innovator

spring 2004 volume 34 issue 2

 spring 2004

in this issue INNOVATOR Volume 34 Issue 2

1 From the Dean: Learning from our Teaching

2 The Scholarship of Teaching

5 Research from the Outside, from the Inside

6 Side by Side:Teachers & Researchers

10 Community College Consortium

12 Leadership Gifts

14 Social Justice Initiative

15 Spotlight on Professor Bob Bain

News
SOE Dean in Antarctica
School Organizations
Introducing Steve Bates
Awards & Honors
Grants
Class Notes
Summer Events
In Memoriam

Cover: Masters of Arts with Certification Student Bernard Hall with Birney Middle School Pupil
Photo: Marcia Ledford/U-M Photo Services

spring 2004 a world of difference innovator


on learning from our teaching
a teach
Dean Karen Wixson
A new generation of educa-
tion scholars has emerged—one that
includes among its ranks talented
and experienced public school teach-
ers who have also immersed them-
lear
selves in research methods. These
teachers-turned-researchers are
B
transforming teacher education pro-
grams, and establishing deep ties
with their colleagues in pre-K-12
contexts—in order to ask critical
questions, and to pursue inquiry that
co
leads to improved student learning.
This phenomenon is not limited to
S
the realm of pre-K through12th grade
education, however; scholars in high-
er education have also come to see
the value of studying one’s own prac-
tice and reflecting on student learn-
ing and achievement. A key benefit
is practical: by studying the impact of
our teaching, we can improve it, for
the sakes of our students.
The University of Michigan School of
Education is fortunate to have a sig-
nificant number of such risk-taking
scholars—early career faculty Robert
Bain, Betsy Davis, and Lesley Rex
have joined some of the pioneers of
innovator a world of difference
0
this movement, also on our faculty:
Deborah Ball, Magdalene Lampert,
and Annemarie Palincsar in
Education Studies, and Patricia King
and Constance Cook in Higher
Education, among others. In this
issue of Innovator, we highlight their
contributions and explore the theme,
“Learning From Our Teaching.”
by studying the
impact of our
teaching, we
can improve it,
S
for the sakes of
our students.
It’s not easy to study teaching while
one is immersed in doing teaching!
In a chapter entitled “Working on the
Inside: Using One’s Own Practice as
a Site for Studying Teaching and
Learning,” Deborah Ball notes that
“researchers using this approach
must be able to treat their experi-
ments, settings, and work as matters
for scrutiny. They must be able to
view the teaching, the students, and
the learning in the context of, but
also apart from, their efforts and
desires. For example, when examin-
ing videotape from his classroom, the
researcher teacher must cultivate a
stance of inquiry and curiosity and
must overcome a natural urge to
defend against questions others
from the dean
raise…At the same time, to silence
the interior voice, to deny the person-
al is to undo the very project of first-
person research, shutting out part of
what is experienced on the inside.”
(In Kelly, A. and Lesh, R. (Eds)
Handbook of research design in math-
ematics and science education, 2000;
p. 392) How does a teacher gain this
kind of balanced perspective on her
work?
For one thing, she begins to regard
everything as data: lesson plans, stu-
dent work, test scores, observational
notes. For another, she begins to use
some of the contemporary tools of
research: video cameras, tape
recorders, even transcription devices.
And she enlists her colleagues and
even her students as co-researchers—she
begins to realize that if she opens her
classroom door to other pairs of eyes,
her own vision begins to improve.
Also in this issue of Innovator, we
introduce you to the School’s new
Director of Advancement, Stephen
Bates. And we announce the launch
of our fund-raising campaign: “A
World of Difference,” which is part of
the University’s campaign, “The
Michigan Difference.” With your
help and generosity, The University
of Michigan School of Education will
fulfill its rich potential, spreading its
vision of research-based teaching and
powerful student learning at all levels
across the state and nation. Join us
in extending educational opportunity
to those most in need by contributing
your ideas and your dollars.
spring 2004 1
 Photo: Marcia Ledford/U-M Photo Services

2 spring 2004 a world of difference innovator

 THE SCHOLARSHIP OF
Teaching & Learning
By Laura Roop
Call it “teacher research.” Or “classroom
inquiry.” Or “ action research.” Or, if you are a college
level faculty member, call it “the scholarship of teaching
and learning.” The principles hold across widely varying
contexts, although the end products may differ. By sys-
tematically studying your own teaching practice, you’re
holding yourself accountable for student learning. Lee
Shulman, President of the Carnegie Foundation for the
Advancement of Teaching, argues that “an educator can
teach with integrity only if an effort is made to examine
the impact of his or her work on the students.”
The concept of studying one’s own teaching practice is not
new. Thoughtful teachers have written about the act of
teaching, carefully recorded their observations, collected
their students’ work and reflected on it in order to improve
their practice, for at least a couple of centuries. Still, in
2004, there is a new impetus to this kind of study. In fact,
we seem to be engaged in a redefinition of teaching at all
levels. This new definition accepts the complexity of
teaching and learning, while insisting that teachers
become informal researchers, asking hard questions about
what is and isn’t learned, and why.
Why Study One’s Own Practice?
Lesley Rex, associate professor of English Education,
explains why she studies her own classroom and practice,
in addition to studying the classrooms and practices of
secondary English teachers: “I study my teaching practice
in order to keep myself honest. Education is one of those
strange academic fields where you’re expected to be an
expert at something you’re engaged in actually learning in
an ongoing way. I have to hold myself to the standards I
am teaching toward. If we take our work seriously, how
could we do less?” At the same time, Rex acknowledges
that such reflection is not necessarily comforting: “It’s
humbling to look closely at one’s teaching.” But for
Left: Masters of Arts with Certification student Doreen Meffert with middle school pupil
innovator a world of difference
Lesley Rex, as for Lee Shulman, there is an ethical imper-
ative behind self-study: “Where do we assign responsibili-
ty for student learning, or the lack thereof? I was fortu-
nate to have good mentors who taught me to look closely
at my own practice.”
Rex has empathy for her pre-K-12 colleagues, acknowl-
edging the range of responsibilities public school teachers
now hold. But that doesn’t deter her from arguing for the
importance of the teacher-researcher role:
“In the current climate, teachers are asked to be parents,
advisors, counselors, instructors, and political leaders.
The demands on teachers have grown. But they haven’t
been given more time, fewer students. If anything, the
teaching load has grown. The thought of adding another
role, “being a researcher,” seems as if it would be a bur-
den. When you think about it, though, research is what
terrific teachers do anyway. By learning the language and
the tools, teachers can be put in the driver’s seat. Instead
of shooting blindly, research strategies give you a way to
test why something may or may not have worked.”
Higher Education Initiatives Highlight Scholarly Dimension of
Teaching
Recently, Rex was one of four School of Education faculty
members (others included Valerie Lee, Nancy Songer, and
Charles Peters) and thirty-nine other University of
Michigan faculty members who participated in the Pew
National Project on Course Portfolios. Rex explains, “The
Pew Project called for structured self-assessment, for
attending to certain aspects of our teaching. We were
asked to analyze what we taught—why and how did we
come to teach that way? What activities did we structure
and why? We were also asked to look closely and analyti-
cally at our students’ work. We also generated 'memos'
about our teaching—written reflections that pressed us to
consider important aspects of practice.”
spring 2004 3
 “Instead of shooting
blindly, research
strategies give you a
way to test why
something may or may
not have worked.”
-Lesley Rex, Professor, English Education
Constance Cook, Director of UM’s Center for Research on
Learning and Teaching (CRLT), and a School of Education
faculty member, explains why CRLT encourages UM faculty
to engage in classroom-focused scholarship: “Our faculty are
superb researchers. If they apply their research skills to
their teaching, then teaching begins to be seen as more of an
intellectual activity. What is particularly useful about study-
ing their own practice is, first, it focuses their attention on
their students’ learning. Are their students learning what
they think they are trying to teach? A second powerful
aspect is peer review—having other faculty reflect on, and
respond to, one another’s teaching plans, rationales, and stu-
dent work. Peer review makes the teaching process open
and public, in the same way that other faculty work is
reviewed.”
CRLT which was founded in 1964 and has been recognized
as one of the first and most successful university centers
drawing attention to and studying, college-level teaching and
learning, has followed and supported foundation-sponsored
national initiatives, such as the Pew Project and the
Carnegie Foundation efforts. At the same time, Cook notes,
such initiatives must realistically fit into the demanding lives
of faculty:
“We’re on a research campus, and faculty have incredible
demands on their time. You tell them you want to see evi-
dence of growth in their students’ learning, you want them to
attend to their teaching. Too often, you raise the bar but
nothing else gets lowered. It is important that we ask for
something that is manageable, such as a course portfolio,
something that fits into their already busy lives.”
Cook finds the course portfolio idea both useful and possible
to do. “The beauty of the course portfolio idea is that faculty
would focus on the creation of an electronic portfolio for one
4 spring 2004
course only. A course portfolio would be 10-12 pages in
length, and it would be peer reviewed. In such a portfolio, a
professor would explain how the course came to be designed,
reflect on her or his teaching, and on what was learned—by
the faculty member AND by the students. As they engage in
the creation of course portfolios, faculty generate hypotheses,
and test those hypotheses by collecting and analyzing data.”
The foundations and higher education leaders who advocate
the scholarship of teaching and learning are hoping that con-
crete artifacts and tangible products, such as course portfo-
lios, will be regarded as legitimate scholarly work, broaden-
ing the criteria by which faculty will be evaluated, and plac-
ing more emphasis on teaching.
How Do We Study Teaching While Teaching?
In a sense, the problem of studying teaching while doing
teaching is similar whether you are an elementary or second-
ary teacher, or a college faculty member. Currently, few of
these contexts provide clear incentives or support for engag-
ing in such work. Teaching is such a labor-intensive activity,
involving so much planning, organizing, interacting and eval-
uating, that it is hard to make time for stepping back and
reflecting, for asking hard questions. And if you are facing
the working conditions that many in pre-K-12 settings face—
up to 180 students a day, large class sizes, and not many
material resources, it becomes really tricky.
Still, new tools, such as video cameras and handheld PDA
devices make it easier to capture classroom exchanges and
observations. Teachers also have learned that by working
collectively on a question or problem over time, they can use
time in staff, departmental, or school improvement meetings
to discuss relevant professional readings, look closely at stu-
dents’ classroom work, or plan new lessons to address the
concern. As all educators face more pressure to explain how
they know that what is being taught is actually being
learned, the researching stance seems ever more sensible.
a world of difference innovator
 research: from the outside, from the inside

Deborah Ball on researching from the outside:

“Researchers bring questions into a classroom, sit on its periphery, or move into its flow. They watch and talk with teachers. They
sit near and listen to students. Equipped with theories, questions, and yellow-lined pads, they seek as outsiders to understand, ana-
lyze, and explain what goes on there. As participant-observers, they inherit an inherently ambiguous role of outsider trying to under-
stand inside. On one hand, their outside perspectives as psychologists, anthropologists, or simply adult nonmembers of the context,
offer them perspective that insiders lack. As outsiders, they can see and hear things that insiders take for granted. On the other
hand, as outsiders they cannot completely understand local meanings, language norms, and practices. They miss nuances, make
faulty connections, and inappropriately infer motives. They ask questions of their own making, questions insiders might not think to
pose. But also they miss questions that lie at the heart of the puzzles of practice.”

Deborah Ball on researching from the inside:

“Studying teaching from the first-person perspective offers a special kind of personal inside view that is difficult to gain through
even close participant observation. Because teaching and learning are deeply personal—that is, they are in fundamental ways rela-
tional and about persons—approaches to scholarship that use the personal as a resource offer the possibility of insights that are
more difficult to gain from an outsider’s perspective. Some aspects of experience are inarticulable; the chasm between what we
know and what we can say is variable, but rarely closed. Limited in what can be asked or explained across any interpersonal divide,
a challenge for the inside perspective is how the inarticulable can be represented, probed, and ultimately examined. Ironically, such
scholarship depends also on a kind of distance between the researcher and the context and problems of study. How does the first-
person researcher create the conversation with herself that makes it possible to excavate, name, and analyze aspects of experience
unseen to the outsider?

“Disciplined inquiry relies inherently on both faith and doubt: The researcher needs to listen
and watch sympathetically, assuming that people in the setting make sense, but must also
notice strange or discontinuous events or phenomena. If the researcher remains entirely
inside the experience, the critical edge needed for analysis is difficult to establish; what
remains may be more narrative than research.

“Because research methodology is so often fraught with imperatives to separate the

self from the inquiry, we need to develop disciplined methods that deliberately use
the self as a tool to construct insights, perspectives, and knowledge that expand
our capacity to know (Krieger, 1991). At the same time we need to guard against
the tendency toward the personal on the basis of some kind of basic appeal, or
worse, naïve ideas about what constitutes knowledge. That it is asserted from the
first person perspective cannot make it automatically true.

Ball, D. L. (2000) Working on the inside: Using one’s own practice as a site for
Photo: U M Photo Services

studying mathematics teaching and learning. In Kelly, A. & Lesh, R. (Eds)

Handbook of research design in mathematics and science education (pp. 365-402).
Mahwah, NJ: Lawrence Erlbaum Associates.

How does the first-person researcher

create the conversation with herself
that makes it possible to excavate,
name, and analyze aspects of
experience unseen to the outsider?

innovator a world of difference spring 2004 5

 Side by Side:
Teachers and Researchers Learning Together
by Laura Roop
Respectful. Friendly. Caring. Reciprocal.
Mutually beneficial. These are terms that describe some of
the relationships formed between K-12 teachers and
University of Michigan School of Education researchers
studying classroom teaching and learning in order to improve
student achievement.
A newly developed, fourteen-part video series and web-
based course developed by CPB/Annenberg, The Learning
Classroom: From Theory to Practice, features three outstand-
ing Michigan teachers who have collaborated closely with
UM SOE faculty over a number of years: Efrenia Fe
MacLean, of Paddock Elementary in Milan, who has worked
with Professor Annemarie Palincsar on the Guided Inquiry in
Science and Multiple Literacies Project; and Kathleen
Hayes-Parvin, of Birney Middle School in Southfield and
Peter Shaheen, of Seaholm High School in Birmingham, both
of whom have worked with Professors Anne Ruggles Gere
and Lesley Rex on the Making American Literatures Project,
the Oakland Writing Project, and the Michigan Classroom
Discourse Group. Hayes-Parvin and her Birney colleagues
have also been involved in an ongoing cross-age project,
bringing together sixth grade students and prospective sec-
ondary English teachers. The video series includes several
segments from an interview with Palincsar, and a brief seg-
6 spring 2004
ment with Rex and her undergraduate students as they
engage in the cross-age project with Hayes-Parvin’s sixth
graders.
Fe MacLean, a National Board of Professional Teaching
Standards-certified teacher currently working with the
National Science Foundation as a Teacher Scholar, is fea-
tured introducing her first graders to challenging scientific
concepts such as momentum and speed. Kathleen Hayes-
Parvin is shown in four video segments, which highlight a
family history/memoir project that involves parents and chil-
dren from diverse cultural, linguistic, and socio-economic
backgrounds. Peter Shaheen demonstrates some of the
nuances of “cognitive apprenticeship”—explicitly modeling
and teaching complex thinking processes, then gradually
releasing responsibility to his high school writing students,
who begin to teach each other.
It’s no accident that, when producers began searching for
classrooms across all grade levels and subject areas that
exemplified research-based practice, they encountered a
number of teachers who collaborated with university faculty.
MacLean, Hayes-Parvin, and Shaheen readily acknowledge
that their relationships with faculty have enhanced their
classroom practice and professional understanding.
a world of difference innovator

Kathleen Hayes-Parvin speaks to the longevity and power of
the relationship, saying, “We’ve been collaborating with
University of Michigan since the fall of 1992. Many, many
lives have been touched--not only the Birney students’ lives,
but the UM students’. Collaborations have helped me hone
my practice, to keep fresh, and to provide authentic audi-
ences for my students. It is so impressive for our parents to
come with us to campus and see the kind of work that goes
on. I hope our collaboration never ends—it continues to
grow and evolve.” Shaheen says he’s learned that “life in the
‘ivory tower’ is not so unlike the politics-laden school in
which I struggle. While these times are as challenging as
any teachers have faced in the history of American educa-
tion, my collaboration with Anne Gere has inspired me with
a sense of energy, renewal, and commitment toward my pro-
fession.”
It is equally true that their faculty collaborators acknowledge
they have learned and benefited from relationships with
these teachers. Anne Ruggles Gere says, “I see teaching as
a continuum that extends across institutional boundaries,
and I have a great deal to learn from my secondary school
colleagues. In Making American Literatures, for example, I
learned how the "school canon" of American literature is
shaped by talking with teachers about which texts they use
and how they teach them.” Lesley Rex honors Kathleen
Hayes-Parvin’s expertise in improving the reading and writ-
ing performances of all the students in her classroom, no
matter how prepared they are when they arrive. “Kathleen
has taught us how to transform all students into confident
readers and writers, even those who may be performing well
below grade level. She’s a master.”
Tangible, Useable “Products”
Collaborative relationships between classroom teachers and
university researchers often result in new, interesting, and
more broadly useful “products” that often exist alongside
innovator a world of difference
photos clipped from The Learning Classroom (c) CPB/ Annenberg.
more traditional research articles. Products may include stu-
dent-friendly software and databases, web-based archives,
science and social studies units, new texts for young readers,
case studies that can be used in teacher education class-
rooms or professional development settings, or practitioner-
friendly research summaries. Sometimes pre-existing rela-
tionships and partnerships are tapped, and drawn upon in
new ways, when a group begins to develop a new product.
The development of The Learning Classroom series and web-
based course is a good example of this phenomenon. The
series, which has been played on PBS stations across the
country, is not merely a collection of videotapes. Instead, it
was designed for use as a web-based course for prospective
and practicing teachers, originally based on a Stanford
University course for preservice teachers designed and
taught by Lee Shulman and Linda Darling-Hammond. By
re-imagining the course and bringing to bear the rich
resources of the Corporation for Public Broadcasting and the
Annenberg Foundation, the producers of the series were able
to create materials and design a sequence of activities that
could be drawn upon by many institutions of higher educa-
tion, as well as by individual teachers and school district
leaders.
Concretely Reciprocal: Literacy in Action as “Payback”
One UM researcher feels so strongly about reciprocity that
she offers her expertise to address locally identified prob-
lems in exchange for the opportunity to observe classrooms
over time. UM ethnographer Lesley Rex joined with high
school English teachers from two Southfield schools to form
Literacy in Action (LIA), a study/action research group that
aims to improve curriculum, instruction and assessment to
meet the needs of all students. The problem teachers identi-
fied was preparing students for state assessments while also
satisfying local curricular mandates and their own ideas
about literacy needs. District administrators funded
substitutes so that English teachers from the two departments
spring 2004 7
 “Collaborations have Achievement (CIERA) sponsored a network of teachers-in
residence—teachers who were funded to spend a summer
planning and preparing to launch classroom research proj-
helped me to hone my ects. Some of these teachers have then served as facilitators
and presenters for the CIERA Summer Institute, a five-day
practice, to keep fresh, intensive workshop that brings together researchers and prac-
titioners to study and discuss current research in the teaching
of reading.
and to provide Similarly, the newly formed Center for Proficiency in
authentic audiences for Teaching Mathematics is sponsoring a regional study group of
community college and university-based teacher educators,
which in turn is involved in the design and facilitation of a
my students.” summer institute for community college and university-based
-Kathleen Hayes-Parvin mathematics educators across the nation.

The friendships, networks, and alliances forged through com-

could meet for five all-day, school-year workshops. The par- mon work on problems of teaching and learning make it pos-
ticipants began by taking the MEAP test and analyzing its sible to expand the impact of research and to create powerful,
intellectual and literate demands. They examined what they research-based products and learning opportunities that can
knew and could teach in relation to what was expected, and be shared widely—ultimately, for the benefit of students’
they developed lists of principles, strategies, and techniques learning and achievement.
they could easily apply. They tried out the strategies and col-
lected data on the results. Now in its third year, Literacy in
Action is “connecting with UM’s Sweetland Writing Center to Below: Kathleen Hayes-Parvin addresses Masters of Arts with
create lessons and activities to improve student composition Certification students during an ED 440 (Teaching of English) lab.
of argumentative and persuasive writing,” reports Gail Setter,
a reading and professional development consultant from
Southfield High School. Comments from participants include
these: “(LIA) helped me to understand how to break down
complex tasks into concrete exercises for students. These
exercises will help students build bridges to higher levels of
thinking,” and “This workshop is taking me places I haven’t
been.” Test scores are improving, and members of this group
are also presenting their findings to teachers and administra-
tors throughout the region.

With the teachers’ permission, Lesley Rex is also conducting

a long-term study focusing on the discourses of teaching in
two district classrooms.

A Pattern Emerges: Long Term Friendships, Partnerships and

Networks

Across discipline areas, across projects, and across levels,

new examples continue to emerge. For instance, the Highly
Interactive Computing in Education (hi-ce) Project, after
years of work in Detroit middle schools focusing on science
and technology, is a recognized “name brand” that Detroit
teachers rely on for meaningful professional development and
high quality web-based resources. History/social studies
education faculty member Bob Bain, working under the hi-ce
umbrella in collaboration with the Henry Ford Museum, is in
the process of developing the Primary Sources Network, a
web-based resource that will be coupled with professional
development workshops this summer. And for several years,
the Center for the Improvement of Early Reading

8 spring 2004 a world of difference innovator

 resources

Scholarship of Learning and Teaching

Boyer, Ernest L. 1990. Scholarship Reconsidered: Priorities of the Professoriate.

Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

Glassick, Charles E., Mary Taylor Huber, and Gene I. Maeroff. 1997. Scholarship
Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass.

Hutchings, Pat, ed. 2000. Opening Lines: Approaches to the Scholarship of Teaching
and Learning. Menlo Park: The Carnegie Foundation for the Advancement of
Teaching.

The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Web site:
[http://www.carnegiefoundation.org/castl/highered/]

University of Michigan Center for Research on Learning and Teaching Web site:
[http://www/crlt.org]

Teacher Research/Action Research

Hubbard, Ruth Shagoury; Brenda Miller Power. Living the Questions: A Guide for
Teacher-Researchers. York, Maine: Stenhouse, 1999.

The Looking at Student Work Collaborative Web site:

[http://www.lasw.org]

Networks: An Online Journal for Teacher Research Web site:

[http://www.oise.utoronto.ca/~ctd/networks/links.html]

CPB/Annenberg The Learning Classroom: Theory into Practice Web site:

[http://www.learner.org]
1-800-LEARNER

innovator a world of difference spring 2004 9

 Community College Consortium
by Jeffry Mortimer
Richard Alfred was vice president for finance planning and
management at New York City Community College in 1975,
when the Big Apple itself, the source of 90% of the college’s
revenue, was teetering on the brink of insolvency.
“We lost over a third of our operating budget in 18 months,”
he recalls. “The executive team had to manage downsizing
enrollment by 30% and switching the college from city fund-
ing to state funding so we could survive. It was sink or swim;
you had to learn everything on your own. That’s where my
interest in strategy came from.”
What he could have used then, and what he founded in 1986
after joining the faculty at the University of Michigan School
of Education, was the Consortium for Community College
Development, a membership organization whose broad array
of services and programs provides community colleges with
the tools they need to stay ahead of the future.
“Our focus has always been on what the future will look like,
and how community colleges need to be organized and per-
form to meet the needs of the future,” Alfred says. “When I
came here, we were doing research on community colleges
and writing articles on them but I didn’t feel we were well
10 spring 2004
connected to practice, to the reality of what was happening
in the institutions, so we wanted to build an organization that
would reverse the normal flow of academic research.”
And build it they did: The consortium has grown from its
charter membership of 15 Michigan colleges to a roster of
150 institutions in 31 states and two Canadian provinces.
There’s a simple reason for its spectacular success: it not
only works, but there really isn’t anything else like it.
“Those folks do the very best sort of work in thinking about
what community colleges ought to be planning and doing
around culture change and planning for the future and think-
ing strategically,” says David Hartleb, president of Northern
Essex Community College (NECC), Haverhill, Mass., and a
CCCD client.
He describes NECC as “a sick puppy” when he became its
president in 1997. “There were a lot of things wrong with it,
a lot of anger and frustration, and Pat (Patricia Carter, execu-
tive director of the CCCD since 1991) and Dick did an
absolutely fantastic job,” Hartleb says. “It was as much an
effort to change our culture as it was to give us a strategic
plan. They were very straight-talking, extremely knowledge-
a world of difference innovator
 able, and their expertise spoke volumes. What they did here
was quite remarkable, and I’m happy to tell anybody that.”
Laura Douglas says the opportunity to work with the consor-
tium was one of the reasons she chose U-M for her graduate
studies. She’s now vice president, instructional and student
services, at Randolph Community College, Asheboro, N.C.,
and her enthusiasm is unabated. “The consortium helps us
learn a lot of techniques that help us be proactive and
smarter with our work,” Douglas says. “It has helped me and
my institution achieve a much more strategic way of think-
ing. As college administrators, it’s really easy for us to get
bogged down in our day-to-day activities, the fires that need
to be put out. The consortium also helps us to step away
from our desks and focus on the future.”
Under the leadership of Alfred and Carter, the CCCD has
continuously reinvented itself and its offerings, maintaining
its own focus on the future, and its reputation for reliability
has grown, as one after another of its forecasts have been
borne out.
“We were the first organization, back in the early 1990s, to
show what the competitive arena would look like in commu-
nity colleges and who the new competitors would be and
what would that mean,” says Alfred. “Some colleges said no,
no, it’s not going to work that way, but we were on the mark.
We were also very good at getting colleges to realize that stu-
dent needs were going to change and demands and expecta-
tions would accelerate dramatically. And our Strategic
Leadership Forum has shown you can learn more in some
ways by looking at organizations totally outside of higher
education than just by studying yourself.”
The Strategic Leadership Forum is a collaborative learning
approach to leadership development. Participant teams from
approximately 10 colleges, selected by and including the
presidents, form a cohort group for a series of interactive
learning experiences designed to prepare leaders for institu-
tions undergoing transition and transformation. The cohorts
stay together for three years, and their activities include on-
site observations of the systems and processes of non-educa-
tional organizations, such as Midwest Express Airlines and
the Marriott hotel chain.
One forum participant for the last year has been Randall Van
Wagoner, vice president, educational services, at
Metropolitan Community College, Omaha, Neb., who
changed his major as a graduate student from communica-
tions to education after “discovering” the consortium. He
says the Strategic Leadership Forum “provides uncommon
learning through uncommon experiences. By having a small
cohort of community colleges stick together for three years
and have shared learning experiences, it provides all the
benefits of a learning community that we try to create for our
students on campus. The difference is that it's in a profes-
sional environment; you just can't find that anywhere else.”
innovator a world of difference
The Summer Institute on Organizational Change and
Development in the Community College is another unique
consortium offering. Recognized as the premier conference
in the nation focusing on research and practice in institu-
tional effectiveness and student success in community col-
leges, it annually showcases exemplary practices and pro-
grams that have been successfully implemented in two-year
colleges across the country. This year’s institute will be held
June 16-18 in Cleveland. Full details are available at the
consortium’s web site, www.umich.edu/~cccd.
Community colleges today are being whipsawed by multiple,
and often conflicting, constituencies coupled with diminish-
ing resources. “Today’s fiscal limitations are going to be
tomorrow’s fiscal realities,” says Carter, “so it’s a matter of
figuring out how we’re going to do it with fewer of the tradi-
tional resources.”
Adds Alfred: “We decided last fall that we had to be in posi-
tion to say to institutions that the decisions you make now
about cutting back can be just organizational or designed to
position you four or five years out.”
That kind of big-picture, long-term thinking is what distin-
guishes the consortium and creates value for its customers,
as does its philosophy of institutional empowerment.
“We’re getting more successful at putting the membership in
touch with each other so that we’re not the sole experts,”
says Carter. “If we know a college is doing something well
and another college is having difficulty, we try to hook them
up. Our biggest objective is to help colleges increase their
own capacity. Once a college knows how to do for itself,
they’re driving the bus.”
Left & Above: Leatha Terwilliger, Marty Crabbs, Dick Alfred, Kevin Myren, Pat
Carter, Becky Baumbach at the First Strategic Leadership Forum, June 2003.
Below: Beverly Simone, President of the Madison WI Area Technical College
receiving the Profile College Recognition award, 2003 Summer institute.
spring 2004 11
 Leadership Gifts
by Peggy Kelley Herron
Three women working to make
the School of Education’s “World of
Difference” capital campaign a suc-
cess believe that the most effective way
to lead is by example.
Dean Karen Wixson and campaign co-
chairs Judy Frey (A.B. Ed ’59), and
Karen Shook (A.B. LSA ’69), with sup-
port from their families, each instituted
planned gifts that will fund scholar-
ships within the school for years to
come. “Our most pressing need is for
scholarship funds,” stated Dean
Wixson.
To do her part in helping to meet that
need, Wixson and her parents, William
(A.B. LSA ’43) and Sara (A.B. LSA
’43) established the Kring Family
Scholarship. Wixson was born in
California, moved to Long Island as a
sixth grader and went on to receive her
undergraduate degree from the
University of Wisconsin, and graduate
degrees from SUNY-Binghamton and
Syracuse University.
“My parents met as undergraduates at
UM in the early 1940s, while playing
chamber music at an Ann Arbor
hotel,” she explained. “ They were
married on campus and both had
careers as professional musicians.
Professional musicians don’t make a
lot of money, but my dad has always
had a strong giving ethic—witness this
gift, which was his idea.”
Dean Wixson’s father, a Blissfield,
Michigan native, said his desire to
make a gift to the University stemmed
from his experience as an undergradu-
ate. “Along the way, I received gifts
from others when help was needed. I
felt I wanted to give back some of what
I was given.” His daughter’s current
12 spring 2004
employment as Dean was not the only
reason for the gift, however. “I have
always been an advocate for educa-
tion,” Kring explained. He said anoth-
er of his daughters told him she never
questioned whether she and her two
sisters would go to college, only where
they would choose to go.
Kring has no specific intent for the
Kring Family Scholarship, the scope of
which is still under development. He
said he hopes only that the recipients
“might take the fullest advantage pos-
sible of any help given,” much as he
himself did, “and that the help that is
given might serve to ease and enhance
students' efforts in gaining their educa-
tional goals.”
Alumni giving is a critical factor to the
success of the School’s capital cam-
paign. In seeking the individuals who
would lead the campaign, Dean
Wixson and the development staff
wanted to find alumni who shared the
belief that “educational philanthropy is
a partnership between an individual
with a passion for making a difference
and an institution with the vision and
means to make a difference.” Co-
chairs Judy Frey and Karen Shook typ-
ify that belief.
As part of the current campaign, Frey
and her husband, David, established
the Vera K. Campbell Scholarship, in
honor of her mother.
“I felt that the School of Education
often got the short straw when it came
to giving and donations, and I have
been outspoken about that dilemma,”
Frey said. Her frankness struck a
chord with her husband, who came up
with the idea for the scholarship,
which is intended to provide tuition
support for graduate students in educa-
tion from the Grand Rapids area.
The scholarship is funded through the
Frey Foundation, established by her
husband’s parents, Edward (BA 1932}
and Frances Frey. Frey said that even
though her husband is not a UM alum
(University of North Carolina graduate)
he felt an allegiance to the University
through his parents. Advancement
Director Stephen Bates applauded the
Freys' process of allocating family
donations, and said he hoped more
families, facing the challenge of giving
on behalf of both spouses, think about
dividing resources between schools, so
that each spouse feels represented and
rewarded.
In helping to lead others through this
decision making process, Frey said,
she sees her most important role as
championing the SOE cause to alumni.
To do so effectively she must “stay
informed, be alert to networking oppor-
tunities, be supportive of staff and fac-
ulty, and finally, be enthused and able
to transmit a sense of real value in
investing in the School of Education
and the University of Michigan.”
The job description is a familiar one
for Frey. In 1990 she founded The
Issue Network Group, a consulting
business that connects the non-profit
sector and the for-profit sector by
developing corporate giving programs
and creating a website which shares
information about the two sectors
(businessesforcommunity.com). In
1999, she was elected Mayor of East
Grand Rapids and enjoyed that office
for four years. Prior to those careers,
Frey worked in her degree field as a
speech therapist in the Grand Rapids
Public Schools, the Kent Intermediate
School District and the Grand Rapids
a world of difference innovator

Speech and Hearing Clinic, and raised six children. She is
currently semi-retired, living in Michigan and Florida
The planned-giving technique the Freys' chose is called a
“charitable remainder unitrust,” which pays a dividend to
her mother during her lifetime, while the principal amount of
the gift continues to grow. Afterward the principal reverts to
the University to fund future scholarships. Frey saw the mer-
its of funding a scholarship as two fold. It benefits the uni-
versity and, “It was a wonderful way to provide some needed
income for my mother,” she said.
Frey chose to fund a graduate level scholarship because she
said they often go to individuals returning to the university to
begin a second career, and these students really value the
education that enabled them to obtain their first career.
“They understand that without their K-12 education they
would not have been a doctor, lawyer, CEO, etc. so they can
be very good messengers about the value and importance of
education.”
Someone who also understands that very well is the cam-
paign’s co-chair, Karen Shook. Shook is a former president
of the Washington, D.C., School Board who “is very passion-
ate about education and the University of Michigan and
about the types of teachers the University produces.” Shook
also feels very strongly about the need to teach teachers
about the possibilities of public education, and is endowing
a scholarship, in honor of her mother, for teachers interested
in urban school systems.
Shook established the Lois Hansen Scholarship for Urban
Education. “I wanted to set up a scholarship in my mother’s
name,” she said. “My mom did not go to college but made
sure her two daughters did. She went back to work when we
innovator a world of difference
LR: Sara Kring,William Kring, Karen Kring Wixson, Judy Frey &
Karen Shook superimposed on the SoE Facade
were in high school, so we could to go to college.” When
asked if her mother was a teacher, Shook replied, “No, she
was a legal secretary, but yes, she was. Parents are our first
teachers.”
Shook will make cash contributions to fund the scholarship
in her lifetime, and has created an estate plan that will
increase the scholarship after her death. Shook met her hus-
band, Langley, while she was a student in the School of
Education and he was in the Law School. They were married
while in Ann Arbor, moved to Chicago for a few years and
finally settled in the D.C. area. They have two children.
Shook is currently project director for Schools That Work, a
non-profit production company in Washington, D.C., that
creates television programs and webcasts showcasing suc-
cessful education strategies. The TV shows and webcasts
provide resources and helpful tips on how school districts
around the country can replicate these success stories.
Shook sees her role as co-chair of the campaign as one of
continuity and leadership. “We’ve had quite a bit of turnover
within the University…but I feel I got in at the ground level
two years ago, and I have watched the process grow.”
During a campus visit in 2001 to meet the Dean and faculty
and discuss campaign goals, Shook said a statement made by
a professor struck her. “He said we are preparing young peo-
ple to be leaders for a world that does not yet exist.” Shook
mused that the world is a much different place than it was
30 years ago and asked, “What is the world going to be like
30 years from now? That’s what is so important about this
campaign, to ensure that the School of Education continues
to be among the leaders and the best.”
spring 2004 13
 Social Justice Initiative/ Brown v. Board of Education Theme
In January, as part of the University’s semester–long
commemoration of the 50th anniversary of the Brown v.
Board of Education decision, Linda Brown Thompson and
her sister Cheryl Brown Henderson spoke eloquently of their
experiences as the named plaintiffs in the case, which was
decided May 17, 1954. Henderson’s description of the Brown
decision as “being about having access to resources white
children had, not about sitting next to white children in the
classroom,” must have resonated deeply with the School of
Education’s Social Justice and Educational Equity Graduate
Student Committee.
A year earlier, the group of nine graduate students gathered
to share their concerns about the culture and climate in the
School of Education. They formed the committee to influence
the school to create a more inclusive environment. “Our
efforts have concentrated on issues of cultural/racial diversi-
ty, but we are concerned with other identity issues, specifi-
cally sexual orientation, ability/disability, and socioeconomic
status,” said committee member Sonia Deluca.
Deluca and Alina Wong, both second year doctoral students
in the Center for the Study of Higher and Postsecondary
Education (CSHPE), coordinate the course that grew out of
those shared concerns. Critical Issues in Social Justice and
Education is a one-credit graduate seminar in the School of
Education, which is also open to the public. Professors John
Burkhardt and Steve Raudenbush, and Dean Karen Wixson
support the seminar.
“In our concern for the climate at the School of Ed, we kept
coming back to the fact that our experiences as graduate stu-
dents did not reflect those of a socially just community,”
Deluca explained, “ and that we did not feel adequately pre-
pared to enact change in education for the promises of a
diverse democracy.”
So, they asked, what better way to enact change than by cre-
ating a class?
The first social justice seminar was offered in Fall 2003.
“Last semester, our discussions centered around issues of
affirmative action, multicultural education for both under-
graduates and graduate students, and professional prepara-
tion of future educators,” said Wong.
On December 1, 1955, Rosa Parks was arrested for refusing
to yield her seat on this bus to a white person.
The Rosa Parks bus, on permanent display at Henry Ford
Museum, Dearborn. (C) The Henry Ford.
14 spring 2004
Just as the University is commemorating the 50th anniver-
sary of the Brown decision throughout the spring semester
(see Events Calendar: May 7-8, p24), Deluca said, the Social
Justice Seminar has also incorporated the 50th anniversary
into its syllabus. “We have supported student activism and
theme-semester initiatives; we have used school segregation
and disparities in achievement as ‘critical issues and prob-
lems’ for class discussion; and we have encouraged student
participation in the theme-semester events open to the pub-
lic,” like the “Conversation With the Brown Sisters,” at
Rackham Auditorium.
On March 6, the Social Justice Seminar, as part of the
University-wide commemoration, presented its own discus-
sion entitled: “What Schools Need to Know and Do to
Reduce Gaps in Achievement, and How the Next Generation
of Research and Scholarship Can Contribute to That Effort.”
Panelists included Beverly Tatum, President of Spelman
College; Mark Freeman, Superintendent of Shaker Heights
Schools; and Rossi Ray-Taylor, Executive Director of
Minority Student Achievement Network, and former
Superintendent of Ann Arbor Schools. Each discussed the
topic and took questions from about 125 students, faculty
and community members in the Whitney Auditorium.
Deluca said the committee hopes continued interest in the
Seminar helps the school see creation of a special track for
social justice education as a valuable addition to the curricu-
lum.
Sonia DeLuca recently received the University of Michigan
Leadership Tapestry Award. The Award recognizes students,
staff, and faculty who are "instrumental in promoting social
justice, multiculturalism, and diversity locally, regionally,
nationally, or internationally for the creation of a more
enriched and socially just world."
a world of difference innovator
 faculty spotlight

Why do adults flock to
the History Channel
and devour biogra-
phies of John Adams
and Ben Franklin,
while high schoolers
complain that the sub-
ject is not only dull
but unrelated to their
lives? What does it
take to get high school
students excited about
history? U-M School of
Education professor
Professor Bob Bain Bob Bain has devoted
his career to answering those questions. He’s in a unique posi-
tion to do so, having taught high school history in Cleveland for
26 years--where seven times he received an award for teaching
excellence-- before joining the U-M faculty in 1998. His rap-
port with students is such that in 2000 he received the Class of
‘23 Award for Undergraduate Teaching.
Learning the skills of a professional historian while working on
his doctorate at Case Western Reserve University caused him
to examine more critically his own teaching style. “I went from
being a scholar of history to being a scholar of history teach-
ing,” he reflects. In the process, he became troubled by a dis-
crepancy. “There was a huge gap between what I was doing as
a historian, and the way kids [learning history] were function-
ing in the classroom. Historians don’t memorize facts; they use
facts to make meaning of the world. Typically, what a history
student does is start with a textbook that has all the facts in it.
There’s no problem for them to solve, just the questions at the
end of the book.”
Bain found that framing a history topic as a question or prob-
lem made his high school students more enthusiastic about
their work. Teaching a unit on the great plague of the four-
teenth century, he framed it under the larger question, “What
explains the change in power between Europe, China, and
Africa over the course of the last 500 years?” He had his stu-
dents read and compare original sources, such as the writings
of a fourteenth-century Roman Catholic pope. Then he gave
students what he calls "tools” -- guidelines to help them set
priorities while sifting through information. He posted ques-
tions prominently on posters, such as “How many people did
this affect? Did it affect many areas of life?” Eventually, he
noted, “they were asking the sophisticated questions an adult
reader would ask.”
He used a similar approach to his work with the Henry Ford
Museum in Dearborn, Michigan. The museum wanted to pique
students’ interest before they visited the museum. Focusing on
a particular house, a sharecropper’s cabin, Bain helped design
a website whose pivotal question was “Why would somebody
living in this house in the rural South in 1940 want to move to
Detroit?” Features of the website include census data from the
1940’s and a photo of a Detroit housing project that blacks
migrating from the South moved into.
Today, Bain instructs potential teachers, both elementary and
secondary. One of only two Carnegie Scholars at U-M, he
received funding to do research on his own teaching. He jug-
gles several research projects, including one intended to
improve the quality of young students’ experiences at muse-
ums. He also consults on history and technology for the
California History and Social Science Project, charged with
improving social studies teaching throughout that state. Says
the Project’s executive director Jana Flores, “Very rarely do
you find someone like Bob, who has that grounding in teaching
high school history and a Ph..D in history.” Teachers respond
immediately to Bain, she adds, noting, “He just walks into the
room and lights it with challenging questions.”

innovator a world of difference spring 2004 15

news Dean Wixson Travels to Antartica

Icebergs, seals. penguins, and a bit of seasickness during the trip through Drake Passage
between the tip of South America and the immense frozen continent of Antarctica: these
were a few of the sights and experiences of a recent UM Alumni Association cruise.
Joining others from such institutions as Penn State and Notre Dame, UM grads and admin-
istrators spent nearly two weeks exploring Buenos Aires, Argentina and the numerous
islands and landing points around the northern tip of Antarctica that were once part of the
landmass connecting the two continents.
SoE Dean, Karen Wixson (circled below) and her husband, Wiley Massingill, traveled with the group as UM hosts. Dean
Wixson described the trip “As an expedition in a part of the world where the weather changes from moment to moment, this
trip demanded maximum flexibility on everyone’s part.” That flexibility included scheduling and rescheduling landings at the
crack of dawn or as the sun was setting.

The UM travelers came from all over the U.S. and represented many units from within the University including a number with
ties to the School of Education. Dean Wixson said, “You can’t beat an experience that combines a unique, once-in-a-lifetime
adventure with a wonderful group of UM traveling companions.”

16 spring 2004 a world of difference innovator

 Graduate Student Community Organization
It might have been called just the GSO, or the “Council” or
“Assembly.” But the students who gathered during 2002 to
form the Graduate Student Community Organization pur-
posely included that third word because of all of the mean-
ings it implies.
"'Community' means human connections and shared respon-
sibility," says GSCO Co-Chair Eric Fretz, Ph.D. candidate
in the Combined Program of Education and Psychology. “Our
goal is to strengthen relationships among graduate students
within and across programs in the SoE.”
All graduate students in Education are considered members
of the GSCO, which is coordinated by a 13-member leader-
ship committee representing all SoE programs. They are a
support network, helping one another navigate the sometimes
convoluted road to an advanced degree. Their mission cen-
ters around the constant improvement of graduate student
support – academic, financial and social.
A key activity is GradShare, a twice-yearly event in which
students have an opportunity to present their latest research
Staff Advisory Council
Your plane crashes on a desert island, leaving you with 15
belongings, among them sunglasses, a compass, matches and
water. What is the single most important item for your sur-
vival?
It’s difficult enough to decide on your own. What if you
needed to reach consensus with all of the other passengers?
Some 50 SoE staff members took part in the exercise called
“Shared Decision Making and Group Success,” led by
Assistant Professor Roger Goddard at February’s Staff
Advisory Council retreat. The program fit right in with the
council goals, which are to:
• increase communication among staff
• provide a forum for discussing staff ideas and
concerns
• advise the Dean on issues and make
recommendations
“Staff” in SoE includes about 95 support staff, student lec-
turers, admissions and counseling staff – basically, everyone
who isn’t faculty, says SAC Co-Chair Bonita Kothe,
Administrative Assistant with the Study of Instructional
Improvement.
innovator a world of difference
findings, often as a practice run for presenting at national
research conferences. The group also hosts a welcome kick-
off for incoming grad students at the beginning of each
semester, and a Summer Social. Did we mention the softball
team?
All of this momentum, endorsed and supported by the Dean’s
office, won the GSCO the 2003 Outstanding Student
Organization Award on campus in February, 2003.
“We started the GSCO for students like myself, who came to
Michigan not knowing a soul and wanting to learn about
what other research people were doing,” says GSCO found-
ing member and Co-Chair Jane Coggshall, Ph.D. candidate
in Educational Administration and Policy. “I also wanted to
know about those hundreds of things that your advisor can’t
tell you, like where to go on a Saturday night.
“I hope that incoming students and current ones find our
gatherings a way to connect with future colleagues and life-
long friends.”
A leader group of about 10 members serving two-year terms
has met regularly since 2000, laying the groundwork and
building a sense of community as its core objective.
It doesn’t occur automatically in a large building like the
SoE, where staff are geographically separated by walls and
floors.
Among the solutions: bi-monthly informational brown bag
lunches featuring various speakers; coffee breaks on alterna-
tive months, appropriately called “10 O’Clock Recess;” and
quarterly potlucks. Walking groups have formed, and more
educational programs such as computer skills workshops are
planned.
“One of our current goals is to identify staff who are skilled
in different software applications and are willing to serve as
a resource to others,” says Co-Chair Erika Beck, Academic
Secretary in Educational Studies.
But along with the planned activities, SAC charts its success
by the increase in informal connections: people going to
lunch together and forming friendships outside of work. “It’s
giving us an opportunity to be more aware of each other and
appreciate one another. The Council identified a need,”
Beck concludes, “and is fulfilling it.”
spring 2004 17
introducing Stephen Bates
school of education
director of advancement
In January, Stephen G. Bates assumed the position of Director
of Advancement just in time to lead the School of Education’s
“World of Difference” fundraising campaign, which kicks off
May 13 and 14. A major focus of the campaign is to fund new
scholarships and add at least one endowed faculty chair, Bates
said.
Bates returns to the University after serving for seven years as
Associate Vice President of the Eastern Michigan University
Foundation. Prior to that position, he worked in the UM’s
College of Literature, Science, and the Arts. His career in
development spans a broad range of fundraising experiences,
including lead positions in directing annual giving, major gifts,
development publications, and corporate and foundation giv-
ing. He has served with the Milwaukee Ballet and the
University Musical Society and on several local boards in sup-
port of arts and social service organizations. Bates received his
BA from Lawrence University, in Appleton, Wisconsin, and his
MBA from the University of Michigan.
“I feel that we are fortunate to have someone of his back-
ground and experience in this role,” Dean Karen Wixson said.
“He has made remarkable strides moving our campaign for-
ward in the short time he’s been here.”
School of Education Alumni Wins NARST Outstanding Dissertation Award
David Fortus, Ph.D. ’03, has received this year’s National
Association for Research in Science Teaching (NARST) out-
standing dissertation award. He was honored at the group’s
annual meeting on April 3.
His dissertation, entitled “Design-Based Science and the
Transfer of Science Knowledge and Real-World Problem-
Solving Skills,” provides a new perspective for fostering,
identifying and assessing transfer in science education.
Joseph Krajcik, Professor of Science Education, and Ronald
Marx, now Dean of the College of Education at the
University of Arizona, co-chaired the dissertation committee.
“Design-based science (DBS) helps students develop new
scientific knowledge and problem-solving skills in the con-
text of designing artifacts and products, such as a cell
phone,” explains Fortus, Assistant Professor of Science
18 spring 2004
photo: Mike Gould
Bates said he is pleased to be back at the University of
Michigan for a number of reasons. “The University is embark-
ing on this great new fundraising effort, and building a lot of
excitement and enthusiasm around it,” which makes it a great
time to be involved, he said.
Bates said being at such a highly ranked institution and
School of Education is important him, especially given its wide
sphere of influence. “We train educational personnel to work
at the local, state, and national levels. Our research projects
affect the national debate on K-12 and higher education. We
even have programs that work with school administrators from
as far away as Mongolia and Kyrgystan.” Bates said he hopes
to expand and build upon this broad reach as the campaign
moves forward.
Education at Michigan State University.
His dissertation describes DBS in detail and demonstrates
that: (1) appropriate learning environments can foster trans-
fer, (2) transfer performance can improve over time, and (3) it
is necessary to rethink and redefine the procedures for iden-
tifying and assessing real-world transfer.
Fortus holds a B.S. in aeronautical engineering and an M.S.
in theoretical physics from the Technion, Israel Institute for
Technology. He is a member of the U-M Center for
Curriculum Materials in Science, funded by the National
Science Foundation.
a world of difference innovator
Awards & Honors
FACULTY AWARDS & HONORS
Deborah Loewenberg Ball
81st Honors convocation speaker, March
14, 2004.
David K. Cohen, Steven W. Raudenbush, &
Deborah Loewenberg Ball
AERA Palmer O. Johnson award for
2004, made annually, to the "...authors
of an outstanding article appearing in an
AERA sponsored publication."
Elizabeth A. Davis
Jan Hawkins Award for Early Career
Contributions to Humanistic Research
and Scholarship in Learning
Technologies from Division C of the
American Educational Research
Association (AERA).
Jacque Eccles
E. L. Thorndike Award from Division 15
of the APA. and the invited address at
the 2005 APA meeting as a part of this
award.
Barry Fishman
Pattishall Award for 2003-2004; deliv-
ered the annual Pattishall Lecture:
"Research Amidst Reform: Teacher
Learning, Leadership, and Innovation
Usability."
Anne Ruggles Gere
Keynote speaker for the Spilman
Symposium on Composition Studies,
Virginia Military Institute, October 2003.
Tasha Lebow
President-Elect of the National
Association for Multicultural Education
to become NAME's president in 2005.
Elizabeth Birr Moje
Named as one of five Thurneau
Professors by the UM Regents, one of
the highesthonors given by the
University in recognition of contribu-
tions to undergraduate education.
innovator a world of difference
Stephen Raudenbush
William Angoff Memorial Lecture at
Educational Testing Service, April 1,
2004; Harvard Graduate School of
Education's Alumni Council Award for
Outstanding Contribution to Education
presented June 9, 2004.
Lesley Rex
Elected Research Chair of the National
Conference on Research in Language
and Literacy; invited to join the
Standing Committee on Research of the
National Council of Teachers of English.
Edward Silver
2004 Outstanding Contributions
Relating Research to Practice Awards,
Professional Service category, AERA.
STUDENT AWARDS & HONORS
Adam Ancira, Alaina Dillon Feliks, Monet
Gonszar, Charles Gragg, Ronald Keoleian,
Paul Perrault,Thomas Schweinhart & Alan
Striegle (ES)
Michigan Certificates for Outstanding
Achievement in Teaching with
Technology (MCOATT).
Tim Cain (CSHPE)
Rackham Predoctoral Fellowship.
Rong Chen (CSHPE)
Barbour Scholar in the Rackham School
of Graduate Studies.
Anne Marie McEvoy Conley (CPEP)
Rackham Predoctoral Fellowship.
Sonia Deluca
Michigan Leadership Tapestry Award
from the University of Michigan.
David DeYoung (ES)
Rackham one term dissertation fellow-
ship: spring/summer 2004.
Brighid Dwyer (CSHPE)
President-elect for the Students of Color
of Rackham (SCOR) for 2004-2005.
Mark Garrett, CSHPE
Commissioned as an officer, Navy
Reserves.
Kellie Hammers
Midwest Regional Counselor Award for
Outstanding Service.
Wen-Yu (Sylvia) Lee – (ES )
Rackham one term dissertation fellow-
ship: Spring/Summer 2004.
Angela Locks (CSHPE)
2004-2005 Margaret Dow Towsley
Scholar from the Center for the
Education of Women.
Ellen Meader (CSHPE)
Rackham one term dissertation fellow-
ship: Winter 2004.
Esohe Osai
Rockefeller Fellow on a summer project
on teaching in an urban environment.
Suzanne Perkins-Hart, Angela Locks &
Venice Sule
The Center for the Education of Women
2004-05 CEW Scholars and Fellow.
Debra Petish (ES )
Rackham one term dissertation fellow-
ship: Winter 2004.
Douglas Ready (ES)
Rackham one term dissertation fellow-
ship: Fall 2003.
Megan Schultz (ES)
Runner-up in the annual scholarship
competition sponsored by the Michigan
Association for Colleges of Teacher
Education (MACTE).
Mary Beth Ziskin (CSHPE)
Rackham one term dissertation fellow-
ship: Spring/Summer 2004.
spring 2004 19
 grants
Brighid Dwyer & Angela Locks (CSHPE
students)
"A Multimedia Approach to Learning
About Brown v. Board and
news & events
Desegregation." From LS&A, University
of Michigan.
John Burkhardt
a.“Leadership Development Aspirations
and Strategies for Minority Serving
Institutions of Higher Education,”
$12500 from the University of Michigan,
4/2004-4/2005.
b.Kellogg Forum continuation grants
from the W.W. Kellogg Foundation,
$254,000, 9/2003-8/2006.
Joanne Carlisle
“Identifying Key Components of
Effective Professional Developmment in
Reading for First Grade Teachers and
their Students,” from IES/USDOE,
$1,638,912, 9/2003-8/2006.
Heidi Grunwald (CSHPE student)
“Factors Affecting Use of Instructional
Technology in Traditional Classrooms,”
from the Association for Institutional
Research, $15,000, 6/2003-8/2004.
Abigail Jewkes (ES student)
"The Power of the Family: A
Longitudinal Investigation of How the
Home Environment Influences Preschool
Language Development," from the Board
of Language Learning, $1500, 1/2004-
12/2004.
Anne Gere
“Teacher quality: Recruitment and
Retention,” from USDOE, $45,790,
9/2003-8/2004.
Roger Goddard
“The Education Leadership Institute for
School Principals from Tianjin, China,”
from the Center for Management
Training & Development, $18,215,
9/2003-2/2004.
Heather Hill & Deborah Ball
“Design, Validation and Dissemination
of Measures on Content Knowledge for
Teaching Mathematics,” from NSF-MSP,
$4,265,758, 9/2003-8/2008.
20 spring 2004
Patricia King
“Conditions Affecting Liberal Arts
Outcomes,” from Wabash College,
$63,441, 1/2004-4/2004.
Janet Lawrence
“Professional Development Seminar for
Higher Education Administrators,” from
the Center Management Training &
Development, $74,000, 12/2003-7/2004.
Eleanor Linn
“Family Math, Family Science, Playtime
in Science,” from MDE, $199,637,
7/2003-6/2005.
Martin Maehr, Edward Silver & Stu
Karcebenick
“MSP Motivation Assessment Program:
tools for the Evaluation of Non-Cognitive
Outcomes of Math and Science
Instruction,” from NSF-MSP,
$1,930,867, 9/2003-8/2006.
Elizabeth Moje
"An Examination of the Social and
Cultural Influences on Adolescent
Literacy Motivation and Development,"
from NIH, $3,084,770, 3/04-2/2005.
Susan Neuman
"Teacher Quality Enhancement
Subgrant," from Michigan State
University/USDOE, $330,513, 10/2003-
9/2005.
Annemarie Palincsar & Shirley Magnusson
a. "The Influence of 1st- and 2nd-hand
Investigations on Learning Opportunities
and Outcomes in an Inquiry-based
Science in the Elementary School,"
from NSF, $855,834.
b. "Reading to Learn," from Institute for
Education Sciences, $ 955,642.
c. "Investigating the Feasibility of
Scaling Up Effective Reading
Comprehension Instruction Using
Innovative Videocase-based
Hypermedia,” from NSF, $995,462,
8/2003-7/2005.
d. "The Development and Dissemination
of Tools to Advance the Practices of
Literacy Coaches to support Text
Comprehension Instruction" from the
Carnegie Corporation, $405,900.
Chris Quintana, Joe Krajcik & Eliot Soloway
“Design Guidelines for Learner-Centered
Scaffolding on Handheld Computers,”
from NSF, $447,602, 9/2003-8/2006.
Stephen W. Raudenbush
“Building Capacity for Evaluating
Group-Level Intervention,” from W.T.
Grant Foundation, $250,000, 10/2003-
12/2004.
Lesley Rex
“Who is the 'We'?: A study of racialized
discourse and identity politics in class-
room literacy teaching and learning,"
from the Spencer Foundation, $34,723,
9/03-8/04.
Laura Roop
“Oakland Michigan Writing Project,”
from the National Writing
Project/USDOE, $44,000, 7/2003-
6/2004.
Brian Rowan
“The Capacity System
Reform/Instructional Quality (CSR/IQ)
Consortium,” from USDOE/Co-nect
Schools, 9/2003-8/2006. $352,777.
Edward Silver
“Editorship of the Journal of Research in
Mathematics Education,” from the
National Council of Teachers of
Mathematics, $122,237, 6/2003-5/2004.
Rodney Williams
a.“E-Portfolio Partnership,” from
SOE/TACUP/PROVOST, $49,000,
7/2003-6/2004.
b. “Handheld Learning Technologies in
Social Studies,” from NCSS/Texas
Instruments, $15,000, 7/2003-6/2004.
Karen Wixson and Brian Rowan
“UMBS/SOE Collaborative Activities,”
from the Spencer Foundation, $100,000,
10/2003-12/2005.
a world of difference innovator
classnotes
Charlene Blanchard (B.S.Ed, 1976)
Current position: Assoc. Professor, Monroe Comm.
College, Rochester NY.
First year clinical coordinator, Dental Hygiene. Teach on-
line for SUNY Learn-net in the only ADA accredited
online Dental Assisting Program; 1992 Chancellor’s
Award for Excellence (NYS); 1992 &1997 NISOD
Awards. Currently enrolled at the University of Albany,
School of Education; Major: Curriculum Development &
Instructional Technology.
Toni Buzzeo (formely Cyll) (B.A., 1976; MA, 1978 + MLIS
1990 (URI))
Continues to serve as the Library Media Specialist at
Longfellow School in Portland, Maine and I am Maine
Library Media Specialist of the Year Emerita.
Robert A. Carter (M.S., 1953)
Retired from Northern Michigan University in 1973.
Erin Coomer (B.S.Ed, 1998, Math, Psychology)
After graduation I substitute taught in Washtenaw and
Livingston counties for a year, then began a 4 year stint at
Tappan Middle School, teaching 7th grade math. I married
Philip Treib (UMCOE ’97) in the summer of 2000.
Currently I am on a leave of absence with son Owen, who
was born in the fall of 2003.
David Fortus (Ph.D., 2003) CSHPE
NARST Outstanding Dissertation award. (See story page
20).
Doug Geverdt
As part of his work in the Education and Social
Stratification Branch at the U.S. Census Bureau recently
completed development of the 2000 Census School and
economic characteristics per school district nationwide.
Dr. Evelyn D. Hillman (Ph.D., 1989 Education Guidance &
Counseling;M.A. 1965 Education Guidance Counseling)
Retired second time. First retirement 1985- as High
School Principal; Detroit Public Schools; 1998- Retired as
Director of Mission Work in Africa, Europe & Middle East
for American Baptist Churches, USA. Eleven years prior,
Missionary in Haiti and Zaire, (Congo) Africa.
Edward Hoffman (M.A., 1972; Ph.D., 1976, Combined
Program in Education & Psychology)
Has a new book co-authored with Dr. Marcella Bakur
Weiner: The Love Compatibility Book: The Personality
Traits That Can Lead You to Your Soulmate. (New World
Library , 2003).
innovator a world of difference
Joanne G. Holman (M.A., 1964)
Business Administrator for Thomas E. Holman, D.D.S.,
P.C.
President South Central District, Michigan Federation of
Music Clubs.
Richard M. Leach Sr. (M.A., 1958)
2003 Distinguished Alumni Service Award from UM.
*Dorothy Emily (Zingg) McBride
Dorothy Emily Zingg McBride died February 7, 2004 in
Grand Rapids Michigan at Porter Hills Presbyterian
Village.
Ann Rivet (Ph.D., 2003, Science Education)
honorable mention by the AERA Division B dissertation
awards committee; Assistant Professor of Science
Education at Teachers College, Columbia University.
Harvey Slaughter (Ph.D., 1983, CSHPE)
New position: Director, Organizational Learning and
Professional Development, Office of Human Resources,
Dartmouth College, Hanover, New Hampshire
Dr. Albert B. Smith (Ph.D: Higher Ed. Admin. (1970))
Appointed Chair Dept. of Educational Administration,
Baylor University- Fall 2001.
Sara Ulius (M.A., 2003, Learning Tech)
Now working as a User Experience and Usability
Specialist for Whirlpool Corp. in Benton Harbor, MI, look-
ing for ways to integrate educational design into industrial
design to create “appliances that teach.”
Bobbee Valleau- Pennington (B.A., 1978)
Program Coordinator, Literacy Volunteers Brazos Valley;
also finishing M.A. program in library science at the
University of North Texas.
Billie Wahlstrom (Ph.D., 1975)
Current Position: Vice Provost for Distributed Education
and Instructional Technology, University of Minnesota.
Ronald R.Wangerin (Ph.D., 1966; M.S., 1957)
Selected for induction in the WW-Whitewater Athletic
Hall of Fame on Oct. 26, 2002.
Alan Weinberg (B.A., 1958; Certt, 1958)
Teaching American history at Nassau Community College
and just promoted Associate Professor.
spring 2004 21
 Calendar of Summer Events
MAY
news & events
6 – 7: The Fourth Annual Interdisciplinary Conference on
Qualitative Research will be held at the Michigan League.
Dr. Phil Carspecken, Professor of Education at Indiana
University and a well-known scholar of critical qualitative
research methodology, social theory and social philosophy,
will be keynote speaker among presenters representing more
than a dozen disciplines. Information: www.umich.edu/-qual-
net/.
7-8: The Programs for Educational Opportunity will host
“Celebrating Brown v. Board of Education: 50 Years and
Counting” at the School of Education. On May 7, Ted Shaw,
President and Director of the NAACP Legal Defense Fund,
and Dr. Charles Moody, Professor Emeritus and Vice Provost
Emeritus, will give the keynote presentation; May 8 will fea-
ture a workshop on teaching and learning led by Jacqueline
Jordan Irvine, the Charles Howard Candler Professor of
Urban Education at Emory University. Information: PEO
Director Dr. Percy Bates, pbates@umich.edu or Dr. Robert
Bain, bbain@umich.edu.
13-14: The School of Education Campaign Kick-Off is
scheduled for. Information: Director of Advancement Stephen
Bates, sbates@umich.edu.
21: The 2004 UM Mathematics Education Leadership
Conference: Mathematical Knowledge for Teaching (MKT)
will be held at the School of Education, sponsored by the
Center for Proficiency in Teaching Mathematics. Judith
Ramaley, Assistant Director of Education and Human
Resources at the National Science Foundation will be the
keynote speaker. Information, contact Dr. Teresa McMahon,
teresam@umich.edu.
JUNE
4 – 5: Emeritus Weekend is set for at the Four Points by
Sheraton in Ann Arbor, honoring the Class of ’54.
Information: Laurie Stoianowski, lstoian@umich.edu.
5 – 12: The Center for Proficiency in Teaching Mathematics
2004 Summer Institute will be held on the U-M central cam-
pus. Designed for mathematicians and math educators who
work with K-8 teachers, participants will develop practical
skills and resources for working with K-8 teachers on issues
related to teaching mathematics.
Information: www.cptm.us .
16-18: The Summer Institute on Organizational Change and
Development sponsored by the Consortium for Community
College Development will take place in Cleveland, OH.
Information: Associate Professor Richard Alfred,
22 spring 2004
ralfred@umich.edu.
22-24: The 5th Annual Summer Institute for Superintendents
and District Leadership Teams, will be held at the
Homestead in Glen Arbor, sponsored by the Michigan State
University College of Education, the School of Education and
the Michigan Association of School Administrators. Issues
to be discussed include No Child Left Behind; school
finance/Proposal A; state and national standards and assess-
ment; working in diverse communities, and the latest
research on reform in high poverty schools. Information:
http://educ.msu.edu/k12outreach .
JULY
11-15: The 5th Annual CIERA Summer Institute hosted by
the Center for the Improvement of early Reading
Achievement takes place at the Ann Arbor Sheraton. This
year’s theme is “Improving Reading Achievement in Grades
K-8: The Role of literacy in Language Arts, Science, and
Mathematics.” Information: www.ciera.org.
16-17: The International Academy for Research in Learning
Disabilities (IARLD) will hold its 28th annual conference at
the UM Michigan League. IARLD is an elected group of pre-
mier scientists, educators and clinicians in the field of learn-
ing disabilities world-wide, providing a forum for the
exchange of information and the advancement of knowledge
regarding learning disabilities. Information: Professor John
Hagen, jwhagen@umich.edu or Professor Addison Stone
addisons@umich.edu, or the IARLD website: www.iarld.net.
17-21: The 39th Annual International Conference and Expo,
sponsored by the UM Society for College and University
Planning (SCUP) will be held at the Sheraton Centre Toronto.
The Ohio State University President Karen Holbrook will
speak at the opening plenary session July 18 on “Tomorrow’s
University Today – How Do We Get There?” Tours of several
Toronto area campuses are among the optional planned activ-
ities. Information: www.scup.org/annualconf/39/.
AUGUST
2-6: The LetUS Summer Institute will be for Detroit Public
School Teachers in schools using the LetUS curriculum
materials. HiCE and othe School of Education faculty and
researchers will be providing support for all teachers partici-
pating in LetUS. Advance registration is required.
Information: Deborah Peek-Brown, DCPB@aol.com or
www.hi-ce.org/profdev.html.
10-12: The Primary Sources Network Summer Institute will
be held at the Henry Ford in Dearborn, MI. Social studies
and science educators for grades 8-12 will be introduced to a
a world of difference innovator
 variety of curriculum materials and technology resources
created by PSN including the Virtual Explorer, an elec-
tronic investigation tool with access to hundreds of arti-
facts at the Henry Ford Museum. The partnership
between the UM Center for Highly Interactive Computing
and Education (Hi-CE) and The Henry Ford is supported
by the U.S. Department of Education to make the muse-
um’s numerous artifacts accessible to teachers and stu-
dents. Information:
http://hi-ce.org/workshops.html.
middle school science teachers on the curriculum materi-
als and technologies from the LeTUS (Center for Learning
Technologies in Urban Schools) project. These workshops
will introduce teachers to a variety of inquiry-based cur-
riculum materials, as well as innovative technologies cre-
ated to support student learning. Information: e-mail
hice.workshops@umich.edu or visit
http://hi-ce.org/profdev.html.

17-19 The Center for Highly Interactive Computing in

Education (hi-ce) will host a series of workshops at the
Kent Intermediate School District in Grand Rapids for

School of Education Fall Gathering 2004

Join us for the School of Education’s Fall Gathering on homecoming Saturday, October 9 (Minnesota game). Again this year, emeritus
faculty will be invited to join SoE alumni for an informal brunch and the chance to meet with former teachers/mentors to catch up on
what’s happening and reflect on SoE memories. Emeritus faculty who have attended in the past include:
Frederick Bertolaet, Mike Marich, Donald Steer, William Cave, Edwin McClendon, Burton Voss, Stephen Dunning, Allen Menlo

If you would like football game tickets, please act now as our limited supply of game tickets will go quickly. We will confirm your
order and send you additional information as it becomes available.
Tickets for brunch only # _____@ $25 = $______ Tickets for brunch & Minnesota Football Game # _____@ $75 = $________
Number of bus tickets:
from the School of Education Building to Michigan Stadium #______ N/C
from Michigan Stadium to the School of Education Building #______ N/C
Please enclose your check payable to UM School of Education Total = $________
Name: ________________________________________________________________________
Address: ______________________________________________________________________
City, State, Zip: ________________________________________________________________
Telephone: ____________________________ Email: __________________________________
List names as preferred on name tags: _______________________________________________

Please return your Fall Gathering reservation to:

Laurie Stoianowski, 610 E. University Ave., Room 1123B, Ann Arbor, MI 48109-1259.

Tickets will not be mailed. They will be distributed at the School of Education Building on October 9, 2004. We reserve the right to
redistribute tickets unclaimed one-half hour before buses leave. No refunds. For more information or if you have special needs, call
734-763-4061, fax 734-763-1229 or e-mail <educalum@umich.edu>.

I give my permission and consent to School of Education to record (by video or still photography, with or without soundtrack) my
image, voice, and name, for use in future School of Education -related educational projects, including but not limited to presenta-
tions, web site, conference proceedings, and other education media products.I understand that I am not entitled to any compensation
for the use of my image, or for any work/activities performed at this School of Education event. I affirm that I am 18 years of age or
older.

Date: Print Name:

Signature:

innovator a world of difference spring 2004 23

 In Memoriam
Loren (Biff) Barritt
June 21, 1936-February 26, 2004
Loren (Biff) Barritt, professor emeritus, School of Education
(SoE), died at age 66 Feb. 26 in Ann Arbor, surrounded by his
family and friends. Prof. Barritt, who is fondly remembered by
his colleagues and students, began teaching in the SoE in
1964, and continued until his retirement in 2000. He found
great joy and fulfillment as a teacher of teachers and
remained a student himself all of his life.
"Biff was highly regarded by his peers and always a faculty
leader," said Cecil Miskel, former dean of the School of
Education. "He maintained a close relationship with Ann
Arbor teachers, meeting with them regularly and seeking their
input on current cutting-edge educational thought. Biff was a
positive force in education."
Barritt was an effective and faithful advocate for student con-
cerns in the SoE, in the University at large, and in the public
schools. His ethnographic research in classrooms in the
Netherlands and the U.S. was one of the pioneering efforts for
the school in the use of qualitative research. In his research,
teaching and faculty service, Barritt was known for listening to
and promoting the voices of others, especially those who might
not otherwise be heard.
Herbert J. Eibler
December 7, 1931-May 12, 2003
Herbert Eibler, professer emeritus, School of Education, was
associated with the University since 1950 when he entered as
an undergraduate student. He received a A.B. degree with a
major in History in 1954, a M.A. in Secondary School
Administration in 1958, and a Ph.D. in Curriculum from the
School of Education in 1965. Interspersed with these
degrees, he was a teacher of American History in public high
schools in the State of Michigan, and he served as a First
Lieutenant in the United States Marine Corps. Other than the
military, his career has centered on educational issues in sec-
ondary education and the education of teachers who work at
this level.
At the School of Education he was responsible for coordinat-
ing, directing and administering the directed teaching pro-
gram for secondary educators and later became director of
both elementary and secondary directed teaching as Director
of the Field Experience Program. He also carried teaching
responsibilities in secondary school curriculum and supervi-
sion.
24 spring 2004
Norman (Norm) Harris
Nov 2, 1911–Feb. 21, 2003
Norm was one of the early faculty whom Algo Henderson
hired for the Center for the Study of Higher and Post
Secondary Education when it was founded. He was educated
in the University of California system, became involved early
in his career in community college administration and quickly
became recognized as one of the early leaders of the commu-
nity college movement.
At the Center he played a key role in obtaining grants from
Carnegie and Kellogg to promote community college develop-
ment - both institutional and leadership. As part of that activ-
ity, he developed the Center's original courses on the commu-
nity college, designed and directed a Community College
Leadership program for administrators and served as a regular
faculty member in the Center. More importantly he and
Raymond Young, another early faculty member, were leaders
in assisting communities across the country in founding com-
munity colleges in the 1960s and 1970s.
He and his wife, Pauline, retired to an avocado orchard in the
Santa Barbara, California area. Later they moved to a retire-
ment community in Walnut Creek near San Francisco. His
picture hangs on the wall of the Center Seminar room and the
Center's Community College Award is named for him.
Paul R. Pintrich
Nov. 4, 1953–July 12, 2003
Paul was a Professor of Education and Psychology and the
Chair of the Combined Program in Education and Psychology
at the University of Michigan, Ann Arbor. He has also served
as the Associate Dean for Research for the School of
Education at Michigan.
Paul graduated from Wilmington High School in 1971. He
received a B.A. in psychology from Clark University in
Worcester, Massachusetts, and a Ph.D. in education and psy-
chology from the University of Michigan. At the time, Paul
was the youngest tenured professor at the University. Paul
published over 120 articles and chapters and is co-author or
co editor of nine books. He was an exceptional mentor of
numerous graduate students. In 2002 he was a visiting schol-
ar at Oxford University and had been asked to return.
Paul had a zest for life. He enjoyed traveling and presented
papers at conferences worldwide, often with his wife Liz. He
was an avid bicyclist and participated in 50-75 mile bike
tours. Paul was a dedicated sports fan - in particular, the
University of Michigan Wolverines football.
a world of difference innovator
what’s new?
YOUR CLASSMATES WANT TO KNOW!
Keep track of your classmates. Send us news about your achieve- (Please list only University of Michigan degrees and the year
ments, awards, life changes, etc., and we will include it in the next earned.)
ClassNotes. If you can send along a picture (black and white or B.A. Ph.D.
color), we'll try to include that, too, space permitting.
B.S. Ed.D
Send the information to:
M.A. ABED
Laurie Stoianowski, Development Officer, School of Education,
University of Michigan, 610 E. University Avenue, Room 1111C, M.S. Ed.S.
Ann Arbor, Michigan 48109-1259, or via email at CERTT.
educalum@umich.edu. The form is also available online at BSED
http://www.soe.umich.edu/classnotes.
News

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Telephone Fax (if available) Get Involved!
Email I would like to be considered for the Education Alumni

Is this an address change? Yes No Society Board of Governors.

What type of address change? Home Office Please contact me with more information about

May we publish your address? Yes No Cash gifts Gift annuities

May we publish your email address? Yes No Charitable Trusts Bequests/Will

Credits
Dean: Karen Wixson
Information Officer: Eugenie Potter
Editors: Eugenie Potter & Laura Roop
Writers: Peggy Kelley Herron, Pat Materka, Jeff Mortimer, Laura Roop, Eve Silberman
Layout, Design & Photomanipulation: Liz Cheng
Copy Editor: Peter E. Potter
Photography: Mike Gould; CPB/Annenberg; Marcia Ledford, UM Photo Services

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The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding non-discrimination and affimative
action, including Title IX of the Education amendments of 1972 and Section 504 of the Rehabilitation Act of 1973. The University of Michigan is committed to a policy of non-dis-
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©2004 The Regents of the University: David A. Brandon, Ann Arbor; Laurence B. Deitch, Bingham Farms; Olivia P. Maynard, Goodrich; Rebecca McGowan, Ann Arbor; Andrea
Fischer Newman, Ann Arbor; Andrew C. Richner, Grosse Pointe Park; S. Martin Taylor, Grosse Pointe Farms; Katherine E. White, Ann Arbor; Mary Sue Coleman (ex officio)

innovator a world of difference

 University of Michigan School of Education: Making a World of Difference

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