the mid-century modern style of the 1960s. 4

EDUCATION INNOVATION

The College of Education: An Enduring Legacy By Tom Hanlon

Kirk. Karnes. Katz. Anderson. Beberman. Easley. Driver. Cronbach. The names read like a who’s who of professors who stand at the head of the class in the field of education. Each one a pioneer blazing a trail. Each one opening up pathways for others to follow. And each one, of course, a professor in the College of Education, a star in the constellation that has shone brilliantly over the entirety of the College’s 112-year existence.

ILLINOIS SHAPING THE FUTURE SINCE 1867 5

Lee J. Cronbach first made

College established the Center

waves in 1948 with what became

for the Study of Reading to

known as “Cronbach’s alpha,”

address the critical literacy

which estimates the reliability of

problems in schools. Anderson

psychometric tests. Cronbach

is one of two faculty (Dean Jim

is considered to be one of the

Anderson is the other) who have

most influential educational

been elected to the National

psychologists of all time.

Academy of Education on

Samuel Kirk, who coined the term “learning disability,” is known as the “Father of Special Education.” By 1950, he, his wife Winifred Kirk, and Merle Lee J. Cronbach

Karnes were writing papers

over 200 books and articles, and his global impact in education and educational psychology is immense. The College created the Center

into the leadership role in the

for Instructional Research

field of special education.

and Curriculum Evaluation

Based on Samuel Kirk’s work,

in 1964 to bring together

federal legislation was passed

outstanding researchers from

that authorized the Head Start

around the world. In 2005, the Goldstick Initiative

In 1951, Max Beberman founded

for the Study of Communication

“new math,” revolutionizing

Disorders was initiated to bridge

the teaching of math. Lilian

communication gaps between

Katz was an innovator and

special-needs children and their

groundbreaker in early childhood

families.

education, directing the ERIC Clearinghouse on Elementary & Early Childhood Education, serving as president of the National Association for the Education of Young Children,

The College established the biennial Youth Literature Festival in 2008 to promote the value of reading in the lives of youth. More than one million students

Association for the Education

have benefited from Samuel

of Young Children.

Kirk’s research in special

doctoral student, Rosalind Driver, opened up a new realm of research in how children think about scientific phenomena and in the constructivist movement in science education. In 1976, under Richard Anderson’s guidance, the

education. When you add in the research of the other professors already named—and the legions of accomplished professors not named—the impact of the College on students around the globe runs into the tens of millions.

All photos courtesy of the University of Illinois Archives

and co-founding the Illinois

Jack Easley Jr. and his

Samuel Kirk

scholarship. He has published

that thrust them—and Illinois—

program.

Merle Karnes and student

the basis of their outstanding

If impactâ&#x20AC;&#x201D;on students, on teachers, on the fieldâ&#x20AC;&#x201D;is the target, the College of Education has been hitting bullseyes for a century-plus. Professor Max Beberman, 1959 Courtesy of the University of Illinois Archives 7

2017 College Leadership L-R: Yoon Pak, Interim Head and Associate Professor of Education Policy, Organization & Leadership; Lisa Denson-Rives, Associate Director of Alumni Relations & Stewardship; Gabrielle Allen, Associate Dean for Research and Research Education and Professor of Astronomy; Daniel Morrow, Department Chair and Professor of Educational Psychology; Micki Ostrosky, Interim Head and Professor of Special Education; James D. Anderson, Dean and Gutgsell Professor; Lisa Monda-Amaya, Acting Associate Dean of Academic Programs and Professor of Special Education; Chris Roegge, Executive Director of Council on Teacher Education; Sarah McCarthey, Interim Head and Professor of Curriculum & Instruction; and Barbara Geissler, Executive Assistant Dean for Business Operations

Shaping and innovating the field ust as trailblazers open

Santos, head

in socioemotional confidence

paths for others, so

of the Special

and attitude formation; Ostrosky

success tends to beget

Education

has developed a curriculum that

success. The allure and

department

helps teachers facilitate inclusion

reputation of Illinois as a premier,

in 2016. “And

by helping children develop

if not the premier, institution

Meghan Burke’s

healthy attitudes toward their

work around

peers who have disabilities.

for research in education has

Amy Santos

continued to draw the best

family advocacy is huge.

“That’s something that’s not

scholars to the College over

She has developed a parent

out there, and that’s really

the decades, and inroads and

training curriculum that teaches

important,”says Santos.

breakthroughs continue to be

families how to advocate for

made by today’s scholars.

their children with disabilities.

“Maya Israel is doing great work around access for students with disabilities to learn about technology, specifically about computer science,” says Amy

It’s the only one we know of that has data that shows the curriculum actually works.” Santos also points to Micki Ostrosky, now interim head of the department, and her work

“And Hedda MeadanKaplansky’s work around developing apps that will help family members and teachers understand functions of behaviors, of why children engage in challenging

behaviors, is being tested

interact with digital objects,

legacy of George McConkie,

now. Again, there’s nothing in

and “bringing middle schoolers

who revolutionized the scientific

the field on this right now.”

into those environments and

study of reading by helping to

studying the effects,” she says.

develop eye-tracking methods

Barbara Hug is also focusing

that measure readers’ attention.

on science education. She

“Kiel is building on McConkie’s

and Brown have developed

pioneering research,” Morrow

an online master’s of science

says. “He is using eye-tracking

teaching program. “That’s a

methods to investigate issues

collaboration with the School

related to reading as well as

of Integrative Biology,” Brown

language comprehension more

says. “With biology, if you got

broadly, from the impact of

your degree more than ten years

context on word access during

ago, you’re out of date. So we

reading to the processes

put together a program to get

involved in learning to read

teachers up to speed on the

in a second language.”

latest developments in biology.”

In addition, Morrow mentions

The Illinois Digital Ecologies and Learning Laboratory (IDEALL) offers researchers a blank-slate data collection environment that provides the infrastructure for research on learning with emerging technologies. Emma Mercier and Luc Paquette are researching computersupported collaborative learning in classrooms, studying how multi-touch tables influence group interactions and learning. “You have people from different

In the

departments across campus,

Educational

bringing in engineering students

Psychology

and learning what it means to

department,

really collaborate,” says Sarah

Jennifer

McCarthey, interim department head of Curriculum & Instruction. Sarah McCarthey

“The

multi-touch tables and the work students do on them have the potential to be a breakthrough in terms of thinking about collaborating.” McCarthey also mentions Robb Lindgren’s seminal work in science education. Lindgren and David Brown are co-principal investigators on a mixed-reality computer simulation project that teaches middle school students physics concepts. Lindgren is merging virtual reality with the physical world so students

Greene, who Dan Morrow

studied with

Lee Cronbach and was deeply influenced by him, focuses on the theory and practice of evaluation, particularly of educational programs. “Jennifer’s work underscores the educative and democratizing potential of

Kristen Bub, who studies how family and community factors impact children’s socioemotional and cognitive development, readiness for school, and academic achievement. He also notes that many professors in Educational Psychology are conducting research in STEM learning and instruction, various aspects of socioemotional development, and cognition and communication across the lifespan.

evaluation,” says Department

The Education

Chair Dan Morrow. “Her work

Policy,

involves paying close attention

Organization

to the rich social, cultural, and

& Leadership

political contexts within which

department,

evaluation data are embedded.

says Interim

As such, Jennifer’s work reflects

Yoon Pak

Department

Cronbach’s emphasis on the

Head Yoon Pak, “is always

critical importance of context in

looking at better ways we can

interpreting evaluation data.”

innovate and how we can renew

Similar to Greene building

the ways we think about things.

on Cronbach’s work, Kiel

Our department is truly unique

Christianson is building on the

in how, at the core, we think

about social equity and diversity.

Where are they getting those

Such excellence is sustained

The diversity of faculty that we

supports, where is it needed?”

through attracting the highest-

have is unique. But I don’t want

quality faculty and graduate

it to remain unique. I want it to

Pak also mentions the research

students. It is the result of

be the new norm, a reflection

of Grace Oh and David Huang,

clear vision and systematic

of 21st-century faculty.”

who are investigating online

execution. It happens in an

learning systems, pedagogy, Bill Trent

environment that is rich in

and design. “They’re looking at

is principal

collaborative research, with

what this means not just for our

investigator

one communal goal in mind:

traditional student-age learners,

for an NSF-

groundbreaking research

but for adult learners as well,”

funded STEM

that leads to changed lives.

she says. “How do we design

study focused

learning and technology tools

“The U of I is basically the MIT

on broadening

for different populations? They

of the Midwest,” says David

participation for under-

are bringing the learners and

Brown, Curriculum & Instruction

represented minority

the teachers together to form

professor. “Illinois is known for

students in STEM fields. “The

new types of innovations.”

its engineering, science, and

Bill Trent

implications for this are huge,” Pak says. “It’s important to research the experiences of underrepresented students in these areas that are touted as high need in the future.” Pak points to the relevancy of Eboni ZamaniGallaher’s research in community

Sustained excellence involves

college issues,

setting a standard and then

including the psychosocial adjustment

diligently maintaining it. Over Eboni ZamaniGallaher

and transition of marginalized collegians, access policies, and student development. “How do students matriculate through that process?” she says. “How well does our secondary education prepare them to be successful in community colleges, and how well do community colleges prepare students to enter four-year institutions? So it’s about that form of student achievement:

“The U of I is basically the MIT of the Midwest,” says David Brown, Curriculum & Instruction professor. “Illinois is known for its engineering, science, and technology.”

the decades, you can discern the passing of an academic baton as younger professors have furthered the research of their predecessors: Chronbach to Greene. McConkie to Christianson. Jim Halle, professor emeritus in Special Education, to Meadan-Kaplansky, his advisee. And now Meadan-Kaplansky to current students such as Moon Chung, as well as Shari Hopkins continuing the service-learning work of Stacy Dymond.

technology.” Having a College of Education that collaborates widely with people in the STEM fields is significant. The College of Education curriculum in particular is respected by people in the STEM fields. People in the STEM fields come to us or we go to them and there are exchanges of ideas and collaborations that make us very strong.” “Collaboration is a necessity,” agrees Yoon Pak. “We can’t exist in a vacuum; that’s not the way the world works. We’re only better if we have diversity of ideas. That’s something that’s deeply ingrained. That’s not just relegated to the sciences. That’s the way we best learn. This is the way kids in schools learn, by being exposed to different degrees of learning styles; this is the same for educators.” Dan Morrow, who was recently named to the inaugural faculty

Professor Stacy Dymond works with Special Education doctoral student Shari Hopkins. Shari’s research interest focuses on the meaningful inclusion of students with severe disabilities in public secondary school settings and how teachers’ experiences with, and attitudes towards individuals with disabilities impacts their own beliefs about inclusion. of the Carle College of Medicine,

surprisingly, our faculty play

Presidents. Provosts. Institute

sees educational psychology as

a key role in orchestrating

directors. Renowned researchers

an intrinsically interdisciplinary

interdisciplinary research

and instructors. They fill many

field. “We combine insights

projects with collaborators

roles. But they have this in

from the psychology of learning,

across campus and beyond.

common: They are part of the

developmental sciences,

This work helps to link the

College of Education legacy.

sociology, quantitative research

College of Education with

methods, and other disciplines

the rest of campus.”

in order to analyze how learning

The impact of the College,

outcomes emerge from different

of course, is felt far beyond

teaching approaches across

campus as well—not just in the

the lifespan, and in different

application of its research in

educational contexts,” he says.

various educational settings,

“Reflecting this interdisciplinary

but in the academic pursuits

nature of the field, faculty in our

and leadership of graduates

department are methodologists,

and professors who develop

developmental psychologists,

their skills and insights at

cognitive psychologists, and

Illinois and then have gone on

counseling psychologists. Not

to make their mark elsewhere.

NEW EDUCATION FACULTY

ELIZABETH BIGGS

CATHERINE CORR

CHRISTINA KRIST

Assistant Professor of Special Education Ph.D. 2017, Special Education and Teaching; Vanderbilt University

Assistant Professor of Special Education Ph.D. 2015, Special Education; University of Illinois at Urbana-Champaign

Assistant Professor of Curriculum & Instruction Ph.D. 2016, Learning Sciences; Northwestern University

Prior to her doctoral studies Dr.

Dr. Corr, an alumna of the College of

Dr. Krist’s research takes place at the

Biggs worked as a special education

Education, was a research associate

intersection of learning sciences and

teacher on the Navajo Nation in New

at Vanderbilt University prior to

science education, focusing on the

Mexico. Her research focuses on

returning to campus as a faculty

connections between conceptual,

identity support and instructional

member. As a doctoral student in the

epistemological, and socio-cultural

strategies that promote the effective

Department of Special Education

dimensions of science learning and

learning, full participation, and

in 2014, Corr was the first student

teaching. She seeks to understand

valued membership of children

from the University of Illinois at

how classroom communities learn

and youth with autism, intellectual

Urbana-Champaign to receive

to build knowledge with increasing

disability, and other developmental

the Doris Duke Fellowship for the

disciplinary sophistication over time,

disabilities in inclusive school

Promotion of Child Well-Being.

and how they do so in ways that are

and community settings.

The two-year fellowship funded

meaningful to them. Krist’s research

Much of her work is focused on

her dissertation, a piece that was

guides the design of curricula

supporting the communication skills

selected by the campus panel for the

and professional development,

and social experiences of students

2016 CGS/ProQuest Distinguished

supporting instruction that positions

with complex communication

Dissertation Award to represent

students as agentive learners.

needs who use, or would benefit

the University of Illinois nationally.

Krist’s work with pre- and in-service

from using, augmentative and

Corr’s research focuses on the

teachers emphasizes navigating

alternative communication. Biggs’

well-being of young children with

the tensions and tradeoffs between

Augmentative Communication course

disabilities and their families who

meeting the requirements of

focuses on issue and strategies

are experiencing poverty, toxic stress,

the Next Generation Science

for teaching communication and

and trauma. Her active research

Standards and supporting students’

literacy to individuals with significant

collaborations include work with the

capacities to drive and direct

intellectual or physical disabilities.

Early Intervention Training Program,

their own inquiries. She will be

Chicago Children’s Advocacy Center,

collaborating with local teachers

and the Center of Excellence for

to continue exploring this work.

Early Childhood Learning and Development.

CHRISTOPHER M. NAPOLITANO

RACHEL ROEGMAN

Assistant Professor of Educational Psychology Ph.D. 2013, Child Development; Tufts University

Assistant Professor of Education Policy, Organization & Leadership Ed.D. 2014, Educational Leadership and School Change; Columbia University

Dr. Napolitano comes to Illinois from

Dr. Roegman’s research focuses on

the University of Zurich, where he

the interconnections of context,

was a research assistant professor.

equity, and leadership, played

His primary research interest is in

out in a few strands. One strand

the development of adaptive self-

focuses on data use and leading

regulatory actions across the lifespan

for equity; a second strand focuses

and how to best translate this re-

on professional development for

search into programs that promote

superintendents that supports their

positive youth development. His

work as equity-focused leaders;

work explores how people shape

and a third strand focuses on

their own development by striving

superintendents’ work in districts

for dynamic, unpredictable goals.

and ways these administrators

He focuses on the self-regulatory

advance various equity aims,

actions that minimize losses from

including their initiatives, the

expected shortcomings and the

resistance they face, and the ways

actions that maximize gains from

their work fits into greater national

unexpected, positive events.

and institutional contexts.

Napolitano has a commitment

Roegman’s teaching centers on

to combining basic research

preparing K-12 administrators to

and a social justice orientation.

engage in collaborative leadership

Future research will focus on

within their communities. In

how cultural affordances or

her courses, students conduct

constraints of backup plans may

interviews and participate in

affect gender discrimination and

other field experiences to build

inequality in career development.

a foundation of understanding around what collaboration looks like in different contexts.

Assistant Professor Emma Mercier is the program chair of Digital Environments for Learning, Teaching & Agency (DELTA), which investigates the applications for technology-enhanced classrooms, mobile devices and immersive simulations. 14

CYBERLEARNING The Illinois Digital Ecologies and Learning Laboratory is focused on finding new and innovative ways to teach scientific concepts and to increase interest in science, technology, engineering, and math. By Paul Engelman

This article first appeared in the July 2017 issue of the University of Illinois Alumni magazine

wo little girls stand side by side in a virtually empty room, gleefully gyrating their arms. The room is “virtually” empty because the girls have a companion of sorts, a computersimulated robot illuminated in high definition on one wall. Although their manner is playful, the girls have determined expressions on their faces, intent on completing a complex and urgent task. The robot is trapped in a factory that has caught fire, and the girls must help the robot escape by energizing it. Their motions control its movements, and the robot gives them verbal clues about what they need to do. Through a one-way mirror in an adjacent room, Associate Professor Robb Lindgren and Assistant Professor Emma Mercier, Dept. of Curriculum and Instruction at Illinois, can observe the girls’ progress. For the girls, rescuing the robot is a game, similar to one they might play on a computer, but acted out on a screen so large, they are immersed in it. For Lindgren and Mercier, the game is a digital research tool, one that helps them advance their pioneering work in finding new and innovative ways to teach scientific concepts and to increase interest in science, technology, engineering and math (STEM). While helping the robot, the girls are assimilating knowledge about how to store and use energy and taking a virtual step into the future of science education—a future that is unfolding rapidly in a space on the first floor of the College of Education building, near the intersection of Peabody and Sixth Street, where artificial intelligence, digital technology and educational research also intersect. This space is the Illinois Digital Ecologies and Learning Laboratory (IDEALL), and it is equipped with a range of high-tech tools, including tablet computers, adjustable 80-inch, flat-screen TVs, multi-touch tabletop screens, and a sophisticated recording system with ceiling-mounted cameras and wireless microphones connected to local storage units for data collection. “IDEALL is a resource we use, along with other faculty members,” says Lindgren. “I don’t know of any other facility like it that exists for this purpose.”

Technology-enhanced learning Four years ago, Lindgren and Mercier, both graduate students from Stanford University, were recruited

Students use whole-body movements to control simulations in an ELASTICS virtual-reality environment.

and tasked with developing a program focused on technology-enhanced learning that would use advanced digital tools. Their tenure began shortly after the National Science Foundation signaled a new emphasis on using technology in education by launching an initiative called “Cyberlearning: Transforming Education,” with a goal to promote understanding and interest in STEM. Their colleague, Associate Professor Maya Israel, who had arrived at Illinois from the University of Cincinnati in 2012, was already exploring the use of digital technology in the Dept. of Special Education. Then in 2015, the College welcomed data scientist Luc Paquette from Columbia University as an assistant professor who could bring a computer-science component to the research mix. Lindgren and Mercier gave their program the acronym DELTA (Digital Environments for Learning, Teaching & Agency). A digital environment is created through computer technology. The College raised funds to build IDEALL, which opened in September 2015, and also began offering an option for undergraduate and graduate students to earn an Education degree with a concentration in DELTA. The four professors are involved in nine NSF-funded projects, along with teaching responsibilities that bring their students into the digital arena. “We all tackle digital issues from a different perspective,” says Lindgren, who last year was one of four Illinois faculty members selected to present his work to the University of Illinois Board of Trustees. “I approach things from the perspective of physical interactions, or what is called embodied learning; Emma looks at collaborations; Luc looks at data and data mining; Maya looks at the needs of struggling learners.” Mercier, with research subjects ranging from 9-yearolds to graduate students, admits to having a lot on her plate. That is an apt cliché, because one of her projects involves an interactive touchscreen application that her lab team designed called Food for Thought, which measures caloric values, water and carbon footprints, and the costs of different foods as students move them onto a virtual plate. Not only does the app teach students about nutrition and how their food choices affect the environment, Mercier explains, it serves the underlying purpose of “helping them make sense of multiple forms of data.” The app has generated significant attention, and is available in the Apple store.

Mercier’s main focus is collaborative (group)

A computer scientist who focuses on student

learning. Educators know collaboration can work

behavior in digital environments, Paquette

really well when it works, but it often doesn’t. “We

says his work is driven by a desire to learn the

know from research that collaboration is important,

answer to a simple but essential question—and

but students don’t get better at collaborating

one that could take a lifetime of investigation:

[because] you simply put them in groups,” says

How do people think? He analyzes data for

Mercier. “They need to have the resources, the

clues to unravel that mystery. “I’m interested

social skills to engage with each other and a

in looking at how people interact with these

willingness to express what they don’t know.”

learning environments and how we can infer what is going on in their minds—what their

Engineering on Tablet Mercier documented these challenges in an NSF-

intentions are, what they have learned, what will help them learn in the future,” he says.

funded study of Illinois engineering students

Paquette’s research has included mining data

called C-STEPS (Collaboration Support Tools for

from Intelligent Tutoring Systems (ITS), an

Engineering Problem-Solving), in which students

increasingly popular teaching tool in which

solved problems using sketching styluses on

interactive software substitutes for a live tutor.

synched tablets that collected data related to their

Paquette’s research examines how, when and

interactions. This Fall, Mercier and Paquette will

why students try to “game” a system. Left to

begin to expand on that effort with C-STEPS2,

their own devices, some students figure out how

a four-year NSF funded-study that will examine

to click through provided hints and quickly guess

how digital tools can be used and improved to

correct answers without actually learning them.

support collaborative problem-solving. Undertaken

Paquette, who is able to detect these types of

with Mariana Silva Sohn, a lecturer and curriculum

behaviors, says, “Once we have that info, we can

development coordinator in the Dept. of Mechanical

build models that recognize those behaviors,

Science and Engineering at Illinois, the project will

and they can be integrated into the system.”

use the IDEALL space for a weekly engineering class meeting. Researchers will observe and record the behavior and interactions of these students and their teaching assistants, and possibly provide prompts to alert TAs when it might be helpful to intervene and support the work of different groups.

He views the confluence of computer science and education at Illinois as a positive development. “It’s not just teamwork here,” he says. “It’s interdisciplinary teams that bring together people who have not traditionally talked to each other—computer scientists and education people. When you put people

Using data mining to identify learning patterns

from different fields together, it has the potential to create exciting collaborations.”

analyzing data collected

Computer science and special education

in the first C-STEPS study,

Maya Israel is research

says this next iteration of

director of the Creative

the project will enable him

Technology Research

to “align” data acquired

Lab (CTRL), the umbrella

through recorded observation in the IDEALL

organization under which

Paquette, who is already

Luc Paquette

space with the data provided by the interactive surfaces the engineering students work on. By

Maya Israel

she conducts her research. Israel has two NSF projects

isolating and examining patterns, Paquette will

focused on computing and computational

help identify why and when the different groups’

thinking for students in grades K-12. “My work

collaborative efforts are—and are not—working.

centers around finding ways to make computer science and programming accessible and

engaging for students at risk for academic failure,”

technologies invite students inside in a way

she says. “There is a national movement to increase

that allows them to see themselves as potential

participation in STEM by people who traditionally

scientists and engineers. They are manipulating

do not enter these fields. This has generally

and interacting with ideas in important ways

focused on women and people from different

that I think makes them feel like it’s something

cultural backgrounds. My focus is on finding ways

they can do. We want to provide that

to include people with disabilities in this work.”

experience—particularly to students who have

At the classroom level, Israel is examining K-12

historically struggled to identify with STEM.”

computer-science environments such as Lifelong

Another Lindgren project, ELASTICS

Kindergarten’s Scratch, in which students create

(Embodied Learning Augmented through

their own stories and animations. “Rather than just

Simulation Theaters for Interacting with Cross-

being consumers, kids are producers, [which is]

Cutting Concepts in Science), involves full-body

empowering,” she says. To further her research, Israel

movement—getting high-school students to

and her students have developed the Collaborative

use their arms and legs to control different

Computing Observation Instrument (C-COI), a tool

simulations as a way to understand big-picture

that can be used with video-screen-capture software

concepts. Conducted in collaboration with the

to measure students’ computational and socialization

Illinois Informatics Institute and the National

behaviors, including time on a task, challenges

Center for Supercomputer Applications, where

they face, adaptive help-seeking and problem-

Lindgren also holds an appointment, the

solving. Israel is grateful for the collaboration she

ELASTICS study makes full use of the IDEALL

received from Champaign Unit 4 Schools, especially

space. “One of the great things about these

on pilot projects, while she waited to secure NSF

embodied simulations is that they appear to

funding. She also is working with the New York

equally engage girls and boys,” Lindgren says.

City school system, where there is a concerted

“Whereas traditional video game platforms

push to increase student interest in STEM.

tend to be more appealing to boys.”

“In order to get kids to think about taking

One unmistakable quality the four faculty

advanced computer science in high school, they

members share is a cheerful patience when

must have success in earlier grades; instruction

explaining the highly technical, and at times

has to be engaging,” she says. “There are

esoteric, terminology of their research.

tons of jobs in this area. If you have the skills

Whether it’s Paquette, who sometimes ends

to code or program, you have good career

his sentences with a cautious interrogatory

options. Beyond that, there are inherently useful

“Right?” to make sure you’re following him,

things about learning computer science.”

or Israel, who can put a neophyte at ease by answering questions with a reassuring

Learning through embodiment As artificial intelligence and virtual reality move into the education realm, they present an opportunity to lay the groundwork for future Robb Lindgren

“Yup,” they all convey an enthusiasm for their work that likely resonates with their students. It underlines their sense of optimism that the work they’re doing will lead to a better understanding of how to teach STEM topics and eventually make those concepts accessible to future learners.

learning. In this context, the work that Lindgren is doing

with his team could be seen as opportunistic. “One problem with traditional teaching methods is that we position students as outsiders—‘Come into this lab and let me show you how things work,’” Lindgren says. “Computer simulations and immersive

EDUCATION RESEARCH IN THE NEWS Can computer-animated doctors explain medical results to patients? When viewing their latest medical tests via an online portal, patients may wonder: Should they be planning their 100th birthday party or begin writing their wills? Thankfully, educational psychologist Daniel Morrow is leading a project focused on helping people with low health literacy better understand their health data. Under development is a computer-generated physician that explains test results to viewers in easy-to-understand terms, using graphics to compare patients’ test scores with ideal scores and conveying risks of serious

Research Institute. The goal of the project is to make electronic medical record

Scholars aim to increase access for diverse set of learners in NSF-funded project

portal messages more useful and engaging for patients, particularly older adults

Special Education scholar Maya Israel will

with lower levels of health literacy.

be the principal investigator of a National

health conditions. The video could also explain test results to viewers. The physician—or computer agent, as it’s called in a paper about the project—was developed collaboratively by scientists at the University of Illinois’ Beckman Institute for Advanced Science and Technology and Carle Foundation Hospital’s

Science Foundation-funded project that

Brain-training games fail to yield real-world benefits

focuses on progressions in how students

Elizabeth Stine-Morrow of the

Franklin, Andrew Isaacs, James Pellegrino,

Department of Educational

and Leonard Pitt will begin the two-

Psychology was one of several

year “Learning Trajectories for Everyday

scholars who conducted a

Computing” project in January.

comprehensive review of studies cited by proponents of braintraining products. The researchers found “no compelling evidence” that brain-training games provide cognitive benefits that are relevant to daily life. According to the researchers, while people tend to improve on the specific tasks they practice, the conclusion that computerized brain-training programs yield broader cognitive benefits or improve real-world outcomes for their users is premature at best. The analysis and an independent commentary on the findings appear in the journal Psychological

should learn computational thinking within the context of elementary mathematics. Israel and co-principal investigators Diana

Israel said computer science and computational thinking are new areas of study in elementary schools. The team’s hope is to increase access and engagement to a diverse set of learners by focusing on integration in mathematics in grades three through five through instructional lesson plans and activities designed through a Universal Design for Learning framework.

Science in the Public Interest. Daniel Simons, a psychology professor at Illinois,

Israel’s team is made up of campus

was also a part of the review team, which included five other off-campus scholars.

scholars and scholars in Chicago. They

Stine-Morrow and Simons are affiliates of the Beckman Institute for Advanced

will be collaborating with teachers and

Science and Technology at Illinois. The researchers closely examined 132 journal

administrators in the Champaign Unit 4

articles cited by a large group of brain-training proponents in support of their

School District and will work with George

claims. The team supplemented that list with all of the published articles cited

Reese, the director of the Office for

on the websites of leading brain-training companies that were identified by

Mathematics, Science, and Technology

SharpBrains, an independent market-research firm that follows the industry.

Education. All of the materials developed

The review found numerous problems with the way many of the cited studies

within the project will be available to view

were designed and how the evidence was reported and interpreted. The problems

on the Creative Technology Research

included small sample sizes and studies in which researchers reported only a

Lab website.

handful of significant results from the many measures collected.

Scholars connected to College investigating students’ college, career readiness Three collaborating scholars within and connected to the College of Education at Illinois have published three articles in top journals related to college and career readiness. Professor Donald Hackmann of the Department of Education Policy, Organization & Leadership (EPOL) said the commonality within all three research projects is on how school leaders, teachers, and state policymakers are adopting policies and practices that improve the preparation of all high school students, particularly students of color and those who are economically disadvantaged. “One of the missions of the College of Education is a commitment to making education equitable and accessible to all learners,” Hackmann said. “These projects, and our ongoing research, show that pre-K through high school as well as higher education are increasingly interconnected in the policies and practices of college and career readiness.” Hackmann collaborated with alumnus Joel R. Malin, Ph.D. ’15 EPOL, on two of the studies, which centered on principals’ and high school educators’ promotion of college and career readiness and enhancing students’ transitions to college and careers. Malin is an assistant professor in the Department of Educational Leadership at Miami University. Their work was published in the Journal

Education scholars collaborating on WHO immunization project

of Educational Administration and the journal

College of Education scholars Bill Cope

Leadership and Policy in Schools.

and Mary Kalantzis are working with The

Hackmann and Malin also worked with Gutgsell Professor Emerita Debra Bragg on a study that analyzed how a focus on college and career readiness is evident within the Every Student Succeeds Act. Bragg is a former EPOL scholar and the former director of the Office of Community College Research and Leadership. The trio’s project was published by Educational Administration Quarterly. The research into high school career academy models revealed that school leaders typically focus on outcomes such as improved graduation rates, attendance, and declines in disciplinary referrals. Hackmann said that while these goals are important, educators often analyze data in the aggregate, without fully considering college and career readiness for students who have historically been underrepresented in some career fields.

Geneva Learning Foundation and the World Health Organization (WHO) on improving teaching and learning for conducting highquality, statistically robust vaccinationcoverage surveys, which will focus on disease control in developing countries. Cope and Kalantzis have worked in the past with The Geneva Learning Foundation on projects for WHO and the International Red Cross. The Geneva Learning Foundation is again collaborating with the University of Illinois on the upcoming survey project.

Taboo words’ impact mediated by context, listeners’ likelihood of being offended Professor Kiel Christianson of the Department of Educational Psychology found in a recent study that readers’ likelihood of being offended by taboo words and the context in which the words were used accounted for some—but not all—of these words’ impact on readers’ attention and memory. The paper, co-written by Illinois graduates Peiyun Zhou, Cassie Palmer, and Adina Raizen, suggests that the physiological and psychological effects of profanity and other taboo words on people who read or hear them may be due largely—but not entirely— to the context and individual audience members’ likelihood of being offended.

COLLEGE OF EDUCATION 2018 U.S. News & World Report rankings for our College, departments, and programs

#24 College of Education #5 Educational Psychology #10 Special Education #10 Online Programs

#12 #13 #18 #18

Curriculum & Instruction Elementary Teacher Education Secondary Teacher Education Education Administration

BACHELOR’S DEGREE PROGRAMS: Early Childhood Education Elementary Education Middle Grades Education Special Education Learning & Education Studies Secondary Education Teaching Minor

GRADUATE PROGRAM AREAS:* Curriculum & Instruction • • • • • • • • • •

Curriculum, Aesthetics, & Teacher Education Digital Environments for Learning, Teaching, & Agency Early Childhood Education Plus Teaching Licensure Elementary Education Plus Teaching Licensure Language & Literacy Mathematics, Science, & Engineering Secondary Education: English Plus Teaching Licensure Secondary Education: Mathematics Plus Teaching Licensure Secondary Education: Science Plus Teaching Licensure Secondary Education: Social Studies Plus Teaching Licensure

Educational Psychology • • • •

Child Development Cognitive Science of Teaching & Learning Counseling Psychology Quantitative Methodology, Measurement, and Evaluation

Special Education • • • •

Special Education Infancy & Early Childhood Special Education Learning Behavior Specialist I Learning & Behavior Specialist II in Multiple Disabilities

Education Policy, Organization & Leadership • • • • • • • • • • • •

Diversity & Equity in Education Educational Administration & Leadership/Principal Preparation Global Studies in Education Higher Education History of Education Human Resource Development Executive Human Resource Development Learning Design & Leadership Philosophy of Education School Executive Leadership | Superintendent Endorsement Social Sciences & Education Policy Teacher Leader Specialization

*We offer Certificates of Advanced Study, Master of Arts, Doctorate of Education, and Doctorate of Philosophy degrees.

DEGREES AWARDED SUMMER 2016–SPRING 2017

Bachelor’s Degrees: 148 Secondary Ed Minors: 65 Master’s Degrees: 225 Doctoral Degrees: 66 ONLINE & OFF-CAMPUS PROGRAMS: Doctoral Degree Programs: • • • • •

Diversity & Equity in Education Global Studies in Education Human Resource Development Learning Design & Leadership Educational Administration & Leadership

Master’s Degree Programs: • • • • •

Diversity & Equity in Education Global Studies in Education Human Resource Development Learning Design & Leadership Educational Administration & Leadership

Certificate of Advanced Study: • • • •

Educational Administration & Leadership Educational Administration & Leadership: Teacher Leader Specialization Educational Administration & Leadership: Principal Preparation Educational Administration & Leadership: School Executive Leadership

Endorsement Programs and Concentrations: • •

Bilingual & English as a Second Language (ESL) Technology Specialist

Certificate Program Concentrations (Non-degree) • • • • •

Diversity & Equity in Education Global Studies in Education Human Resource Development Learning Design & Leadership Educational Administration & Leadership

OUR STUDENTS UND

11â&#x20AC;&#x160;:1

ERGRADUATE

26.4

STUDENT TO TENURE-TRACK FACULTY RATIO

AVERAGE ACT SCORE 20.8 is national average

13% International student populations

642

UNDERGRADUATE

653

GRADUATE

391 355

ONLINE/ OFF-CAMPUS

28% Undergraduate students from underrepresented populations

32% Graduate students from underrepresented populations

OUR FACULTY

51M+

68 TENURETRACK FACULTY

38%

31 9 7

Of tenure-track faculty are from underrepresented populations

2016-17

GRANT FUNDING

Active National Science Foundation grants, 16 awarded between July 2016 and August 2017

Active grants awarded from the U.S. Department of Education

Active grants awarded from the Illinois State Board of Education

UNDERGRADUATE EDUCATION Our teacher licensure programs equip students with the 21st-century knowledge, skills, and sensibilities needed to teach and lead in today’s classrooms. With our focus on diversity, technology, and in-depth field work, students are prepared to professionally engage within complex learning environments.

Understanding the Whole Child through Community Experience and Service The Identity and Difference in Education course (EDUC 201) allows preservice teachers in the College of Education and other students at the University of Illinois to understand children as members of families, communities, and neighborhoods before thinking about them as students in classrooms. Working through that lens, they receive placements at local organizations to volunteer and engage with kids and community members.

“Given the new programming that’s happening at every level of Curriculum & Instruction’s teacher education programs, we’ve really worked hard to advance clinical education to support this new vision and make sure there’s an appropriate alignment that enhances the experiences for our students,” says Jay Mann. Director of School and Community Experiences (SCE), Dr. Jay Mann, said students in the EDUC 201 class have a voice in their preferred placement sites based on interest and availability. Additionally, they can utilize the same technological tools for field-placement management and evaluation that SCE uses for student-teaching placements in schools. The objective of the class is to help future educators understand the assets children bring to the classroom and establish how to utilize such qualities for growth in education.

Our placements in schools increased by 95%. That means more opportunities for our students, more support for our local communities, and more resources and talent for our state.

2016 2017

522 854 TOTALS = COMBINED COMMUNITY AND SCHOOL PLACEMENTS.

UNDERGRADUATE EDUCATION MEET SECONDARY EDUCATION MINOR

IBRAHIM ABUBAKAR Hometown: Chicago, Illinois Major: English Minor: Secondary Education

What do you wish people knew about you? I wish people knew how easygoing and fun I am. A lot of times I just look like I’m on task and about my business, which I am, but I really love to laugh and have fun. Do you belong to any registered student organizations? I am in LAS Leaders, where I serve as an ambassador to the College of

“

As an educator, I want my students to see past their current situation and look to the future. I want them to see that their education gives them the power to change the world. I am going to positively influence the leaders of tomorrow.

MY FAVORITE PROFESSOR Dr. Christopher Span is by far one of my favorite professors at the University of Illinois. He’s a very knowledgeable, humorous, and enthusiastic educator and man. He truly cares about the success of his students and is very passionate about his work, goals, and helping those around him achieve their goals as well. He was a big helping hand in allowing me to understand what I want to do in education and

LAS, and I am in Illinois Student

the impact that I want to make,

Government, where I serve as a

and I’m very appreciative of his

student senator.

wisdom and help during my

Have you studied abroad? Yes, I went to Lyon and Paris in France. I am going to Hong Kong and am hoping to go on the next trip to Australia.

time at Illinois.

Early Childhood Education Major Kayla Dosset: “My favorite experience I have had while attending the university was the opportunity to travel to Reggio Emilia, Italy, to study their early childhood practices. This trip was both educational and adventurous. I learned so many ideas that I plan to take with me into my future career and now hold memories with peers that I would not have had if I did not go. This experience opened up a world of possibilities in terms of educational practices and cultural perspectives.”

Elementary Education Major Grace Lui: “Educational Psychology (EPSY 201) taught me how to put educational theories into practice. I liked the structure of it: a big lecture with everybody,

Students in our Teacher Education programs: •B uild relationships with children and their families in local communities. •D evelop a depth of knowledge across content areas. •P articipate in school placements across the licensure range—locally, in the Chicago area, and abroad with the opportunity to teach independently and collaboratively with master teachers. •A re mentored and evaluated by highly skilled clinical supervisors. •P articipate in educational research and access the latest research and strategies to best serve children. •G ain new perspectives on education through study abroad opportunities and a supporting $500 scholarship.

a smaller lecture focused on a particular age group, and an even smaller discussion that allowed people to comfortably share their ideas. Plus, Dr. David Zola is incredible and his passion for the subject is infectious. You can tell that he loves what he does, and having a professor with so much drive and energy is inspiring.”

Study Abroad Tours Offer Students Global Perspectives on Teaching The College of Education

Special Education Major Riannon Szofer: “Dr. Jim Shriner is a great

offers 10 to 15 study abroad trips for students each year, giving them a valuable

professor who is so knowledgeable on

global perspective on teaching. Allison Witt,

behavior and how to combat issues. His

the director of the Office of International

Functional Behavior Assessment cov-

Programs, can’t help but feel excited

ered in Learning Environments 1 (SPED

about the current state of the program she

470) and Learning Environments 2 (SPED 471) really prepared me to work in the field.

leads. “Our goal is to really be a leader in this realm. This campus attracts so many

Now I look at different behaviors and think about how I can

international students and is a frontrunner

help shape a student to be successful.”

in study abroad in all disciplines. We also have a topnotch library that allows access to research with experts from regions around

Middle Grades Education Major Rory Johnson’s favorite class: “Foundations of Education (EPS 202), taught by Dr. Chris

the world. The campus Area Study Centers provide even more additional resources,” Witt said. Witt’s office identifies study abroad

Higgins, helped me think more broadly

programs that provide experiences valuable

about education. It helped me question

to students in the College such as classroom

why certain policies and procedures are in

observation, teaching assistance, and leading

place, whether they are doing what they say they are doing, and if continuing to enforce them is necessary or beneficial.

a class. Illinois students work directly with international students abroad, engage with local communities, and develop a global

Eventually, I would like to come back to get my doctorate

network with educators and pre-service

and be an education professor or work in education policy.”

education students in other cultures.

UNDERGRADUATE EDUCATION MEET LEARNING & EDUCATION STUDIES MAJOR

GEORGINA LOZANO Hometown: Chicago, Illinois Major: Learning & Education Studies Concentration: Education Equality & Cultural Understanding

“

I really want to help students realize the importance of education. Most importantly, I want to encourage minority students to pursue higher education and obtain a degree. I want to show them all of the resources available to them.

MY FAVORITE CLASS One of my favorite courses was

What do you love about Illinois and

Social Justice School & Society

the College of Education? I love how

(EDUC 202), taught by

diverse and inclusive it is.

Dr. Rochelle Gutiérrez.

Do you belong to any registered

We examined social justice in society and schools and were

student organizations? I am a

encouraged to analyze concepts

member of Lambda Theta Alpha

and relate them to society and

Latin Sorority Inc.

our own experiences. At the end

Have you received any special

of the semester, we put everything we’d learned into practice by

honors or scholarships? I am an

choosing a social justice issue

Illinois Promise Scholar and have

and presenting and educating

received the Joseph Lawitz

others on the Main Quad. Most

Scholarship and Shepard

importantly, this class created

Kopecky Scholarship.

a brave and safe environment to have dialogues surround-

Do you volunteer in any way? I have volunteered at the International Prep Academy, sorting books for the bilingual program. I also do community service with my sorority.

ing these complex topics.

Our Bachelor

of Science in Learning & Education Studies focuses on the

growing demand for knowledge workers who are prepared to lead in today’s economy. Students gain expertise in the design, analysis, and evaluation of learning environments and prepare for career opportunities as educators, knowledge managers, policymakers, analysts, and as professionals in education, government, health care, business, and nonprofit organizations.

LES students also have the

“just having that practice and

all dimensions of diversity and

opportunity to work closely

articulating what your questions

had some amazing, enlightening

with scholars in the College on

are in a researchable way, sort

conversations. The course gave me

projects that expand their research

of discerning whether you have

great insights for my future career

knowledge and prepare them for

enough excitement about it to get

and life.”

meaningful careers. And the LES

through that hard slog of getting the

students who haven’t delved into

participants, I think it’s a unique part

Dr. Robb Lindgren is working

research have experienced impactful

of Applied Learning Science, and

learning in the classroom. Jeremy Davis, an

I think it’s a really, really solid part about studying here.”

with Shelana Martin, a Digital Environments For Learning, Teaching & Agency major in LES, on a project called

Applied Learning

An active volunteer on and off

Science major in

campus, junior Lexi Gardocki,

GRASP (GestuRE

LES, focused his

a Workforce Training &

Augmented

research project on the motivation for

Simulations

Development

for Supporting

major in LES,

learning a second

exPlanations).

is inspired by

language between

diversity in the

The National Science

different college departments.

workplace,

Foundation-funded project focuses

He said he used his studies as a

which was the

on the relationship between

selling point to employers. “It’s very rare to have an undergraduate program offer real research

theme of an LES course she took with Dr. Yoon Pak of

the gestures of middle school students and their understanding of science concepts. Martin is

the Department of Education Policy,

conducting interviews with students

So I’ve used this to market myself to

Organization & Leadership.

and analyzing data from the

companies for analytical positions,”

“I love being an LES student,”

Davis said.

she said. “The professors are

that’s being conducted on campus.

As a collaborator with Davis and other LES students, Dr. Jennifer Cromley of the Department of Educational Psychology said the connections made as they worked toward the final Applied Learning Science capstone projects were

knowledgeable and are pioneers in their fields. All of them make an

by the GRASP scholars have helped students learn. “Students like Shelana have a lot of

students, which is so unique at a big

important insights to offer research

school. Plus, our curriculum is so

projects, especially on topics such

involved that I know I’ll be prepared

as learning technologies, because

for the workforce.”

they frequently use these tools

Gardocki said the Diversity in the

members because they were able to

Workplace class with Pak was

help learners develop ideas and think

her favorite. “It hit every aspect

through important projects.

of ‘typical’ diversity and so much

you end up doing,” Cromley said,

the gesture-based simulations built

effort to form relationships with

an appreciated “luxury” for faculty

“Even if it’s not the project that

conversations to determine whether

more,” she said. “The discussions really got in-depth. We talked about

themselves for their own education,” said Lindgren, an associate professor in the Department of Curriculum & Instruction. “I rely on my students to keep me up to date about what potential technologies are out there and how we might use them.”

GRADUATE EDUCATION Our highly ranked programs in Curriculum & Instruction, Educational Psychology, Special Education, and Education Policy, Organization & Leadership prepare masterâ&#x20AC;&#x2122;s and doctoral students to deal with the most challenging issues in education. The caliber of our programs is best realized through the commitment and talent of our students. The following four doctoral students are prime examples of the excellent scholars that our College trains and nurtures.

Graduate Student Profiles

Gabriel

Katrina Kennett

Rodriguez

defended

is a doctoral

her Ph.D. in

student in the

Curriculum &

Deparment of

Instruction with

Educational

a specialization

Policy,

in Writing

Organization &

Studies in

Leadership who

August 2017.

also received

During her four

his bachelor’s and master’s degrees at the

years at Illinois, Katrina was engaged with the

University of Illinois. He is a recipient of the

community, co-founding EdCampCU; leading

prestigious National Academy of Education/

the University of Illinois Writing Project; and

Spencer Dissertation Fellowship. His research

participating in local social justice efforts. She

examines Latina/o youth who attend a well-

earned multiple forms of recognition for her

resourced, predominately white suburban high

work, including the Letitia Walsh Fellowship,

school in the Chicagoland area and the ways

the 2015-2016 Fred S. Bailey Fellowship for

in which they “perform” their ethnic identities

Community Leadership, Service, and Activism,

given the spaces they inhabit. His use of theories

and the YWCA 2017 Leadership Award in

of performativity adds intersectional means

Education. Katrina taught in the undergraduate

of analyses across race, gender, and class. The

program in Curriculum & Instruction and courses

integration of critical youth studies adds an

in Writing Studies. Katrina’s dissertation on

additional layer that complicates the ways youth

teacher planning was pioneering, rekindling

wrestle with their own multiple identities. Part

a dormant field of research and developing

of the significance of his dissertation comes in

a theory that enables researchers and

light of the increasing national demographic

practitioners to attend to the complexity of this

shifts of Latina/o populations in the last

core professional practice. In the fall of 2017,

three decades from urban to more suburban

Katrina moved to Montana to take a position

locales. The increasing diversity within Latina/o

as the Director of Curriculum and Research at

communities also points to the myriad ways

America Campaign, a non-profit organization

that youth conceptualize and perform their

that works with youth, teachers, and adult

identities that are relevant for them and their

learners to enable computer science learning

peers. He conducted an ethnographic study

in rural communities. Her role combines the

during the 2014-2015 academic year, followed

development of comprehensive curriculum

by additional observations and interviews

strategy for all programs with a robust

in Fall 2015. Gabriel’s research breaks new

research agenda that seeks to understand

ground that examines youth activism, academic

the intersections of rural education, computer

achievement and racial identity performance in

science education, and teacher planning.

(ethno)suburban sites, an area sorely lacking in education and social-science research.

Graduate Student Profiles

Chung eun Lee is a third-year doctoral student in Special Education. As a sibling of an individual with autism spectrum disorder and an experienced special education teacher, she spent many years working with children with disabilities. She taught for four years at St. Peter’s, a school for children with intellectual disabilities in South Korea, and supported the transition program for adults with developmental disability. With her work experience, Lee pursued her master’s degree in special education at The University of Texas at Austin. She investigated the cultural impact on families of children with disabilities and how to support those families. Her research interests include adult/sibling perspectives on future planning, developing a family/sibling support network that can empower families of individuals with disabilities. Lee is also interested in cultural impacts on Asian-American families of children with disabilities. She was an invited speaker at the national Sibling Leadership Network Conference. For her dissertation, Lee plans to adapt and test a future planning intervention for families of individuals with intellectual and developmental disabilities.

Jessamyn Perlus is a fourth-year doctoral student in Counseling Psychology and an Illinois Distinguished Fellow. Her dissertation research focuses on the impostor phenomenon and implications for women’s career achievement. Using mixed methods she is exploring whether women who feel unworthy of their academic and career successes are likely to engage in behaviors that lead to accolades yet paradoxically take a toll on mental health and hinder subsequent achievement. Ultimately, she is interested in developing culturally sensitive, strengthbased interventions and outreach programs from this line of research. Perlus enjoys helping college students define and achieve their career goals. In support of this she has held positions at The Career Center, Disability Resources and Educational Services, the Counseling Center, and served as an instructor for EPSY 220: Career Theory and Practice. She was recently honored with a newly created position as a liaison between the National Career Development Association and the Society of Vocational Psychology. Perlus is enthusiastic about bridging research, theory, and practice through collaborations such as publishing a monograph and presenting at numerous conferences. After graduation, she plans to work in a university setting so she can continue her research and make a difference in students’ lives.

#10 ONLINE

GRADUATE PROGRAMS 2018 U.S. News & World Report RANKINGS

New Online Ed.D. addresses demand for doctoral-seeking students The College of Education was one of the first colleges on campus to offer online degree programs and today offers online graduate degrees, certificates, and endorsements for educators who work in the public and private sectors, from pre-kindergarten through postsecondary. The College’s newest online offering is a Doctor of Education (Ed.D.) program that provides high-caliber courses taught by faculty scholars. These doctoral degree programs in the Department of Education Policy,

5 Master's degree concentrations

4 doctoral degree concentrations

4 Non-Degree Certificate Concentrations

2 endorsement programs

1 certificate of Advanced Study concentration

Organization & Leadership encourage students to exercise agency in planning their educational path within the classes they choose, as well as in their eventual dissertations.

“We have continually expanded our online curricula since 1998, and the new online Ed.D. program adds another innovative dimension to our commitment to creating convenient access to education and equitable outcomes for everyone,” said Dean James Anderson. The Ed.D. program offers 10 areas of study within the four concentrations: Human Resource Development, Learning Design & Leadership, Diversity & Equity in Education, and Global Studies. Director of Online Programs, Denice Ward Hood said that close to 75 percent of the College’s online students live in the community and surrounding regions. Although the U of I is in their “backyard,” it’s still not always possible for residents to travel to campus to take classes for certificates, endorsements, or a master’s degree. The College’s online doctorate programs allow ambitious students to work by day and learn by night and on weekends. “Our online programs allow teachers and administrators in P-12 settings and community colleges to enroll and not have to relocate, leave their job, or uproot their families,” Hood said. “Many of our local online students tell me that taking a face-to-face class at 4 p.m. after teaching all day can be tough. I totally get that and online courses allow students, some of whom are parents with young children, to participate in class when it’s convenient for them.” Dr. Hood said approximately 64 students are enrolled in the online Ed.D. program fall 2017. Applications for fall 2018 are currently being accepted.

OUTREACH CENTERS & INITIATIVES

11 As a public land-grant institution, our 11 distinct centers and initiatives help fulfill our mission to extend our reach beyond classrooms and campus. We make a difference in peopleâ&#x20AC;&#x2122;s lives locally, nationally, and globally.

HOW WE MAKE A DIFFERENCE

Center for Education in Small Urban

The National Institute for Learning

Communities serves as the liaison for

Outcomes Assessment (NIOLA) surveys

school-university partnerships.

the national landscape of higher education

Center for Culturally Responsive Evaluation &

learning outcomes.

Assessment (CREA) brings together scholars

Office of Community College Research

and practitioners around issues of cultural

& Leadership (OCCRL) studies policies,

context in evaluation and assessment.

programs, and practices designed to

The Early Childhood & Parenting Collaborative provides research and resources for educating and raising young children. Education Justice Project (EJP) expands higher education within American prisons. Forum on the Future of Public Education disseminates credible information on key questions facing P-20 education. Illinois New Teacher Collaborative provides statewide leadership for promoting new teacher induction and mentoring programs.

enhance outcomes for diverse youths and adults who seek to transition to and through college to employment. Office for Mathematics, Science & Technology Education (MSTE) enhances student achievement and teaching performance in math, science, and technology. Pathways Resource Center offers resources and support to secondary and postsecondary institutions, employers, communities, and partners. University Primary School is a pre-K through fifth-grade Reggio Emilia-inspired lab school.

OUTREACH

Center for Culturally Responsive Evaluation & Assessment More than 15 years ago a small, interdisciplinary group of scholars, researchers, and practitioners in the areas of program evaluation and assessment—both on and off the Illinois campus—envisioned a university-based strategic initiative that investigated the role, impact, and usefulness of culture and cultural context in educational evaluation, assessment, research, and policy. Through hard work and collaboration, the initiative took off, evolving in 2011 into the Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education. CREA’s mission is to generate evidence for policymaking that is methodologically performed and culturally and contextually defensible. “In today’s pluralistic societies, to achieve relevant and valid conclusions, researchers must have a substantive understanding of the nature and influence of diverse cultural norms and practices,” said Stafford Hood, the director of CREA. “CREA’s focus on cultural responsiveness is unique in that no other university-based research center focuses on the centrality of culture and cultural context in evaluation and assessment theory and practice.”

Stafford Hood, Director of CREA

Hood said CREA’s priority is to improve the quality of the education and life circumstances

Academy in Champaign as an “evaluation

of individuals who have traditionally been

laboratory” for his graduate evaluation courses

disenfranchised in the U.S. and beyond. Through

and provided advice on culturally responsive

its affiliate members, CREA provides a focus on

evaluation and assessment. His advanced doctoral

culturally responsive evaluation and assessment

students, meanwhile, have worked on field

within a range of educational, social-service,

assignments in classrooms, developing culturally

and health-service programs that serve low-

responsive evaluation plans with teachers at

income individuals in diverse communities.

“In today’s pluralistic societies, to achieve relevant and valid conclusions, researchers must have a substantive understanding of the nature and influence of diverse cultural norms and practices.” For several years, Hood has collaborated with the principals of Booker T. Washington STEM

Booker T. Washington, which contributes to the development of their own evaluation skills. Hood and his colleagues Bill Trent and Tom Schwandt, who is now retired, also have provided consultative technical assistance for the Champaign Unit 4 school district leadership team, offering their evaluation expertise on a districtwide program. Hood said the organization’s national, international, and indigenous presence in research, evaluation, and assessment continues to rise. One of CREA’s

goals is to expand its international consortium of

CREA The Center is led by a team of scholars from a wide variety of backgrounds, working to prepare a culturally diverse pool of highly trained evaluators, assessment specialists, researchers, and policy analysts to conduct culturally responsive/relevant evaluation and assessment studies and policy analyses in education and social-service fields while further refining and developing concepts and practice.

Eight Principal Faculty Stafford Hood, Founding Director Thomas Schwandt, Senior Fellow Kevin Franklin, Research Professor Jennifer Greene, Professor Katherine Ryan, Professor Emerita Rosa Milagros Santos, Professor William Trent, Professor Eboni Zamani-Gallaher, Professor

Three Research Assistants Dominic Combs, Curriculum & Instruction Leah Q. Peoples, Education Policy, Organization & Leadership Nino Rodriquez, Education Policy, Organization & Leadership

researchers and evaluators with diverse cultural viewpoints and social backgrounds. Additionally, along with hosting its fourth international conference in Chicago this September, CREA developed affiliates at Dublin City University and in Hawaii in 2016. The Urbana-Champaign-Dublin connection focuses on the educational experiences of immigrant students in Ireland’s education system, a group that has increased by 143 percent from 2002 to 2011. Fifty percent of these students hail from non-English-speaking countries, and a significant percentage are racial minorities, according to Hood, who was appointed as an adjunct professor in the School of Education Studies at Dublin City University in 2014. “These dramatic demographic shifts in Ireland and

Seven University of Illinois Affiliates

its schools strongly influenced the collaboration

James D. Anderson, Dean and Gutgsell Professor Liora Bresler, Professor Jennifer Delaney, Associate Professor Christopher Dunbar, Professor Denice Hood, Teaching Associate Professor Helen Neville, Professor Angela R. Wiley, Professor

between Dublin City University and Illinois, which resulted in the establishment of CREA-DCU,” he said. According to CREAHawaii directors Drs. Herb

Twenty-six National & international Affiliates

Lee Jr. and Katherine A.

Tamara Bertrand-Jones, Florida State University Katrina Bledsoe, DeBruce Foundation Nicole Bowman, Bowman Performance Consulting Fiona Cram, Katoa Ltd. Olatokunbo (Toks) S. Fashola, MERAssociates Kevin E. Favor, Lincoln University Pamela Frazier-Anderson, Frazier-Anderson Research & Evaluation LLC Henry Frierson, University of Florida Juan Gilbert, University of Florida Drew Gitomer, Rutgers University Leslie Goodyear, Education Development Center Melvin Hall, Northern Arizona University Rodney Hopson, George Mason University Karen Kirkhart, Syracuse University Michelle Knight, Teachers College, Columbia University Joan LaFrance, Mekinak Consulting Chance Lewis, University of North Carolina at Charlotte Laura Pan Luo, China Agriculture University, People’s Republic of China Dominica McBride, Become Inc. Gerry McNamara, Dublin City University Monica B. Mitchell, MERAssociates LLC Sharon Nelson-Barber, WestEd Center for the Study of Culture and Language in Education Joe O’Hara, Dublin City University Katherine Tibbets, Kamehameha Schools Caroline Turner, California State University Nan Wehipeihana, Kinnect Group

Tibbetts, the mission of CREA-Hawaii is to use the lens of native Hawaiians Katherine A. Tibbetts

to develop empowering,

values-based evaluation approaches that support insights and conclusions to promote equity, justice, and diversity in a very diverse state. This can be done, Tibbetts and Lee believe, by weaving together and sharing cultural knowledge, tools, and practices that are grounded in and affirm a native Hawaiian world view. This year’s CREA International Conference addressed issues of community unrest sparked by the deaths of unarmed citizens and inequities in education, health care, and incarceration. The conference’s theme of culturally responsive evaluation and assessment translating into action and impact in challenging times covered areas such as how to challenge the status quo regarding whose evidence matters, how cultural

CREA Director Stafford Hood on a visit to Educate Together National School in Mullingar, Ireland, as part of a multi-school tour with CREA-Dublin City University responsiveness can be foundational to more

Black College and Universities Institutions” project.

equitable public policies, and how there are

The funding went toward several preconference

ethical challenges in complex areas of inquiry.

professional-development workshops at this year’s

Hood said all past conferences have been well attended with 250-300 registered attendees (including registrants from Australia, Canada, China, Denmark, Greece, Italy, Ireland, Mexico, New Zealand, Nigeria, and the Republic of Georgia) seeking to “forge alliances for action and establish

CREA International Conference. Twenty faculty and administrative staff members from institutions funded through the NSF HBCU-Undergraduate Programs attended the preconference sessions and participated in the entire conference for substantive interaction with the CREA community.

a strong foundation in which scholars, practitioners,

To further its outreach efforts, CREA began a

and administrators can look to inform their

“CREA in the 21st Century” blog, which so far

evaluation, assessment, and research endeavors.”

has featured guest bloggers covering issues

CREA has successfully acquired grants and contracts over the years and in early 2017 partnered with the innovative education technology

KOOLriculum founder is company KOOLriculum. The Grammy-nominated music producer Kevin “Khao” Cates. collaboration will help CREA

examine and provide information on the educational needs and learning behavior of the next generation. CREA also received an approximately $100,000 grant in 2017 from the National Science Foundation for the “Building Culturally Responsive Evaluation

such as the importance of culturally responsive, interdisciplinary evaluation; advancing diversity as a matter of justice, not just numbers; and the importance of the evaluation community rebuilding relationships with indigenous communities. In a world in which ethnic and racial strife is common, with cultural prejudice and religious bigotry also prevalent, CREA has established an educational research and evaluation agenda that has welcomed shared leadership to enhance the relevance of culture. “Our mission is being carried out,” Hood said, “from what started as humble beginnings.”

and Assessment Expertise at Selected Historically

OUTREACH

Office of Community College Research & Leadership Formed in 1989, the Office of

work on STEM pathways at

Community College Research

minority-serving community

and Leadership (OCCRL)

colleges in Illinois, OCCRL

uses research and evaluation

provided technical assistance to

methods to improve policies,

13 community colleges through

programs, and practices that

the Pathways to Results project

lead to enhanced education

via support from the Illinois

in community colleges and

Community College Board.

for diverse learners who

Since 2015 the unit has been

are transitioning to college

led by Eboni Zamani-Gallaher, a

statewide, nationwide, and

professor in the Department of

internationally. OCCRL

Education Policy, Organization

researchers strive to enrich

& Leadership. This year Zamani-

outcomes for youth and adults in

Gallaher became the first

underserved populations who are

person of color to receive the

transitioning into employment.

Senior Scholar Award from

was named director of OCCRL. She is a

This past year, OCCRL received

the Council for the Study of

professor in the Department of Education

a grant for nearly $300,000

Community Colleges (CSCC).

Policy, Organization & Leadership and

for a national study of STEM

The award recognizes scholars

pathways at Hispanic-serving

for their publications that

degree she held faculty positions at West

community colleges and was

contribute to the national body

Virginia University and Eastern Michigan

granted National Science

of knowledge about community

University, where she was promoted to

Foundation funding of more than

colleges. Other credentials for

$468,000 from a $1.6 million

the award include candidates’

program. Throughout her career, her

collaborative research project on

demonstrated excellence in

scholarship has focused on adjustment

transitioning learners to calculus

teaching, advising, or mentoring;

and transition of marginalized collegians,

in the community college.

integration of knowledge to

Eboni Zamani-Gallaher, Director of OCCRL Photo by Joyce Seay-Knoblauch In April 2015, Dr. Eboni Zamani-Gallaher

earned her doctorate at Illinois while working at OCCRL. After completing her

full professor and became a leader of the community college leadership graduate

transfer students, access policies, equitable student outcomes, student

OCCRL researchers were

development, and services at

involved with 43 events and

community colleges.

presentations and authored or co-authored 32 publications.

teaching and service; and contributions toward significant new discoveries in community college research or practice.

The organization published 66

“My involvement in CSCC

blog posts and released nine

over the years has facilitated

Democracy’s College podcasts,

my professional and personal

its newest media platform for

growth,” Zamani-Gallaher

outreach and engagement.

said. “This award, for me, demonstrates that I have been

In addition to research on career

able to stay true to my academic

and technical education pre-

and creative endeavors, be of

apprenticeships, partnerships,

service, and make a knowledge

reverse transfer, and continued

contribution to the field.”

OCCRL Staff (Bottom row, L-R) Chaddrick Gallaway, Hyejin Tina Yeo, Eboni Zamani-Gallaher, Marci Rockey, Francena Turner, Fredrick Douglass Dixon (Top Row L-R): Angel Velez, Chauntee Thrill, Heather Fox, Anjale Welton, Julie King, Devean Owens, Mark Combs

$1.1M IN NEW FUNDING 2016-17

OCCRL EVENTS & PRESENTATIONS 2016-17

32 66 9

PUBLICATIONS AUTHORED OR CO-AUTHORED 2016-17

69 blog posts published and 9 podcasts released 2016-17

community colleges assisted 2016-17

Current OCCRL Projects: Career & Technical Education (CTE) Apprenticeships OCCRL is conducting a study of CTE Apprenticeships in the state with a focus on apprenticeship programs in the Chicago area.

Pathways to Results (PTR) is an outcomesfocused, equity-guided process to improve programs and policies that support student transition to and through postsecondary education into employment.

Dean’s Diversity Lecture Series The Office of Community College Research and Leadership co-sponsors the College of Education’s annual Dean’s Diversity Lecture Series, which brings internationally renowned scholars who address important issues of diversity.

Transformative Change Initiative (TCI) is dedicated to assisting community colleges to enhance innovations that improve student outcomes and programs, organizations, and system performance. Visit occrl.illinois.edu to read more about these projects and to download resources.

OUTREACH Education Justice Project

Since 2006 the mission of the Education Justice Project (EJP) has been to build a comprehensive college-inprison program that demonstrates the positive impacts of higher education on incarcerated people and their families, as well as the communities they come from. The academic program consists of for-credit courses, educational workshops, a mindfulness discussion group, reading groups, and other programmatic activities.

EJP receives $1M mellon foundation grant In 2017 EJP received a three-

most important aspects of the

year grant in the amount of

grant is its evaluation piece.

$1 million from the Andrew W. Mellon Foundation. The funding will go toward the expansion and development of the men’s college-in-prison program, located approximately 35 miles from Urbana-Champaign at the medium-security Danville Correctional Center. The money will also go toward a series of not-for-credit course offerings for a nearby minimumsecurity women’s prison and the publication of an edited volume about pedagogy in the prison classroom. Additionally, it will fund a new speaker series co-hosted by EJP and the Illinois Program for Research

“The generous support of the Mellon Foundation promises to allow EJP, which has already served almost 250 individual students at the prison, to impact the lives of many more individuals.” “There is general agreement that college-in-prison programs make a difference in the lives of the people who participate in them,” Ginsburg said. “However, as a field, we haven’t been thoughtful about nailing down precisely what the outcomes of

Education Justice Project Director, Rebecca Ginsburg. Photo by Becky Ponder. We’re delighted to be able to spend a year investigating such questions deeply, thanks to the Mellon Foundation.” Nicole Robinson of Nnr Evaluation, Planning & Research in Wisconsin will head the evaluation effort, with internal support from Jennifer Greene, a professor in the Department of Educational Psychology. The yearlong evaluation process will be capped off with a national symposium on evaluating higher education-in-prison programs, hosted by EJP and funded by the Mellon Foundation.

such programming can be, or

“The generous support of the

of identifying the mechanisms

Mellon Foundation promises to

by which college-in-prison

allow EJP, which has already

makes a difference. Is it through

served almost 250 individual

imparting skills? Developing

students at the prison, to

According to EJP Director

cultural capital? Inculcating

impact the lives of many more

Rebecca Ginsburg, one of the

a particular set of habits?

individuals,” Ginsburg said.

in the Humanities. The speaker series will bring out-of-state authors and artists to the prison and campus twice a year.

Johnny Page: A Positive Path Forward The Education Justice Project allowed 44-year-old Johnny Page to earn more than 30 credit hours from the University of Illinois. When he was released from the Danville Correctional Facility in 2014, he used those hours to transfer to Governors State University and earn an undergraduate degree. Page is now a graduate student at Northeastern Illinois University and has an interest in the social cycle of community psychology. He said EJP’s small, discussion-oriented classes are based on research and community, courses that are on par with the learning students get in graduate school. “I feel like I’m right where I’m supposed to be,” he said. Page was one of EJP’s first students and helped establish the organization’s Chicago/Community Anti-Violence Education program (C.A.V.E.) in 2010. With the help of a fellow EJP graduate and faculty member, Page started a C.A.V.E. program in Chicago after his release from the Danville facility. Funding for the program has ended, but he’s hopeful it will be revived in the coming months. He also hopes EJP can be expanded “throughout the system” so that other incarcerated individuals can experience the enriching learning environment he did. Page said he appreciates how EJP reaches out to its graduates after they are no longer incarcerated, keeping alumni on a forward-thinking path. “The program is continuously reaching out, seeing where you’re at, seeing how they can help you, and continuing your education journey,” he said.

17 11 66

Programs offered by EJP

2016-17

Colleges from the Illinois campus that have offered courses as part of EJP

2008-17

EJP students that have been released from prison

2008-17

60 250+ 3000+

With the support of the Mellon Foundation Grant, Ginsburg says EJP plans to increase the forcredit courses it offers to 60 during the next three years.

Students served at the Danville Correctional Center

2008-17 Guides distributed to prisoners, service providers, family members, and formerly incarcerated people to support successful reentry into society

2016-17

2016-17 EJP Advisory Council EJP is guided by an advisory council that assists in setting policy and strategic planning. Perry Benson Jr., Ph.D. student, Department of Education Policy,

Greg Jahiel, Social Worker, READY School

Organization & Leadership

Helen Neville, Professor, Educational Psychology, College of

Ellyn Bullock, Attorney

Education, University of Illinois

Samuel Byndom, Assistant Superintendent, Urbana School District

Yoon Pak, Interim Head, Department of Education Policy, Organization

Tracy Dace, Instructor, Parkland College and Visionary Director,

& Leadership, College of Education, University of Illinois (ex officio)

DREAAM and chair of EJP’s Advisory Council

Giraldo Rosales, Assistant Director, Office of Diversity, Equity, and

Leon Dash, Professor, Journalism, University of Illinois

Access, University of Illinois

Mike Doyle, Executive Director, University YMCA

Rachel Storm, Assistant Director, Women’s Resource Center,

John Deckert, Attorney Katie Fizdale, Resident, Urbana

University of Illinois James Warren, Social Worker, Champaign

In our ever-changing world, how we learn, where we learn, and even why we learn can alter from one moment to the next. With Illinois, challenges such as accessibility, diversity, and affordability push us to ask ourselves what is the future of education and how do we prepare the next generation of teachers and leaders to succeed? The College of Education envisions a future in which educational opportunities exist for everyone regardless of race or income; where an abundance of outstanding teachers inspire and empower students of all ages; and where new technology and teaching methods transform learning. As we build upon our history of developing knowledge, leaders, and influencing policy to address the most pressing concerns we face, we know, together, we can tackle whatever challenges the future holds.

Together, we can redefine the way a higher-education institution can change Illinois AND the world for the better.

THE COLLEGE OF EDUCATION CREATES THE THEORIES, TOOLS, AND METHODS THAT ALTER THE FIELD OF EDUCATION—SPECIAL EDUCATION, DIRECT INSTRUCTION, ACTION BASED RESEARCH, AND NEW MATH ARE ILLINOIS INNOVATIONS. More than a century ago, William Chandler Bagley helped establish what would eventually become the College of Education at the University of Illinois. This was a breakthrough for our field because unlike the Normal Schools that predominated at that time, the College of Education made research a core agenda alongside the preparation of educators. He believed, as we still do, that educators are crucial to the development of ethical, knowledgeable, and capable citizens— a for-the-people, by-the-people approach to creating a stronger, well-educated state.

We are tasked to

We give equal attention

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understand the world,

to developing the next

opportunities through

solve problems, and design

generation of educators

excellence in online

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and to the next generation

education. Our College is

opportunities for all. We

of research. Our graduates

ranked in the top 10 in the nation

know that there is strength in

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for distance-learning programs.

diversity and we see it reflected

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cultures and ideas different from

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our own leads to enlightened

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that prepare students to teach

graduates, and we promote

organization, and leadership;

in STEM areas.

opportunities for international

educational psychology;

study to all of our students.

and special education.

With Illinois, our goal is to create a world where high-quality, accessible education is the norm and new technologies and teaching methods propel great minds forward. This vision for the future is attainable if alumni and friends, like you, act now and come forward to support us.

OUR PLANS AND PRIORITIES With Illinois, we will leverage our position as an innovator and global education leader to solve the most pressing education issues. We ask you to support our strategy, which comprises four key elements.

INVEST IN SCHOLARS

Enhance our ability to conduct groundbreaking research and teach the next generation of education leaders by retaining and recruiting the best faculty in the world.

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Continue our mission of developing national leaders by recruiting and supporting top students who reflect and embrace the diversity of the communities they will serve.

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Prepare students to succeed in a high-tech, global environment by offering them international experiences and access to todayâ&#x20AC;&#x2122;s cutting-edge technologies and learning environments, which jump-start research, teaching, and the student experience.

Develop new learning, teaching, and assessment models to influence policy and extend education innovation from UrbanaChampaign to the state, nation, and world.

With your help, The challenges of the future will be met todaY. we are raising $24 million to support our vision for the future of education at illinois.

College of Education 10.15.17

University of Illinois at Urbana-Champaign 1310 South Sixth Street, MC-708 110 Education Building Champaign, Illinois 61820

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