2015 Alumni Magazine by Penn State College of Education

Two Thousand Fifteen

Dean

David H. Monk

Editor Annemarie Mountz Writers Jessica Buterbaugh, Jim Carlson, Amanda Dash, Kate Emmick, Yaayaa Hunt-Thomas, Katie Jacobs, Katie Kavanaugh, Annemarie Mountz, Samantha Schwartz, Kevin Sliman, Matt Swayne Photographers Chris Koleno, Patrick Mansell, Annemarie Mountz, Anthony Oliveti, Kevin Sliman, Steve Tressler Contact Us 247 Chambers Building University Park, PA 16802-3206 814-863-2216 www.ed.psu.edu • edrelations@psu.edu Published annually by the Penn State College of Education College of Education Alumni Society

Officers William Vitori, President Tonya DeVecchis-Kerr, President-Elect Patricia Best, Immediate Past President Erica Greer, Secretary Directors Larry Carretta Jeremiah Mimms Joseph Clapper Sandie Musoleno John Czerniakowski Pamela Peter David Dolbin Stephanie Preston Kaela Fuentes Bill Stone Tracy Hinish Cathy Tomon Amy Meisinger Larry Wess Christine Merritt Doug Womelsdorf Michael Meyer Student Members Heather Grimaldi Alexandra Harper

Contents Dean’s Message

Dean David H. Monk remembers Dr. W. Terrell Jones, who was honored as an Alumni Fellow last year.

University celebrates life, mourns loss of Terrell Jones

W. Terrell Jones (‘74 M.Ed and ‘85 D.Ed., Counselor Education), vice provost for Educational Equity at Penn State, died Aug. 19, 2014.

College Updates

Read about College outreach, programs, faculty awards, and activities.

Short Subjects

A sampling of recent research from the College includes first example, second example, and third example.

Alumni Features – Helping Individuals Become their Best

College of Education alumni discuss the paths that led to their varied careers and reflect on the common values they gained while attending Penn State.

Affiliated Program Group Presidents

COEalumni@psu.edu – American Indian Leadership Program COEalumni@psu.edu – Educational Leadership Program Lisa Weaver – Higher Education Program COEalumni@psu.edu – Multicultural Advancement Mary Beth Hershey – Professional Development School COEalumni@psu.edu – Workforce Education Program

Alumni Information

Read about recent alumni achievements, updates from the Alumni Society Board, and more.

Gifts to the College The University is committed to equal access to programs, facilities, admission, and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information, or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University’s educational mission, and will not be tolerated. Direct all inquiries regarding the nondiscrimination policy to Dr. Kenneth Lehrman III, Vice Provost for Affirmative Action, Affirmative Action Office, The Pennsylvania State University, 328 Boucke Building, University Park, PA 16802-5901; Email: kfl2@psu.edu; Tel 814-863-0471. U.Ed EDU 15-43

Announcements of new endowments given to the College.

Commencement 48 V. Darleen Opfer, director of RAND Education and distinguished chair in education policy, was the keynote speaker for the College of Education commencement ceremony.

On the cover: Chambers Building on the Penn State University Park campus. Photo by Annemarie Mountz

Dean’sMessage We were very pleased to nominate Dr. W. Terrell Jones for recognition as a 2014 Alumni Fellow. The Alumni Fellows program dates back to 1973 and is designed to bring highly accomplished Penn State alumni back to campus for a multi-day visit and opportunity to share insights and experiences with students, faculty and staff. It is a University-wide program and colleges and campuses are invited to submit nominations, which are then reviewed by a representative committee of alumni, administrators, faculty and staff. As you might imagine, this is a highly competitive review given the wide-ranging and impressive accomplishments of Penn State’s more than 631,000 living alumni. I knew Terrell’s nomination would be competitive given his many accomplishments, some of which we feature in this issue of Penn State Education, but there was no guarantee that he would be selected given the stiffness of the competition. I was so pleased when I learned of his selection, and it was one of the happiest moments of my life as a dean when I was able to pass along the good news to Terrell. Terrell was in good health when I shared the news. Little did he or I realize that his life would be coming to a premature end before he would have the opportunity to accept his award. The 2014 banquet where the University celebrated the accomplishments of this group of Alumni Fellows was particularly poignant for the College of Education. Terrell was with us in spirit and was represented by members of his family and by his many friends and colleagues. Terrell’s daughter, Courtlyn, accepted the award on behalf of her father and paid tribute to him in a moving speech, which we share on page 5.

Dean David H. Monk

Terrell found ways to bring the best out in people. I saw this remarkable ability on display again and again, and I sometimes could sense the times he was working his magic on me. We are very proud of Terrell’s connection to the College of Education, and it is a great comfort for us to know that the College played some role in helping Terrell grow to become the consummate counselor and visionary leader we had the privilege to know. Courtlyn captured her father’s spirit beautifully well when she noted “For Dad, education was not preparation for life; education was life itself.” I hope you will enjoy reading about Terrell and his legacy at Penn State. I hope you will also enjoy reading about other developments in the College that we feature in this issue of Penn State Education. The College is doing very well and I could not be more proud of all that is being accomplished by our faculty, staff, students, and alumni. If you are interested in learning more, please visit our web site at http://www.ed.psu.edu/ where you will find news articles and videos highlighting various initiatives along with information intended to be of interest to alumni, faculty, staff, friends and current as well as prospective students. You can also “like” us on Facebook at https://www.facebook.com/PennStateCollegeOfEd or follow us on Twitter at https://twitter.com/PSU_CollegeOfEd online. We are always interested in what we can do to communicate more effectively, and suggestions are welcome. Many thanks for your interest in the College!

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University celebrates life, mourns loss of Terrell Jones The College of Education lost one of its finest last year, as W. Terrell Jones (‘74 M.Ed and ‘85 D.Ed., Counselor Education), vice provost for Educational Equity at Penn State, died Aug. 19, 2014. He was 64. In October, Jones was among 21 Penn State alumni honored for their outstanding professional accomplishments and given the lifelong title of Alumni Fellow, the highest award given by the Penn State Alumni Association. His daughter Courtlyn accepted the honor on behalf of her father. Her speech can be found on page 5. It was with deep sorrow that Nick Jones, executive vice president and provost, wrote to inform the University community of Terrell Jones’ passing last August. He wrote, “Terrell had been on medical leave the last few months. He will be greatly missed across the University not only for the impact of his contributions to Penn State, but also for simply the wonderful person that he was.”

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became a much more diverse and welcoming university. Terrell was an eloquent and persuasive champion who had the capacity to engage other leaders to change and become more proactive,” said Blannie Bowen, vice provost for Academic Affairs.

As vice provost, Jones was responsible for leading the implementation of the University’s strategic plan that embraces and supports diversity. His role included planning, developing, coordinating, articulating and advocating the University’s goals, policies, and procedures pertaining to equal opportunity for under-

“I’m honored to have had the opportunity to work with Terrell Jones for nearly two decades at Penn State within the Office of the Vice Provost for Educational Equity,” said Marcus Whitehurst, interim vice provost for Educational Equity. “Terrell was a dedicated colleague and friend who was committed to advancing the diversity initiatives and equity for faculty, staff and students at Penn State. He was also very passionate about transforming the lives and contributing to the success of our firstgeneration and lowincome students. We were very fortunate to have had Terrell at Penn State for so many years and we certainly appreciate all of the contributions he has made in making our University a better Photo by Penn State place.”

Terrell Jones, left, spoke at a press conference on April 10, 2014, announcing that a unique, three-week summer camp for the blind and visually impaired would be coming to University Park for the next five years. David H. Monk (right of Jones), dean of the College of Education, listens to Jones’ remarks.

Tom Poole, vice president for Administration, said, “The passing of Terrell Jones is an immeasurable loss for Penn State, the Centre Region and the Commonwealth of Pennsylvania. His advocacy for low-income, firstgeneration college students and those who experience discrimination set him apart as a champion for justice. His vast knowledge of multicultural education and communication made him a highly sought expert who trained thousands 2

across the state and the nation. His professional life made a profound impact on students, their families and communities and countless colleagues. He also freely shared his many gifts and his enormous generosity with those of us who treasured his friendship.”

represented faculty, staff and students. “Terrell Jones was a very special person who will be sorely missed. He was beloved by young and old alike. His personality readily attracted individuals of all ages, races, and nationalities. Terrell was especially dedicated to helping less fortunate individuals grow and develop to their full potential. Under his leadership, Penn State

Jones started his long career at Penn State as a residence hall area coordinator in East Halls in 1980, and became associate director of the Division of Campus Life in 1984. After an Administrative Fellowship in the Office of the President in 1989, Jones was named deputy vice provost for Educational Equity in 1990. He left the University briefly to take on the role of acting provost and vice president for Academic Affairs at Lock Haven University from 1996-97.

“We were very fortunate to have had Terrell at Penn State for so many years and we certainly appreciate all of the contributions he has made in making our University a better place.” ~ Marcus Whitehurst Interim Vice Provost for Educational Equity Jones returned to Penn State in 1997 as associate vice provost for Educational Equity, and became vice provost in 1998. He served on the University’s Forum on Black Affairs for many years, and was its president from 1986-87. He also was chair of the Equal Opportunity Planning Committee from 1989-96 and Penn State’s Representative for the Global Sullivan Principles from 2000-2005. Jones supported efforts to reach pre-college youth from diverse backgrounds. In 2004 and again in 2013 he was the keynote speaker for Penn State’s Take Our Daughters and Sons to Work Day. He also participated in the Arnelle Fly Fishing Initiative, which brought students from the inner city to University Park to explore an outdoor environment foreign to them and learn new skills. In addition to providing some financial support for the program through the Office of Educational Equity, Jones, an avid fly fisherman himself, served as mentor for the program. He also often could be spotted with his fly rod out on the banks of Spring Creek near the University Park campus, and the educator in him was happy to turn a chance encounter into an opportunity to teach a youngster the art of flyfishing. Jones also was active in the community, serving as president of the Pennsylvania Continued on Page 4 Penn State Education

“Terrell Jones was a very special person who will be sorely missed. He was beloved by young and old alike.” ~ Blannie Bowen Vice Provost for Academic Affairs

Photo: Patrick Mansell

Continued from Page 3

Black Conference on Higher Education (2008-10); as a member of the board of trustees of the International Partnership for Service Learning (200214); chairperson of the Centre County Advisory Council to the Pennsylvania Human Relations Commission (19982014); and a member of the Lock Haven State University Foundation (19992014), the Albright-Bethune United Methodist Church Administrative Council (1990-2014), among others.

Photo: Annemarie Mountz

Terrell Jones, vice provost for Educational Equity, secures his pants legs with rubber bands before climbing aboard a “six-pack” bicycle. He and other Penn State administrators were preparing for an unusual ride from the Penn Stater Conference Center Hotel to Beaver Stadium as part of a mini-caravan of unique bicycles before the start of a Penn State football game on Oct. 13, 2007. 4

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Jones was the author or co-author of several book chapters on the subject of cultural diversity. He was an affiliate faculty member with the Division of Counseling and Educational Psychology at Penn State, and taught courses on race relations and cross-cultural counseling. He was a board member of International Partnership for Service Learning and was a diversity consultant for several Pennsylvania school districts

2014 Alumni Fellow Award acceptance speech Good Evening, As always it is a great pleasure to be back home at Penn State. My family and I would like to extend our heartfelt thanks to President Barron, the Penn State Alumni Association, the College of Education, Dean David Monk, and all of you who recommended my dad for this honor. I accept it, on behalf of Terrell Jones, with deepest gratitude and respect. As some of you know, my dad’s passing was very sudden. So much so, that he told me of the fellowship designation, and had me save this date long before he became ill. Having been at Penn State for over 40 years, dad knew the caliber of our alumni family better than most. And he was truly humbled to be honored among these other honorees this evening, and to be recognized in the company of those who have received the fellowship recognition in the past. A few people are here tonight who were particularly influential in his success: Thank you Dr. James Stewart, Dr. Harold Cheatham, and thank you to my mom Carla Roser-Jones, for your support of my dad (yes he loved his wife too). My dad wore many hats during his career at Penn State, but none he enjoyed more than that of educator. Dad believed that a Penn State education, and the social learning experiences happening here, changed lives for the better. It certainly changed his. He never tired of the chance to teach and make an impact on Penn State students – especially those first-generation or low income – students who needed someone like him to speak just a little bit louder on their behalf. My dad’s favorite method of teaching was to tell a good story, but what constantly amazed me was his ability to adapt his lessons to the times, circumstances, and tools available to him. Dad employed songs, games, and even the

In 2014, Terrell Jones was honored with the title of Alumni Fellow. His daughter Courtlyn Roser-Jones accepted the honor on his behalf. This is her acceptance speech. occasional auction in his teaching methods – whatever it took to get his point across. While other educators at times became disgruntled in their later professional years by the infallibility of the modern undergraduate student, the modern classroom, and new campus atmosphere, my dad instead became so incredibly fascinated by it all. And he adapted. He was always quick to defend the contemporary learner at Penn State who studies with headphones and the TV on as, “Well they are Millennials, and that is just how their generation learns.” Never out of touch, he was once discernibly angry at my sister and me for not keeping him “in-the-know” about the day’s hottest rapper, Little Wayne. For Terrell Jones there was nothing more embarrassing than to be seen as disengaged by the student body. I wish my dad was here to accept this award tonight. It would have meant such a great deal to him since his love for his work, and his love of this place never wavered. But I’m comforted by the ending of his professional story being here tonight. Dad loved to teach because he loved to learn. He breathed to understand and he studied topics and people that interested him every day. For Dad, education was not preparation for life; education was life itself. And his was well-earned and deserving of this honor.

and private sector organizations. He was a faculty member of the Summer Institute for Intercultural Communication for more than 10 years and regularly presented workshops on strategic planning for diversity in higher education and racial and cultural identity.

supporting diversity initiatives at Penn State. He is also a member of the James B. Stewart Society, a giving society in the Office of Educational Equity.

He was awarded the Way Pavers Award in 2012 for contributing to and

Born Aug. 30, 1949, Jones earned a bachelor of arts in sociology with a

In 2014, he was honored as an Alumni Fellow, the highest award given by the Penn State Alumni Association.

minor in anthropology from Lock Haven University in 1972; a master of education in counselor education and student personnel services from Penn State in 1974, and a doctor of education in the same field from Penn State in 1985. Jones is survived by his wife, Carla; two daughters, Sara and Courtlyn; and a son, Christopher. — Annemarie Mountz Penn State Education

College Updates

Photo: Anthony Oliveti

Students explore the Old Library at Trinity College in Dublin as part of their “Culture and Disability” course in Dublin, Ireland.

New study-abroad course focused on disability is only one of its kind The College of Education recently announced a new study-abroad course that took place in Ireland in June 2015. The course, titled “Culture and Disability,” is unique at the University. “This four-week course is the only studyabroad program at Penn State that is focused specifically on disability,” said Kathleen McKinnon, associate professor in the College’s Educational Psychology, Counseling, and Special Education (EPCSE) department.

Wendy Coduti

Wendy Coduti, assistant professor in EPCSE, coordinated the course to Ireland with McKinnon. She said

College Updates

offering a study-abroad experience like this is significant because people with disabilities are considered the largest minority globally, making up 15 percent of the world’s population.

“Many people with disabilities often face discrimination, stigma, lower socioeconomic status and decreased life expectancy,” said Coduti. “Students in this course will learn about different aspects of culture and disability through meeting with various service agencies in Ireland that provide resources, advocacy and assistance to people with many different types of disabilities.” According to Coduti, Ireland was

chosen because of the ability to connect with these agencies and offer students the opportunities to learn about disability in Ireland, across lifespan and disability type. Throughout the program students compare attitudes and stigma toward people with disabilities as well as policies, services and resources that exist in the U.S. and Ireland. “This course is open to a broad range of students,” said McKinnon. “Students who plan to work with individuals with disabilities are welcome but so are students who are studying in other programs, such as architecture, pre-med, speech and language, psychology, kinesiology or who are still undecided.” “We are also encouraging students with disabilities to apply as well,” said Coduti. “According to the U.S.

International Council on Disabilities, students with disabilities represent less than four percent of students that choose to travel abroad. We think our program would be a great opportunity for all students, including those with disabilities.”

information on disability issues, which is needed for understanding global policy and how to make comparisons.

“The background knowledge was necessary for students to get the most out of the activities in week four,” Coduti said that students said McKinnon. “During Kathleen McKinnon spent three weeks in this time, they attended Dublin where they a five-day training at participated in local club Special the International Disability Summer Olympic programs, visited community School at the National University of agencies to learn more about services Ireland, Galway, which has included and engaged with individuals with participants from nearly 40 countries.” disabilities. McKinnon said this helped equip participants with insights and Students also engaged with various understanding of the United Nations service providing agencies, which may Convention on the Rights of Persons include sensory, intellectual, cognitive with Disabilities. and physical disabilities, according to Coduti. She said at Trinity College As a part of the study-abroad in Dublin, students engaged with program, students were tasked students enrolled in a unique program with looking at the entire four-week for individuals with intellectual course through the eyes of a specific disabilities, the National Institute of disability. Intellectual Disabilities. As they traveled, learned and Students also took part in class time interacted, students had to consider that will help provide background the world that they are encountering

through the lens of their assigned disability, Coduti explained. In addition to gaining a global perspective on disabilities, the group did some sightseeing in Ireland, including visiting sites in Northern Ireland and along the coast of Belfast. The course is six credits and provides three credits toward the International Cultures requirement, which, among other things, cultivates a student’s knowledge of the similarities and differences among international cultures. McKinnon and Coduti both recommended that students explore the different scholarship opportunities available for education abroad through their individual majors. Students can also learn more about scholarships on the Global Penn State website. For more information on the Culture and Disability studyabroad program, students can contact Coduti at wac16@psu.edu or McKinnon at kmm25@psu.edu or visit http://bit.ly/1GlDBQg online. — Kevin Sliman

Photo: iStock/ Aitor Muñoz Muñoz

RHS students will have the opportunity to study at Trinity College (pictured) in Dublin, Ireland in June 2015 and enroll at the National Institute of Intellectual Disabilities.

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College Updates Student group bridges gap among current students, alumni and prospective students A new initiative of the Penn State College of Education Student Council (ESC), called the Education Ambassadors, is creating connections among students, alumni and prospective students through a partnership with the Office of Development and Alumni Relations and Student Services. Education Ambassadors are student representatives who communicate to the public the scope of the education field and its impact on the global society; create an awareness of the academic programs and career opportunities available to the College of Education students; and share stories of current student life at the College of Education with alumni, donors and prospective students through various means. Ambassadors also facilitate alumni and donor functions, give tours of the college to alumni and prospective students, and partner with Student Services to help accepted prospective students make a decision to join the college.

Hoy said the initiative also is advantageous to students because of their increased access to alumni, which can help them with career choices and job searches. “Our alumni are excited to talk with current students at College of Education events. Alumni are always amazed at the opportunities students currently have including study abroad, linked placement and leadership opportunities through student organizations,” Hoy said. “I believe these experiences have challenged me to push myself and my career aspirations beyond the conventional classroom and into discovering what innovation means in teaching and how to live the mission of our college,” said Michelle Hart, a junior in the Childhood and Early Adolescent Education (CEAED) program. Hart is a co-founder of the ambassadors and the secretary of ESC. She said that through the program she has seen how innovative educators can be, whether in schools, politics or companies.

“We’re delighted to see our “The ambassador group gives me students step so effectively into the opportunity to help inspire these leadership roles. Students other individuals to develop and Photo: Kevin Sliman are uniquely able to represent the follow passions for education. college since they have first-hand Education Ambassadors are working to engage prospective I am beginning my goal of knowledge of what is happening students, current students and alumni with each other. advocating for education before on the ground,” said Dean David even graduating from Penn State,” said Taylor Manalo, H. Monk. “We’re very grateful for these students’ energy, a junior in CEAED. Manalo is the other cofounder of the commitment and willingness to be helpful, and encourage ambassadors and serves as the group’s vice president. She them to continue serving as our ambassadors once they and Hart both were part of ESC in 2014 when they were graduate and become Penn State alumni.” approached by the college deans and Alumni Relations According to Phil Hoy, the assistant director of Alumni about developing the group of student representatives. Relations who oversees the Education Ambassadors, Students interested in joining the Education Ambassadors the initiative benefits students because they have more can attend an information session in September. For more opportunities to learn about the college and have information, contact Hoy at phoy@psu.edu. increased access to the deans, offering ideas that aim to improve student life. — Samantha Schwartz

College Updates

Recent Retirements

Robert L. Hale

Trudi Haupt

Darla J. Homan

Graduate Program Rankings Penn Stateâ&#x20AC;&#x2122;s College of Education and its graduate programs continue to earn high rankings, as shown in the latest national rankings of graduate programs released by U.S. News & World Report. Ten of the Collegeâ&#x20AC;&#x2122;s graduate programs appear at least in the top 20 of their respective program rankings, with six programs in the top 10. The College is now ranked 36th in the nation among 357 graduate programs of education identified by U.S. News & World Report. The programs are ranked this year as follows:

Gary Kuhne

James F. Nolan

Joseph T. Savrock

Robert L. Hale, professor of educational and school psychology in the Department of Educational Psychology, Counseling and Special Education, retired on June 30, 2015, after nearly 36 years of service. Trudi T. Haupt, administrative support coordinator, Department Head Office in the Department of Education Policy Studies, retired on Jan. 1, 2015, after nearly 33 years of service.

Technical Teacher Education (Workforce Education)............................... 1 Rehabilitation Counseling.................................................. 6 Education Administration/Supervision (Ed Leadership)........................................... 7

Drucilla M. Weirauch

Higher Education Administration............................................ 7

Darla J. Homan, administrative support coordinator in the Department of Curriculum and Instruction, retired on May 31, 2015, after 29 years of service.

Student Counseling/ Personnel Services..................................... 7

Gary Kuhne, associate professor of adult education in the Department of Learning and Performance Systems, retired on June 30, 2015, after nearly 24 years of service.

Education Policy....................................... 10

James F. Nolan, professor of curriculum and instruction in the Department of Curriculum and Instruction retired on June 30, 2015, after nearly 28 years of service. Joseph T. Savrock, writer in the Department of Alumni, College Relations and Development, retired on June 30, 2015, after 13 years of service. Drucilla M. Weirauch, research technologist in the Institute for the Study of Adult Literacy and the Goodling Institute for Research in Family Literacy, retired on June 30, 2015, after 15 years of service.

Elementary Education.............................. 14 Secondary Education............................... 14 Educational Psychology................................................ 16 Special Education..................................... 17

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College Updates More schooling, mentally challenging assignments may explain higher IQ scores

ore schooling — and the more mentally challenging problems tackled in those schools — may be the best explanation for the dramatic rise in IQ scores during the past century, often referred to as the Flynn Effect, according to a team of researchers. These findings also suggest that environment may have a stronger influence on intelligence than many genetic determinists once thought. Researchers have struggled to explain why IQ scores for developed nations — and, now, developing nations — have increased so rapidly during the 20th century, said David Baker, professor of sociology and education, Penn State. Mean IQ test scores of American adults, for instance, have

increased by about 25 points over the last 90 years.

is not just increasing attendance, but also the more challenging learning environment that are reasons behind the IQ score rise.

“There’ve been a lot of hypotheses put forward for the cause of David Baker the Flynn Effect, such as genetics and nutrition, but they generally fall flat,” said Baker. “It really begged the question of whether an environmental factor, or factors, could cause these gains in IQ scores.”

“If you look at a chart of the Flynn Effect over the 20th century in the United States, for example, you notice that the proportion of children and youth attending school and how long they attend lines up nicely with the gains in IQ scores,” said Baker. “As people went to school, what they did there likely had a profound influence on brain development and thinking skills, beyond just learning the three R’s. This is what our neurological and cognitive research shows.”

School enrollment in the United States reached almost 90 percent by 1960. However, the researchers, who report their findings in the current issue of Intelligence, suggest that it

He added that over the century, as a higher percentage of children from each new generation went to school and attended for more years, this produced rising IQ scores.

10th Annual College of Education SCOPE 5K 2 p.m. Sunday, Oct. 25, 2015 The 5K route begins and ends at Chambers Building. $25.00 — Adults/non-students $15.00 — Students (college or K-12) FREE — Children 5 and under Proceeds benefit the Summer College Opportunity Program in Education (SCOPE). SCOPE is dedicated to increasing access to the field of education for all high-achieving students. www.ed.psu.edu/educ/scope5k

College Updates

“Even after full enrollments were achieved in the U.S. by about the 1960s, school continued to intensify its influence on thinking,” said Baker.

typical of today’s schooling activated areas of the brain known as centers of fluid intelligence, for instance, mathematical problem solving.

While even basic schooling activities can shape brain development, A field study schools over the was also past century conducted have moved from in farming learning focused communities on memorization in Peru where to lessons that education has require problem Illustration: ShutterStock/VLADGRIN only recently solving and become fully abstract thinking The researchers suggest that it is not just increased attendance, but also the more challenging learning accessible. The environment that are reasons behind the IQ score rise. skills, which are survey showed often considered Students must not only solve more that schooling was a significant functions of fluid intelligence, Baker challenging problems, they must use influence on improved cognitive said. multiple strategies to find solutions, functioning. which adds to the mental workout in “Many like to think that schooling has become ‘dumbed down,’ but this is not today’s schools, according to Baker. To measure the challenge level of true,” said Baker. “This misperception has tended to lead cognitive scientists away from considering the impact of schooling and its spread over time as a main social environment in neurological development.” Just as more physical exercise can improve sports performance for athletes, these more challenging mental workouts in schools may be building up students’ mental muscles, he added, allowing them to perform better on certain types of problems that require flexible thinking and abstract problem solving, such as IQ tests. “Certain kinds of activities — like solving problems, or reading — stimulate the parts of the brain that we know are responsible for fluid intelligence,” said Baker. “And these types of activities are done over and over in today’s schools, so that you would expect these students to have higher development than populations of people who had no access to schooling.”

The researchers conducted three studies, from neurological, cognitive and demographic perspectives, according to Baker.

lessons, the researchers analyzed more than 28,000 pages of content in textbooks published from 1930 to 2000.

He said that genetics alone could not explain the Flynn Effect. Natural selection happens too slowly to be the sole reason for rising IQ scores. This suggests that intelligence is a combination of both genetics and environment.

They measured, for example, whether students were required to learn multiple strategies to find solutions or needed other mental skills to solve problems.

“The best neuroscience is now arguing that brains of mammals, including, of course, humans, develop in this heavy genetic-environmental dependent way, so it’s not an eitheror situation,” said Baker. “There’s a high genetic component, just like there is for athletic ability, but the environment can enhance people’s abilities up to unknown genetic limits.” In the first study, the researchers used functional Magnetic Resonance Imaging to measure brain activity in children solving certain math problems. They found that problems

Baker worked with Paul Eslinger, professor of neurology, Penn State College of Medicine; Ellen Peters, professor of psychology and director of the Behavioral Decision Making Initiative, Ohio State University; Nathan Dieckmann, statistician and decision scientist and assistant professor, Oregon Health & Science University, and Martin Benavides and Juan Leon, both researchers, Group for Analysis of Development of Lima, Peru. The National Science Foundation supported this work. — Matt Swayne

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College Updates College faculty member part of team set to build STEM digital badge system for NASA Penn State will be receiving a $500,000 subcontract from Texas State University, the recipient of a larger grant from NASA, to provide professional development for teachers using NASA-related science, technology, engineering and math (STEM) content. Based on its success leading the NASA Aerospace Education Services Project, Penn State will contribute by building and developing a digital badge system. “We’re very excited to help Texas State University provide personalized professional development for educators in this country,” said Kyle Peck, professor of education and co-director of the Center for Online Innovation in Learning (COIL). “Penn State has been working with digital badges for about a year and a half now, so we knew we could provide value to this project.” Peck will work alongside Teaching and Learning with Technology (TLT) to develop the digital badging system, which will enable teachers to pick and choose from many topics and themes to customize their professional development — a relevant form of professional development a la carte. “By putting modern technology to work for teachers,” said Peck, “the badging system will be an effective and efficient way to reach more teachers in need of quality professional development with more relevant activities at a lower cost.” Peck compares the system to Amazon.com — teachers can search for exactly the type of badge they’re interested in. A science teacher could, for example, earn a series of digital badges related to teaching students about the solar system. An engineering teacher could learn more about bringing engineering into the middle and high school curricula. Each badge requires successful completion of a number of tasks or requirements, and the teacher’s work is reviewed before the badges are awarded. Teachers also have the choice between earning stamps or badges. Stamps — somewhat less prestigious — look like beautifully designed passport stamps, while badges, which take a bit more work to earn, look like embroidered scout badges. Click on either and you’re taken to a Web page detailing the tasks needed to earn it.

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Once a stamp or badge is chosen, the user adds it to an itinerary. The user can then write and post updates in a log as each task is completed. After the required tasks are completed, the user submits the log for review. The log will be reviewed, feedback will be provided, and once the work is approved the user will be able to see the stamps and badges earned. “Teachers can also print out certificates of accomplishment after earning badges — for example, if a teacher wanted to show their principal,” said Peck. “They can also compile reports to show which badges they’ve earned, hours it took to complete, feedback and other useful information.” A prototype of the system has been built outside the University, and TLT has been tasked with creating a system infrastructure here at Penn State onto which the existing badge content can be transferred. TLT will also support the creation, review and distribution of new badges. It’s a task for which they’re well prepared. A group in the unit — including Chris Gamrat, a doctoral student and instructional designer in the College of Information Sciences and Technology — has been working with TLT for the past 18 months on a Penn State digital badging system called the Lifelong Learning Landscape. The experience has given them the background and software base necessary to take on the project for NASA. “Now we’re building on that work with this grant from NASA,” said Brad Kozlek, director of TLT Studio. “By supporting the research related to technological innovations in education, we will then be able to build upon the outcomes to improve the education experience at Penn State.” Ultimately, Peck said the goal is for the system to be available for as many as 250,000 teachers across the U.S. “Not only will we be helping people learn, but we’ll be promoting digital badges as well,” said Peck. “Promoting the concept of digital badges as a new form of educational credential in its early stages will help Penn State become recognized as a leader in digital badges.” — Katie Jacobs

Faculty Appointments

Promotion and Tenure The following faculty members have received promotions and/or tenure: Soo-yong Byun, Department of Education Policy Studies, was promoted to the rank of associate professor, with tenure. Kathleen Collins, Department of Curriculum and Instruction, was promoted to the rank of associate professor, with tenure.

Marcela Borge

Karly Ford

Jennifer Frank

Cristin Hall

Cristin Hall joined the College as an assistant professor in the Department of Educational Pyschology, Counseling and Special Education Peter Nelson

Deborah Schussler

Marcela Borge joined the College as an assistant professor in the Department of Learning and Performance Systems. Karly Ford joined the College as an assistant profressor in the Department of Education Policy Studies. Jennifer Frank joined the College as an assistant professor in the Department of Educational Pyschology, Counseling and Special Education.

Peter Nelson joined the College as an assistant professor in the Department of Educational Pyschology, Counseling and Special Education. Rachel Wolkenhauer

Deborah Schussler joined the College as an associate professor in the Department of Education Policy Studies. Rachel Wolkenhauer joined the College as an assistant professor in the Department of Curriculum and Instruction.

James DiPerna, Department of Educational Psychology, Counseling and Special Education, was promoted to the rank of professor. Erica Frankenberg, Department of Education Policy Studies, was promoted to the rank of associate professor, with tenure. Katie Hoffman, Department of Educational Psychology, Counseling, and Special Education, was promoted to the rank of associate professor. Andrea McCloskey, Department of Curriculum and Instruction, was promoted to the rank of associate professor, with tenure. Deirdre O’Sullivan, Department of Educational Psychology, Counseling and Special Education, was promoted to the rank of associate professor, with tenure. Jacqueline Reid-Walsh, Department of Curriculum and Instruction, was granted tenure.

Alumni Student Teacher Network Remember that FIRST “first day of school?” You know…the one in which you faced a class of strangers, with a new diploma in your pocket, and a whole bunch of butterflies in your stomach? You have learned a lot since then. Share your knowledge. Join the College of Education Alumni Student Teacher Network. Contact Phil Hoy: phoy@psu.edu or 814-863-2216 Mentor a new teacher. Catch up with old friends. Serving student teachers in Philadelphia, Pittsburgh and the Centre Region.

Penn State Education

College Updates Hawaiian Islands internship leads to job for College of Education student A lifetime decision that Carly Presher had to make at an early juncture in her Penn State academic career has led to her having the time of her life. A Las Vegas native who transferred from the University of Nevada-Las Vegas, Presher wanted to enroll in a theatre program because of her love of singing and acting. But she also knew that helping people was another passion in her life. When the theatre door closed on her early, another opened through which she walked into the College of Education’s Rehabilitation Human Services program. Fast forward to an internship at a domestic violence action center she’s currently completing in Honolulu, and she’ll tell you that full-time employment resulted from that within a matter of weeks. There was a time, however, when success and happiness was on a much slower pace. She told her parents, Carly Presher (left) chats with a client during her Hawaii internship. family and friends a couple of years ago taking a domestic-violence training course, a program that she was leaving Penn State and moving to New York or manager asked if they could hire her on a part-time basis Los Angeles to pursue an acting career. and still have it count toward her internship. Her grandmother acted fast and convinced her to let a full The difference between the community prevention side academic year play out before allowing the curtain to fall of the job and the intervention side with casework and on Penn State. Thespian and a cappella groups became counsel and advocacy was rather stark. Yet it suddenly part of her life, and her love for the RHS major and what it unfolded into a full-time offer that Presher cleared with her stood for also grew. internship supervisor. “I’m so fortunate and glad that I stayed because I’ve had “He supported me and the rest is history,’’ Presher said. “I’ve amazing opportunities come my way from being there committed to a year working there, or interning, whatever and I wouldn’t change it for the world,’’ Presher said from the case is going to be.’’ Hawaii. Presher speaks with people who are filing restraining orders against their significant others. She learns their story and if they are assessed as survivors, then legal services or case management services can be provided for them. That began as an internship in a community outreach and education program that was to span 20 hours per week over two semesters; she had to commit for a year. While

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In what spare time she has, she hikes with friends, goes to the beach and explores restaurants with an aunt with whom she resides; swimming with dolphins remains on her bucket list. Presher also does some island-hopping, knows areas to visit as well as ones to avoid and stays in touch with her Penn State friends who are some 4,800 miles away.

“Passion is, I think, the single word I would use to describe her,’’ said Catherine Augustine, academic adviser and affiliate assistant professor of education (learning, design and technology). “She is always looking for ways to be involved — authentically involved — and for ways to help change the world into a better place.’’ Presher’s busy agenda stretches to February 2016 when she’ll walk across the country with the American Indian Movement. Presher said she had spent some time on the Ojibwe (American) Indian Reservation in Minnesota and befriended co-founder Dennis Banks. “We will travel 30 miles a day and spread the word to communities and educate native communities – and other communities – that diabetes is reversible,’’ Presher said. “We’ll talk about living a healthy lifestyle and talking about the culture specifically and whatever else comes along on the journey, because I’m sure there will be a lot.’’ Graduate school in Penn State’s master’s of education counseling program beginning in August 2016 also is a possibility after the nationwide walk. That’s on the heels of earning Dean’s List status in each and every semester. “Penn State has provided me a lot,’’ Presher said. “It definitely is one of the best decisions that I ever made and I’m really glad that I stuck it out. Even if I don’t use my degree in a career specifically for human services, I have learned so much just about being a human being and being able to apply and adapt my skills to whatever arena I’m in. “I’m very grateful.’’ — Jim Carlson

Penn State Education

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Photo: iStock

Faculty member shares research at special White House meeting College of Education faculty member Liza Conyers shared her expertise on HIV and workforce development at a special White House meeting on Monday, January 26. Conyers, associate professor of counselor education, rehabilitation and human services, presented information with members of the White House Office on National AIDS Policy, board members of the National Working Positive Coalition and administrators from CSAVR to discuss implementation of the new Workforce Innovation and Opportunity Act (WIOA). Passed on July 22, 2014, WIOA is scheduled to go into effect July 1. “I recently completed a study that showed that people with HIV who used vocational rehabilitation had better outcomes related to the National HIV/AIDS Strategy, including

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increased access to care; reduction of risk behaviors associated with HIV transmission; and higher rates of engagement in supplementary employment services,” Conyers said. “My efforts are to try to figure out how we can coordinate services among federal agencies, to ensure that people with HIV/AIDS who need vocational rehabilitation services are getting them. The results of a national survey I completed in 2008 showed that many people with HIV were not familiar with vocational rehabilitation services.” The Vocational Rehabilitation (VR) System is authorized and funded under what is now the Workforce Innovation and Opportunity Act (WIOA). One of the regulations in the act is that 15 percent of funding for vocational rehabilitation services has

to be targeted for youth in transition. “Although I agree with the importance of addressing the needs of youth in transition, I raised concerns about the implications of that requirement because no additional funds are provided to meet this new mandate, which will make it more challenging for state vocational rehabilitation services to meet the needs of adults with chronic illness. I questioned whether it would be important to consider the possible public health impact of VR services when considering how to best improve services and resources for this population,” Conyers said. Conyers said this issue is of critical importance, because of the advances in treatment of HIV and AIDS. “Many people might still think, ‘Oh,

why would people with AIDS work?’ because they may hear AIDS and think somebody’s dying. And on the other hand some people may be reading the popular media and saying, ‘If they’re taking drugs there’s no problem,’” Conyers said. “HIV, like all chronic or episodic illnesses, can lead to significant disruptions to vocational development, and not everybody responds to treatment the same way. It’s a very, very complex challenge.” Conyers initially raised her concerns at a meeting she attended in December to discuss the critical issues faced by programs available under the Ryan White Care Act, which works with cities, states and local communitybased organizations to provide services to an estimated 536,000 people each year who do not have sufficient health care coverage or financial resources to cope with HIV disease. “One of the people at the Ryan White Policy Project meeting was Connie Garner, former Congressional Aide for Sen. Kennedy. She’s worked on the Affordable Care Act, the Ryan White Care Act, the Individuals with Disabilities Education Act and the prior Workforce Investment Act,” Conyers said. Garner thought Conyers’ research would be valuable to those implementing WIOA and invited Conyers to follow up. She did, by emailing Garner and others, including Douglas M. Brooks, director of the Office of National AIDS Policy. “I wanted to share the results of my research and how it relates, because I don’t think there’s ever been any research that shows the relationship between vocational rehabilitation and public health outcomes,” Conyers said. “In addition to my research, there are broader studies that provide some evidence that when people are working they take better care of themselves. So basically, I was just asking about whether there would be an opportunity to offer that

“I wanted to share the results of my research and how it relates, because I don’t think there’s ever been any research that shows the relationship between vocational rehabilitation and public health outcomes.” ~ Liza Conyers information, and I thought that was going to be the end of it.” Instead, Conyers received an invitation to share her research in a meeting hosted by the White House Office of National AIDS Policy with the CEO and deputy director of the Council of State Administrators of Vocational Rehabilitation, among others, to discuss these issues and to explore what might be the best way to move forward. “I don’t know what the specific outcome of the meeting will be,” Conyers said. “But I’m sure already there’s been an impact because of all the people we’re talking to and educating just to prepare for the meeting.” Conyers also thinks that beyond these specific regulations it may be possible to address other, broader areas, such as how to meet the employment provisions of the National HIV/AIDS Strategy. This is not Conyers’ first trip to the White House on official business. “I was invited to the White House for a strategic meeting last August among top federal leaders across a range of departments to consider the employment provisions of the National HIV/AIDS Strategy. I opened the meeting to provide a summary of the research in this area. It was a discussion about what the different

agencies are currently doing and what would we all need to do to work together to continue to address these issues.” In 2010, she was invited to a White House Summit related to HIV and Aging. The summit was videotaped and can be seen on YouTube (http:// bit.ly/1bAxK0h). Conyers also was invited by the Secretary of Labor to present at a federal roundtable on HIV and employment in 2011; by members of the U.S. Equal Employment Opportunity Commission for a research team related to equal employment opportunity research; and by the Department of Labor and the Department of Housing and Urban Development to participate in a recorded discussion of some of the research on and importance of HIV and employment issues for training that they were developing. Conyers will be embarking upon a sabbatical in the fall to work with the Pennsylvania Department of Health to integrate some of these issues into their processes and do a more thorough assessment of the vocational needs and resources for Pennsylvanians with HIV and AIDS. For more information about Conyers’ research, visit http://bit.ly/1EcQbjP. — Annemarie Mountz

Penn State Education

College Updates Special education, autism program expands to add state endorsement The Penn State College of Education special education and autism program now features the Pennsylvania Department of Education’s Autism Spectrum Disorders (ASD) Endorsement. This addition is intended to improve teachers’ skills in dealing with complex classroom settings and to assist them in gaining expertise in effectively educating the growing ASD population through specific coursework, relevant field experience and research. More children in the state and the nation are being identified as having ASD than ever before, according to Pam Wolfe, program director. Teaching professionals could increase their marketability with this endorsement because schools have a great need for expertise in the area. “The competencies that the students are getting in the courses are ones that are shown to be research-based and effective for individuals with ASD,” Wolfe said. “The endorsement is heavy on empirical evidence, so the program uses standards from Council

for Exceptional Children, the National Autism Center and other research.”

students [with ASD] to increase either a behavioral goal or academic goal. A faculty member would give them feedback, modify and then see the effects in the classroom.”

The program overlaps with the postbaccalaureate Certificate Pam Wolfe in Educating Individuals with Autism. Like the certificate program, the endorsement program involves 12 credits of specific online coursework. Students must complete an additional 80 hours of field experience having direct contact with professionals and students with ASD to receive the endorsement. The program can be completed in one academic year and one summer.

The endorsement is available to teaching professionals currently holding a Level I or Level II Instructional and Educational Specialist Certificates, including regular and special education teachers, school psychologists, principals, guidance counselors, speech and language clinicians, occupational and physical therapists, reading specialists and home and school visitors, professionals who help identify and solve students issues.

Field experiences are integrated throughout coursework and research is incorporated into field experiences. “Students will put the practices we teach into play to see if they are working,” Wolfe said. “For instance, students in the program will have to implement a database project for

“I wanted Penn State to be a part of alleviating the shortages of teachers that have expertise in ASD,” said Wolfe. “We are really well-suited because the College of Education combines research and teaching very well, so it’s a perfect opportunity for individuals to get feedback on research and to let them practice excellence in teaching.” — Samantha Schwartz

Save the date! Annual Alumni Event Gettysburg, PA 9 a.m. to 1:30 p.m. Saturday, Sept. 19, 2015 $35 per person; children under 12 years old are FREE. Join Dean Monk and fellow alumni on an interactive tour on the battlefield at Gettysburg with College of Education alumnus Mike McGough. Mike will explore leadership styles from the union and confederate armies. The event will conclude with a picnic style lunch on the battlefield. Hotel and other information can be found at http://www.ed.psu.edu/alumni-friends/alumni-regional-events

College Updates

Short Subjects Research suggests measure for school accountability is inaccurate There is near universal agreement among policymakers that schools should be held accountable for meeting high expectations. In fact, every state has adopted some form of a school accountability system. However, there are serious questions about what these accountability systems actually measure and whether the systems accurately identify school effectiveness. Research by Ed Fuller, executive director of the Center for Evaluation and Educational Policy Analysis (CEEPA) in Penn State’s College of Education, suggests that Pennsylvania’s School Performance Profile (SPP) scores are inaccurate measures of school effectiveness. “Researchers have consistently argued that accountability measures Ed Fuller such as SPP scores must be adjusted for factors outside the control of educators in order to accurately identify school effectiveness,” Fuller said. “The Commonwealth’s SPP scores are strongly associated with student- and school-characteristics, and therefore may not be accurate in their assessments.” Instead, Fuller said, “SPP scores are more accurate indicators of the percentage of economically disadvantaged students in a school than of the effectiveness of a school.” Fuller’s research suggests that the currently available SPP scores should not be used to make judgments about school effectiveness unless the scores from one school are compared to only the SPP scores from schools with similar studentand school- characteristics. Even then,

he says the comparison should be used cautiously as other unmeasured factors may explain differences in scores. “There are a number of options that the Commonwealth could employ to calculate SPP scores that are more accurate measures of school effectiveness. In doing so, the Commonwealth would be assisting educators to improve their practice while providing valid information to the public and policymakers about the effectiveness of their local schools,” Fuller said. In addition, Fuller cautions that SPP scores should not be used as a component of educator evaluations because it will lead to inaccurate judgments about teacher and principal effectiveness and potentially exacerbate existing inequities in the distribution of teachers. “Because the SPP scores are so strongly correlated with student characteristics, teachers and principals in schools serving high percentages of economically disadvantaged students will be identified as less effective than they really are while those serving in schools with low percentages of economically disadvantaged students will be identified as more effective than in actuality,” Fuller said. This could lead to the most qualified and effective teachers seeking jobs in schools with high SPP scores, magnifying the existing inequities in the distribution of educator quality across schools. For more information and to read this article in its entirity, visit http://bit.ly/1K2xgPE online. — Annemarie Mountz

Penn State Education

Short Subjects Master’s student provides support to cultural centers Roseilyn Guzman, a master’s student studying higher education, sought out invaluable experiences in programming, event planning, promotion and research this summer during her two internships at the University of Pennsylvania (Penn).

Roseilyn Guzman

Guzman started at Penn as a graduate student intern for the Center for Hispanic Excellence: La Casa Latina, a cultural center that provides services to Latina students and promotes greater awareness of Latino and Latina issues, culture and identity with the Penn community. Guzman helped to reconstruct the center’s mentoring program. She said the most important change she made was helping the students find a more suitable and inclusive name for the program: Undios, which means “united” in Spanish. “The students realized the importance of being inclusive, even within their own ethnic group,” Guzman said. Guzman also developed programming for Latina Heritage Month, a monthlong celebration of Latino and Latina culture, customs and beliefs. Guzman helped plan and promote events to raise awareness to the Penn community. Upon receiving an offer for an internship at La Casa Latina, Leticia Oseguera, Guzman’s academic adviser, connected Guzman with Marybeth Gasman, director of the Center for Minority Serving Institutions (CMSI) at Penn. Guzman said their mutual interest in minority

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serving intuitions led Gasman to hire her as a graduate research intern at CMSI. Guzman’s experience at CMSI was focused on understanding different types of minority-serving institutions within the system of higher education. She worked on a project regarding student success across the nation. “I learned about the historical component that these institutions have in association to the shift our country has made,” Guzman said. “I was amazed to see how these institutions were established on the basis of changes that have occurred from the civil rights movement.” Guzman even had the opportunity to meet Ivory Toldson, deputy director of the Historically Black Colleges and Universities White House initiative, who is also a Penn State alumnus. “Being a first generation immigrant and first generation college student as a woman of color has made me realize the importance of building connections and networking with other professionals of color is crucially important for both my personal and professional development,” she said. Guzman is now completing the last year of her master’s program. She also interns at the BLUEprint Peer Mentoring Program, participates in the Student Conduct Board’s diversity review committee and works as a bookkeeper and area expansion officer for the Penn State chapter of Chi Upsilon Sigma National Latin Sorority. She intends to pursue fulltime student affairs opportunities upon graduation in May 2015. — Samantha Schwartz

Alumni volunteer to mentor student teachers Giving back to Penn State can simply mean getting involved. The Alumni Student Teacher Network (ASTN) is a means of linking alumni with current Penn State student teachers and allowing them to impart their knowledge of education while learning about new ways of teaching. Dee Stout, the immediate past chair of the ASTN, Penn State graduate, retired middle school teacher and past student-teacher supervisor, said she believes that it is this act that makes the ASTN a worthwhile experience. “Giving back to Penn State through the ASTN is a great experience. You have the opportunity to encourage student teachers to become the best teachers they can be,” said Stout. The ASTN, which has locations in Pittsburgh, Philadelphia and the Centre region (all locations with a significant group of Penn State student teachers), has seminars on numerous topics. Student-teacher supervisors work with the alumni to

seminar dealt with appropriate conduct when attending to parents who are upset or challenging.

Education majors gathered for an interview -preparation seminar organized by alumni.

plan three seminars each semester for student teachers, offering a variety of speakers and experiences. One topic that each location seeks to offer is job interview assistance. These sessions often include mock interviews, reviewing resumes and cover letters and listening to a panel of professionals who give advice and answer questions. These seminars are not limited to alumni who are teachers. Administrators, principals and lawyers attend the sessions, providing attendees with a wealth of professional knowledge. A recent

“My favorite part is being with student teachers who are confident that they will solve all the problems we have in education,” said Stout. “We need positive approaches in education, and I feel our Penn State students are prepared to be excellent teachers.” At the end of each semester, the ASTN holds a reception for the student teachers and their mentors. “The reception is our chance to individually congratulate the student teachers by giving each one a pin that he or she can wear proudly to remember Penn State,” said Stout. “I feel that teaching is a wonderful profession,” said Stout. “By giving my time to the ASTN, I feel I can share my love of teaching and hopefully inspire the student teachers to take pride in their work.” — Amanda Dash

Save the Date: 2015 Homecoming Tailgate Saturday, October 10, 2015—Penn State vs. Indiana

The tailgate will be outside of Chambers Building. A limited number of football tickets will be available. The registration site will open Aug. 1 at www.ed.psu. edu/tailgate

Penn State Education

Short Subjects Online master’s degree in curriculum and instruction expands areas of study As the country’s leaders are focusing on improving STEM education, schools will need more teachers who have specialized in teaching science, technology, engineering and math.

graduate programs in education were ranked No. 4 in the country in 2015 by U.S. News and World Report.

Teachers with advanced knowledge in curriculum development, supervision, language and other fields also will be needed to address demands in today’s education system.

• Science, technology, engineering and mathematics (STEM) education: This will help prepare educators with expertise in teaching these subject areas with cutting-edge, research-based instructional STEM practices.

Those are among the five emphasis areas teachers can study in the newly expanded Penn State online master of education in curriculum and instruction. Teachers also can customize their degree program by choosing courses from among the different emphasis areas. The online master of education is offered through the Penn State College of Education and Penn State World Campus, whose online

The emphasis areas are:

• Children’s literature: Designed for teachers and librarians who work with young readers, this emphasis area focuses on improving strategies for encouraging children to read. • Elementary education: This emphasis area will help participants familiarize themselves with current research about effective teaching practices in an elementary school setting.

• Curriculum and supervision: This program explores curriculum, professional development, teacher leadership and instruction supervision. • Theory and practice in English, social studies and world languages: Participants will explore pedagogical and literacy practices to design curriculum and instruction. The online degree through World Campus was developed to replicate the high-quality master of education in curriculum and instruction at the University Park campus. Faculty members who teach online also teach in the resident program and are on the College of Education’s graduate faculty. The program consists of 30 credits, of which 15 credits will be in the chosen emphasis area. A culminating paper or project paper also is required.

Professor receives grant to investigate science achievement gaps Paul L. Morgan, associate professor of education and Director of the Educational Risk Initiative, is the recent recipient of a $700,000 grant from the Institute of Education Sciences (IES), U.S. Department of Education. The grant will fund research to identify the factors that may be resulting in science achievement gaps being experienced by students in U.S. elementary and middle schools. The two-year project expands on previous research conducted by Morgan and his colleagues investigating achievement gaps in reading and mathematics. With

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assistance from this IES grant, Morgan and his colleagues seek to explain why science achievement gaps exist, which groups of students are at an increased risk of experiencing these Paul L. Morgan gaps, and how these students may be better helped by schools. The study also will explore the role of instructional characteristics, such as instructional time, student-teacher ratios and classroom assignments,

and how they are associated with or predictive of experiencing low levels of science achievement. “This research will help policymakers and practitioners better address the low levels of science achievement experienced by too many students in the U.S. Our project will help by providing badly needed information as to why these gaps may be occurring,’’ Morgan said. Joining Morgan on this project are Penn State professors Marianne Hillemeier and Richard Duschl, research associate Yoonkyung Oh, and George Farkas from the University of California, Irvine.

Distinguished professor receives Lifetime Achievement Award M. Kathleen Heid, distinguished professor in the College of Education, received the Lifetime Achievement Award from the National Council of Teachers of Mathematics (NCTM) for 2015. The Lifetime Achievement Award honors two or three individuals each year. It recognizes individuals who have demonstrated outstanding achievements in leadership, teaching and service over a period of 25 years or more. These distinctions are made based on job performance, service at the state, national or international levels, and through service to the NCTM. Heid was one of three recipients selected for 2015. The research of Heid and her colleagues (including University of Maryland faculty, James Fey, and Penn State faculty Rose Mary Zbiek and Glendon Blume) on the teaching M. Kathleen Heid and learning of mathematics has greatly impacted the use of technology in teaching mathematics and has been published in a large range of professional venues, including research reports, articles for teachers, and technologyintensive high school mathematics curricula. The focus of her research centers on teaching secondary mathematics, mathematical thinking and the impact of technology on the teaching and learning of mathematics. She has been a member of the NCTM since 1970 and has served on the Board of Directors and Executive Committee among other positions within the organization, as well as on the Board of Governors for the Mathematical Association of America. Heid received the award at the annual conference for the NCTM in April in Boston. More than 8,000 guests attended the meeting. “I’m honored by it,’’ Heid said. “I know other people who have received the award over the years and I have a lot of respect for them. I’m thrilled that the organization would feel that I should receive this award.’’ Heid is currently co-editing a book titled “Mathematical Understanding for Secondary Teaching: A Framework and Practice-Based Situations,” as well as a facilitator’s guide, cowritten by faculty from NSF-funded Centers for Mathematics Teaching and Learning and members of the National Council of Supervisors of Teachers for Mathematics. — Katie Kavanaugh

Faculty awarded $1.3 million training grant Jennifer Frank, assistant professor of special education and school psychology, and Deborah Schussler, associate professor of educational leadership, were recently awarded a three-year, $1.3 million Goal 2 teacher-training grant from the Institute of Educational Sciences. The grant is titled Project RESPECT: Responding in Emotionally Supporting and Positive ways in Educational Communication Skills Training program. Its purpose is to develop a curriculum that integrates communication skills training, conflict management skills and social-emotional learning competencies to build pro-social classrooms by helping teachers communicate in the most effective ways possible. Interpersonal communication and conflict management skills for teachers are critical to their success, according to Frank. “But it’s something we don’t typically teach in the normal scope of teacher education programs,’’ she said. “Teachers have to learn how to successfully interact with a diverse array of teachers, colleagues and parents on a daily basis, but we don’t necessarily train them. The manner in which they communicate and negotiate conflict is really foundational to shaping the social and behavioral context in which students learn.’’ Frank said the design of the project is to not only develop a curriculum but components of the curriculum to be repetitively tested to “find out which component is most effective and which component needs tweaking.’’ Springfield School District, in the greater Philadelphia area, and the DuBois Area School District, in northwest Clearfield County, are partnering with Frank and Schussler to develop, revise and test the new curriculum. Frank serves as the project’s principal investigator, and Schussler is co-principal investigator. Mark Greenberg, a professor in Health and Human Development, and Kari Kugler, a research associate in HHD, are also members of the research team. All are affiliated with Penn State’s Bennett Pierce Prevention Research Center, which examines how communities can work together with families, schools, community groups and industry to promote healthy lifestyles for children, youth and families. — Jim Carlson

Penn State Education

TEACHING today for the IMPACT on

tomorrow

Whether in the classroom, an administrative office, the boardroom or elsewhere, our graduates make a difference in their fields.

Some are educators. Some are in the counseling or rehabilitation fields. Some rose to the highest administrative levels. Some followed the directional path of high-tech, environmental or business disciplines. Others may branch out even farther but most find that rare is the job in which a person isn’t teaching something to someone.

What follows is a quick look at a number of Penn State graduates – some who teach and some who don’t, but all in agreement that the seeds of their success were sewn from their academic rigors within the College of Education.

Roger Williams ‘73 B.S. History, ‘75 M.Ed. Journalism, ‘88 Ph.D. Higher Education Retired Executive Director, Penn State Alumni Association and Associate Vice President Alumni Relations

“From 1982-88, I was a part-time doctoral student in the College of Education’s Higher Education Program and the experience was life-changing for me. At the time, the program was ranked as one of the top three higher ed programs in the nation, along with UCLA and Michigan. The program’s faculty were excellent, the classes small and intimate, and the learning opportunities abundant. What I sought from the program was not just the credential, but also knowledge both wide and deep about the phenomenon that is American higher education. I was a practicing professional in Penn State’s Office of University Relations, and the insight I gained from the program positioned me to do a much better job of promoting and interpreting the University to wider audiences. It also gave me higher standing with the academics and academic administrators with whom I interacted constantly. The thrill of my life was completing my dissertation under Distinguished Professor Roger L. Geiger on ‘George W. Atherton and the Beginnings of Federal Support for Higher Education.’ The study was named Dissertation of the Year for 1989 by the Association for the Study of Higher Education and published by Penn State Press in 1991.’’

Roger shares his job with 174,379 of his closest friends. As executive director of the world’s largest dues-paying alumni association, he has watched the organization grow by more than 28,000 members since taking over in 2003. Early in his career, Roger was executive director of consulting services for Dick Jones Communications and then became associate vice president for communications at Georgetown University. He also served as assistant vice president for University Relations at Penn State prior to being named Associate Vice Chancellor for University Relations at the University of Arkansas in 1998. Also an affiliate associate professor of higher education, Roger continues to advance the Alumni Association’s current strategic priorities that include accelerating membership growth, enhancing diversity at the Alumni Association and the larger University, and strengthening alumni engagement.

Penn State Education

George Santiago Jr. ‘86 M.Ed. Educational Administration, ‘94 Ph.D. Educational Administration President of Briarcliffe College, with New York campuses at Bethpage, Patchogue and Long Island City (Queens)

“I am indebted to Penn State University and the College of Education. First, the College of Education provided me with a research assistantship and several scholarships that allowed me to continue and complete my graduate education. Second, the College of Education, through its educational administration program, provided me with the requisite skills in educational administration theory, organizational behavior and culture, leadership, finance and conflict management, to name a few, to be successful in the workplace. Clearly, I would not be a college president today without the knowledge I acquired while at Penn State. And third, the collegiality, knowledge base and leadership by example of the faculty inspired me to ‘matter’ in my field by making a difference in the lives of the students I teach and lead every day. Till this day, I am awestruck by the international caliber of my instructors including Professors Boyd, Bredeson, Caldwell, Hartman, Lynch and Willower. They helped to frame my personal and professional life.’’ 26

Alumni Feature

The first honor George Santiago Jr. earned was his Eagle Scout badge in 1978. Additional honors have been coming in ever since, including the Penn State College of Education Excellence in Education Award in October 2013. Since earning master’s and doctoral degrees from Penn State, George has been assistant dean of students at Rutgers, associate director and acting director of the Educational Opportunity Fund Program at Rider University, assistant dean of the College of Science and Mathematics at Montclair State and executive associate director for the Middle States Commission on Higher Education. That was followed by being named as Provost and Chief Academic Officer of Briarcliffe College in July 2004, and ultimately president of Briarcliffe on Feb. 22, 2006. His CEO duties include development and implementation of a $40 million budget, a shared institutional vision and the college’s comprehensive long-range strategic planning process. George also has been honored by and is deeply involved in Hispanic agencies and organizations.

Kurt Geisinger ‘77 Ph.D. Educational Psychology Director, Buros Center for Testing, W.C. Meierhenry Distinguished University Professor, University of Nebraska-Lincoln Kurt directs a center that shares its expertise in assessment-related endeavors by providing critical appraisals of tests and descriptive information, offering psychometric consultation services and developing deeper understanding of testing and assessment practices. It also provides outreach efforts to improve testing, assessment and measurement practices through consultation and education, with special emphases in psychology and education. While earning his doctorate at Penn State, he taught graduate courses in educational and psychological testing. He has directed a court-ordered study that ultimately brought women onto the police force in Philadelphia. He also participated in various aspects of police training, worked closely with uniformed police representatives of the department and developed rating scales for evaluation of police officers. He honed his psychology teaching skills at Fordham University, advancing from assistant to associate to full professor of psychology prior to advancing into administration at Fordham, SUNY-Oswego, Le Moyne College and University of St. Thomas in Houston. Kurt also has edited professional journals, served on editorial boards and performed consulting work within the psychology profession.

“I found that the Educational Psychology program was one where the distinguished members of the faculty remained close and personal with the students. I worked most closely with my advisor, Dr. William Rabinowitz and a member of my committee, Associate Dean Harold Mitzel. I received much guidance while at graduate school and in the early part of my career from both of them. I also became close with Dr. Dennis Roberts. Both Professors Rabinowitz and John Withall, expert teachers as well as serious scholars of teaching, observed me when I taught my first class and provided considerable feedback. The student body in Educational Psychology was also excellent and I learned from my colleagues. I was able to hone my skills in test development on a large-scale funded research project related to providing instruction and credit through testing to diploma nurses on their way to earning baccalaureate degrees; these skills helped me considerably as I led efforts to build New York City’s Police and Fire tests for the better part of a decade. The professionalism of my advisors were models for me as I moved into positions as a psychology department chair, a dean and later vice president for academic affairs at several universities.”

Penn State Education

Jenna Beckwith Messman ‘06 B.S. Psychology, and Crime, Law and Justice, ‘08 M.Ed. Counselor Education Sexual Health Program Coordinator at the University of Maryland

Jenna is so involved in her work that she recently received two awards from university organizations at Maryland. She was named Champion of Diversity by the Multicultural Involvement and Community Advocacy office, an award presented to a faculty/staff member on campus who goes beyond the scope of their assigned duties in supporting diversity efforts on campus. She also earned the Defender of Diversity award from the LGBT Staff and Faculty Association. Jenna has served in her role at the Maryland Health Center since 2011 and is a doctoral student. Her research interests include resources for families raising transgender or gender nonconforming children and comprehensive sexual and reproductive health program design and implementation. She coordinates sexual health education programming and service needs of the campus community; trains, supervises and instructs peer educators; provides sexual healthy consultations; and serves as an active LGBTQ advocate and ally on campus. She also was honored in 2013 with the Advocate for Equity Award from the LGBT Equity Office.

Alumni Feature

“The relationships I developed with faculty and staff in the College of Education were, by far, the most impactful component of my graduate school experience. They took the time to get to know me, learn about my passions and goals, and ask how they could support and mentor me to achieve my ambitions as a student and as a professional. I have continued to receive invaluable encouragement and guidance from these mentors as I have navigated my career in higher education, licensure processes and my own progress toward a doctoral degree. I feel privileged to ‘pay it forward’ and dedicate the same investment and care in the relationships I now have with college students that I instruct and supervise. While at Penn State, I was able to observe, hone and model this genuine and creative team approach to helping students become their best selves as they reach for greatness. It not only benefits my students and colleagues but has proven to be most rewarding for me as well.’’

Michael Patullo ‘08 B.S. Secondary Education, Schreyer Honors College and College of Education Deputy Chief of Staff, New York University

“My undergraduate training at the College of Education laid a solid foundation for a range of possible careers, both in and out of the classroom. Thoughtful and energetic faculty members, like Dana Stuchul, challenged me to consider the paramount importance of self-awareness in succeeding as both an educator and professional. Others, like Mindy Kornhaber, piqued my interest in policy, posing probing questions and introducing me to innovative strategies that help address some of the field’s most intractable issues. This training— characterized as much by the preconceived notions that these mentors shattered as by the knowledge I gained from their work—set me on a steep trajectory for success in both graduate school and in my professional life after graduation. Not only was I inspired to work in the non-profit sector and pursue a graduate degree in public policy, I was well positioned to help leaders in the higher education sector build innovative programs on a global scale. The College of Education, more than anything, taught me how to learn. In my mind, there is no skill of greater importance and no training more valuable.”

As deputy chief of staff at NYU, the largest private non-profit university in the United States, Michael serves as a senior aide to the president and members of the executive leadership team. He works to manage and implement a wide range of strategic university-wide projects and initiatives in the U.S. and abroad. He also helps to shape communications strategy, cultivate relationships with key stakeholders and ensure progress on the university’s effort to create new academic space on its Greenwich Village campus. He previously served as special assistant and operations manager in the Office of the President at NYU, where he contributed to the development of two highly successful community-outreach programs at NYU’s campus in Abu Dhabi. He also developed the operational infrastructure for the Global Citizenship Commission, which is chaired by former UK Prime Minister Gordon Brown. Prior to joining NYU, Michael was a policy analyst at what is now the Institute for Children, Poverty, and Homelessness in New York City. He also led several large, renewable energy research studies for government agencies and non-profit organizations as a post-baccalaureate research fellow.

Penn State Education

Jeni Kocher Zerphy ’95 B.S. Elementary and Kindergarten Education Owner, Steel Crab Industries Inc. State College, PA

“I’ve always felt that what sets PSU College of Education apart from other teacher programs is that its graduates leave PSU not only ready to be a teacher in a public school classroom, but also to be an educator at large, across a variety of settings. Upon graduation, we are prepared to collaborate, lead, innovate and inspire. Penn State College of Education prepared me to be even more than a classroom teacher, they prepared me to be a professional and to chart my own course.”

During her time at Penn State, Jeni was a leader. She served as Education Student Council President and authored articles for the College newsletter. Since graduating in 1995, she has dedicated her life to education teaching students in public, private and homeschool settings. She has worked with numerous organizations, including National Geographic, developing curriculum and coordinating educational programs for children. She is the co-founder of the Chesapeake Conservation Center where she leads environmental outreach programs and is a board member for Echoes of Nature, a roving nature center. She is also a member of Keystone State Reading Association and the Society for Children’s Book Writers and Illustrators. Jeni is currently an educational consultant and homeschool portfolio reviewer serving students in Pennsylvania and Maryland. Most recently, Jeni started Steel Crab Industries Inc., an illustrations company, and published her first book, Submarine.

Alumni Feature

Alexa Hodge ’11 B.S. Rehabilitation and Human Services, ‘14 M.Ed Counseling Education

Ten years ago, Alexa was accepted to SCOPE, a four-week academic program for high school sophomores from multicultural backgrounds who are interested in careers in education. Because of that program, her life changed. She was awarded opportunities to learn, lead and educate. The recipient of more than 10 awards and scholarships during her Penn State tenure, Alexa held leadership positions with multiple student organizations and volunteered for campus groups such as LifeLink PSU and SCOPE. A dedicated student, she focused her studies on rehabilitation and human services, and counseling so that she could serve underrepresented populations and help them succeed. As a program specialist for Elywn Inc., Alexa currently works with adults with disabilities to maximize their potential, explore opportunities, challenge increased independence and set goals.

Photo: Nilo Hodge, Jr.

Program Specialist, Elwyn Inc., Media, PA

“Penn State’s College of Education had a hand in shaping my future long before I entered the College. As a high school student, I was selected as a participant of SCOPE with the College of Education’s Office of Multicultural Programs. At the time, I had no idea the impact that participation would have on my life. Through participation I was able to realize my own potential as a result of the encouragement, experiences, support, knowledge and tough love I received from the day I started SCOPE through to this very day. That opportunity way back in 2005 is what I credit each time I think of my bachelor’s degree in Rehabilitation and Human Services (and minor in HDFS), my master’s in Counselor Education, the honors and awards I received throughout my career at Penn State, the opportunities that resulted, and my passion for helping others realize their potential. Without Maria Schmidt, Charleon Jeffries and their many amazing graduate assistants, I could have never realized the power of believing in another. I am forever grateful to Penn State’s College of Education and even more to my mentors, Assistant Dean Maria Schmidt and Ms. Charleon Jeffries.” Penn State Education

Lisa Talley ’06 B.S. Elementary and Kindergarten Education Teacher, Morogoro International School, Morogoro, Tanzania If there is a word that best describes Lisa it is global. After graduating from Penn State, she set off to travel and visited Europe and Africa. After visiting Tanzania, she fell in love. She began working for an organization that provided professional development seminars in English medium schools in the Arusha area before becoming a primary school teacher for St. Constantine International School in Arusha, a position she held for six years. Currently, Lisa is the head of key stage 1 (nursery grade 2) as well as a reception teacher and head of discipline for Morogoro International School in Morogoro. In her two years at Morogoro, she has developed an after school program that provides extra language support to students, created the Tanzanian International Outdoor School and coordinated multiple fundraisers that have now become annual school events. In 2014, Lisa earned the Outstanding Teaching award from the College of Education Alumni Society.

Alumni Feature

“Penn State gave me the opportunity to challenge myself and aspire to set a standard for great teaching and practice for me and my staff half way around the world. Working in an environment where resources are limited, textbooks are few and the creative mind must do just that — create. I am grateful I received such a strong foundation. My professors, mentor teachers and supervisors during my time in the College of Education helped me to shape my dreams and encouraged me to not only push my techniques in teaching but build my confidence. With these skills, I began to take on the challenges presented in education working in a third world country. I feel lucky to have been graced with the opportunity to not just watch the world go by but instead keep things moving and make things happen, and I credit Penn State’s College of Education as my driving force.”

Kevin Lee ‘90, B.S. Administration of Justice, ’96 M.Ed. Counselor Education Associate Director of Human Resources, Workforce and Employee Relations National Labor Relations Board, Washington, D.C.

Kevin is not only a Penn State student alum, but a staff alum as well. After earning his bachelor’s degree in administration of justice, he served as a human resources generalist and training coordinator for the University. After five years with Penn State, he took his new master’s degree in counselor education, with a focus on career and leadership development, and moved to the nation’s capital where he remains to this day. Kevin has worked as a research coordinator, recruiter and human resources manager for different organizations in the greater Washington D.C. area where he refined his corporate training and management skills. For the past 10 years, he has been a federal employee working for the United States Government Accountability Office, U.S. Department of Transportation and, most recently, the National Labor Relations Board. In his current position of associate director, Kevin is the principal advisor on workforce and employee relations. He manages NLRB’s employee relations’ function and provides expertise at NLRB in proceedings before the Equal Employment Opportunity Commission, Merit Systems Protection Board, Federal Labor Relations Authority, Federal Services Impasses Panel and arbitrators.

“One thing I learned and it has proven true time after time, is that my master’s degree from the College of Education has opened doors for me to soar in my career and created opportunities to excel. I cherish my graduate school experiences and my professors who were invested in my success. I would gladly do it all over again.”

Penn State Education

Staceylyn Machi ‘04 BS Elementary & Kindergarten Education Innovation Business Analyst and Coach, EQT Corp., Pittsburgh, PA

“I believe Penn State helped me to define why I teach, how I teach and how to always be ready to learn something new. Penn State taught me how to be a prepared, intentional and reflective practitioner. My favorite part of my experience at the College of Education was the pedagogical inquiry-based math and science methods courses. Through a variety of excellent coursework led by enthusiastic and knowledgeable professors who made us think outside the box and push the boundaries of traditional teaching, it made me realize that I wanted to teach this way. I wanted to help kids and other teachers know about inquiry – the content and the process. This belief has shaped me into the practitioner I am today. Whether I was teaching students in the classroom, working with teachers to prepare them to teach or working in industry, I have applied the skills and knowledge I learned through those and other methods courses throughout my career. I look forward to applying inquiry-based instruction into the innovation workspace in which I now reside – the other end of the STEM pipeline.’’

Alumni Feature

Staceylyn’s new role as an Innovation Business Analyst and Innovation Coach is both challenging and rewarding. Her educational leadership background has helped make processes more efficient and to communicate face-to-face, on two different websites, and through company-wide emails. Her past work as a supportive classroom teacher, professional developer and professional deveopment specialist has helped her to work with people and projects on a small and large scale. Her work was focused on supporting schools, districts and states across the country in strategic planning to strenghten their STEM programs by incorporating research-based best practices, inquiry-based instruction, formative assessment and literacy supports in science, especially with an eye toward preparing teachers for the Common Core and Next Generation Science Standards. She also served as a curriculum developer and lead facilitator of Making Sense of SCIENCE courses for teacher learning and SCIENCE Explorations professional development — WestEd programs that have a proven track record of strengthening teachers’ content knowledge, transforming practices and boosting student achievement.

Lannie Milon ’07 Ph.D. Educational Leadership

Photo: Dave Einsel

Performance and Continuous Improvement Manager, Houston Independent School District, Houston, TX

“I was the second AfricanAmerican male to receive a Ph.D. in education leadership. Because of this, I feel like I have a huge responsibility to be exceptional beyond measure as I represent one of the nation’s most prominent universities. From a preparedness standpoint, I feel as though the knowledge that PSU equipped me with has prepared me to be the exception.”

Lannie always has been dedicated to education. After completing an associate of arts degree in education, he went on to earn a bachelor of science in history and a master of arts in teaching from Georgia College and State University. As a doctoral student at Penn State, he was only the second African American male to earn a Ph.D. from the Education Leadership Program. Aside from furthering his own education, Lannie has focused his career on promoting the education of others, specifically students in urban areas. He has taught in some of the nation’s largest school districts including Atlanta City Public Schools and Jefferson Parish Public School System in Louisiana. Since 2013, Lannie has worked with the Houston Independent School District in Houston, Texas, the seventh-largest public school district in the country, which serves nearly 213,000 students. As the performance and continuous improvement manager, he provides training to faculty and staff at 54 high school campuses, manages performance standards and objectives across the district, assistant managers and principals with the application of performance data to inform professional development, and administers and monitors activities related to effectiveness. He has received several honors and awards, including securing more the $3 million in grants for the districts he has represented.

Penn State Education

Michael McGough ’89 D.Ed. Adult Education

Photo Credit

Associate Professor of Education, reitred, York College, York, PA

Michael has spent the last 43 years of his life teaching others. Twenty-nine of those years were spent in Pennsylvania’s public education system. He began his career as a high school social studies teacher with Bermudian Springs School District before rising in ranks to assistant principal, principal and, eventually, assistant superintendent of the Conewago Valley School District. During his time as a public educator, Michael also taught future teachers at local liberal arts colleges, including Wilson College and Messiah College. In 2001, he joined the Department of Education at York College of Pennsylvania as a faculty member. Throughout his 14-year tenure, Michael held many positions, including coordinator of early childhood and middle level education, coordinator of elementary education, director of professional development division and department chair. Michael retired in May 2015 but has not slowed down — he was recently named the first fellow of the American Public Education Foundation.

Alumni Feature

“The coursework, related field experiences, interactions with peers, and the guidance and direction of faculty and staff at Penn State were all world class. Since graduating in 1989, I have been afforded a number of life and career opportunities, each with its own possibilities and challenges. My Penn State experience has enabled me to better meet those challenges and more fully realize the possibilities that have come my way.”

Richard Dorman ‘80 M.Ed Counselor Education, ‘90 E. Ed. Higher Education President, Westminster College, New Wilmington, PA

Richard H. Dorman, D.Ed., is the 14th president of Westminster College in New Wilmington, Pennsylvania, which recently received national recognition from US News and World Report and Forbes Magazine, among others, for its academic and financial value. Now in his eighth year as president, Dr. Dorman has served in varied roles throughout his nearly 40 years of service in higher education. Prior to his being named to the Westminster presidency, Dorman was vice president for institutional advancement at Otterbein University in Ohio. He earlier served as assistant vice president and director of development for the entire Health Sciences Center at the University of Louisville. His work in the higher education advancement field began at Penn State as associate executive director for alumni relations for the Penn State Alumni Association. A former music educator, Dorman earned a bachelor of music degree from Susquehanna University in 1975, and a master’s in college student personnel and doctorate in higher education administration from Penn State. He presents nationally and regionally on institutional advancement and governance topics.

“My success in higher education would simply not have occurred without the education I received from the College of Education. Beginning with my Master of Education degree in Counselor Education — Student Personnel Services — I acquired a deep understanding of the impact that college had upon students, solidifying my decision to pursue a lifelong career in the field. This graduate work led me to serve as a research assistant in the Center for the Study of Higher Education under Dr. William Toombs, who encouraged me to continue with my doctorate in higher education administration. The Higher Education Program was then, as it is now, among the top three such programs in the nation, and the rigor of my education prepared me well for a highly successful career as a practitioner in the institutional advancement field and, ultimately, the college presidency itself. My passion for higher education administration gained from the Higher Education Program in the College of Education also resulted in lifelong friendships and professional bonds that endure today. An outgrowth of those relationships was the collaboration with my mentor and professor, Dr. Robert Hendrickson, and former student colleagues Dr. Jason Lane and Dr. James Harris in the co-authoring of “Leadership and Governance in Higher Education,’’ published by Stylus in 2013. All of this started in the College of Education.”

Penn State Education

Alumni Information How can I get College welcomes new director of and Alumni Relations involved with Development Simon Corby has been named of Development and Alumni the College of director Relations in the College of Education, effective July 6. He succeeds Michelle Education? Houser, who recently accepted a new We need volunteers, student mentors, and goodwill ambassadors for the College. You also can support the College through financial donations.

opportunity to lead the Development and Alumni Relations team in the Smeal College of Business. “Simon brings a wealth of experience and accomplishment to his new role. He has 14 years of experience in development and is currently serving as director of major gifts here at Penn State for the College of Engineering. I am personally delighted that he has accepted the invitation to lead our Development and Alumni Relations team,” said David Monk, dean of the College of Education.

“I am delighted to have the opportunity to work with Dean Monk and the development team in the College of Education,” Corby said. “This is a great college with a vitally important mission to prepare future educators and I feel privileged to have a role in finding the financial resources and alumni support to accomplish that goal.” Corby began his Penn State development career in Outreach

Simon Corby

and has previously worked for the College of IST and the Office of the Vice President for Research and Dean of the Graduate School before arriving in his current role in the College of Engineering. Prior to Simon’s tenure at Penn State, he served as an associate director of development at Juniata College. Corby earned a master’s degree in English from Bucknell University and a bachelor’s degree in humanities from the University of Lincoln, Hull, United Kingdom.

To learn more, contact: Simon Corby Director of Development and Alumni Relations College of Education 814-863-2146 education@psu.edu

EdLion Free Online Seminars for College of Education Alumni Every spring and fall, the College offers a series of online seminars through EdLion. Participants can attend the seminar through a traditional web browser. No special software is needed.

www.ed.psu.edu/educ/edlion

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Alumni Information Alumni Information

Alumni Achievements

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Allan W. Ostar ‘48, psychology was awarded the French Legion of Honor medal at the French Consulate in New York on May 13, 2013, for his contribution to the liberation of France while serving as a combat infantryman in the 42nd Rainbow Division during World War II.

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Carol Leinbach Hodes ‘84 M.Ed. C&I; ‘90 Ph.D. C&I, senior consultant to NOCTI and retired research associate at the PA Department of Education, and John C. Foster (‘77 B.S. VI ED; ‘83 M.Ed. VI ED; ‘97 Ph.D. WF ED) President/CEO of NOCTI and Nocti Business Solutions, have written a book titled “Putting Your Data to Work: Improving Instruction in CTE.” The two Penn State alumni have a third author, Sandra Pritz , Ph.D., an Ohio State alumna and long-time colleague.The book is written for career technical teachers and is based on years of research and pilot testing done while the co-authors were co-principal investigators at the National Research Center for Career Technical Education at the University of Louisville. John C. Foster ‘77 B.S. VI ED; ‘83 M.Ed. VI ED; ‘97 Ph.D. WF ED is President/CEO of NOCTI

and Nocti Business Solutions. John and Carol L. Hodes (‘84 M.Ed. C&I; ‘90 Ph.D. C&I), senior consultant to NOCTI and retired research associate at the PA Department of Education, have written a book titled “Putting Your Data to Work: Improving Instruction in CTE.” The two Penn State alumni have a third author, Sandra Pritz , Ph.D., an Ohio State alumna and longtime colleague.The book is written for career technical teachers and is based on years of research and pilot testing done while the co-authors were co-principal investigators at the National Research Center for Career Technical Education at the University of Louisville.

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’98

Maria Timmerman ’98 Ph.D., C&I has been named the 2014 William C. Lowry Outstanding Mathematics Educator of the Year for the university level by the Virginia Council of Teachers of Mathematics (VCTM). Maria is an assistant professor of mathematics education at Longwood University. She is the program coordinator for Longwood’s elementary and middle school mathematics master’s degree program and teaches both undergraduate and graduate students.

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Speaker Brinda Hurnauth-Mauritius Good afternoon everyone. I feel privileged and honored to be addressing you today on behalf of the Humphrey fellows cohort 2014-2015. It is with a mixture of feelings that we are all approaching the end of the program. We are both sad and happy — sad as we will soon have to say goodbye but we are also excited to go back and implement what we have learned here. And, of course, happy we will be back with our families and loved ones. Ten months. Ten eventful months. It’s hard to capture the journey that each of us undertook during this time but I will try. It all started on August 12, 2014, after an almost 24-hour flight for some of us, delayed flights for others, missing luggage and hotel rooms no longer available for a few. But with so much excitement and anticipation in our hearts that it just did not matter. Well, it could also be sheer exhaustion. Some of us traveled on the same flight unaware of the fact that these people would share our lives the next 10 months and even become close friends. We had to start from scratch — at least with the living and furniture for a few of us. The apartment was bare, but I remember how we’d meet and sit on the floor in one of the fellows’ apartment. And that bare room was full with our laughter. We felt happy and comforted, partly because of our first experience with the people here. That is the Humphrey Fellowship Program team — Leila, Talat and Jane and of course our host families — all of whom made us feel welcome and supported. And the bare rooms were little by little filled with the generosity and warmth of you people. Thank you Leila, Talat, Jane and all our host mothers and fathers. You people are now family. As Humphrey fellows, we had expectations of what it would be like here in the U.S. Actually living it, the

Brinda HurnauthMauritius reflected on her experiences as a fellow at the annual Humphrey Fellows year-end banquet held April 29, 2015, at The Atherton Hotel. Here is what she had to say. journey has been quite a different adventure with surprises both very good and less good. Today, we all feel we have come a long way. That we can conquer back the world we left a year ago better, stronger, with much to do, more to achieve. And that in retrospection, only good has come out of our experience as Humphrey fellows, both in our professional and personal lives. It could not be otherwise. We are 10 Humphrey fellows from around the world and it is amazing how we easily connected with one another right from the start. Of course, we were brought together by our common situation: being in a new land, away from our families, from our comfort zones and getting together was the most effective way of coping with culture shock. Food was a favorite topic and excuse to meet. Thank God for potlucks! No seriously, we had anticipated coming across a new culture but we could not really predict our reactions. And each of us has probably lived it differently and dealt differently with the loneliness that comes with being away from home, from an environment and culture that’s more collectivist in our part of the world than individualist as we found

here in the U.S. And the harsh cold did not help! Yes, change is never easy. We know it. We expected it. And the expected is what keeps us steady. But it’s the unexpected that changes our lives forever. And we know, we either adapt to the unexpected or we get left behind. Adapt or die. That’s what they say. As many times as we’ve heard it, the lesson does not get easier. Especially when the ground under your feet has shifted. In our case, to the U.S. It’s a big deal. We’re only human. We want more than just survive. We want love. We want success. We want to be the best we can be. So, we fight to get those things. And thus sometimes that change, that unexpected is everything. It gives us a new way of looking at the world, a way of letting go of the past you and make way for the new and better you. What’s important is that we never stop believing. And amid it all, we also realize what about our lives that we’ve been probably taking for granted and what’s worth holding on to. Of course thank God for you people who helped make the change, the adaptation and integration to the State College community possible and pleasant. This kindness we have found also translates into community service. It is impressive what you do for the community here. We are lucky to have known and been associated with Global Connections, Meals On Wheels, Mid-State Literacy Council, Hearts for the Homeless, Centre Crest, Centre County Youth Services Bureau, the Jared Box Project, State College Park Partners, United Way Day of Caring and the Martin Luther King Jr. Day of Service. Personally, what I retain from my experience at Meals on Wheels is the wonderful job that people like Christine and Pieter and the other volunteers are doing for the community, the sense of purpose I felt by being a part of it and the warmth

praises Humphrey Fellows Program I felt when I met and talked with the elderly people. I know for sure that’s how the others have felt too. Marc, Claudia and Virginia and your team at Global Connections are doing a great job imparting cultural knowledge and respect, and promoting global connections. All of you whom we’ve come across while volunteering, we were very happy to know you. You are open and compassionate human beings and that is how we will remember you.

We are 10 Humphrey fellows from around the world. All of us with our own personal stories — amazing stories that will stay with me forever. We have learned about our countries in a way we can’t from books or from media. We have not always painted a bright picture. We openly speak of our countries’ challenges and struggles and flaws in our systems. But you know, as I close my eyes, the picture these countries evoke is of the mystical mountainous plains of Balochistan;

about my house as freely as possible. But I refuse to be blown off my feet by any.” I think this encapsulates what is also part of our mission here, to bring the cultures of all the lands together, and together learn and impart acceptance and tolerance.

Hubert H. Humphrey, through his life, has shown that the real test is not to march alone but to march in such a way that others will wish to join. Today, we are here because of the legacy left by this great man. Hubert Humphrey was nicknamed Happy Warrior because of his pleasant nature and his willingness and determination to fight for things that he believed in, an America, a world which is able to preserve and nurture all the basic rights of freedom and of justice yet able to reach across the divisions that too often separate race from race, country from country, young from old, worker from scholar, rich from poor. As Humphrey fellows, we embrace this vision and set out in this world with new 2014-15 Humphrey Fellows join around the Nittany Lion Shrine upon their arrive at Penn State. goals and new energy.

Of course, our journey has been tremendously marked by encounters with Penn State counterparts and experts. America is a land of opportunities. And Penn State University is a perfect example. We are thankful to the university, which is one of the most prestigious in the education field in the U.S, to have us among you. We also thank the U.S Department of State and the Institute of International Education for this unique opportunity. We have found creative thinkers, motivational speakers, innovative leaders, high achievers and knowledgeable experts in the person of professors, researchers, dean and administrators, mentors and even graduate students. And at the same time such humble human beings, appreciative of difference of views, open to the cultural diversity that we represent, eager to know our stories, and we theirs, finding in each other an opportunity to learn, to change, to be better, to do better. The exchange of views, of perspectives, of ideas, beliefs and ways of doing in our respective countries, however divergent, has been intellectually and culturally rich. The networking and exposure we have gained here is invaluable and will definitely be powerful tools as we go back to our professional lives. So thank you Penn State University.

the happy faces in an unlit Sudanese evening gathering; the lulling sound of waves in Croatia; the open hearts and homes in Pakistan; the comforting warmth in Iraq; the smiles in Bhutan; the simplicity and beautiful hearts in Nepal; fun-loving Indonesia; the bold, strong women in Myanmar because, THIS is what the fellows remind me of. And THIS is how we truly know a country — through its people, their stories, their successes and struggles. I grew — we grew — as professionals and as individuals from knowing one another. Mahatma Gandhi said, “I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown

You and I, we are different. But together we make this world the beautiful and diverse place it is. We are all connected and we are all the same. This was the vision of Hubert Humphrey when he thought of this program. And by living the reality of it, we truly understand what he meant — what all this means. We are the young leaders. Hubert Humphrey had faith that (I quote) “future generations, men of good, will found a way to unite, and produce and fight to destroy the forces of ignorance, and intolerance, and slavery and war.” We hope to live up to that faith as Humphrey alumni. We promise we will try and make a difference. The journey does not end here. The journey continues. Thank you.

Penn State Education

Nominate Outstanding Alumni for Alumni Society Awards! The College of Education Alumni Society supports five awards that are presented each year to graduates who have distinguished themselves in their profession. To nominate someone who you think is worthy of this recognition, please fill out and submit the nomination form with a statement explaining the reasons for your nomination. Alumni Excellence Award

This award is the highest honor bestowed upon alumni of the College of Education. It is awarded to recognize career-long, sustained excellence of contribution and achievement in the nomineeâ&#x20AC;&#x2122;s chosen profession. Specific criteria: (1) Nominees will be evaluated for significant contributions to their chosen profession (in or out of the field of education) over the span of their career, for a period of 15 years or more; (2) The nomination should include clear, compelling, and documented evidence of excellence through contributions to the nomineeâ&#x20AC;&#x2122;s chosen field as exemplified in leadership, innovation, commitment and/or service; (3) Nominee must be a graduate of the College of Education (certification, baccalaureate or advanced degree).

Outstanding Teaching

This award recognizes the classroom teacher. Selection is made on the basis of overall excellence in teaching methodologies, knowledge of subject matter and ability to inspire students.

of education. Selection is made on the basis of leadership and service within a career, a community or to society in general. Specific criteria: (1) Achievement in a chosen field, in a community, or in society; (2) Nominee must be a graduate of the College of Education (certification, baccalaureate or advanced degree).

Outstanding New Graduate

This award recognizes recent graduates who have distinguished themselves in their new careers. Selection is made on the basis of an individualâ&#x20AC;&#x2122;s advancement and excellence in a new job, in or out of the field of education. Specific criteria: (1) Outstanding contributions to and achievements in a new job; (2) Nominees must be graduates of the College of Education (baccalaureate) within five years of the date of nomination.

Specific criteria: (1) Nominee must be employed full time in the teaching profession; (2) Nominee must be a graduate of the College of Education (certification, baccalaureate or advanced degree).

Service To Penn State Award

Leadership & Service

Specific criteria: (1) Nominee will be evaluated on the basis of demonstrated commitment and dedication to enhancing the objectives of the College and/or the University.

This award recognizes those alumni who have distinguished themselves in their chosen professions, in or out of the field

This award recognizes those alumni and friends who have made significant contributions of time and talent to the College and/or the University.

2014 Alumni Society Award Winners To nominate an alumnus/a, complete the form above and mail it along with your nomination statement to: The Penn State College of Education Attn: Alumni Society Awards 247 Chambers Building University Park, PA 16802-3206 814-863-2216 Nominations received before January 31 each year are reviewed as a group. Awards are presented in a ceremony each fall. Nominations may be made at any time. Selfnominations are welcome. Standing, from left: Meredith Semion, Robert Abraham, Carly Kleinfeld, Joseph Clapper, Lisa Talley. Seated, from left: Andrew Cordrey, Nancy Gamble (accepting posthumously for her husband Glenn Gamble), Christine Franklin, D. David Conklin, Christopher Pierangeli.

www.ed.psu.edu/educ/alumni-friends/award

Penn State Education

Gifts to the College Jeanne Leonhard endows second scholarship Jeanne Leonhard ’68 EK ED has donated $200,000 to establish the Jeanne Leonhard Trustee Scholarship in Education. This scholarship serves our undergraduate students who have demonstrated a need for financial assistance. “I feel that education is one of the most important avenues in improving our society and giving opportunities to future generations,” Jeanne said. “With the Trustee Matching Scholarship program, I saw a way to make my donation go further and support a greater number of students. I hope these scholarships help provide the students with the ability to broaden their experiences and lessen their financial loan obligations after graduation.” The Trustee Matching Scholarship Program maximizes the impact of private giving while directing funds to students as quickly as possible, meeting the urgent need for scholarship support. For Trustee Scholarships created during the For the Future: The Campaign for Penn State Students, which concluded on

Gifts to the College

through letters of gratitude from her scholarship students. “Although the students all have very different life experiences, they all seem so committed to education and making a difference in the world. Their letters of appreciation help to make them real and I know my donations are being well spent,“ she said. Jeanne spent her career as an elementary school educator and is thankful for the preparation and readiness she gained through her experiences in the College. Jeanne Leonhard

June 30, 2014, Penn State provides an annual match of 10 percent of the total pledge or gift. This is Jeanne’s second endowment in the College of Education. The first, the Jeanne Leonhard Scholarship in Education, benefits students majoring in our early childhood and elementary education major. Jeanne understands the benefits of scholarship support first-hand

“I’d always wanted to be a teacher and work with young children. When I arrived at Penn State, the first year was general foundational classes and I couldn’t wait for the `teaching part‘ to begin. I was in my element those last three years with method classes, classroom visitations, being with children, hands on classroom experiences and student teaching. The professors, the learning opportunities, the college environment and atmosphere were everything I had hoped for and more,“ she said.

Stephen Lewis endows Trustee Scholarship C. Stephen Lewis ’64 ENG has contributed $100,000 to establish the Donna Haas Lewis Trustee Scholarship in Education in memory of his wife Donna ’64 HHD. The endowment provides financial assistance to early childhood and elementary education majors in the College of Education. “I wanted to help young teachers start out with a little less debt,” said Steve. “My wife valued education and knew how important it was to have great teachers to help produce productive citizens. She loved teaching and she was good at it. I still have people approach me that speak fondly of her.” Steve was able to take advantage of the Trustee Matching Scholarship Program, which was established to encourage the creation of endowments to provide essential support for need-based scholarships. “The trustee matching program was a great incentive. I was considering creating a scholarship in my wife’s memory but knowing I could do even more good made me sure,” said Steve. The Trustee Matching Scholarship Program maximizes the impact

see the changes at Penn State. “Penn State is growing and that means it needs more support. Education is the best investment you can make,” he said. Steve and Donna were married on campus following their time at Penn State and raised three children together. Their eldest daughter, Linda, ’88 SCI, followed in her parent’s footsteps and graduated from Penn State. Steve went on to get his MBA from The University of Pennsylvania’s Wharton School of Business. C. Stephen Lewis

of private giving while directing funds to students as quickly as possible, meeting the urgent need for scholarship support. For Trustee Scholarships created during the For the Future: The Campaign for Penn State Students, which concluded on June 30, 2014, Penn State provides an annual match of 10 percent of the total pledge or gift. Steve came back to campus last spring for the first time in 26 years to attend the 50th reunion of his fraternity pledge class. He was very pleased to

“Penn State gave me a good start on being a productive citizen by giving me an engineering degree that became the building block for the rest of my education, teaching me critical thinking skills and problem solving, and by giving me values.” After working for GE for seven years, Steve spent the rest of his career with Weyerhaeuser Real Estate Co. in Seattle, Washington, where he rose to the positions of President and CEO. Now that he is retired, he spends his free time with his grandchildren.

Ruch to establish endowed award for workforce education Ken Ruch ’85 VI ED, ’91 TRDEV, ’93 Ph.D. VI ED has pledged $20,000 to establish the Dr. Kenneth E. Ruch Award in Education. The endowment provides financial assistance to students in the College’s workforce education program. The program promotes excellence, opportunity and leadership among professionals in al levels of the field of workforce education and development.

Ken Ruch

“I thought, what a wonderful way to give back by helping the best

and brightest,” said Ken. “I have an appreciation for how important education is for achievement of career goals and opening doors.” Ken has fond memories of his time as a student. “Penn State presented me with great opportunities. I was able to work with a diverse group of students from all over the world.” Ken received three degrees from Penn State including a doctorate. “I enjoy taking pride in my university and, to be honest, it was the best time of my life.”

Penn State Education

Gifts to the College Sharlene Collins creates undergraduate endowment Sharlene Collins has pledged $50,000 to establish the Sharlene F. Collins Memorial Endowment in Education. Sharlene established the endowment to honor her parents, who emphasized the importance of education when she was a child. The endowment is intended to serve our undergraduate students who have financial need. “I couldn’t afford to go on to higher education, but I am glad that I am now in the position to make that possible for someone else,” said Sharlene. “Teaching is an honorable and important profession. In fact it may be the most important, second only to parenting. Teachers can be such a positive influence.” Sharlene grew up in a small town

“I couldn’t afford to go on to higher education, but I am glad that I am now in the position to make that possible for someone else.” — Sharlene Collins 50 miles outside of Pittsburgh, and because of this she developed an affinity for both the University of Pittsburgh and Penn State. “I was impressed with Penn State and became a big fan of the football program,” said Sharlene. “The feeling I get when I see that sea of blue and white is indescribable. I also admired Joe Paterno. He was a great coach and

a great educator. I was impressed by his commitment to academics.” The endowment gives first preference to students who hail from the western Pennsylvania counties Allegheny, Beaver, Butler, Fayette, Greene, Somerset, Washington or Westmoreland. “When I was younger I recall most of the area being boarded up and abandoned. The entire area struggled economically because most of the towns were held together through the coal mining industry,” said Sharlene. “I want to give these students one less thing to worry about.” Currently Sharlene is enjoying retirement in southern California after having a successful career with Warner Brothers Entertainment.

Siblings, family establish new Trustee Scholarship Carroll Kaschak Wood ’91 LA and her brother, David Kaschak ’83 BUS, with the support of other family members, have contributed $50,000 to establish the John J. Kaschak Trustee Scholarship in Education. John Kaschak ‘53 EDU served in the Army during World War II and received the Purple Heart. Upon returning from his time overseas, he enrolled at Penn State through the G.I. Bill. He graduated with a degree in education and went on to be a social studies teacher in the Bristol, Pennsylvania, School District. “Our cousin, Lewis Matuella, came up with the idea to memorialize Uncle John and we all agreed to set up a scholarship fund in his name, something that would live on forever,” said Dave. “Our uncle was a war hero and he dedicated the rest of his life to

Gifts to the College

education. I can only imagine what it was like to be in the classroom with him. These students didn’t realize John J. Kaschak that when they were learning history, and they were learning about World War II, they were learning from someone who was actually there,” said Dave. Both Dave and Carroll have fond memories of their respective years at Penn State. “Fall was always my favorite time of year at Penn State. It meant everybody coming together, students

and alumni. The activity surrounding home football games was always joyful. I will always remember the cold weather and the tailgating. It is a tradition that has always stuck with me,” said Carroll. The Kaschak family took advantage of the Trustee Matching Scholarship Program at Penn State when creating their endowment. The Trustee Matching Scholarship Program maximizes the impact of private giving while directing funds to students as quickly as possible, meeting the urgent need for scholarship support. For Trustee Scholarships created during the For the Future: The Campaign for Penn State Students, which concluded on June 30, 2014, Penn State provides an annual match of 10 percent of the total pledge or gift.

Endowed faculty position leverages many gift sources for maximum results There is nothing more powerful than alumni, faculty, staff and friends of the College of Education coming together for a shared cause.

develop innovative methods for educating teachers. The impact has taken many forms since the endowment’s inception, and in the most recent period the resources have been focused on supporting Nolan’s work with the planning, implementation and facilitation of the Professional Development School (PDS).

The Henry J. Hermanowicz Professorship in Education was established in 1999 with gifts from this group to honor Henry J. Hermanowicz, who served as dean of the College of Education from 1974 to 1989. Over the course of the endowment’s existence, the College has received gifts from nearly 280 alumni, faculty, staff and friends – an extraordinary demonstration of support for Dean Hermanowicz’s service and the work of the College. “Endowed faculty positons are crucial to our ability to recruit and retain top leaders and scholars, explore new lines of innovative research or teaching methods, and provide outstanding educational experiences for our students,” said Dean David H. Monk. The Hermanowicz endowment recognizes a College faculty member who has demonstrated a strong interest and commitment to the preparation of teachers and has a record of scholarship and research in teacher education. Through the years, the endowment has served as a vital tool for retaining talented faculty and has provided resources for a number of important initiatives. The newest Hermanowicz Professor is Gwen Lloyd, professor of mathematics education in the Department of Curriculum and Instruction. She succeeded Professor Jim Nolan in this role upon his retirement from the faculty on June 30, 2015. “I look forward to using the endowment funds to support collaborations around teacher education, including those within the Professional Development School partnership between Penn State and the State College Area School District,” Lloyd said. “I’m particularly interested in supporting collaborative research activities among PDS participants and exploring new roles for both Universitybased and school-based teacher educators. I am very grateful to have the opportunity to be involved with this important work through the support of the Hermanowicz endowment.” Over the last 16 years the professorship has inspired faculty members to reach new levels of achievement and to

The PDS is a collaborative partnership between the College of Education and the State College Area School District through which Penn State pre-service teachers participate in a full-year internship experience in classrooms in the school district. The program has received numerous awards and accolades, and this growth and development was made possible in part by funding from the endowment. Gwen Lloyd

The professorship also has enabled a great body of research on pedagogy to be conducted over the years. Prior to Nolan, the professorship was held by Professor Tom Dana, who was a former teacher education coordinator in the Curriculum and Instruction Department and associate professor of science education. Dana also is an accomplished scholar who leveraged this funding to conduct collaborative research, fund graduate assistantships and provide outstanding leadership in his discipline. “The Hermanowicz Professorship has allowed our teacher preparation programs to progress exponentially, and we’re most grateful for this important source of support,” said Monk. “Penn State’s strength depends upon our faculty’s achievements and their commitment to both creating and sharing the knowledge that shapes our world.” The Hermanowicz Professorship is one of five faculty endowments in place in the College of Education. The others are the Batschelet Chair in Educational Administration, the Waterbury Chair in Secondary Education, the Eberly Faculty Fellowship in Education, and the Kahn Professorship in Education.

Penn State Education

RAND Education director delivers commencement address V. Darleen Opfer, director of RAND Education and distinguished chair in education policy, was the keynote speaker for the College of Education commencement ceremony held May 10, 2015. Opfer has conducted policy research studies for local, state and national governments on issues that affect teachers and schools. Here is the text of her address.

ean Monk, members of the faculty, members of the class of 2015, family and friends. I am honored by this invitation to speak to you on such a memorable occasion. My work at RAND has nothing to do with maps, defense, or libertarian politics – the things most people think of when they hear the word RAND. My focus, and of those in my research Unit, is on using research to improve policies and programs for children and families in ways that lead to better outcomes for all. I am keenly aware that I stand between you and your degree so I’ll limit my remarks to a few lessons I’ve learned researching teaching and learning. I’ll mostly focus my remarks on teaching but many of these lessons apply to any position in the field of education. The first lesson is that research on teaching and learning tends to follow the goldilocks principle. This principle is that too little of something leads to poor results. Too much of something leads to poor results. But just the right amount produces good results. We’ve seen this in many areas of research – with teachers’ confidence in their own ability and its influence on their willingness to change, with structuring learning for students, and with accountability for schools.

Alumni Feature

It is especially important to remember the Goldilocks principle as more and more policies that impact schools get painted in absolutist terms. Externally mandated testing, for example, is often painted as harmful because of teaching to the test, the time it takes away from instruction, and misuses of scores. Similar kinds of absolutist pronouncements have been made about the common core standards – the standards are too difficult, they decrease local control and parents can no longer help their children with homework. But like most things in education, the reality is not at the extremes. For testing, multiple studies have estimated that the amount of required state testing is in the neighborhood of 1-2% of the school year. District or school-assigned tests far outstrip mandated tests in terms of the time spent on them. A common criticism of testing is that schools prioritize test prep over instruction. This is a real shame since research has shown that schools that teach to the test in inappropriate ways tend, on average, to improve student learning less than those who do not engage in extensive test preparation. And some research shows that thoughtful use of data from tests can improve student learning.

It is rare in education that something is all bad or all good. Usually it is somewhere in between. As educators we should resist the urge to reduce complex issues to sound bites.

or gold medal. All of these have small effects and yet they can have important impacts. We see the same thing in education. Our efforts to improve teaching and learning often leave us disappointed with their small influences or even invisible impacts. And yet, math and reading scores on the National Assessment of Educational Progress (NAEP) have improved over time. We have to remember that while immediate effects may be small, over time they can accumulate into bigger impacts for students, for schools, and for larger system changes.

The second lesson is that great teachers are not born, they are made. Yes, some people are better teachers than others, but everyone can get better by working at it. In a national study of teacher professional development in England, we asked teachers a series of questions to establish their orientation to teaching – some believed that teaching ability is something you can’t change very much; others believed no matter how well you teach you can always improve. Not surprisingly, we found that these orientations matter. They matter for whether or not teachers take part in professional learning. They matter for whether teachers try out new techniques. They matter whether teachers report positive improvements from their students. The limits on our abilities to improve our teaching are those we place on ourselves. If you believe you can improve and you work on improving, you will improve. The third lesson is that, while it is possible to improve, it is challenging. Your practices are influenced by your own histories as students, as candidates in preparation programs, and your beliefs about yourselves and your students or clients. Your practices are also heavily influenced by your environment; the opinions and norms of your colleagues; the structures and supports available; the types of leadership you experience. We often do not pay enough attention to the contexts, both personal and organizational, in which teaching and learning occur. One of the most important aspects of the profession that we need to change is to decrease the isolation of educators. The importance of increasing collaboration among educators is a key contextual element that we can and should improve. Educators who collaborate with others believe more in their own abilities and in those of their colleagues. They have high job satisfaction and stay in the profession longer. Most importantly, educators who collaborate on issues of

V. Darleen Opfer addresses the Class of 2015.

curriculum, instruction and professional development achieve better outcomes. So work with others in your grade level, your school, in other schools, in other districts on issues of learning, reflect on those conversations, and then work some more. The image of a successful teacher is no longer of the person in their classroom with the door shut. The fourth lesson is that having an impact is slow and incremental, but it does indeed happen. As a researcher, I know that big, field-changing studies are very rare indeed. I’m often disappointed with the modest effects of interventions to improve teaching and learning. But thanks to one of my colleagues at RAND, I’ve come to think about this differently. He told me that intervention after intervention showed little to no effect on whether people stopped smoking. And yet, smoking has significantly declined over time. It was the collection of many small effects that compounded to change perceptions of smoking and decrease its prevalence. There are other examples outside of education where small effects lead to important consequences such as chemotherapy’s impact on breast cancer, the tens of thousands of barrels of oil saved each year if everyone inflated their tires properly, even the effect that the design of a swim suit has on the speed of an Olympic swimmer can be the difference between a silver

My final lesson is something we all know — how much teachers matter. When I finished my Ph.D. at the University of Virginia, I invited my kindergarten teacher, my first grade teacher and my high school history teacher to my graduation party to honor them. These educators taught me to love reading and to believe that a girl with trailer park roots could succeed at anything if I worked diligently. I am where I am today because of excellent teachers. Personal anecdotes aside, the importance of teachers in students’ lives has been documented again and again. Teachers are the most important factor affecting student learning. We have more recent evidence that the impacts of teachers are long lasting. Teachers influence students’ probability of earning a college degree and their lifetime earnings. You as individuals matter and can make a difference in the lives of all your students. You may not see it on a daily, weekly or even yearly basis, but rest assured that good teaching does indeed matter. As you take on new roles in education, whatever they may be, remember that policies and programs are rarely all bad or all good. Believe that you can always improve and that collaboration with your colleagues is the best way to do that. It may be slow and incremental, but improvement does indeed happen. Continue with the persistence that led you to your degrees because your real work is just beginning and nothing matters more to its success than you. Thank you for the opportunity to speak to you today and my congratulations on your achievement.

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