2015 Education at Illinois IMPACT by College of Education at Illinois

EDUCATION AT ILLINOIS

2015 IMPACT

College of Education | University of Illinois at Urbana-Champaign

WELCOME TO

IMPACT 2015 With an interrogative research culture and interdisciplinary collaboration, our Education faculty, students, and alumni are creating knowledge and programs that continue to positively impact society and learning communities worldwide. Preparing our students to be catalysts for meaningful change is a formidable and complex undertaking. Yet, the College of Education at Illinois is determined to maintain its focus on the public good while facing emerging challenges, which include economic pressures, contested political landscapes, demographic shifts, technological innovations, and environmental sustainability. Our graduates are our ambassadors, expertly educated, tenacious, and committed to enabling learners of all backgrounds to thrive and prosper. Our points of pride this year include the College’s mission to revolutionize teaching and learning across contexts and lifespan through the creation of the Illinois Learning

Mary Kalantzis Professor and Dean College of Education at Illinois

Sciences Design Initiative (ILSDI), which has awarded grants to 10 interdisciplinary research teams this year. This forward-thinking work, in conjunction with the newly created Illinois Digital Ecologies and Learning Laboratory (IDEALL), which is housed in the Education building, are revolutionizing the learning and teaching sciences. Larry and Barbara Weaver Smith, two generous donors of the College, are furthering technological advancement in the College as well through the Smith Innovation Fund. IMPACT 2015 demonstrates the passion and rigor of our faculty, the dedication of our students, the giving spirit of our wonderful alumni, and our responsiveness to the changing landscape of education. What we are accomplishing together— as educators, students, philosophers, and scientists—is leading the way toward enabling access previously unimagined.

EDUCATION AT ILLINOIS 2

This is a time requiring a renewed sense of optimism, creativity, and collaboration. While maintaining our legacy of excellence, we are committed to bringing this forwardthinking focus and spirit to the field of education.

EDUCATION IS THE FOUNDATION OF SOCIETY, THE ECONOMY, AND THE WORLD.

2015 IMPACT

Dean Mary Kalantzis

Education at Illinois

Bachelor’s degree programs: Early Childhood Education Elementary Education

NATIONAL LEADER GRADUATE PROGRAMS

Special Education Learning & Education Studies, non-licensure

Graduate program AREAS:* GRAD PROGRAMS & WORLD REPORT

2016 U.S. News & World Report RANKINGS

#24

College of Education

#5 Educational Psychology #7 Curriculum & Instruction #8 Special Education #12 Elementary Teacher Education #13 Secondary Education #15 Education Policy #18 Educational Administration CAMPUS LEADER

GRADUATE PROGRAMS

EDUCATION AT ILLINOIS 4

Education at Illinois and Engineering at Illinois have more nationally ranked graduate programs in the top 10 than all other colleges on the University of Illinois Urbana-Champaign campus.

#thinkEdILLINOIS

education.illinois.edu

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 Studies in Interpretive, Statistical, Measurement & Evaluative Methodologies

Special Education • • • • •

General Special Education Infancy & Early Childhood Special Education Learning & Behavior Specialist – I Learning & Behavior Specialist – II Research Practitioner in Special Education

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

Diversity & Equity in Education Educational Administration & Leadership Global Studies in Education Higher Education History of Education Human Resource Development Learning Design & Leadership Philosophy of Education Social Sciences & Education Policy

*We offer Certificates of Advanced Study, Master of Arts, Doctorate of Education, and Doctorate of Philosophy degrees. C.A.S., M.A., Ed.D., Ph.D.

2014–2015

online & OFF-CAMPUS programs: Master’s Degree Programs • • • • • • • • • • • • • • • • •

Advanced Human Resource Development Bilingual & ESL Education Diversity & Equity in Education Diversity & Equity in Education with an emphasis in Human Resource Development Educational Administration and Leadership Foundations of eLearning in Higher Education Global Studies in Education Human Resource Development Human Resource Development with an emphasis in International Education Administration & Leadership International Education Administration & Leadership Learning & Behavior Specialist II Learning Design & Leadership Management of eLearning for Workplace Learning & Training New Learning Teacher Leader Specialization Technology Specialist

1,566 STUDENTS 593

undergraduateS

491

MASTERS

460

DOCTORAL

19 :1 STUDENT/FACULTY RATIO 26.5 AVERAGE ACT SCORE UNDERGRADUATE STUDENTS

Doctoral Degree Program •

School Executive Leadership

Certificate Programs

• • • •

• • • • •

Advanced Human Resource Development Bilingual & ESL Education Diversity & Equity in Education Diversity & Equity in Education with an emphasis in Human Resource Development Foundations of eLearning in Higher Education Global Studies in Education Human Resource Development Human Resource Development with an emphasis in International Education Administration & Leadership International Education Administration & Leadership Learning Design & Leadership Management of eLearning for Workplace Learning & Training New Learning Technology Specialist

Endorsement Programs • • • • •

Bilingual & ESL Education Middle Grades Education Reading Teacher Education Teacher Leader Specialization Technology Specialist

Degrees awarded Summer 2014–Spring 2015

Bachelor’s Degrees: 116 Secondary Ed Minors: 67 Master’s Degrees: 209 Doctoral Degrees: 71

2015 IMPACT

• • • •

EDUCATION AT ILLINOIS

Preparing students to be CATALYSTS FOR CHANGE We offer new pathways to exciting careers with challenging curricula steeped in the latest research and cultural understanding, educational technology, and strong community connections.

Bachelor of Science in Learning & Education Studies Our new non-licensure degree concentrations prepare our students for high job growth areas like human capital consultant, program/data assessment specialist, diversity manager, and school district learning coordinator, among others that rely on graduates with strong grounding in the these four program areas: Applied Learning Science Students apply problem-solving skills in educational, business, and organizational contexts based on the foundation and ideologies of cognitive learning. Educational Equality & Cultural Understanding Students develop skills required to lead on issues of equality and cultural understanding with knowledge on how educational institutions operate. Digital Environments for Learning, Teaching, & Agency Students design and implement digital technologies that promote learning in a range of organizational and digital environments. Workplace Training & Development Students learn to create, deliver, and evaluate training and development programs for different organizational settings.

Jessica Weil,

Sophomore, Learning & Education Studies

with a concentration in Workforce Training & Development

“

I was debating between business and education and I chose education because it allowed me to be involved in the business world, teach, and keep learning. Because Illinois is such a heavy research-based school, I’m encouraged to question ideas and find the evidence to back up what I’m learning. —Jessica Weil

LEARNING & EDUCATION STUDIES GRADUATES

OUR GRADUATES FIND EMPLOYMENT IN EDUCATION, BUSINESS, HEALTH CARE, ENTERTAINMENT, GOVERNMENT, AND TECHNOLOGY SECTORS.

2015 IMPACT

JOB OPPORTUNITIES FOR

Teacher Licensure Programs— where your passion for teaching meets cutting-edge classrooms and curricula.

Our teacher licensure programs reflect our commitment to prepare educators who make a genuine difference at every level of society.

100%

EMPLOYED AS EDUCATORS

IN 2014-15 100% OF OUR UNDERGRADUATE SPECIAL EDUCATION AND EARLY CHILDHOOD EDUCATION GRADUATES WERE EMPLOYED IN THEIR FIELD.

Our College is dedicated to developing knowledgeable,

92%

compassionate, resilient, and effective educators.

were extremely prepared to work with

Our students learn in state-of-the-art classrooms that

OF SCHOOL PRINCIPALS

Who hired our graduates said our students parents and guardians. —2013 TGA Survey

embed technology, cultural understanding, and research in coursework and training. Our programs focus on professionalism, collaboration, innovation, and relevance. Our students partner with school placement sites in Chicago that provide live streaming and

According to USA Today, we’re among “The 10

recorded footage of classrooms in action. This allows students

colleges with the highest paid education

to observe teachers in different settings and compare them

graduates.” NOV. 2013

to the on-site classroom experiences they have in small urban and rural settings.

“

There is no greater feeling than when you see a student’s eyes light up as they realize their growth.

EDUCATION AT ILLINOIS 8

HIGHEST PAID GRADUATES

— Zachary Craven, ‘15 Curriculum & Instruction

Understanding the whole child through School & Community Experiences School & Community Experiences (SCE) coordinates all aspects of field placements for students and assists in the teacher licensure process. SCE also helped develop a new course called Identity & Difference in Education. This course provides community-based learning for students with organizations such as the Don Moyer Boys & Girls Club, the Urbana Park District, the LGBT Resource Center, and the Campus Bike Center. We want our students to think about children in community contexts before they think about them as students in school. This means understanding their families, their neighborhoods, and their communities.

More Golden Apple Scholars find success at Illinois The Golden Apple Scholars of Illinois is a scholarship program that identifies talented high school seniors and first and second-year college students who have the promise and drive to be excellent teachers in highneed schools. Of the three colleges in Illinois with the largest number of Golden Apple Scholars, the University of Illinois has the highest graduation rate at 87 percent. Currently, 65 Golden Apple Scholars study on campus, with 34 of them in the College of Education. Numerous other Golden Apple Scholars are pursuing the College’s

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Secondary Education minor.

The Golden Apple Scholars program helps diversify the students we graduate. Many of these students would not be able to pursue teaching if it weren’t for the funding they receive from Golden Apple.

87%

GOLDEN APPLE SCHOLARS

WE GRADUATE MORE GOLDEN APPLE SCHOLARS FROM THE UNIVERSITY OF ILLINOIS THAN ALL OTHER COLLEGES IN THE STATE.

2015 IMPACT

— Kathy Ryan, Assistant Dean for Academic Affairs

Developing rigorous RESEARCHERS & SCHOLARS Our dedication to research is foundational to who we are. Students partner with faculty members who are leaders in the classroom and creators of the leading educational tools and methods used worldwide.

100+

STUDENT RESEARCH PROJECTS

IN 2014-15, OVER 100 RESEARCH projects were presented by our students at annual undergraduate and graduate research symposiums AND CONFERENCES.

EDUCATION AT ILLINOIS 10

100%

GRADUATE EMPLOYMENT

OUR SPEcIAL EDUCATION GRADUATE STUDENTS are highly sought after WITH 100% FINDING EMPLOYMENT AS PROFESSORS, RESEARCHERS, TEACHERS, SUPERVISORS, CONSULTANTS, POLICY EXPERTS, AND MORE.

Augmentative & alternative communication devices Kristin Gleason, Bachelor’s in Special Education with an endorsement and minor in English Kristin’s interest in augmentative and alternative communication

How urban communities can enrich STEM education Shana Riddick, doctoral student, Education Policy, Organization & Leadership

devices was sparked by peers who had used them in the classroom. “The devices are much more complex than I ever imagined, and the effects they have on students and teachers are unprecedented,” said Gleason, a sophomore. Her interest in the devices led to Gleason and a team researching them within the College. For the items to be successful, they found

Under the guidance of Professor

that parents, teachers, and speech pathologists had

James D. Anderson, Shana

to be dedicated to the cause of the student; that

Riddick is conducting research

the use of such devices must be consistent in all

in Philadelphia that is creating

environments; and that families must be thoroughly

opportunities for young people to engage in scientific discovery through experimentation and access to local scientists, many of whom are persons of color. Her research examines a hands-on STEM education program—Riddick calls it Adventures in Science Education (AISE)—that involves community groups who collaborate to create a space that exposes

educated on the devices. Gleason said her faculty mentors, including Professor Hedda MeadanKaplansky, were incredibly helpful and opened her eyes to the world of research. “I could not imagine a better way to learn than by doing hands-on research in my field while simultaneously working in a classroom and learning more about ways to aid my future students,” she said.

inner-city African-American youths to a multifaceted scholarship aimed at reimagining the possibilities embedded in urban spaces to support student learning,” Riddick said. “Though inner-city communities are not commonly constructed as adding value to student learning in policy and reform conversation, collectives are mobilizing—and there is much we can learn from their efforts.” At the program’s core is a

Active learning methods improve student performance Logan Walther, Bachelor’s in Elementary Education with a concentration in English as a Second Language

Working with Associate Professor

dynamic university-community partnership. Riddick is

Jennifer Cromley and postdoctoral fellow Ting Dai,

particularly interested in how resources and networks

Logan Walther, a junior, conducted research that

in Philadelphia are utilized to construct AISE. The

dealt with the complex active learning methods

program’s directors are mobilizing resources in ways

known as self-explanation and sketching, which

that are often overlooked in present policy and reform

have been proven to increase learning in math and

conversations. Riddick’s findings will center on how AISE resources are extended across common big-city

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divides such as race, class, religion, and education.

This program provides an opportunity for local inner-city youth to engage in rich exploration and discovery, allowing them to expand their own understandings of who they are and what they are capable of doing. These are opportunities that are so very important for all young people to have. —Shana Riddick

science. Walther’s research covered why these methods work and what combinations between the two produce the biggest gains in student achievement. He said working in a hands-on capacity allowed him to see what makes students tick and to build a foundation of knowledge that he can draw upon when he becomes a teacher. “I’ll be better equipped to increase student learning and academic achievement,” said Walther, who eventually wants to become a principal and a superintendent. After he earns a degree in elementary education, Walther will pursue a master’s degree and doctorate.

2015 IMPACT

STEM curriculum. “I hope this research will support

Nurturing GLOBAL CITIZENS We prepare globally conscious citizens, teachers, administrators, researchers, and policymakers who are ready to confront the global challenges and embrace the possibilities of our time.

College’s Global Studies in Education investigates refugee crisis Students from the Global Studies in Education (GSE)

politicians and policymakers, including the president

program traveled to the Mediterranean to explore

of Malta, Marie Louise Coleiro Preca, visited non-

the educational and humanitarian implications of

governmental organizations, attended workshops

the refugee crisis.

with scholars at the University of Malta, and listened

Their investigations were part of the summer EDUCATION AT ILLINOIS 12

study abroad course “Refugees & Education in the Mediterranean,” which was led by Professor Linda Herrera, director of GSE. The group learned about how Malta and Italy are dealing with the influx of refugees from North Africa and Sub-Saharan Africa, and the challenges and opportunities that this movement of people presents to societies. The group met with

to testimonials from refugees who have made the perilous Mediterranean crossing. The group also toured historical sites to better grasp the history of migration and conflict, and to understand how these struggles have contributed to the rich cultural heritage of the Mediterranean. The GSE online master’s program will devote more attention to education policy and migration as it emerges as one of the great challenges of our time.

NEW 2015-16

STUDY ABROAD LOCATIONS

Study abroad students used PhotoVoice to document their experiences in Australia

Ecuador

SPAIN

Morocco

argentina

chili

italy

france

singapore

Twenty-six education students traveled to Australia as part of the SPED199 course, “Fostering a Culture of Curiosity and Inclusion.” The study tour provided the opportunity for students to learn about the education systems in Australia and observe the differences in public and private schooling options as well as teacher preparation programs at universities. Students explored various themes using PhotoVoice, a method of documenting their perceptions of the world around them using photography.

PhotoVoice themes in Australia included: Accessibility Inclusion, Classroom Arrangement, Culture (Languages, Religion, and Art), Diversity, History of Education, Outside Learning

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(Nature), Technology

We are so lucky to have had this opportunity to research topics that interest us and present it to our peers and leaders. I am sure most of us will continue building on the presentations we gave today in order to spread the knowledge we have acquired abroad and improve education as a whole.

$500

STUDY ABROAD

SCHOLARSHIP

IS AVAILABLE TO ANY EDUCATION STUDENT WHO IS INTERESTED IN STUDYING ABROAD

13%

INTERNATIONAL STUDENTS IN OUR COLLEGE

CHINA

STUDENTS STUDIED ABROAD IN 2014-15

2015 IMPACT

–Hannah Downing, LAS ‘18, English major, secondary education minor

Enhancing research through oUTREACH & service As part of a public land-grant institution, our mission extends far beyond our classrooms and campus. We make a difference in people’s lives locally, nationally, and globally. Center for Education in Small Urban Communities Working collaboratively with local education agencies to create sustainable improvement in education. The Center is a research, service, and outreach unit that offers teacher professional development and serves as

HOURS OF SUPPORT EVERY BILINGUAL STUDENT IN THE SOAR PROGRAM BENEFITS FROM 60 HOURS OF ONE-ON-ONE ACADEMIC SUPPORT.

the liaison for school-university partnerships. The Center’s outreach programs include the Youth Literature Festival, which brings award-winning authors and illustrators to local schools; the Chancellor’s Academy, which provides local teachers with professional development to improve their teaching; and Student Opportunities for After-School Resources (SOAR), a student volunteer group that tutors bilingual students. Dr. William Trent is the director of the Center for Education in Small Urban Communities.

University Primary School (UPS) Nurturing children’s diverse talents and abilities through differentiated practices attuned to intellectual, social, and emotional growth. University Primary School is a pre-K through fifth-grade, Reggio Emilia-inspired lab school where children use project-based learning to engage in creative, challenging, and

41%

UNDERREPRESENTED

POPULATIONS

41% OF UNIVERSITY PRIMARY STUDENTS ARE FROM UNDERREPRESENTED POPULATIONS AND 20% ARE CHILDREN WITH A DIAGNOSED DISABILITY.

meaningful curricular inquiries. UPS has been recognized locally for its innovative practices and commitment to democratic community building. Each year, visitors from state schools, out-of-state schools, and international schools in China, Korea, and Brazil tour UPS to view school projects and convene on a variety of educational topics. Dr. Ali Lewis is the director of the University Primary School.

Office of Community College Research & Leadership Researching policies, programs, and practices with a focus on P-20 EDUCATION AT ILLINOIS 14

preparation, transition, and completion. The Office of Community College Research & Leadership (OCCRL) is one of the oldest community college research centers in the country. OCCRL researchers study policies, programs, and practices designed to enhance outcomes for diverse youths and adults who seek to transition to and through college to employment. OCCRL’s research spans the P-20 education continuum, with a focus on how community colleges impact education and employment outcomes for diverse learners. Dr. Eboni Zamani-Gallaher is the director of OCCRL.

COMMUNITY COLLEGES OCCRL has led 46 of the 48 Illinois community colleges through Pathways to Results, an outcomesfocused, equity-guided process to improve student transition to postsecondary education and employment.

2015 IMPACT

Office of Mathematics, Science & Technology Education (MSTE) Promoting collaboration among researchers, teachers, administrators, and students. MSTE enhances student achievement and teaching performance in mathematics, science, and technology. They develop innovative uses of information technologies to support research and educational practice and expand opportunities and resources for underrepresented groups in mathematics, science, and technology. Dr. George Reese is the director of MSTE.

The Early Childhood & Parenting Collaborative (ECAP) EDUCATION AT ILLINOIS 16

Educating young children. The Early Childhood and Parenting Collaborative (ECAP) is home to a number of projects that focus on educating and raising young children. Professors, academic professionals, and research assistants collaborate on a variety of projects under the direction of faculty in early childhood education and special education. Dr. Susan Fowler is the director of ECAP.

Executive Leadership Academy (ELA) Developing executive leaders across all education domains. The Executive Leadership Academy (ELA) provides high-quality, research-based leadership development to address the real-world challenges of educational organization leaders in the 21st century. Their inaugural leadership conference was held in June 2015 and brought together leaders from across the state of Illinois. Pedro Noguera, a Peter L. Agnew Professor of Education at New York University, was the keynote speaker. Dr. James Gallaher is the director of ELA.

Forum on the Future of Public Education Shaping public education policies with research-based evidence. The Forum provides empirical evidence to policymakers and the public by drawing on a network of premier scholars to create, interpret, and disseminate credible information on key questions facing P-20 education. Dr. Christopher Lubienski is the director of the Forum on the Future of Public Education.

Center for Culturally Responsive Evaluation & Assessment (CREA) Impacting educational policymaking in a cultural context. CREA generates evidence for policymaking that is methodologically, culturally, and contextually defensible. It focuses on serving and improving the circumstances of people in communities who have traditionally been disenfranchised. Its signature annual event, the CREA Conference, brings together national, international, and indigenous scholars, and practitioners to present scholarly inquiry into the role of cultural context in evaluation, assessment, research, and scholarship. L-R: Stafford Hood, Shelia M. Miller Professor and Director of CREA, Dr. Edmund Gordon, John M. Musser Professor of Psychology, Emeritus, Yale University, Richard March Hoe Professor of Psychology and Education, Emeritus, Teachers College, Columbia University, and Dr. William Trent, Professor, Education Policy, Organization & Leadership and the Director of the Center for Education in Small Urban Communities in conversation at the 2014 CREA Conference where Dr. Gordon gave the Distinguished Scholar Address.

Discovering and disseminating productive use of assessment data. NILOA is the only organization that surveys the national landscape of higher education learning outcomes and helps faculty and staff in academic programs and institutions productively use assessment data to inform and strengthen undergraduate education and to communicate with policymakers, families, and other stakeholders. Dr. Natasha Jankowski is the associate director of NILOA.

Pathways Resource Center Offering resources and support to secondary and postsecondary institutions, employers, communities, and partners. PRC serves as a centralized resource for diverse partners and seeks to improve equitable outcomes, provide support to educational institutions, and disseminate current research and resources. Dr. Donald G. Hackmann is the director of PRC.

Education Justice Project (EJP) Impacting incarcerated people and society through model college-inprison programs. EJP is a vibrant community of students and educators who are committed to expanding higher education within American prisons. EJP members at Danville Correctional Center practice rigorous scholarship in an open, safe, gentle, and inclusive learning environment that encourages self-reflection. Dr. Rebecca Ginsburg is the director of EJP.

Illinois New Teacher Collaborative (INTC) Providing free and low-cost services to assist districts and induction programs across Illinois. INTC is a diverse statewide group of educational stakeholders at the forefront of providing statewide leadership for promoting new teacher induction and mentoring programs and supplying resources for those who support new teachers. Dr. Chris Roegge is the director of INTC.

2015 IMPACT

The National Institute for Learning Outcomes Assessment (NILOA)

GREAT MINDS THINK ILLINOIS

EDUCATION AT ILLINOIS BREAKTHROUGH RESEARCH & DEVELOPMENT

EDUCATION AT ILLINOIS 18

“

At our College you will find a collaborative, inter-and

transdisciplinary environment for conducting the most cutting-edge research in education and educational sciences. —F ouad Abd-El-Khalick, Associate Dean for Research & Research Education

2015 IMPACT

TECHNOLOGY

The future of TEACHING & LEARNING SCIENCES

NEW Illinois Digital Ecologies and Learning Laboratory (IDEALL) positions our College and campus to lead interdisciplinary and transdisciplinary collaborations and develop cutting-edge tools in the learning sciences. IDEALL’s state-of-the-art technologies include

IDEALL provides the infrastructure for fine-grained

360-degree audio and video recording systems featuring

research on learning technologies through partnerships

ceiling-mounted cameras and wireless microphones that are

with faculty across campus whose research grants

hard-wired to temporary local data storage devices.

fund the technology they are studying, but not the

IDEALL uses 80-inch flat-screen TVs that can be positioned vertically or horizontally and raised or lowered to

The technology in the lab was underwritten through

accommodate student users of various ages. Using

College and campus funds, while current projects hosted

multiple Kinect devices with these TVs, researchers can

by the lab are funded by NSF grants that support research

study gesture and movement in learning.

by Curriculum & Instruction professors Emma Mercier,

Three of the laboratory walls have either flat white

EDUCATION AT ILLINOIS 20

infrastructure associated with it, Abd-El-Khalick said.

Robb Lindgren, and their collaborators.

surfaces or screens mounted on them, and the floor is a

“The lab provides large-scale digital environments for

flat white projectable surface. Coupled with an array of

high-quality learning research that’s incredibly hard to

ceiling-mounted portable projectors, these features enable

do without these data-collection resources,” said Mercier,

researchers to create wraparound or immersive virtual

who has a $550,000 National Science Foundation grant,

environments for participants in their studies, according to

in conjunction with the College of Engineering, to develop

Robb Lindgren, a faculty member in the College who studies

technology and curricula that promote collaborative

the use of physical movement and people’s interactions

problem-solving skills. “You can create learning

with digital technologies, particularly in learning science,

environments, but if you can’t study them, you don’t know

technology, engineering, and mathematics.

what parts influence the learning experience and why.

IDEALL enables faculty members to pursue research agendas that help us understand how technology can support learning in classrooms, museums, and other environments.” During the grand opening, faculty members and students demonstrated some of the lab’s technology, including a nature simulation that enables participants to grab a digital butterfly in their hand and move it from one wall to another. And Educational Psychology Professor H. Chad Lane demonstrated the Web-based gardening game “Virtual Sprouts,” which he co-developed with faculty colleagues at the University of

Leading the way

Illinois Learning Sciences Design Initiative (ILSDI)

Southern California and the University of Texas at Austin.

—Fouad Abd-El-Khalick, Associate Dean for Research & Research Education

technology-enhanced labs and classrooms in our College, our faculty are leading the charge campuswide to create opportunities to foster the next generation of learning tools and teaching environments across contexts and the lifespan. Following on the success of the recent ILSDI Lightning Symposium, a $200,000 seed funding program was launched, with five contributing campus colleges, schools, centers, and institutes: College of Education, College of Engineering, Graduate School of Library and Information Science, Beckman Institute, and the National Center for Supercomputing Applications. The Office of the Vice Chancellor for Research also committed generous funds to the seed funding program. As a result, 10 projects have been funded, demonstrating our College and campus commitment to cuttingedge, cross-disciplinary research that incorporates a wide range of disciplines such as health, statistics/ big data, educational technology, computer science, engineering, advertising, art, and design. 2015 IMPACT

“

The whole lab is a data-collection device and is set up such that when learners are interacting with the technology, we can capture all their movements and discussions, and store it so it becomes data that can be analyzed. It’s a blank slate that allows faculty to create and recreate different learning environments and different setups for doing this kind of work.

In addition to creating new

Our new classrooms and labs feature: 1 Fish eye camera 1 23” touch screen for annotation over any source 3 HDMI/VGA hookup 4 80” touch screens 8 70” touch screens 8 55” touch screens 11 HD PTZ cameras 19 A pple TVs for wireless presenting plus HD cameras, projectors, and microphones

NEW Digital Environments for Learning, Teaching, & Agency (DELTA) offers cutting-edge curriculum for 21st-century learners DELTA, a new program in the Department of Curriculum & Instruction, delivers innovative and transformative knowledge for practitioners and researchers in education for the 21st century and beyond. The DELTA program investigates and formalizes theories and principles, and focuses on learning and teaching in digital environments. These environments range from technology-enhanced classrooms to mobile devices to immersive virtual worlds. Faculty study the social, emotional, and cognitive affordances and constraints of digital tools in a range of educational contexts. Students interact with cuttingedge learning technologies and best practices for conducting research on how education can be enhanced with interactive digital media. Undergraduates can earn a bachelor’s degree in Learning & Educational Sciences, with a concentration in DELTA, as well as the following graduate degrees: Master of Education, Master of Arts, Master of Science, Certificate of Advance Study, Doctor of Education, and Doctor of Philosophy.

EDUCATION AT ILLINOIS 22

WELCOME. Dr. Luc Paquette, a new assistant professor in the Department of Curriculum & Instruction. Paquette chose to come to Illinois for several reasons: “smart students with an interest in the creation and the research of digital environments for learning,” collaborations with “great researchers and students who are passionate about the educational potential of digital learning,” and partnerships with colleagues in the College and the National Center for Supercomputing Application (NCSA) that will allow him to “engage in innovative work.”

WELCOME. Dr. H. Chad Lane, associate professor of Educational Psychology joined our College in Spring of 2015. Lane conducts research on the design, use, and impacts of intelligent technologies for learning and behavior change. His work involves blending techniques from the entertainment industry that foster engagement with those from artificial intelligence and intelligent tutoring systems that promote learning.

DELTA faculty are revolutionizing teaching and learning Assistant Professor Emma Mercier, Curriculum & Instruction, is the principal investigator on the C-STEPS Project, which fosters collaborative drawing and problem-solving through digital sketch and touch. The goal of the National

Combining the affordances of technology with a strong pedagogy in online learning As a leader in online education, we utilize the best technologies and pedagogies to offer a world-class online education.

Science Foundation-funded project is to research and design tools for interactive surfaces (tables

Lynette Correa-

and tablets) that are used by undergraduate

Velez is an

engineering students. Mercier and her colleagues are examining the

online graduate

potential of sketch recognition and teacher orchestration tools in

student in the

supporting the collaborative learning process.

Human Resource Development program. She studied the

GRASP project (GestuRe Augmented Simulations for supporting exPlanations

management of eLearning for workplace learning and training, which teaches students how to plan, conduct, and administer training to employees in nearly every industry. She said her online training has taught her new learning styles and how to utilize technology to enhance teaching. Correa-Velez said she learns from online professors who are “world class.” Her courses are in direct alignment with the values she believes in regarding human capital empowerment, education,

Curriculum & Instruction, is the principal investigator on several National Science Foundation-funded projects such as the Metaphor-Based Learning project, which creates mixed reality games and simulations that allow children to use their bodies to explore STEM concepts like waves and planetary astronomy. Lindgren and his team recently developed a prototype video game about energy for elementary school students that was tested at the Indianapolis Children’s Museum; the GRASP project (GestuRe Augmented Simulations for supporting exPlanations), a Web-based educational simulation of critical middle school science concepts that can be controlled using natural, expressive gestures instead of a mouse and keyboard; and the Simulation Theaters project, the creation of immersive environments that engage high school students in whole-body movements to control multiple simulations connected by cross-cutting concepts (e.g., scale and magnitude), highlighted in the Next Generation Science Standards.

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technology, and entrepreneurism.

The program’s affordability and online evening courses assisted me with my work/ life integration and provided a better quality of life for my family,. The classes have challenged me in what I’ve learned from the ‘real world’ during my 12 years of professional work experience, prior to applying to graduate school, and will tremendously assist my professional life. —Lynette Correa-Velez

2015 IMPACT

Assistant Professor Robb Lindgren,

EARLY CHILDHOOD

A legacy of scholarship in early childhood education inspires new research and growth If early childhood education had a hall of fame, these professors— all from the College of Education—would dominate it: Lilian Katz, Bernard “Bud” Spodek, Merle Karnes, and Jeanette McCollum.

At the forefront of change and a national leader for inclusion “They were all change agents,” says Susan Fowler,

EDUCATION AT ILLINOIS 24

of the first early childhood special education teacher preparation programs in the nation.” McCollum has an award named after her: the Jeanette A. McCollum

professor of Special Education. “Lilian and Bud brought

Award for Service to the Field, given every two years to

early childhood education into focus at the University of

a person in recognition of outstanding contributions to

Illinois. They were leaders in the national organizations that

early childhood and early childhood special education.

focused on the importance of preparing teachers to work

Spodek was recently honored by an endowment made

with young children. Bud focused on teacher preparation

to the University of Illinois by Yew Chung, resulting in the

issues, and Lilian was at the forefront of children’s social

Yew Chung – Bernard Spodek Scholar in Early Childhood

and emotional development and the importance of play as

Education.

a tool for learning.” Karnes, Fowler notes, was a national leader in early

Instrumental in the beginning of Head Start

childhood special education services. “In the late ‘60s,”

Spodek and Katz were instrumental in the beginning

Fowler says, “Merle began providing model demonstration

of Head Start, which this year is celebrating its 50th

classrooms that included children with and without

anniversary. Fowler herself has played a pivotal role with

disabilities. She developed a number of curricula that were

Head Start as part of what is the “next generation” of

used throughout the ‘70s and ‘80s across the nation in

leaders in early childhood education at the University of

classrooms for children with and without disabilities.”

Illinois. She was part of the committee that developed the

One of the nation’s first special education teacher preparation programs

plan for providing services for prenatal through age 2 for Head Start. In addition, she and McCollum worked with the Champaign County regional planning commission to

McCollum came to the University of Illinois in the early

bring Head Start grant funding to Champaign County in

‘80s, “when early childhood special education became

1995. “Head Start has been in Champaign County for forty

a mandated service,” Fowler says. “Jeanette started one

years,” Fowler says, “but in the last twenty years, it’s been

under local control, which means that services have expanded substantially.” She notes that Head Start is now located in the Champaign County towns of Savoy, Rantoul, and Champaign-Urbana.

Providing resources and influencing policy and practice Fowler is director of the Early Childhood and Parenting (ECAP) Collaborative, which she describes as a consortium of grants, project coordinators, and faculty that creates a synergy across numerous early childhood projects. ECAP produces a treasure trove of resources for parents, teachers, and caregivers regarding the needs of young children, particularly in the areas of social and emotional development, cognitive development, and motor development. Fowler says that Special Education professors Micki Ostrosky, Amy Santos, and Mary-alayne Hughes have all had significant impact on teacher preparation and Smith (see “Sanders-Smith Named Chung-Spodek Scholar”), is stepping in to “carry on in the tradition of Bud and Lilian,” Fowler says. Santos, Ostrosky, and former faculty member Mary Louise Hemmeter helped the University of Illinois become a national leader in yet another area – the development of social-emotional curricula. “They developed an enormous curriculum addressing challenging behaviors in children attending Head Start,” Fowler says. “It’s been used all over the country.”

“

They developed an enormous curriculum addressing challenging behaviors in children attending Head Start,” Fowler says. “It’s been used all over the country. You can see the progression through the years—from Katz and Spodek, to Karnes and McCollum, to Fowler and Ostrosky and Santos and Hughes, to Sanders-Smith and others. It’s a progression that has made a deep impression in early childhood education. And it’s a mantle that has been passed down from Illinois’ —and the nation’s —early leaders in early childhood education to today’s leaders. They all have two things in common: a passion for, and great skill and scholarship in, early childhood education. And they all call the College of Education home.

EARLY CHILDHOOD PROJECTS

THE EARLY CHILDHOOD AND PARENTING COLLABORATIVE (ECAP) AT THE COLLEGE Of EDUCATION INCLUDES 13 UNIQUE PROJECTS THAT PROVIDE RESEARCH-BASED RESOURCES TO PARENTS, EDUCATORS, AND POLICYMAKERS.

Sanders-Smith Named Chung-Spodek Scholar Stephanie Sanders-Smith, assistant professor of Curriculum & Instruction, was recently named the inaugural Yew-Chung – Bernard Spodek Scholar. The chair in Early Childhood Education was created by a significant gift from alumna Dr. Betty Chan Po-king in honor of her mentor, Dr. Bernard “Bud” Spodek. Chan’s mother, Madam Tsang Chor-hang, founded the first Yew Chung International School (YCIS) in 1932. Under Chan’s direction, YCIS has become one of the leading private school systems in Hong Kong. Dean Mary Kalantzis and Professor Bill Cope observed several YCIS classes on a visit to Hong Kong last December, in part to learn about a Chinese language program created by Chan that integrates culture-based lessons. Speaking of Chan, Kalantzis said, “Her commitment to educating children equally in their sense of identity and the skills to be global workers and citizens is truly impressive.” As for Spodek, Kalantzis said, “It’s a delight to be able to honor his work in this way.”

2015 IMPACT

national policy and practice. And a new faculty member, Stephanie Sanders-

POLICY

Change Agents: Addressing

critical policy issues in education

The work of affecting policy requires an interrogative approach, patience, and an unfailing dedication to equitable outcomes for all.

aculty within the College are deeply committed to affecting public policy in a range of areas, including access, equity, and higher education funding. Our faculty frequently receive invitations

to testify at the local, state, and federal levels on a variety of issues that impact education policy. And while they come from various vantage points of expertise and research interests, they work in concert toward the common goals of shaping policy to make education more equitable, accessible, and affordable.

ON THE POLICY FRONT: Gutgsell Professor Dorothy Espelage presented on LGBTQ issues and bullying issues in education at a Capitol Hill briefing in July 2015.

EDUCATION AT ILLINOIS 26

Professor Christopher Lubienski was ranked 7th in the nation in 2014 among scholars in the field of government and policy by the Education Week blog, Rick Hess Straight Up (RHSU). Lubienski also was tied for 52nd on the RHSU Edu-Scholar Public Influence list, which recognizes the often unseen accomplishments of scholars “who have the biggest impact on public discussion of education.”

Professor William Trent has served as an expert witness in more than a dozen desegregation cases around the country, and has played an active role in addressing special education, alternative education, and other local school district issues for more than 30 years.

Gutgsell Professor James D. Anderson is a renowned scholar of the history of education and was cited in Supreme Court Justice Sonia Sotomayor’s dissent against the Michigan affirmative action ban in 2014.

President Obama’s education policies examined Professor Eboni Zamani-Gallaher is the director of the Office of Community College Research & Leadership and the editor of the new book The Obama Administration and Educational Reform, published by Emerald Group Publishing Ltd. Prominent scholars within the book reflect on President Barack Obama’s impact on education, examining a broad range of policy issues, including early childhood education, the school-to-prison pipeline, and gainful employment regulations. Recently, the Obama administration reintroduced the College Scorecard, with the president noting that the new version was “designed

consumers make fully informed college choices, revisiting the Scorecard in such a way that it doesn’t exclude part-time students, transfer students, or the benefits of industry-recognized credentials is welcomed.

Surprising findings about charter schools Professor Christopher Lubienski and Associate Professor Adrienne Dixson have been delving into various issues surrounding charter schools. Lubienski has focused on charter school accountability, achievement, innovation, and access. In terms of achievement, Lubienski says, he and his wife, Sarah Lubienski, a professor in Curriculum & Instruction, have found that students at charter schools perform at a level about a half year behind comparable students in public schools. “That has raised concern about how students are being served in charter schools,” he says.

families, and counselors.” Zamani-Gallaher noted in her

Charter Schools: Less innovative than public schools

recent blog post for the Huffington Post that the College

A common perception of charter schools is that they are

Scorecard endeavors to provide those who are college-

more innovative than public schools, but Lubienski says

bound with institutional data to make informed decisions

that has to do more with management and marketing than

in selecting which college to attend based on factors

with classroom innovation. That lack of innovation has to

such as costs and completion rates. Still, there is a wrinkle

do with the competition for students. That competition,

considering the way in which completion is calculated,

Lubienksi says, causes charter schools “to do things that

and what colleges get credit for student completion has

are more tried and true, more back-to-basics, rather than

continually been dicey. For example, which students are

try something new and possibly fail, which would hurt

counted and what types of institutions get credit for

them in their competition for students.” A criticism of

degree conferral has always presented limitations. President

charter schools, Lubienski notes, is that they tend to serve

Obama shared that in the coming weeks the administration

a disproportionately low number of students with special

will be listening to suggestions and will work to improve

needs. And charters tend to attract less experienced, less

the Scorecard based on feedback from parents, students,

well-trained teachers. He adds, “I think the most inter-

counselors, and colleges. If the administration seeks to help

esting findings of my research are how schools, and in

with input from those who will use it the most—students,

(continued on next page)

Associate Professor Jennifer Delaney testified in June to the Illinois State Senate committee on the importance of college affordability. Delaney spoke about the benefits of higher education to the state and to individuals, and to the perils of cutting state funding for higher education.

Assistant Professor Anjalé D. Welton recently co-published a study on the impact of mandates on schools. Welton’s research showed that schools with large populations of youth of color and low-income youth are overwhelmingly targeted for reform initiatives. Welton believes we need to rethink how schools become highly minoritized and how we label them for reform.

See more policy leaders at education.illinois.edu/faculty-finder/epol

2015 IMPACT

Associate Professor Ruth Nicole Brown was invited to share her views with educators, policymakers, business leaders, media experts, and advocates at the White House Research Conference on Girls in 2014.

particular charter schools, react as organizations within a

policy, what’s happening in New Orleans challenges us to

more competitive climate,” he says. “Instead of innovating,

think about what we mean by community engagement

we tend to see them doing things such as finding new ways

and the way charter school policies are written,” Dixson

of serving ‘better students’ rather than educating students

says. She adds that many charters “buy and use curricula

to be better.”

out of hand, as test markets for companies who want

Need for charter schools to serve minority and disadvantaged students

EDUCATION AT ILLINOIS 28

to try out instructional software and programming or premade curricula, so there’s not a lot of room for teachers to create their own curriculum or units. The

Lubienski would like to push for policy changes to address

jury is still out on charters. The quality of education for

the resegregation seen in charter schools. “Some of the

students varies significantly. We can’t say the impact on

states that authorized charter schools required that

education by charter schools has been positive. Maybe

charter schools serve a certain portion of minority students

it’s not entirely negative, but issues such as quality of

or disadvantaged students that would be approximate to

education and safety and travel make many charters a

the schools in the surrounding dis-

mixed bag at best. Additionally most charters are not

trict or community,” he says. “And

equally accessible to all students and are not very diverse,

that’s largely been ignored.”

she says, and that makes matters worse.”

Studying charter schools in New Orleans Associate Professor Adrienne Dixson has conducted considerable research on post-Katrina charter schools in New Orleans, which is a pivotal point in the city’s history of school policy. All schools in the city are now chartered, to the dismay of most of the community and the school board. “In terms of

“

The jury is still out on charters. The quality of education for students varies significantly. We can’t say the impact on education by charter schools has been positive. Maybe it’s not entirely negative, but issues such as quality of education and safety and travel make many charters a mixed bag at best. —Adrienne Dixson

Jameson Brewer offers an insider’s view of Teach for America The two-year teaching experiences of Jameson Brewer at Teach for America (TFA) were the motivation for his new book, Teach for America Counter-Narratives: Alumni Speak Up and Out. Jameson is a TFA alumnus, a doctoral student in the Department of Education Policy, Organization & Leadership, and an O’Leary Fellow with the Forum on the Future of Public Education. Counter-Narratives provides a sometimes-troubling look inside TFA, which recruits college graduates every year to teach in mostly low-

“

income, minority schools.

Fixed tuition rates = higher tuition rates Associate Professor Jennifer Delaney has focused

TFA’s system doesn’t work, and I think the experiences of the alumni in the book tell that story, Brewer said.

much of her research on higher education issues, including fixed-rate tuition and college affordability. “In Illinois, we have a guaranteed or fixed-rate tuition that locks in the tuition for four years,” Delaney says. “It helps families know what they will be paying all four years. But we found that it also gave institutions every incentive to raise their prices.” The fixed-rate institutions, she says, frontload the tuition the first two years, charging more those two years than they otherwise would have to make sure they have enough to cover all four years. There are two problems with that: Delaney

WELCOME Dr. Christopher Dunbar Jr., a

found that students at the University of Illinois end up

new professor in EPOL. Dunbar chose to come

paying about 30 percent more over four years than

to Illinois for several reasons: a diverse, smart

they otherwise would have, and students who must

student body; world-class scholars on the

drop out or delay their education after two years have

cutting-edge of research; and an extraordinary

significantly overpaid for those two years. Fixed-rate,

library. “Illinois is my alma mater,” Dunbar

she says, doesn’t make college more affordable – it just

added. “I am delighted to reconnect with this

ability, Delaney says, is based on tuition, income, and financial aid. “We find an overall erosion in college affordability, looking at all of these factors,” she says. “Policy in any of those three areas could help.”

great institution.” His research interests include alternative education for students who have been unable to matriculate through traditional public schools, and the intersection between school choice and disruptive students.

2015 IMPACT

makes the tuition more predictable. College afford-

IDENTITY

Intersectionality and the study of

social identity Social identity is a person’s sense of who he or she is based on group memberships. In short, it permeates a person’s life.

College of Education. “It emerges from their experience in three environments: physical, social, and personal. It’s what I have studied over the long arc of my career.” Nettles is one of three professors from the College that we feature here for their contributions in the field of social identity. Together, Nettles, Cris Mayo, Rochelle Gutierrez, and Helen

EDUCATION AT ILLINOIS 30

Those groups can be according to race, religious beliefs,

Neville (and many more at the College) have made deep

sexual orientation and preferences, and gender, just to

inroads into the understanding of how social identity plays

name a few. But they hardly stop there. Being a member

out in various arenas, and how policy and practice should

of a college rugby team, for example, shapes your sense

be shaped to help people understand, be appreciated for,

of who you are —as does being a member of an all-black

and step fully into their social identity.

church choir or a member of a motorcycle gang. Social

Exploring Identity through

identity is wide-ranging, complex, and it deeply impacts

Narrative Inquiries

people’s perceptions about who they are, what they are

Much of Saundra Murray

capable of, what is expected of them, and what they expect

Nettles’ focus has been on

of themselves. It shapes careers, pursuits, hopes, dreams,

resilience in children and teens,

and everyday behaviors. It fuels self-esteem and informs

community development, and

self-worth.

development of African-American

“It’s what a person feels about himself or herself in the

women. Most recently, she has used narrative inquiries of

context of the roles he or she plays,” says Saundra Murray

neighborhood processes that reveal the impact of social

Nettles, a clinical professor in child development in the

identity in rebuilding neighborhoods.

Paving the Road for the Next Generation of LGBTQ Youths Cris Mayo is a professor in Education Policy, Organization & Leadership in the College of Education. Her first book, Disputing the Subject of Sex (published in 2004 and reprinted in 2007), explores the controversies and disputes over AIDS education and gay inclusive multicultural education in New York in the 1980s and 1990s. Her second book, LGBTQ Youth and Education: Policies and Practices, published in 2013, probes the laws, school policies, curricular approaches, and student organizing related to LGBTQ issues. In 2014, Mayo received a Body of Work Award from the American Educational Research Association (Special Interest Group: Queer Studies). She also received a Critics’ Choice Book Award from the American Educational Studies Association for LGBTQ Youth and Education. “I’ve met with members of Gay Straight Alliances and related groups for over ten years,” Mayo says. “I help them organize or facilitate communication between group members and school administrators.” Mayo has also negotiated with school boards and legislators to help

“

make the way easier for the next generation of LGBTQ problematic,” Mayo says. “For example, not addressing sexual and gender minority youth, addressing them only in terms of risk and prejudice, or neglecting to understand how race, class, ethnicity, region, religion, gender, and

Her studies led her to write Necessary Spaces: Exploring

disability all can alter the experiences of being LGBTQ,

the Richness of African American Childhood in the South,

or simply how other aspects of identity may be more

published in 2013. The book looks at her own childhood and

salient.”

at the writings of other African-Americans on what it means to grow up in the South as an African-American. “It’s an interaction of community narratives, personal narratives, and other autobiographical narratives,” she says. “From that work emerged a sense of how collective memories of African-Americans in neighborhoods can be used to rebuild the fabric of neighborhoods today.” Nettles’ impact in social identity stretches back to the 1970s. She founded a section on the psychology of black women in the American Psychological Association, has been instrumental in bringing forward issues and concerns facing

“

We’re fortunate at Illinois to have faculty who work on gender, sexuality, and trans studies and who do so in ways that understand the intersections of other aspects of identity. And we’re fortunate to work with people whose research challenges exclusions of many sorts in a wide array of educational settings. There’s a center of gravity to social justice education work at Illinois that I do think is quite remarkable. —Cris Mayo

black women today, and has conducted research in the area of social identity that has impacted policy, community outreach, and education.

(continued on next page)

2015 IMPACT

It’s an interaction of community narratives, personal narratives, and other autobiographical narratives. —Saundra Murray Nettles

youths. “I also write on policies and practices that are

Preparing educators to deliver powerful mathematics instruction to urban students

“

We act ourselves into new ways of thinking, not the reverse.

A professor of Curriculum & Instruction, Rochelle Gutierrez’ scholarship focuses on equity issues in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of Latina/o and black students and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. Her current research projects focus on: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and “Nepantla” in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively teach in an era of high-stakes education.

EDUCATION AT ILLINOIS 32

What It Means to Be Black in a World of Racial Disparity Educational Psychology Professor Helen Neville is a fellow in the American Psychological Association. In 2013 she received the Association of Black Psychologists’ Distinguished Psychologists of the Year Award. As a professor in counseling psychology at the College of Education, Neville has focused much of her research on racial identity. Widely published in this field, she studies the racial experiences of black adults and the ways in which they come to understand what being black means in racially hierarchical societies where racial disparities exist. She also examines how black adults develop and express their racial identity. She has found, among other things, that a positive and affirming understanding of one’s racial identity, coupled with an appreciation of other non-racial social identities, results in greater well-being. “Racial identity is deeply contextualized and incorporates a combination of racial, ethnic, and cultural group membership,” Neville says. “People seek ways to affirm their humanity through strategies that enhance their racial and self-recognition, or self-respect, including individual and collective anti-racism actions.” Neville says people often experience an

that radically shifts their perception of race and of social identity. “Findings from my studies have implications to assist in the psychological and educational well-being of black individuals,” Neville says. “For example, among the South African narratives, my colleague and I explored the role of education in shaping individuals’ perceptions of being black during and after apartheid.” Her findings also point to the importance of creating both formal (e.g., curricula) and informal (e.g., clubs, lectures) educational opportunities to increase people’s pride in the accomplishments of their racial-ethniccultural group. “We need to identify educational structures that will enhance access to quality education for all as a means of increasing future opportunities and reducing racial disparities,” she says.

“

Racial identity is deeply contextualized and incorporates a combination of racial, ethnic, and cultural group membership. People seek ways to affirm their humanity through strategies that enhance their racial and self-recognition, or self-respect, including individual and collective anti-racism actions. —Helen Neville

Graduate Student Research in Social Identity Arielle Brown aspires to be a professor, and the College of Education is affording her the opportunity to gain valuable teaching and research experience. She is interested in understanding the roles of race-related and ethno-cultural processes on black girls and women and their relation to academic performance. Her research examines the relationship between stereotype threat, racial identity, and academic performance among black women, and she is exploring how racial identity attitudes act as a moderator in academic performance, with the goal of minimizing achievement gaps. “Although stereotype threat and racial identity research have thoroughly been explored,” Brown said, “there is a paucity of research done on stereotype threat and racial identity attitudes among black women.” Working under the guidance of Professor Helen Neville, Brown said she feels privileged to be in a college that encourages and cultivates her work and future goals. Tyler Hatchel joined the Counseling Psychology Program (CPP) because of its commitment to social justice, and because he wanted to work with Dr. Dorothy Espelage, who focuses on translational research and public policy issues such as bullying. Hatchel’s research interests encompass how digital media predicts well-being and mental health among victimized, stigmatized, and marginalized youth, particularly LGBTQ youth. His awareness in this area was piqued through his time as a digital crisis services coordinator for The Trevor Project, an organization dedicated to ending suicide among LGBTQ youth.“Our digital programs there illustrated how helpful such resources can be when it comes to the well-being of LGBTQ youth with mental health issues, identity concerns, and relational difficulties,” he said. Hatchel earned his master’s degree in psychology at California State University, Los Angeles.

2015 IMPACT

“aha” moment when they go through a transformative critical incident

RESEARCH & DEVELOPMENT NEWS BRIEFS

R&D NEWS

Early childhood education pioneer Lilian Katz debunks “earlier is better”

he debate about appropriate curriculum for young children generally centers on two options: free play and basic activities versus straight academics. The latter choice has been adopted by many kindergartens in the U.S., often reducing or eliminating time for play. In the report “Lively Minds: Distinctions between academic versus intellectual goals for young children,” Professor Emerita Lilian G. Katz says that beyond free play and academics, “another major component of education (for all age groups) must be to provide a wide range of experiences, opportunities, resources, and contexts that will provoke, stimulate, and support children’s innate intellectual dispositions.” Katz goes on in the report to make a distinction between academic goals and intellectual goals for young children. She writes that longitudinal studies of the effects of different kinds of preschool curriculum models debunk the seemingly common-sense notion that “earlier is better” in terms of academic instruction. Katz also writes in the report that “earlier is better” is not supported in neurological research, which “does not imply that formal academic instruction is the way to optimize early brain development.”

EDUCATION AT ILLINOIS 34

Read the full “Lively Minds” report, published by the nonprofit group Defending the Early Years.

The professor emerita of early childhood education is on the staff of the Clearinghouse on Early Education and Parenting, a cooperating organization with the Early Childhood and Parenting Collaborative within the College of Education at Illinois. Katz is also the author of more than 100 publications about early childhood education, teacher education, child development, and the parenting of young children.

Supporting and retaining students in the sciences Jennifer Cromley, associate professor in the Department of Educational Psychology, is leading a study that experiments with various learning supports for undergraduate biology students. The project aims to increase students’ learning and increase retention rates in science majors. Recent results of the study show that motivational supports increase student reasoning skills in biology, which related to higher course grades. Additionally, supports for student reasoning skills helped them worry less, which also related to higher course grades. These results suggest that both learning supports and motivation supports are valuable, and that combined learning and motivation programs

An educational anthropologist’s approach to language and literacy Luz Murillo, associate professor in the Department of Curriculum &

Cognitive benefits are shown for bi- and multilingual students Eurydice Bauer, associate professor in the Department of

Instruction, is an educational anthropologist who researches the home and

Curriculum & Instruction, is leading

community literacies of immigrant/migrant and indigenous families and how

a study to investigate the role of

these connect to what happens or doesn’t happen with literacy in schools.

context on the process of becoming

Literacy is much broader than what happens in schools and classrooms and

bilingual over time on students’

includes workplace literacies, religious literacies, and other forms of reading

executive function development

and writing that are changing with globalization and transnational immigra-

and academic performance.

tion, but are also specific to local communities.

Students’ performance on

Being an educational anthropologist means look-

vocabulary, language proficiency,

ing for patterns in learning and teaching in spe-

and reading tasks will be used to

cific contexts. It means understanding what you

track students’ literacy develop-

observe and hear, first from the perspective of the

ment across grades K-5. Although

local agents or community participants, and then

research studies reveal that young

connecting these understandings to theory and to

bilinguals benefit in the area of

what’s happening in other educational contexts.

executive functioning from being

From 2006 to 2014, Murillo’s research looked at

bilingual, very little is known about

the literacies of Spanish/English bilingual families

the development of those skills

in the Rio Grande Valley on the Texas-Mexico bor-

and how to capitalize on them in

der. This is one of the poorest regions of the U.S.,

school settings. This study is part

but it’s also incredibly multilingual. Most families

of a larger Partnerships in Inter-

speak Spanish, English, and Tex-Mex to different degrees, but most schools

national Research and Education

teach only in English. Even if they are in so-called “bilingual” programs, kids

project, funded by the National

are allowed to learn in Spanish for only a year or two because the standard-

Science Foundation, on bilingualism

ized tests are offered in English.

that brings scholars from domestic

Murillo’s research uses auto-ethnography and Participatory Action Research

and international sites together to

to help local teachers analyze their bilingual and biliterate histories. “I’m

address linkages between brain

writing about this project,” says Murillo, “and describing how some local

science research and children

teachers learned to embrace their own linguistic and cultural backgrounds

and adolescent learners; language

and used them as resources in their teaching. Very challenging work and

development and maintenance

frustrating sometimes because it’s really difficult to change people’s

in diverse learning environments;

ideologies about language.”

and the consequences of bilingualism across the lifespan.

2015 IMPACT

can help with better grades and retaining students in science.

How movement affects cognition

Reducing harmful behaviors hinges on implementation

Curriculum & Instruction Associate

Gutgsell Professor Dorothy Espelage in the

Professor David Brown and

Department of Educational Psychology is the

colleagues are attempting

nation’s foremost expert on bullying and school

to design innovative science

violence. Espelage found that the effectiveness

education simulations based in

of social-emotional learning (SEL) programs such

research on how body movements,

as the popular middle school program, Second

such as hand gestures, promote

Step, hinges on how they are implemented— and

learning and understanding.

in the U.S., implementation is often a piecemeal approach. Espelage’s multiyear study was funded

Educational research often focuses on existing technologies and how

by a $1,043,589 grant issued by the U.S. Department of Health & Human Ser-

to apply them to learning contexts,

vices and involved 36 middle schools in Kansas and Illinois in a three-year

while this project seeks to design

randomized clinical trial. In all, about 3,600 children received 41 social-emo-

and develop new technologies

tional learning lessons over the three years. Espelage found evidence of

that are specifically configured

Second Step’s effectiveness—reduced physical aggression in the first year,

to maximize student learning.

significant reductions in sexual harassment and homophobic name-calling

Researchers on this project have

in the second year, and a positive impact on all forms of aggression by year

developed a study in which

three. The reason Second Step implementation was more effective in her

students work hands-on with

study than other programs is because the teachers in her study stayed true

phenomena and then process through computer simulations and “embodied interactions” what is happening with non-visible but explanatory entities, such as atoms and molecules. “Embodied cognition is an idea that’s very important,” said Brown, a coinvestigator. “It’s the concept that our ideas evolve because of our bodily interactions with the world. There’s evidence to show that

“

to the entire curriculum.

I If you don’t attend to implementation fidelity, you won’t get the reductions we saw. You can’t pick some lessons out and do it piecemeal. If you implement with fidelity, your results are enhanced. —Dorothy Espelage

64%

PRINCIPAL INVESTIGATORS ON RESEARCH PROJECTS

In 2014-15, 64% of our faculty were PRINCIPAL INVESTIGATORS on research projects, an increase of 6% in the past year.

when people use their embodied motions to think, they’re better

“

able to learn new ideas.”

Embodied cognition is an

idea that’s very important. It’s the concept that our ideas evolve because of our bodily interactions with the world.

Children desire to make sense of their world Professor Anne Haas Dyson, in Education Policy, Organization & Leadership, is a fellow of the American Educational Research Association (AERA) and has spent over 35 years studying the childhood cultures and literacy learning of young children. She aims to bring respect and intellectual attention to childhood cultures and their re-

EDUCATION AT ILLINOIS 36

lationship to school learning. “Young children do not participate in school because they are concerned about the national economy, international competition, or climbing a ladder to academic accolades from a grateful nation,” says Haas Dyson. “They desire to make sense of their world and to gain companionship in what can be a confusing world.” Dyson documents the diversity of resources (languages, popular culture texts, semiotic tools, and everyday experiences) our diverse school children bring with them to participate intellectually and socially in school.

A FREE web tool created for special education teachers Special education teachers face a complex and difficult process developing a plan for their students’ learning. Jim Shriner, associate professor of Special Education, developed IEP Quality Tutorial (IEP-Q Tutorial), a tool that helps

step-by-step through the process and provides forms to document each step along the way. “The tutorial provides the latest in research, so teachers can focus on what is truly important for the student,” Shriner says. “And students of teachers who used the IEP-Q Tutorial did better on reading assessments than students whose teachers did not use the tool. That means better results for students with special needs.” The IEP-Q Tutorial provides planning sheets for collecting the data needed to create the best plan. And it supplies sample student plans to offer additional ideas for teachers.

Preparing teachers to teach children with diverse abilities More and more classrooms are blended with students of varying abilities — which means future teachers need to be prepared to effectively teach children with a wide range of abilities. Project Blend prepares teacher educators who can help realize this goal. Through Project Blend, doctoral students are prepared to equip future teachers to teach children with diverse abilities. Nine doctoral students at a time take part in the project, which focuses on four competencies: • Knowledge of disability law and educational policy for children birth to 5 • The ability to align early childhood education curriculum to state standards and Common Core Standards for early learning • The skills to translate research into practice • The ability to improve child outcomes through rigorous research and data-based decision making Susan Fowler, professor in Special Education, is principal investigator, and Amy Santos, also a professor in Special Education, is co-principal investigator for the project, which is funded by the U.S. Department of Education.

Complex analyses of large-scale data sets Professor Sarah Lubienski analyzes big data sets using high-end statistical methods to interrogate educational issues of national import. Lubienski, a professor in Curriculum & Instruction, realized that many math educators lack the skills to analyze big data sets—an increasingly important skill for educational research. So she put together a postdoc research training program in math with colleagues Arthur Baroody and Joseph Robinson-Cimpian. They work with postdoc students who complete one to three years of research each in a program that has been funded by a grant from the Institute of Education Sciences. The postdoc students research a variety of topics in math education, running the gamut from pre-K to higher education. The program is built to help them gain strengths in both math education and research methods. Most of the students are strong in methods, Lubienski says, but need more math education content. The students are gaining that content and launching their careers with publications, grants, and with experience in conference presentation. “We are training the next generation of scholars,” Lubienski says. “They will impact the students they teach. We are in the process of creating new generations that will be stronger in methods and stronger in math education.”

2015 IMPACT

teachers develop an Individualized Education Program (IEP) for each student. The tool takes teachers

2014-15 FACULTY BOOKS

Samuel K. Alexander

Financing Public Schools: Theory, Policy and Practice

The Law of Schools, Students, and Teachers

New York: Routledge. Donner, New York and London: Routledge/ Taylor & Francis, 2014

West Academic Publishing; 5 edition, 2015

Liora Bresler

Ruth Nicole Brown

The International Handbook of the Arts in Education Fleming, Mike; Bresler, L., & Oâ&#x20AC;&#x2122;Toole, J., Routledge, 2014

EDUCATION AT ILLINOIS 38

Samuel K. Alexander

Disruptive Qualitative Inquiry: Possibilities & Tensions in Education Research

Brown, R. N., Carducci, R., Kuby, C. New York, New York: Peter Lang, 2014

Richard Anderson

Socializing Intelligence Through Academic Talk and Dialogue Sun, J., Anderson, R. C., Lin, T.-J., Morris, J. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Ed.), Washington, DC: American Educational Research Association, 2015

Hua-hua Chang Advanced Methodologies to Support Both Summative and Formative Assessments Charlotte, NC., Information Age Publisher Inc., March 2014

Eboni M. Zamani-Gallaher

Georgia E. Garcia

ASHE Series Reader on Community Colleges

The Obama Administration and Educational Reform

Eboni M. Zamani-Gallaher, Jaime Lester, Debra D. Bragg, Linda Hagedorn Pearson Learning Solutions; 4 edition, 2014

Bingley: Emerald Group Publishing, 2014

Developing Reading Comprehension: Effective Instruction for All Students in PreK-grade 2

Eboni M. Zamani-Gallaher

Stahl, K. A. D., Garcia, G. E. NY: Guilford Press., 2015

Stafford Hood Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice Hood, S., Hopson, R. K., Frierson, H. T. In Hood, S., Hopson, R.K., and Frierson, H.T. (Ed.), Charlotte, NC: Information Age Publishing, 2014

Natasha A. Jankowski Using Evidence of Student Learning to Improve Higher Education Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P., Hutchings, P. A., Kinzie, J., San Francisco, CA: Jossey-Bass, 2015

William Cope and Mary Kalantzis A Pedagogy of Multiliteracies: Learning by Design Cope, William, Kalantzis, Mary Palgrave Macmillan, September 2015

Helen A. Neville

Thomas A. Schwandt

The Myth of Racial Color-Blindness: Manifestation, Dynamics, and Impact

Evaluation Foundations Revisited: Cultivating a Life of the Mind for Practice

Dictionary of Qualitative Inquiry, 4th edition

Neville, H. A., Gallardo, M. E., Sue, D. W. Washington, DC, American Psychological Association, 2015

Stanford, CA: Stanford University Press, 2015

Fasching-Varner, Kenneth J., Reynolds, Rema, Thousand Oaks, CA, Sage, 2015

Using Past as Prologue: Contemporary Perspectives on African American Educational History

M. P., Danns, D., Span, C. Greenwich, CN, Information Age Press, 2015

2015 IMPACT

Christopher Span

Hua-hua Chang

COLLEGE OF EDUCATION SELECT 2015 ACTIVE GRANTS & CONTRACTS

Designing and Constructing the HSK Item Bank and Adaptive Testing System (Phase I and II)

2013-2015 $104,574

Hogskoken Stord/Haugesund Liora Bresler Stord Professorship

2007-2018 $135,545

Illinois Board of Higher Education Stephanie Carol Sanders-Smith

American Educational Research Association William Trent, Victor Perez

Serving Emerging Bilingual Elementary Students in a Small Urban Community: An Evaluation of a Literacy Based After-School Program

2015-2016 $5,000

American Modeling Teachers Association Sheila Rae Dean, Barbara Hug Teaching Pre-service Secondary Teachers to Teach Science Using Modeling Instruction

2014-2016 $1,200

Bill & Melinda Gates Foundation Debra Bragg Research Agenda for “Credit When It’s Due”

2012-2016 $590,000

Committee for Children Dorothy Espelage Pilot Evaluation of K-5 Second Step Social-Emotional Learning & Bully Prevention Units

2015-2016 $48,000

Illinois Community College Board Debra Bragg, Eboni Zamani-Gallaher Continuation of Perkins IV Consultation, Technical Assistance and Applied Research and Evaluation (FY15)

2014-2015 $400,000

Illinois Department of Human Services Rosa Santos Gilbertz, Michaelene Ostrosky, Tweety Yates Early Intervention Training FY15

2014-2015 $1,100,656

Illinois State Board of Education Susan Fowler Illinois Early Learning Project (Illinois Early Learning Guidelines Birth to Three Support Materials for 0-3 Providers)

2014-2016 $50,000

Susan Fowler

2014-2016 $661,056

Illinois Early Learning (IEL) Project FY15

Consortium for Educational Change

Susan Fowler

Chris Roegge

Illinois Early Childhood Asset Map Project (IECAM) FY15

Induction and Mentoring—Illinois New Teacher Collaborative Work Plan

2014-2015 $49,235

Hanban Confucius Institute EDUCATION AT ILLINOIS 40

Building Partnerships through Early Childhood Math: Mathematics Methods for Students and Two- and Four-Year Institutions

Hua-hua Chang Confucius Institute: Designing and Constructing the HSK Item Bank and Adaptive Testing System (Phase I)

2012-2018 $150,000

2014-2015 $342,125

2014-2015 $488,750

Donald Hackman, Debra D. Bragg Pathways Resource Center

2012-2015 $875,400

Kresge Foundation Debra Bragg Credit When It’s Due (CWID): Examining the Outcomes and Impact of Reverse Transfer in Georgia Tennessee and Texas

2014-2016 $160,000

Lumina Foundation Stanley Ikenberry, George Kuh Tracking and Mapping Institutional Use of Frameworks for Enhancing Student Learning

2014-2018 $2,996,800

Stanley Ikenberry, George Kuh Mapping the Territory, Documenting the Journey: Tracking the DQP

2012-2015 $1,017,723

National Academy of Education /Spencer Foundation Joseph Robinson-Cimpian One or Many Thresholds? Understanding Moderators of English Learner Reclassification Effects to Inform Policy Decisions

2013-2016 $55,000

National Association of Research in Science Teaching Fouad Abd-El-Khalick Editorship of the Journal of Research in Science Teaching

2015-2019 $421,291

National Institutes of Health Barbara Hug Project NEURON (Novel Education for Understanding Research on Neuroscience)

2009-2016 $1,438, 319

Meghan Burke Adapting a Parent Advocacy Program to Improve Transition for Youth with Autism (Vanderbilt University, Lead)

2014-2015 $29,118

National Science Foundation Mats Selen, Fouad Abd-El-Khalick, Patricia Shapley, Raymond Price Entrepreneurial Leadership in STEM Teaching and Learning (EnLIST)

2009-2015 $5,000,000 Jose Mestre

PHoTOnICs: Physics with Tablets Outside and Inside Classrooms (University of California-Davis, Lead)

2013-2016 $49,492

Gloriana Gonzalez Rivera CAREER: Noticing and Using Student’ Prior Knowledge in Problem-Based Instruction

2013-2018 $860,509

Robb Lindgren

Michaelene Ostrosky

Metaphor-Based Learning of Physics Concepts through Whole-Body Interaction in a Mixed Reality Science Center Exhibit

Children in Action: Motor Program for Preschoolers (CHAMPPS) (Univeristy of MasachusettsBoston, Lead)

Jose Mestre, Carolyn Anderson, Hua-hua Chang, Gary Gladding, Katherine Ryan Using Computer Adaptive Testing (CAT) to Improve STEM Learning, Test Performance, and Retention

2013-2016 $499,936

National Writing Project Corporation Sarah Lubienski University of Illinois Writing Project: 2014-2016 NWP SEED Teacher Leadership Development Grant

2014-2016 $20,000

Organization for Autism Research Meghan Burke Examining the Effectiveness of a Latino Parent Leadership Support Project

2015-2016 $30,000

Rand Corp Dorothy Espelage

2015-2018 $344,310

Jennifer Cromley Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades (Temple University, Lead)

University of Queensland Christopher Lubienski Data Infrastructures, Mobilities and Network Governance in Education

2015-2018 $7,959

U.S. Department of Education William Cope, Hua-hua Chang, Sarah McCarthey, Katherine Ryan Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces

2011-2016 $659,375

2012-2016 $1,478,443

Dorothy Espelage

Coordinating Multiple Representations: A Comparison of Eye Gaze Patterns of High School Students Who Do and Do Not Enroll in Calculus A Goal 1 CASL Project

Randomized Trial of a Gender Enhanced Middle School Violence Prevention Program

2015-2016 $274,462

Dorothy L. Espelage, Philip Craig Rodkin A Longitudinal Study of Teaching Practices, Classroom Peer Ecologies, and Youth Outcomes

2010-2015 $2,164,277

Stacy Dymond Innovative ACCESS to Curriculum for Students with Severe Disabilities

2014-2018 $1,250,000

2013-2015 $300,000

Implementing the Common Core State Standards for Students with Disabilities Research and Development of Web Based Supports for IEP Team Decisions

Jennifer Cromley

Spencer Foundation The Role of Student Characteristics in Teachersâ&#x20AC;&#x2122; Formative Interpretation of Student Performance

James Shriner, John Trach

U.S. Department of Health & Human Services (CDC)

Stacy Dymond, Adelle Renzaglia

Jennifer Greene, Thomas A. Schwandt

2015-2020 $1,249,934

2014-2018 $411,000

Social Network Effects in the Context of Adolescent Risk Behaviors

2012-2016 $244,311

Project Family IMPACT

Leadership in Secondary Curriculum, Outcomes and Research (SCORE) for Youth with Severe Disabilities

2013-2016 $997,574

U.S. Department of Justice Dorothy Espelage Effects of a Middle School SocialEmotional Learning Program on Teen Dating Violence, Sexual Violence and Substance Use in High School

2013-2016 $662,993

William T. Grant Foundation Christopher Lubienski How Do Intermediary Organizations Define & Disseminate Research for Educational Policymaking

2011-2015 $607,052

Susan Fowler, Rosa Santos Gilbertz Project Blend (Program Type A)

2011-2016 $1,242,827

Mary-Alayne Hughes Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel

2014-2017 $708,893

Sarah Lubienski, Arthur Baroody, Joseph Robinson-Cimpian UIUC Postdoctoral Research Training Program in Mathematics Education

2010-2016 $655,000

Lisa Monda-Amaya, Stacy Dymond, James Halle Preparing Leaders in Education, Access, and Data Based Decision Making in High Need Schools Project LEAD

2011-2015 $1,200,000

$ TOTAL 2015 ACTIVE GRANTS & CONTRACTS

51.5M

2015 IMPACT

2013-2016 $764,208

Rosa Santos Gilbertz, Meghan Burke, Hedda Meadan-Kaplansky

College leadership AWARDS & RECOGNITIONS Our College addresses the challenges facing todayâ&#x20AC;&#x2122;s learners by advancing knowledge and impacting policy through research, teaching, and outreach. We develop the tools, methods, and habits of mind that innovate; contribute to making education equitable and accessible to all learners; and we prepare leaders, researchers, and passionate advocates committed to transforming learners of all ages.

Fouad Abd-El-Khalick

Associate Dean for Research & Research Education

James D. Anderson EDUCATION AT ILLINOIS 42

Interim Executive Associate Dean for Administration, Head, Education Policy, Organization & Leadership

David E. Brown

Interim Head, Curriculum & Instruction

Barbara Geissler

Executive Assistant Dean for Business Operations

Mary Kalantzis

Christopher Span

Cris Mayo

Not Pictured:

Dean

Director, Online Programs

Sarah Jane McCarthey

Associate Dean for Academic Programs

George Reese

Director, Teacher Education

Director, Office for Mathematics, Science, & Technology Education

Susan Michaels

Chris Roegge

Daniel Morrow

Kathy Ryan

Assistant Dean for Administration & Communication Service Chair, Educational Psychology

Michaelene Ostrosky

Head, Special Education

Executive Director, Council on Teacher Education Assistant Dean for Academic Affairs

Since 1919, the Bureau of Educational Research has enriched the research culture for faculty and students in the College of Education by supporting interdepartmental or interdisciplinary collaboration; nurturing faculty research, especially for those who are at critical passages in their careers; and grant writing and liaisons with funding agencies. To accomplish this mission, the Bureau works with faculty to secure research funding, including supporting grant proposal writing and proposal submissions, and also helps coordinate the placement of campus research projects in schools in collaboration with the Center for Education in Small Urban Communities.

300+

RESEARCH FUNDING PROPOSALS

IN 2014-15 THE BUREAU OF EDUCATION RESEARCH ASSISTED FACULTY WITH WRITING AND SUBMITTING OVER 300 GRANT PROPOSALS.

Prestigious editorship of the Journal of Research in Science Teaching Comes to Education at Illinois In April 2014, Fouad Abd-El-Khalick and Dana Zeidler, College of Education, University of South Florida, were named co-editors of the Journal of Research in Fouad Abd-El-Khalick Associate Dean for Research & Research Education

Science Teaching (JRST), and started their 5-year tenure as co-editors on January 1, 2015. The JRST Editorial

Office was relocated to the College of Education at the outset of 2015, where it will remain till 2019. JRST is the official journal of NARST: A worldwide organization for Improving science teaching and learning through research. NARST (formerly, the National Association for Research in Science Teaching) was established in 1928 and remains the oldest, largest, and most prestigious organization for research in science education. With a 2014 Impact Factor of 3.162, JRST is the premier research journal in the field of science education. Additionally, JRST is one of the top ranked among all educational research journals. In 2014, the Thomson Reuters Journal Citations Reports® ranked JRST as 4th among all 224 Education & Educational Research journals indexed in the Web of Science.

recipient; Outstanding Reviewer Award for theExpertise journal Education Technology Research of New Faculty Member and Development; second-place award Aligns with Newand Program recipient of the Learning Editorship of Distance the Journal of Re-Journal Award in the Quantitative-Focused Categosearch in Science Teaching Comes ry, sponsored by the Association for Educato Illinois (2015–2019) tional Communications and Technology In April 2014, Fouad Abd-El-Khalick Helen Neville, Fulbright Scholarship to andinDana Zeidler (College of Eduwork Tanzania cation, University of South Florida) Michelle Perry, Outstanding Review for were co-editors of the Jour2014 fornamed the AERJ – Teaching, Learning, nal of Research in Science Teaching and Human Development (JRST), and started their 5-year tenure as co-editors on January 1, University of Illinois Campus Awards 2015. The JRST Editorial Office was to Faculty Members relocated to the College of EducaNicholas Faculty tion at Burbules, the outsetOutstanding of 2015, where it Leadership Award will remain till 2019. Violet Awardof forNARST: Excellence JRSTHarris, is the Campus official journal in Graduate Student Mentoring A worldwide organization for ImKarla Möller, Outstanding Graduate proving science teaching an learning Teaching throughAward research. NARST (formerly, the National for ReAdam Poetzel, Association Campus Award for Excellence Undergraduate search ininScience Teaching)Teaching was established 1928 and remains Anjalé Welton,inCampus Award for the Excellence in Online Distance Teaching oldest, largest, andand most prestigious organization for research science Yoon Pak, Outstanding AsianinAmerican Faculty/Staff Award at the Asian American Leadership Awards ceremony 43

2015 IMPACT

The Bureau of Educational Research supports a strong research culture at the College

Site-based Programs in Chicago Area Thriving Known for its breakthroughs in educational thinking and practice, the Educational Administration and Leadership (EAL) program prepares Professional Awards and Recognition aspiring leaders to be innovative for Faculty Members change agents, groundbreakers Debra Bragg, fellow of the American of learning, and reflective practiEducational Research Association tioners. EAL offers graduate proJennifer Delaney, fellow of the Illinois grams—face-to-face classes in subBoard of Higher Education and Charles F. urban and downtown Chicago—that Elton Best Paper from the Association for embrace the broad array of leaderInstitutional Research ship, administrative, and supervisory Stacy Dymond, Excellence in Teaching positions elementary secondAward from in Illinois Teacherand Education ary education. Many of the graduate Division students who pursue further educaAnne Haas Dyson, David H. Russell tion in the EALfrom program are those Research Award National Council of Teachers of English who value the opportunity to work full time and further their education Gloriana Gonzalez, North American Systemic Linguistics in a Functional top-tier program. “WeAssociation find that Emerging Award the U ofScholar I holds a special place in the Anne Haas Dyson, Educator hearts and mindsOutstanding of our suburban in the andEnglish ChicagoLanguage students,”Arts saidAward Mary from the National Council of Teachers of English Herrmann, an assistant professor and David H. Russell Research Award from in the Department of Education National Council of Teachers of English Policy, Organization and Leadership. Rebecca Ginsburg, Leadership in Education “Illinois is unique in that it extends a Award from the Young Women’s Christian critical social justice perspective and Association opportunities to learn from researchDavid Huang, AECT Division of Distance ers andArticle leaders in the field.” Learning and Crystal Award Article

Alumni, donors, & friends ADVANCE COLLEGE mission Education at Illinois has become a hub of innovation in learning technologies and the learning sciences. Here are just a few examples of what’s happening: A game-design course in which students create digital and physical games. Spearheading a campuswide initiative that will lead the way toward inventing and building tools and spaces to transform learning. State-of-the-art classrooms where cutting-edge interdisciplinary collaboration takes place. A research lab featuring the latest in learning technologies, from multi-touch tables that resemble 55-inch iPads to augmented realities for learning. A graduate program in digital environments that supports teaching, learning, and student agency. Digital environments for learning, teaching, and agency in the new Bachelor of Science Learning & Education Studies major. These educational innovations are part of the College’s commitment to embed cutting-edge technology within classrooms so students and faculty can begin learning, researching, and inventing the tools and methods for 21st-century learners. “Imagine what we will accomplish by coming together on campus as educators, philosophers, and scientists,” said Dean Mary Kalantzis. “It’s what we strive for and what is happening here. Technology and true interdisciplinary collaboration— education elements way beyond books, desks, and chalkboards—are leading the way toward affordances and access undreamed of. It’s a very exciting time.”

L-R: Lizbeth Katsinas, Lawrence Smith, Barbara Weaver Smith, and Mary Kalantzis

“

When someone in the College of Education has an idea to improve education for students, we want funding to be available to explore it. Some of the most creative faculty and students in the world are at Illinois. —Lawrence L. Smith development of new educational tools, practices, and spaces that influence teaching and learning in both education and in business settings such as health care and workforce training and development. “The Smith Fund is quite forward-looking in that it has a broad-stroke definition of innovation,” said Fouad Abd-El-Khalick, associate dean for research and research education. “Everyone can support the fund and invest in it, and the notion of innovation within this fund is flexible and allows for change.” Dr. Robb Lindgren, who teaches Educational Game Design, hopes alumni will support the Smith

EDUCATION AT ILLINOIS 44

NEW Smith Innovation Fund Astutely recognizing these technological trends in education, Lawrence L. Smith and Barbara Weaver Smith endowed a fund in their names to support faculty and student projects that are cutting-edge and result in innovative solutions to critical educational challenges. Supporting these projects and activities will lead to the

Innovation Fund, because all aspects of the College and its research will be impacted by available technologies. “We need to be on the forefront so we can be using the latest technologies, implementing them, designing them, and repurposing them for the good of education,” he said.

Hardie Fund supports College study abroad opportunities

Graduate students studying in Malta during the summer of 2015.

As part of its mission to prepare students to teach and

“Our students leave us with a strong vision for

lead in a diverse, globally-connected world, Education

progressive and empowering educational experiences

at Illinois encourages its students to study abroad for a

for all children, and they are ready to enact that vision

broader, richer education. Thanks to a generous support

both at home and abroad,” said Jay Mann, director of

of an endowment from Charles Dunn Hardie, Education

School & Community Experiences.

students and faculty members continually receive

While overseas, students of the College work directly

the U.S.

with local students through observations and handson teaching. This sort of teaching and learning

Hardie, who passed away in 2002 at the age of 91, was a

compels students to immerse themselves in a new

visiting scholar for one year at the University in 1968. He

culture, to navigate another education system, and to

bestowed an unexpected gift in an endowment of more

begin thinking in a global sense.

than $4 million to advance learning at the College. The

Dr. Allison Witt, interim director of the Office of

2005 gift occurred more than 40 years after Hardie’s short tenure in Urbana-Champaign. Susan Fowler, dean of the College when Hardie’s gift was endowed, said at the time that it was a stunning act of generosity, the largest single, private gift in the College’s history. The Hardie Fund allows the College to provide its students with scholarships or program discounts of $500 to study abroad with University of Illinoissponsored programs. These opportunities thoroughly prepare Education graduates to excel whether they live and work overseas or teach in the U.S.

International Programs, said Hardie’s legacy to the College has been invaluable.

It has never been more important for educators and other professionals engaged in the field of education to be globally conscious and equipped to instill global competency in their own students,” she said. “This funding allows us to do that. —Allison Witt

2015 IMPACT

invaluable educational experiences overseas and in

The Distinguished Alumni & Young Alumni Awards celebrates outstanding contributions to education College of Education at Illinois graduates are equipped to make significant contributions in their fields thanks to the first-rate education they receive. Many of those alumni go on to do particularly amazing things, which is what led the Education Alumni Association (EAA) to establish the Distinguished Alumni Awards in 1995. This year, six individuals were recognized with a 2015 Distinguished Alumni Award: Dr. Lisa A. Dieker, Ph.D. ’94 Spec. Ed.; Dr. Shelley Hymel, Ph.D. ’82 Ed. Psych.; Dr. Lucinda Lee Katz, Ph.D. ’76 Ed. Adm.; Dr. Kenneth M. Slaw, Ph.D. ’87 Ed. Psych.; Dr. Lawrence L. Smith, Ed.M. ’69 Ed. Adm., Ph.D. ’72 Ed. Adm.; and Betty A. Trummel ’78 C&I. Young Alumni Achievement Award, created to

Goldsticks endow new Marissa Zelinger Innovation Research Award

recognize alumni who are 40 years or younger as of

Through the generous support of Phillip C. and

Additionally, the program included the first-ever

May 1 of the award year. Neffisatu J.C. Dambo, Ed.M. ’13 EPOL, was the inaugural recipient.

Beverly Goldstick, an endowment was created for the College of Education in the spring of 2005 to fund the Goldstick Initiative for the Study of Communication Disorders. The Goldstick Initiative provides funding for a Goldstick Family Scholar and fellowships to two Ph.D. students whose research focuses on communication disorders and delays. “They are passionate champions for those with communication disorders,” said Dean Mary Kalantzis.

Dr. Lisa Dieker

Dr. Shelley Hymel

Dr. Lucinda Lee Katz

“Their deep commitment to research continues to break new ground in this area and will make life better for those who cannot advocate for themselves.” Although the Goldsticks are not Education alumni, their investment in the Department of Special Education hits close to home. Their granddaughter, Marissa Zelinger, was diagnosed with Rett syndrome—a condition similar to autism that makes

Dr. Kenneth Slaw

Dr. Lawrence Smith

Betty Trummel

traditional communication nearly impossible for a child. As a result, the Goldsticks recognized the

EDUCATION AT ILLINOIS 46

importance of supporting neurological research and Nominate alumni for this award. Call 217-244-7228 or send an email to advancement@ education.illinois.edu.

Neffisatu J.C. Dambo

fostering awareness. The newly established Marissa Zelinger Innovation Research Award will be used to provide awards to Special Education faculty and graduate student teams doing research on Rett syndrome.

PLANNED GIVING: CREATING a legacy of excellence Planned giving allows Education donors to provide gifts in ways that meet personal, familial, and financial needs. But best of all, this form of giving allows you to leave behind an altruistic legacy that will greatly assist future leaders in the field of education and those close to you.

Alumna paving the way for success at Aspire Public Schools During her career in education, Elise Darwish ’88 Curriculum & Instruction, has taught in urban Chicago and in an affluent suburb in Woodside, Calif. Her diverse teaching experiences among

One outstanding example of a planned gift that

children with varied ethnicities and social-

has made a major difference is the Ruth Kephart

economic levels have shown her that families

Scholarship Fund. Since 1997, this fund has supported

want the same thing when it comes

48 students throughout their academic careers.

to education. “All parents want their kids to do

Education students Stephanie Flores and Karen

well, no matter how much money they make,”

Perez are current recipients of Kephart’s fund.

Darwish said. “And all kids learn in different

“

ways, but all kids are kids.”

Receiving support from the Kephart Fund is an honor because those who provided it saw potential in me. It motivates me to work harder.

Hailing from Flossmoor, Ill., Darwish is now the

—Karen Perez

Memphis. According to its website, the mission

The Margaret Joy Smale Valpey Professorship

charter school movement by opening and

in Special Education is a generous planned gift

operating small, high-quality charter schools

that helps the College recruit and retain the most

in low-income neighborhoods” and thoroughly

distinguished faculty members in the field of special

preparing those students for college.

was an Illinois graduate. Jack Bowsher, a 1953 Illinois Business graduate, and his wife, Charmian Clem Bowsher, a 1956 Education graduate, set up their planned giving fund as a seven-figure annuity. “It’s served our purpose real well,” said Jack. “We have to take care of our two sons, and with this donation they get an annuity after we pass away. Then it goes into the scholarship fund. It’s what’s called a remainder trust. In terms of giving, it really is the best of both worlds.” Planned giving offers a meaningful way to thank the College for its impact on your life, and it assists students who will be esteemed educators and leaders

Aspire Public Schools launched in 1998 through the efforts of founder Don Shalvey and Reed Hastings, a Silicon Valley entrepreneur who cofounded Netflix and is now the company’s CEO. Shalvey’s original vision for his college preparatory schools has remained on point as Aspire approaches two decades of service: In the last five years, every single Aspire graduate has gained admission to a four-year college or university. This success may explain why every Aspire school has a waiting list and student lottery process, unfortunate circumstances in Darwish’s view. She said invention currently abounds when it comes to thinking about what schools should look like, but that not enough highquality options exist for children who all learn uniquely. “Whether it’s a charter or a regular public school or a hybrid school or an online school, I think what I’d love to see is enough successful innovation that really serves kids the way they need to be served, that gives them the choice of college, and then the choice of a familysustaining income,” she said.

2015 IMPACT

Special Education in 1951. Her husband, Robert also

which has 38 schools in California and in of Aspire from the start was to “grow the public

education. Margaret earned a master’s degree in

of the future.

chief academic officer at Aspire Public Schools,

EDUCATION AT ILLINOIS 1310 South Sixth Street, MC-708 110 Education Building Champaign, Illinois 61820

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