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FALL 2008

in thIS issue

Dean’s note 1

2 Literacies
in the 21st century

Learning Sciences Creating Flow

Experiences with Games -

Barry Fishman

Common Myths About

21st-Century Literacies 8

Higher Education and New
Technologies - Eric Dey 10

Scaffolding Mindfulness -
Chris Quintana 12

Tech-Savvy Teachers 14

David Brandon
(ABED ’74, CERTT ’74) 16

Gwendolyn Calvert Baker
(BA ’64, MA ’67, PhD ’72) 18

Snapshots 20

Awards 24

Class Notes 26

Development report 28

On the cover: An Ann Arbor third-grader records predicted

locations of animal habitats on a map of her schoolyard
by traditional methods: crayon and paper. Is a switch to
higher-tech methods such as GPS tracking in her future?

Photo by Mike Gould

Dean’s note
Deborah Loewenberg Ball

When I began teaching elementary school more than 30 individuals of different backgrounds and capabilities. Our
years ago, our working definition of literacy was simple. research and teaching focuses on students from preschool
If children could read and write basic texts, then we through college. It takes place both in and out of school and
considered them literate. Today things are different. In it is motivated by a range of theoretical, methodological, and
order to be successful, students must command many practical perspectives. What focuses our collective work is
different aspects of literacy. They must do more than read the commitment to understanding—and improving—how
in the traditional sense, they must also be able to interpret young people interpret and communicate meaning.
a vast array of text, images, and graphics.
In addition, we are preparing tomorrow’s teachers with
Today’s young people are bombarded with information the orientations and skills to be able to respond to and
everywhere they turn: books, graphic novels, websites, deploy the ever-changing tools that may well become
television, blogs, newspapers, CD liner notes, text requirements for modern education and which will enable
messages, magazines, email, and instant messages. The the creation of new educational methods. Our curriculum
list goes on and on. How do we prepare these children evolves, as does the school’s physical space. We are creating
to navigate this overwhelming quantity of information an infrastructure for projects and curriculum that utilize
and both focus and interpret carefully? How do children digital texts, graphics, video, animations, computer games,
manage the avalanche of words and data they encounter in and other high-tech tools to represent, study, and research
and out of school? How do they decide what is legitimate learning and instruction, as well as to engage in specially-
and useful information? enabled forms of learning and teaching literacies.

Faculty and students at the University of Michigan School This issue of Innovator, with its theme “Literacies in the
of Education are exploring questions like these in efforts Twenty-First Century,” explores what literacy means in a
to improve teaching and learning of literacy for the quickly evolving, technology-reliant world, how meaning
twenty-first century. We have an ongoing commitment to is made and conveyed, and what teachers and students
understanding and fostering literacy, broadly defined, for need to thrive in this ever-changing landscape.

U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C AT I O N 1
LiteracieS in the 21St
“When you’re studying kids in the late twentieth asked kids: ‘How often do you read for pleasure?’
and early twenty-first centuries, both in school and In our research, we have this whole list that’s much
outside of school, then you’re talking about a vast more specific: 16 kinds of text, including graphic
array of literate practices. You can’t help but study novels. As it happens, teens often interpret ‘reading
digital literacies,” says Elizabeth Moje, Thurnau for pleasure’ as reading novels, short stories, or
professor of literacy education. Along with plays only.”
conventional reading and writing, students might
But twenty-first-century literacies also involve
be texting with their cell phones, receiving and
making sense of communication modes besides
sending photos and videos, reading blogs, listening
print: oral language, body language, dress,
to podcasts, googling, consulting Wikipedia,
context, photographs, drawings, diagrams, and
visiting social networking sites, checking movie
conventions. These literacies involve being part of
times and the weather … you get the idea.
communities and recognizing that you have the
Yet contrary to some pundits’ notions, adolescents power to speak and act in those places and will get
in the twenty-first century do indeed read and consideration for doing so. We speak of “literacies”
write. As Moje explains, “It’s not the horrible rather than “literacy” because in different contexts
catastrophe that some people believe it is and that the definitions and expectations really do differ—
some well-publicized reports have concluded. the actual texts and specific uses of literacy vary,
When you study the National Endowment for depending on if you’re becoming a lawyer, an
Humanities survey questions, you’ll see that they’ve entrepreneur, or a public health nurse.

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Reading and Writing Still Matter privacy and ownership—is also embedded in them. As and how an author reveals certain character traits at
a result, knowing how to collaborate skillfully across certain times.”
In a policy research brief on twenty-first-century literacies prepared for
cultures, knowledge bases, and skill sets becomes crucial
over 50,000 members of the National Council of Teachers of English In a research paper he wrote on his own and presented at
for teachers, students, and twenty-first-century workers
through the Squire Office of Policy Research, Professor Anne Ruggles Harvard, Hankinson pointed out that “collaboration, in
more generally.
fact, will be the most significant element of digital literacy.”
And, he added, that applies beyond the walls of the
Collaboration Critical
classroom: “A collaborative model of education connects
Kevin Hankinson found that out for himself when he was students with other students and their teachers, but it also
practice-teaching American literature at a disadvantaged opens paths for students to connect, without leaving the
high school. For the final test on The Scarlet Letter, he had classroom, with professionals and international student
his students create a podcast recreating an event in the partners who are also pursuing educational endeavors.”
novel, complete with sound effects and a voiceover.
New: Speed and the Need for Sorting
“It was incredible,” he says. “The students were so excited.”
It also rocked the orthodox student hierarchy. What else is new? “Speed of access is a truly new component
of new literacies,” says Moje, who has spent years studying
“What was so interesting and wonderful about the entire
adolescents in southwest Detroit, both in and out of
experience was that the students who knew how to use
school. “That puts an even higher premium on knowing
editing software to create beats became the leaders,”
how to sort information, how to evaluate it, how to read
says Hankinson, who now teaches at the International
it critically. We’ve always wanted our kids to know how to
Academy in White Lake, Michigan. “They were showing
read critically and smartly, and those are the skills that we
the traditionally intellectual students how to use and
still need to be teaching for the twenty-first century.”
manipulate the software to help them get where they wanted
to be, so you saw this whole role reversal. They became the The “critical” in critical media literacy needs to be
most valuable team members and it certainly challenged taught. Twenty-first-century citizens are inundated with
them to think about interpretation, characterization, information and bombarded with crafted persuasive

Gere and four doctoral students from the Joint Program in English
and Education point out, quite aptly, that “as new technologies shape
literacies, they bring opportunities for teachers at all levels to foster
reading and writing in more diverse and participatory contexts.” The
brief touches on an important insight: some things change but others
don’t—and shouldn’t. While the contexts are “more diverse and
participatory,” the task is still “to foster reading and writing.”

The nature of the society that spawned these technologies—

networked, collaborative, and churned by shifting notions of

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messages, infomercials, and pseudo-facts. It is important What isn’t new? “One of the challenges I think we need The delivery systems notwithstanding, literacy is still Building on Foundations
for young people (and their elders) to ask a series of hard to grapple with is defining what this new literacy is, what “what society expects literate individuals to do,” argue
Moje’s comments suggest that “learning how to learn” is
questions as they read or view: makes it new,” says Moje. “Is it really new or do we just researchers Donald Leu, Charles Kinzer, Julie Coiro, and
taking on even greater significance. Leu, Kinzer, Coiro,
think it’s new because the tool for communicating is Dana Cammack in a chapter entitled “Toward a Theory
• Who created this message? and Cammack also wrote “new literacies … almost always
new? We have this notion that literacy is a linear process; of New Literacies Emerging from the Internet and Other
build on foundational literacies rather than replace them.
• What creative techniques are used to attract that’s part of what makes old literacies old. The question Information and Communication Technologies” in
… In fact, it could be argued that they will become even
my attention? about what’s new is less about whether it’s more possible Theoretical Models and Processes of Reading (2004). But
more essential because reading and writing become more
• How might different people understand this to jump around and take a non-linear path—people can power, identities, and agency crucially shape which literate
important in an information age.” And, according to the
message differently? skip around in books, too—but that it’s more accepted, and behaviors “count.” Individuals will need to be lighter on
National Council of Teachers of English policy brief,
even prompted, in and by these digital contexts. That’s the their feet because social expectations can change as swiftly
• What values, lifestyles, and points of view are “Studies of workforce readiness show that employers rate
difference. What is new and different are our approaches and profoundly as the systems, but people can’t dance
represented in, or omitted from, this message? written and oral communication skills very highly, and
to texts, to information, and to interaction around texts without a floor beneath them.
collaboration, work ethic, critical thinking, and leadership
• Why is this message being sent? and information.”
all rank higher than proficiency in information technology.”
(Center for Media Literacy, 2002/2008)
Continued on page 9

Learning Sciences Creating Flow “We’re trying to understand how games, when they’re
successful, create true flow experiences, where learners are

Experiences with Games - Barry Fishman optimally engaged in the task at hand,” he says. “When kids
play these games, they’re doing all the things we hope people
will do in a high-performance learning environment. What if
Barry Fishman has words of warning for anyone considering students learn about learning, motivation, teaching, and even a school had those same qualities? Challenges that kids want to
his upcoming undergraduate course on video games and bit about school reform. engage with, challenges at just the right level for each learner,
learning. and learning environments that teach you what you need to
Learning sciences, Fishman’s specialty, is a relatively new field. know to succeed just when you need to know it? What can
“Students looking for a ‘gut’ course might want to check out the It draws from education, cognitive science, computer science, we learn from this to redesign the way school is put together,
syllabus in advance,” he says, “because learning about games psychology, neuroscience, and anthropology to study learning so that kids come to school wanting to engage and finding it
isn’t all fun and games.” in real-world settings and, he says, “bring together the best of to be a challenge that they choose to take on believing they
what we understand about learning and apply it to the design will succeed?
An associate professor in the School of Education and School of
and study of more effective learning environments.”
Information, Fishman taught a similar class at Harvard last year “I’m very interested on the whole in what makes learning
when he was a visiting professor there. “People who take this One thing we understand clearly is that much learning occurs and reform successful,” he says. “A huge part of what I do is
course either have an enthusiasm for video games and want to through play in various forms, which makes studying video figure out how to design environments that use technology in
legitimize that enthusiasm,” he says, “or have an enthusiasm games worthwhile. It’s not about using games in school, or transformational ways, not just recreating what we already do.
for learning, know that games are really popular, and want to turning formal school learning into a video game. It’s about A lot of people bring technology into schools and wonder why
figure out how they can use that to help kids learn.” Either way, identifying features in good games that can be adopted scores don’t improve. But if it’s just more of the same, there’s
by educators. no reason to expect an improvement in outcomes.”

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Common Myths
About 21st-Century Literacies
“K-12 students who write with computers produce

compositions of greater length and higher quality and are
more engaged with and motivated toward writing than
Twenty-first-century literacy is about technology only. Teachers who use technology in their personal lives will
their peers.” – Anne Ruggles Gere
use it in their classes.
Although technology is important to literacy in the
new century, other dimensions of learning are essential. The evidence that employing these tools in teaching strengthens the foundations required to take full advantage of them
Studies of workforce readiness show that employers Research shows that teachers who use word processing,
is more than anecdotal. Gere and company tell us that “research shows that digital technology enhances writing and
rate written and oral communication skills very highly, spreadsheets, presentation software, and web browsers at
interaction in several ways. K-12 students who write with computers produce compositions of greater length and higher
and collaboration, work ethic, critical thinking, and home do not bring that knowledge into the classroom.
quality and are more engaged with and motivated toward writing than their peers. College students who keep e-portfolios
leadership all rank higher than proficiency in information Furthermore, two-thirds of all teachers report feeling
have a higher rate of academic achievement and a higher overall retention rate than their peers. They also demonstrate
technology. The Partnership for 21st-Century Skills under-prepared to use technology in teaching, even if
greater capacity for metacognition, reflection, and audience awareness.”
(www.21stcenturyskills.org) advocates for core academic they use computers to plan lessons, access model lesson
subjects, learning and innovation skills, and life and plans, and create activities. The role of the teacher embodies both what changes and what doesn’t. The teacher still must be the classroom leader and
career skills, along with technology skills. Even a
facilitator and that now entails orchestrating complex contexts for literacy and learning, not just simple dispensing skills.
standardized measure like the iSkills Information

The good news is that the instructor need not be a geek to achieve this; in fact, it can foster collaboration if the teacher isn’t.
and Communication Technology Literacy Test gives
At the end of the day, modeling critical thinking and reflection matter at least as much as technological expertise.
significant attention to organization, evaluation,
critical thinking, and problem solving. Myth
“We try to emphasize that it’s okay to say to your students, ‘I don’t know,’ or ‘I’m not sure,’” Liz Keren-Kolb, doctoral
Teachers need to be experts in technology in order to use student in learning technologies, says of the course in classroom technology that she and Lecturer Jeff Stanzler teach. “But

it effectively in instruction. the next step is always to say, ‘Let’s find out.’”

There are, to be sure, serpents in the garden.

Myth Reality
The digital divide is closed because schools provide Continued on page 11
Research shows that effective teachers collaborate with
computer and Internet access.
students to understand the information landscape
Reality and think about its use. Since success with technology
“Speed of access is a truly new component of new
The digital divide—the gap in access to and quality of depends largely upon critical thinking and reflection,
technology—still exists. In 2005, nearly 100 percent of even teachers with relatively little technological skill
literacies that puts an even higher premium on knowing
public schools in the United States had access to the can provide useful instruction. how to sort information, how to evaluate it, and how to
Internet, but student-to-computer ratios and access to
read it critically.” – Elizabeth Moje
broadband service vary widely across socio-economic
levels. Furthermore, available computers are often not
National Council of Teachers of English
used effectively or fully; the national average of students’
Policy Research Brief
school use of computers is 12 minutes per week.

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no QuiCk fixeS to

Highlight aCCoMpanying pRobleMS

Almost every public school in the United States now has

access to the Internet, but student-to-computer ratios

higher education and new technologies and access to broadband service vary widely across
socioeconomic levels, and inadequate or nonexistent access

- eric Dey to technology at home is just another form of poverty for

disadvantaged youth. New literacies mean even greater
challenges for students who are already struggling with
It’s ironic, says Associate Professor Eric Dey: “A lot of the “One thing that’s very different in higher education is that there
traditional forms. So-called “monastic learners,” those who
technologies we think about deploying in educational settings isn’t a traditional command-and-control structure,” he says.
were invented in universities and at the same time college faculty “The organic experimentation of individual faculty members fit the stereotype of the solitary scholar ensconced in the
are trying to figure out how to use them.” drives this kind of innovation. In some cases this leads to a library, will also have difficulties. And it didn’t take long
critical mass of adoption where suddenly everybody’s doing it.”
For all its shortcomings, the K-12 system has generally been an
for ChaCha, a cell-phone service launched last January
earlier adopter of those technologies than has higher education. That was the story with CTools, the University of Michigan’s web- that promises to give free answers to virtually any question
Dey, whose research is concerned with the influence that based environment for creating course and project websites. Its within minutes, to be used for cheating.
colleges and universities have on their students and faculty, growth has been almost viral.
points out an organizational reason for that:
These problems are all too familiar. Trying to solve them
“This was an initiative that hardly anyone used five or six years
ago,” says Dey, “and literally almost everyone on campus uses is what the noblest educational enterprises have long been
it now.” about: leveling the playing field, disseminating a shared

Student resistance and the physical infrastructure of campuses

intellectual and ethical foundation, insuring that all
have also militated against the incorporation of more students learn despite disparate gifts, and preparing them
technology, according to Dey. “A lot of students want to use for success in all their worlds. It behooves teachers to pick
some technology, but they also want face-to-face contact
up the powerful tools that are now at hand and remember
and traditional learning environments, in part because they are
familiar with and successful in such settings,” he says. “So you the ends that they serve.
get some pushback.”
Story by Jeff Mortimer
Dey uses a quotation from Winston Churchill, “we shape Photos by Mike Gould
Yaa Cole is a graduate student in mathematics education at the School of Edcuation.
our buildings, and afterwards our buildings shape us,” in the
syllabus for Ed 860, his course on how the use of technology
affects stakeholders in the higher education enterprise.

“Especially in large universities or colleges that have a long

history, the hidden technology we have to deal with is the
For More Info
classroom,” he says. “Lecture halls typically have fixed seating
arrangements which encourage faculty lecturing, and if we
Anne Ruggles geRe’s ReseARch liz KolB’s Toys To Tools: ConneCTing digitAl ideAKeePeR
don’t have an available internet connection, we’re not going to
www-personal.umich.edu/~argere sTudenT Cell Phones To eduCaTion www.hi-ce.org/digitalideakeeper
be using computers, which also slows down faculty adoption.”
BARRy FishmAn’s ReseARch Toward a Theory
As for Dey’s own adoption rate, he used “basically standard
www-personal.umich.edu/~fishman centeR FoR mediA liteRAcy of new liTeraCies
technology” in Ed 860, principally CTools and some www.medialit.org www.readingonline.org/
videoconferencing. “When I looked at my teaching evaluations,” chRis QuintAnA’s ReseARch newliteracies/leu
he says, “I, ironically, got a few dings for not doing more sitemaker.soe.umich.edu/soe/ nAtionAl council oF teAcheRs
with technology.” faculty_introduction&mode=single oF english sQuiRe oFFice oF inteRnAtionAl society FoR
&recordID=50928 Policy ReseARch technology in educAtion
www.ncte.org/edpolicy?source=gs www.iste.org
elizABeth moje’s ReseARch
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Highlight need, finding what I need, reading what I found, and putting taking more notes than the kids who were not and looking at
it all together into a final answer. IdeaKeeper also displays fewer websites but spending more time on each, which is kind
different questions for students to think about and spaces for of what we were wanting to see,” he says. “It worked fine in a

Scaffolding mindfulness - chris Quintana responses: What is my driving question? What do I know about
this topic? What do I want to know about this topic? What are
some possible search keywords?
small sample.”

Sadly, the NSF grant that supported the project has run out.
“Further study is needed” may be a cliché, but it’s frustratingly
“Teachers provide scaffolding all the time when dealing with When he and his colleagues learned of the National Science
When students open an article retrieved from the digital true in this case.
their students,” says Assistant Professor Chris Quintana. “What Foundation’s interest in building a digital infrastructure for K-12
library, IdeaKeeper displays it in a browser window framed by
does it mean to provide that kind of support in technology? students, “all of their ideas were either ‘let’s make it easier for “I’d like to do a larger trial, say a hundred kids,” says Quintana,
a scaffolded notepad that contains prompts and note-taking
How to design those kinds of technologies is what I’ve been kids to search digital libraries,’ or ‘let’s build specific library “and we’d have to make the software less brittle. It’s technically
areas for analysis. “Students are asked to say something in their
looking at.” collections that are aimed at kids,’” he says. “But we thought a little more complex when you want to scale it from a couple
own words rather than copy and paste,” Quintana says. “That’s
that finding information on the Web was not necessarily the of classrooms to hundreds of classrooms.” But such scaling
what’s been lacking—mindfulness.”
That’s the overall focus of Quintana’s work, but the value of problem. Once you find the information, what do you do with it? requires another round of funding. Quintana is exploring a
one project in particular will be instantly recognizable to How do you make sense of it? How do you synthesize it?” The software was used by sixth and seventh graders and the variety of avenues to update and distribute the software to a
anyone who has ever done research on the Web. Called the
results were encouraging. “Kids that used IdeaKeeper were wider audience.
Digital IdeaKeeper, he describes it as a “software environment Research shows that when most students use the Internet
to help kids with online inquiry” by providing them with tools to investigate a problem, they enter a few words in a search
The Digital IdeaKeeper
to help them locate, assess, and synthesize information on engine, click on some of the websites displayed, scan for
includes different
the Internet. sentences that seem to fit a potential answer, and copy and supportive features
paste. It’s the sort of behavior that feeds the fears of technology for students who are
skeptics, but technology can also solve the problem it seems engaging in online
to have created. inquiry. For example,
when students open
“How can we develop tools to help kids put the brakes on web-based articles (such
as this article from the
and be more mindful and read these things in more detail?”
Environmental Protection
says Quintana. “That’s what we were aiming at with the Agency), the IdeaKeeper
IdeaKeeper—a software environment that would not just have connects a scaffolded
access to search engines but would support phases of the notepad to the article to
online inquiry process.” guide students in reading
and taking notes about
the article. Not only
Online inquiry is an important way of engaging learners in
does the notepad give
information-rich activities using online information collections students a place to take
to explore questions in different fields, such as science. Online notes about the article,
inquiry involves a set of interrelated activities, such as planning but it includes different
an investigation; seeking, analyzing, and making sense of online prompts to describe what
information; and synthesizing information into a final argument. they should think about
as they skim, read, and
However, learners may encounter several obstacles in
summarize the article.
trying to tackle an open-ended, complex process like online
There are similar
inquiry. Many digital library services support information seeking
prompts and features in
but they do not necessarily support the full range of online IdeaKeeper to support
inquiry activities. students through
different aspects of the
The IdeaKeeper extends digital library services by integrating online inquiry process
different tools and scaffolding approaches to help learners to make explicit the
effectively engage in all the process of online inquiry. The main fact that online inquiry
involves a wide range of
IdeaKeeper screen illustrates student inquiry activities with
constructive, reflective,
a sidebar of tasks in student language: Figuring out what I and analytical activity.

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Preparing Tech-
used next to no technology,” she says. “I noticed the ways And even some twentysomething students in the
that students reacted to my lessons in contrast to hers.” technology course were as wary as their elders of Keren-
Kolb’s ideas.

Savvy Teachers In teaching Pride and Prejudice, for example, she had
students create a Facebook page for a character of their
choosing and then write and post blog entries in the
“They’d say, ‘What are you talking about, using cell
phones?’” says Stanzler. “There was a lot of resistance, a
Secondary Master of guise of that character. “I know how interesting things
like Facebook and MySpace are to students these days
lot of confusion. Schools are only gradually seeing those
possibilities and Liz is on the leading edge of that. The

Arts with Certification so I wanted to integrate those into the classroom,” Zawacki
says. “That helped them be able to understand the
whole question of whether blogs or cell phones have a
place is an abstraction, but the experience of working with
character better.” them helps our students get in touch with who they are as
Program That’s exactly what the tech-
nology course is focused on,
Students in last year’s Secondary Master of Arts with says Keren-Kolb: “When you
Certification program got technology coming and going. walk into that classroom,
how are you going to use
They learned how to embed video and photos in text
technology to meet your cur-
to create multimedia papers. They used BlueStream, a
ricular goals?”
University of Michigan server designed for archiving and
sharing large files, for their classroom assignments. For the As a high-school social stud-
first time, under a pilot project sponsored by the Teacher ies teacher and technology
Education Initiative, each student coming into the program coordinator, Keren-Kolb was
was equipped with a laptop computer, a video camera, among those who wanted to
and audio-recording devices to chronicle—and study and keep personal digital devic-
analyze and share—their pre-service practice. es out of schools. Now, she’s
the author of Toys to Tools:
And going out to do that practice, they were further
Connecting Student Cell Phones
equipped with the ideas and insights they gained from the
to Education, which will be
Technology in Education course taught by Jeff Stanzler
published this fall.
and Elizabeth Keren-Kolb.
“If you have an overhead pro-
In at least one important regard, the results are already in.
jector and that’s it,” she says,
“They’ve done really well getting teaching positions,” says “turn to the students and
Lecturer Deanna Birdyshaw, who led the pilot project along say, ‘What do you have?’ Cell
with Clinical Professor Charles Peters. “Their ability to phones, iPods, mp3 players—
design learning experiences using instructional technology they’re not just great tools you can use to enhance learn- teachers, what’s important to them, and what experiential
became something that people interviewing them thought ing, but also tools that will connect student learning in the aspects they want to encourage.”
would be important for their school districts. The level classroom with what they’re doing in their lives.”
So, given her views, why did Keren-Kolb produce a book
of their knowledge about technology was definitely
Students can be as oblivious as their teachers to these instead of a digital stream? “Because I’m trying to reach
an advantage.”
technologies’ potential. “It’s not about teaching them how old-fashioned teachers,” she says. “You can’t reach them
One of those students was Katie Zawacki, who now teaches to use the tool,” Keren-Kolb says. “They’re already better through a cell phone.”
English at Stevenson High School in Lincolnshire, IL. “My than we are. It’s about showing them how to use the tool
Story by Jeff Mortimer
mentor teacher was at the end of her career and basically effectively for their professional growth instead of looking
Photos by Mike Gould
at it as a toy.”

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Brandon later moved to Valassis Inserts, a company in

Making a Difference the sales promotion and coupon industries. The company
became Valassis Communications, Inc., after Brandon led
the process of taking the company public. Over the course
of 20 years at Valassis, Brandon took it from a company of 75
David Brandon (ABED ’74, CERTT ’74)
employees to a firm with 1,300 employees that was acclaimed
School of Education Delivers Success for Pizza-Delivery CEO as one of the 100 Best Companies to Work for in America.

The best teachers are often those who combine a knack for teaching with creative application In 1998, he was elected to the university’s Board of Regents.
of their formal training. David Brandon, who came to the University of Michigan on an He says he was interested in this position so that he could
athletic scholarship, has truly pushed the envelope with his use of his School of Education give back to the school that had played such a major, positive
experience—he entered the world of business. As CEO of Domino’s Pizza, Inc., he leads over role in his life. He was recruited to his current position at
145,000 team members in over 60 countries. And he credits much of his success to what he Domino’s Pizza, Inc. the following year.
learned at the School of Education.
Brandon and his wife Jan have recently founded the Brandon
Brandon came to the school intent on becoming a teacher. Besides his family, he said, the Professional Resource Center and Archive at SOE. In his
people who had made an impact on his life had been teachers and coaches and he wanted experience, he said, “for leaders to be successful, they need
to have a similar influence on other young people. In his senior year at SOE, he was student- appropriate resources that they can leverage to achieve
teaching at a local high school and was in discussions to continue at the school after graduation. results. The Brandon Center will house and offer access
That’s when opportunity knocked. to information, to resources that students need to be as
successful as they can be, in an efficient and technologically
Actually, opportunity called on the telephone, and it was a
advanced way.”
he and he was a recruiter from Procter & Gamble. Brandon’s
football coach, Bo Schembechler, had given the recruiter
Brandon’s name. Thinking it unlikely that he’d be interested, “The core skills that I think are necessary to
Brandon agreed nonetheless to meet with the recruiter, who success I can trace back to my education at
was hiring for the company’s sales team in the Food Products
Division. As he learned about how Procter & Gamble’s sales the School of Education.” – David Brandon
team worked and thought about his own abilities, he began to
feel that a position in the business world might make sense: Nearly four decades ago, Brandon came to SOE to learn how
“It wasn’t as large a leap as some people might think,” he said. to teach. Now, as CEO of the largest pizza delivery company
“Many of the skills and much of the training I received at the in the world, he says he continues to use his education:
School of Education were really applicable to the jobs I have “Primarily what CEOs do is they teach and they coach.
had in the business world. My career has been spent teaching I surround myself with terrific people—a great team—
and coaching people how to maximize their potential and and I coach them to be the best they can be. I teach and
how to succeed in business.” communicate those things that I think are most important
for us to achieve as an organization. The core skills that
“When someone graduates from the School of Education,
I think are necessary to success I can trace back to my
they’ve learned a lot about effective teaching and learning, the
education at the School of Education.”
dynamics of what occurs in a classroom, how to prepare a
curriculum, how to set objectives and measure performance, Story by Robert Brustman
how to motivate people to want to learn, and how to make
learning a positive experience. All of those skills I learned at

UM Photo Services, Martin Vloet

the school are just as applicable in the world of business as
they are in the classroom.”
UM Photo Services, Paul Jaronski

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in the public school system, Baker was a force for cultural which she successfully restructured—cutting costs while

Making a Difference progress: “I thought I might help people understand racism

and how ridiculous it was. I focused on developing curriculum
in what is now called multicultural education and this became
increasing programs and membership and implementing the
organization’s mission of eliminating racism.

my lifelong passion.” While leading the YWCA, Baker was appointed to the New
Gwendolyn Calvert Baker (BA ’64, MA ’67, PhD ’72) York City School Board, where she served for five years,
The Mother of Multiculturalism During that year of teacher training and creating multicultural including one year as president. At the time, the board was
curricula, she earned her master’s degree. Baker then went responsible for a student population exceeding one million
Gwendolyn Calvert Baker has had an extraordinary career and has witnessed a veritable
back to grade school and taught briefly before deciding to and more than a thousand schools. The annual budget was
sea-change in the ways that U.S. schools provide education to and about our multiethnic,
return to SOE and earn her PhD. Upon graduation, she joined $9 billion. “It was very political and I learned a great deal,”
multicultural society. But Baker hasn’t just lived through the progression of multicultural
the SOE faculty. she remembered.
considerations—she has been singularly instrumental in the creation and acceptance of
multicultural education. She has been called by some of her colleagues “the mother of From the beginning of her involvement in the public “I focused on developing curriculum in
multiculturalism.” schools, Baker yearned to become a school principal. Soon
after receiving her doctorate, she was offered the position of what is now called multicultural education
Born in Ann Arbor in 1931, Baker recalled “I grew up at a time when it was not possible
for young blacks to participate in activities that were available to other youth.” However,
principal at an Ann Arbor school. “The compensation would and this became my lifelong passion.”
have been greater than what I was earning at the School
growing up in a small university town, the school’s influence surrounded and attracted her. – Gwendolyn Calvert Baker
of Education,” she said, “But I didn’t take the job because I felt
Challenging societal expectations,
I could affect the lives of more children by training teachers The “frosting on the cake,” as she put it, was her next position
she applied to and was accepted by
to respect diversity and by developing a multicultural as president and CEO of the U.S. Committee for the United
the University of Michigan. This
approach to education, rather than by simply working in a Nations Children’s Fund (UNICEF). Here, she said, she was
bold action exemplifies her belief
single school district.” able to take her work to the global stage. She served UNICEF
in improvement and opportunity:
from 1993 until her semi-retirement in 1995, at which time
“If you really believe that what While she was an assistant professor, the then-President of she was elected to sit on the U.S. Olympic Committee, on
you’re committed to can work, then U-M, Robben Fleming, asked her to become the university’s which she served until 2000.
you do it with every aspect of your affirmative action director. Baker recalled: “I was honored
mind and body. If you’re guided by a and I respected the offer, but I declined because I was focused In recognition of her accomplishments, the University of
spirit of dedication and motivation, on working towards tenure.” The next year, President Fleming Michigan awarded Baker with an honorary law degree in
and have the opportunity to develop called Baker and said that he had seen her name on a list of 1997. Attending the ceremony were her children, including
good skills, and take advantage faculty promotions and would she now become the affirmative JoAnn, who graduated from U-M and is a retired teacher,
of available opportunities, then it action director? The soon-to-be-minted Associate Professor and her son James, who teaches in a Florida middle school.
can happen.” (with tenure) Baker accepted. A second daughter, Claudia, had been attending college in
Ann Arbor with plans on working in hospital administration
And it did happen for Baker. After After a couple years of serving both SOE as a faculty member when her life was tragically cut short in 2007.
receiving her bachelor’s degree, she and the university as the affirmative action director, Baker
became a fourth-grade teacher at took a leave and became the chief of minorities and women’s Since Baker’s professional retirement, she has done volunteer
Wines Elementary School in Ann programs at the National Institute of Education. “For three work, some consulting, and she is writing her memoirs. “I’ve
Arbor. By her third year, she had been years,” she recalled, “I worked in Washington to fund projects had a marvelous career,” she said. “I was fortunate to attend
nominated by one of her student- throughout the country that furthered the kinds of programs the University of Michigan. I learned so much there and
teachers for the university’s Teacher that would help spread diversity throughout education.” the reputation of coming from a school like the university
of the Year award, which she won. was very helpful… I had such wonderful support from the
The award provided a salaried year In 1981, Baker became vice president and dean of the Bank university staff and faculty—there were so many wonderful
at the School of Education training Street Graduate School of Education and School for Children people who helped me—and that support lasted as I went out
new teachers. At a time when she in New York City. In 1984, she flexed her managerial muscles and moved into and throughout the world.”
Baker visited South African schools in 1993 during her tenure with UNICEF. In this photo, Baker is with children whose families have was one of very few teachers of color and became the national executive director for the Young
invited her to see their homes in Soweto. Women’s Christian Association (YWCA) of the USA, Story by Robert Brustman

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Institute participants celebrate theme, “Living Wide Awake” Ypsilanti middle school students attend Nanoscience Academy
Participants in Oakland Writing Project’s Invitational Summer Institute, a four-week, intensive, literacy-focused workshop for excellent K-12 For the third summer in a row, Ypsilanti sixth through eighth graders attended a two-week Nanoscience Academy designed by the Center
teachers of all disciplines, were inspired to pose for a photograph by the institute theme “Living Wide Awake.” During June and July, teachers for Highly Interactive Computing, Classrooms, and Curricula in Education on the University of Michigan campus. The program introduced
probed their classroom practice and interior lives through writing, studying, and professional inquiry. The National Writing Project site is students to “the science of small.” In the process, students conducted investigations, met practicing scientists who used nanoscience in their
cosponsored by the U-M School of Education, Oakland Schools, and Adrian College. work, and toured university labs and facilities.

Elementary Mathematics Laboratory adds new twists Leadership Institute Alumni celebrate Homecoming
In its second summer, the Elementary Mathematics Laboratory, a unique two-week program for Ypsilanti fifth graders taught by Dean Deborah For the second year, the Education Leadership Center held several On October 4, 2008, alumni enjoyed the chance to get reacquaint-
Loewenberg Ball and documented extensively by multiple research teams, added several layers in 2008: a full-day program for the children seminars on issues important to school leaders. This year, topics ed with each other and catch up with former teachers and mentors
including arts-based work and a mathematics clinic, professional development for Ypsilanti teachers, and a course for mathematics educators included “Current Legal and Political Issues” and “Organizing at Fall Gathering, the school’s annual homecoming reunion lunch
taught by National Medal of Science winner and SOE Professor Hyman Bass. Schools to Develop Teaching Expertise.” and football game.

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School Of Education a Key Participant in U-M Relationships with China IDEA Institute opened and dedicated
Over the last several years, important U-M programs with and At the school-level, the School of Education’s CSHPE, in an effort led The IDEA Institute was dedicated on October 14, 2008, with an opening symposium and dedication ceremony. IDEA is a collaboration
for members of the Chinese education community have featured by faculty member Janet Lawrence, began offering intensive executive between the College of Literature, Science, and the Arts and the School of Education and formalizes long-term interdisciplinary partnerships.
participation from the School of Education. There have been education programs for Chinese higher education administrators in It is focused on the improvement of undergraduate science and mathematics instruction, the recruitment to K-12 science and mathematics
both university-level forums as well as programs that originate the summer of 2000. Between 2000 - 2005, the provincial educational teaching, the improvement of 7-12 science and mathematics education, and the development of future faculty.
from SOE. department of Tianjing sent 80 university administrators to
participate in 16-week executive education programs that included
Last May, the Michigan-China University Leadership Forum lectures, discussions, and visits to postsecondary institutions in
included 23 educational and government leaders from China and Southeast Michigan.
took place on the campuses now considered part of the University
Research Corridor: University of Michigan, Michigan State Since 2006, CSHPE has offered a three-week executive education
University, and Wayne State University. The forum built on a history program for higher education administrators from Liaoning
of engagement that began with a 2005 visit to China by President province in China. The content has been developed in collaboration
Mary Sue Coleman where she met with officials from the Chinese with provincial government personnel and is revised annually
Ministry of Education. Chinese leaders requested that the University based on evaluations by participants and input from the provincial
of Michigan host a two-week forum for Chinese higher education government. Between 20-25 individuals come to Ann Arbor each
leaders on the management of world-class research universities. One fall for a program consisting of lectures, group exercises, and site
forum was held in 2006, followed by this year’s forum. visits. Certain topics vary; for instance, last October the group
wanted information about the management of endowments and
SOE faculty member Constance Cook, who is also Executive about creating university foundations while continuing past
Director of the U-M Center for Research on Learning and Teaching interest in sessions that establish a foundational knowledge of
and Associate Vice Provost for Academic Affairs, directed this year’s U.S. higher education (e.g., organization and governance and
forum. Nine students from the Center for the Study of Higher and academic programming).
Postsecondary Education (CSHPE) assisted with this forum as
translators, drivers, and event planners. The Liaoning provincial government also supports four individuals
each year who spend six months in residence as visiting scholars
Challenges identified by Chinese leaders included problems that with CSHPE. These visitors function as members of our academic Building renovations underway
emerge with rapid expansion of a higher education system: the community, attending classes, social and professional events, and Renovations are underway in key spaces within the School of Education. These will improve the look of the school and its collaborative culture
need to develop ethical codes, standards for teaching and learning, meeting individually with faculty on research or administrative and welcoming atmosphere. Above is a rendering of the Dean’s Conference Room, renovations of which were made possible by a generous
and additional revenue streams besides government budget lines issues. The latest delegation, which arrived on October 13, 2008, gift from Judith A. (ABED ’62, CERTT ’62) and Verne G. (AB ’62, MBA ’63) Istock. In addition to this space, planning is underway for the
and tuition. included 21 higher education administrators from universities and Brandon Professional Resource Center and Archive, a twenty-first-century education library.
the provincial government department of education.

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Kelly Sassi, Viticia Thames,

Faculty and Students doctoral candidate in the Joint Program in

English and Education, has been awarded the 2008
David and Linda Moscow Prize for Excellence in
doctoral candidate in Education Studies, received
the Percy Bates’ Scholarship for Fall 2008.

Teaching Composition. Lok-Sze Wong,

doctoral student in Educational Studies, received
Dean Deborah Loewenberg Ball, Cesar Delgado, Tamara Shreiner, the Barbara Jackson Scholar from the University
dean and William H. Payne collegiate professor in doctoral candidate in Educational Studies, was invited to doctoral candidate in Educational Studies, received a Council for Educational Administration, the first U-M
education, received the Outstanding Contributions participate in the Equity and Ethics Scholars Symposium Rackham One-Term Dissertation Fellowship. student to receive this recognition. The purpose of the
to Mathematics Education Award from the Michigan at NARST (National Association for Research in Science Jackson scholarship program is intended to provide
Staci Shultz, mentoring and career development opportunities
Council of Teachers of Mathematics in 2008. Teaching Annual Conference), in Garden Grove, CA,
doctoral student in the Joint Program in English and to outstanding students of color who are enrolled in
April 2009.
Michael Bunn and Ben GunsberG, Education, is a 2008 recipient of the David and Linda educational leadership programs and who intend to
doctoral students in the Joint Program in English and Laura DePriest Kozminski, Moscow Prize for Excellence in Teaching English enter the professorate.
Education, have been awarded Rackham Graduate School student in Secondary Master of Arts with Composition. She is also a 2008-2009 Humanities,
Humanities Fellowships in 2008. Certification Program, received a School of Education Arts, Science, and Technology Advanced
Master’s Fellowship. Collaboratory Scholar.

Leticia Marteleto,
Spotlight assistant professor in Educational Studies, received
the 2008 award for best published paper using data
Carla O’Connor, from IPUMS (Integrated Public Use Microdata Series
associate professor in
International) granted by the University of Minnesota
Educational Studies,
was awarded the Harold Population Center.
R. Johnson Diversity
Service Award by the Jeffrey Mirel,
Office of the Provost and David L. Angus collegiate chair in education, gave the
Executive Vice President annual Lawrence Morgan Lecture, Thomas Jefferson
for Academic Affairs. This
School, St. Louis, MO, in June 2008.
award, established in 1996
to honor Harold Johnson,
Randall Pinder,
dean emeritus of the School Hyman Bass Valerie Lee Nancy Songer
of Social Work, recognizes faculty members who have doctoral student in the Joint Program in English
contributed to the development of a culturally and ethnically and Education, received the Rackham International On October 7, 2008, three School of Education faculty members were recognized for their outstanding contributions to the
diverse campus community. Student Fellowship. university. Hyman Bass, Roger Lyndon collegiate professor of mathematics and professor of mathematics education, was awarded a
Distinguished University Professorship. This award is the highest honor that the university bestows on senior faculty “to recognize
Julie Posselt, exceptional scholarly and/or creative achievement, national and international reputation, and superior teaching skills.” Valerie Lee,
Brian A. Burt, professor of educational studies, received a 2008 Rackham Distinguished Faculty Achievement Award. This award recognizes “those
doctoral student in the Center for the Study of Higher
who have consistently demonstrated outstanding achievements in the areas of scholarly research and/or creative endeavors, teaching
doctoral student in the Center for the Study of Higher and Postsecondary Education, was given the John S. and mentoring of students and junior faculty, service and a variety of activities which have brought distinction to themselves and the
and Postsecondary Education, has received the Lillian Brubacher Award, the annual award for scholarship on university.” Nancy Songer, professor of science education and learning technologies, received a 2008 Rackham Faculty Recognition
& Samuel Sutton Education Scholarship for Graduate the history and/or philosophy of higher education. Award. This award is given to faculty who “demonstrate substantive contributions to the university through significant achievements
Students from the NAACP. in scholarly research and/or creative work, excellence as a teacher, advisor and mentor, and distinguished participation in service
activities of the university.”

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Class Notes
A Visual Analogy Guide to Human Anatomy. Both books Seung-Hee Son
are unique stand-alone supplements for which Krieger (AM ’01, AM ’03, PhD ’06), now an assistant professor
is both the author and illustrator. His first book is now at Purdue University, received the 2008 Outstanding
sold throughout the U.S. and Canada and is one of his Dissertation Award in Human Development from
publisher’s best selling titles. More information on both American Educational Research Association Division
books can be viewed at the Morton Publishing website: E. Her dissertation also won the 2007 Outstanding
Stephen A. Anderson Kate (Budzinski) Druchniak www.morton-pub.com. Krieger has been teaching as a Dissertation Award from American Educational Research
(AB ’71, CERTT EDUC ’71) has received numerous (ABED ’00, CERTT EDUC ’00) just finished her professor of biology at Grand Rapids Community College Association Early Education Special Interest Group.
career awards including: International Educators to Japan seventh year of teaching second and third grade. She is for the past 16 years.
Fellowship (2008); Michigan Elementary Principal of the looking forward to completing her master’s in reading Mengli Song and Tamara Young
Year (2008); membership in the Michigan Network of in December. She married Eric Druchniak (another Claire Cameron Ponitz Mengli Song (AM ’01, PhD ’03) and Tamara Young
Educators (2008); Michigan Science Teachers Association teacher!) in 2003 and had a son in December 2006. (AB ’02, MS ’05, PhD ’07) received the American (AM ’01, PhD ’05) recently published a book, Reading:
Administrator of the Year (2005); and National Psychological Association’s Educational Psychology Early Politics, Policies, and Processes. This book is based on their
Josephine Elizabeth Fermanian Career Research Award. “This accomplishment is due in
Science Teachers Association/Council for Elementary graduate research with the School of Education’s Reading
(AB ’94, CERTT EDUC ’98) has developed a line of large part to my wonderful training in CPEP!”
Science International Award for Elementary Science Policy Project lead by professor emeritus and former dean
organic products aimed at safeguarding children’s health.
Administration Excellence (2004). Cecil Miskel. In 2005, Song, along with Miskel,
As she tells her story: “I never imagined that one day I Wallace C. Schloerke won the University Council for Educational
Amy Klijanowicz Campbell would be an inventor of organic/green goods. I launched (ABED ’47, CERTT EDUC ’47, MS ’50, EdS ’62, EdD ’64) Administration’s William J. Davis Award for most
(ABED ’99, CERTT ’99) received her National Board an organic cleaner, Germs Begone, in 2005 when I is professor emeritus at Iowa State University and was outstanding article in Educational Administration
Certification as an early childhood generalist after having refused to bring chemicals into our home for cleaning inducted into the Michigan Interscholastic Track Coaches Quarterly. In 2006, Tamara Young was a finalist for
taught in Fairfax County, VA, and then in Carteret because my son and I both have Multiple Chemical Association Hall of Fame recently for his successful the Politics of Education Association’s Outstanding
County, NC, most recently team teaching a first/second Sensitivity.” More recently, she worked with a group of coaching at Pontiac High School (’47-’56). In May 2008, Dissertation Award. Song is a research scientist at
multi-age class there. She is currently in Newport, Rhode organic manufacturers and, after two years of intense he was honored to be selected as Grand Marshall at the American Institutes for Research in Washington, DC,
Island, where she tutors privately. She and her husband, product development, launched PediaOrganic, nature’s State of Iowa Special Olympics Summer Games, where he and Young is an assistant professor at North Carolina
Troy, are expecting their second daughter this fall. oral electrolyte. The product contains no artificial colors, has volunteered for over 20 years. State University in Raleigh, North Carolina.
no artificial flavors, and no preservatives. “I simply refuse
to give up on an idea that can make a difference in our
Spotlight children’s health,” says Fermanian.

Hsin-Yi ChanG
Natalia Forrat Staying in touch
(MA ’08) was the winner of the article competition for
(PhD ’07) is now an young scholars in the journal Voprosy obrazovaniya
assistant professor at (Educational Issues), published by State University - We’d love to hear from you.
the Graduate Institute Higher School of Economics, Moscow, Russia. Send us news about your
of Science Education achievements and experiences.
at National Kaohsiung Barbara Kuhn Heerman
(AB ’69, CERTT EDUC ’69) retired in June 2007 after 37 Send us your comments and advice.
Normal University in
years of teaching. She was the Social Science department
Kaohsiung, Taiwan. She
received the Dimond
chair at Maine East High School in Park Ridge, IL. Her Our address is:
Outstanding Dissertation
retirement plans include travel and supervising student Office of Development & Alumni Relations
teachers for Northwestern University. U-M School of Education
Award for 2008.
Paul Krieger 610 East University, Suite 1001
(BS ’86, CERTT EDUC ’86) just published his second Ann Arbor, MI 48109-1259
book, A Visual Analogy Guide to Human Physiology. email: mdubin@umich.edu
This is a companion book to his first national publication,

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As the clocks tick down to midnight and fireworks David Brandon’s (ABED ’74 CERTT ’74) profile on page
are launched to welcome the New Year, we will be drawing 16 and highlighted in the Fall 2007 issue of Innovator.
the curtain on the Michigan Difference Campaign. We
won’t mark this conclusion with our own pyrotechnics, but The renovation of the Dean’s Conference Room, made
if we did shoot off a few rockets or light a Roman Candle, possible by a gift from Verne (AB ’62, MBA ’63) and Judy
it would be entirely appropriate—this has been the Istock (ABED ’62, CERTT ’62), is underway as I write this.
biggest, the best, and the most successful campaign in our Improvements to the technological capabilities and the
school’s history. aesthetics and comfort will enable productive meetings
and seminars.
This success is a result of the generosity and faith of you: our
loyal alumni and friends. You have been here. You know These improvements are to shared spaces in which
that the school’s work builds upon more than 125 years of members of the school community meet to work and think
preparing teachers, of pioneering research, and of working with one another. As we have discussed and planned these
with communities to persistently improve education and improvements, we have begun rethinking the ways in which
meet new challenges. we interact with each other and we value the synthesis
that results from the sharing of intellect and experience.
Our goal for this eight-year campaign was to raise $30 We’re going to continue envisioning how we can best work
million. Thanks to the enthusiastic support of our alumni together—and how our physical environment can nurture
and friends, we have surpassed that goal and have raised productive collaboration.
over $35 million.
Other school activities made possible by this campaign
More than 13 million of these dollars are designated for include the significant expansion of our K-12 summer
student scholarships. Helping our students with the expense outreach activities, fellowship support, and gifts for
of their education enables many bright and passionate the Center for the Study of Higher and Postsecondary
people to enter the teaching profession or improve their Education (which has again been rated the #1 higher
abilities. While the university does its utmost to keep education program in the country).
tuition reasonable, it is still a significant expense. Your
gifts for tuition assistance help to remove the barriers that Your gifts, large and small, enable the school to continue
might otherwise prevent gifted students from entering the to lead the way in transforming educational practice and
critical field of education. policy in the state, the nation, and the world.

We have also received gifts for use in improving our As always, if you are in the area, we encourage you to come
physical resources. While our building is dear to us and back and visit the school. See where you’ve been. And see
provides a meaningful heritage, its spaces need to evolve where we’re going. We’ll be happy to take you on a tour
to meet current and future needs. and show you the exciting things happening at the School
of Education.
We are particularly grateful for the funding that enabled
us to renovate areas of our school. Improvements are quite Thank you for all of your support.
noticeable in the first-floor public areas of our school with
brighter hallways and inspirational artwork.

This winter we plan to break ground on the Brandon

Professional Resource Center and Archive, described in Michael S. Dubin
Director of Development and Alumni Relations
28 w w w . soe . umich . edu F all 2 0 0 8
to those who have given So generously to the

School of Education
on behalf of the students, staff, and faculty, we would like to say, “thank you!”
The most successful capital campaign in our school’s history is approaching its conclusion and the benefits of your
largesse are already being realized.

• You have given over $13 million for scholarships and student support
• You have provided funds to retain and recruit the nation’s leading education scholars
• You have made possible physical improvements, including those to public spaces and conference rooms, as well
as the creation of a new professional resource center
• You have supported academic programs and seminar series

we know that you share our belief that education is a core public good that is crucial to the future of our
society—for the economy, for individuals’ life chances, for global competitiveness, and for the sustenance
of a democratic and diverse society. we are truly grateful for your support.
University of Michigan School of Education
610 East University Avenue
Ann Arbor, MI 48109-1259

Innovator is published by the The Regents

University of Michigan School of Education of the university of michigan
Office of Outreach and Communications Julia Donovan Darlow, Ann Arbor
Laurence B. Deitch, Bingham Farms
leadership Team Olivia P. Maynard, Goodrich
of the School of education Rebecca McGowan, Ann Arbor
Andrea Fischer Newman, Ann Arbor
Deborah Loewenberg Ball, Dean
Andrew C. Richner, Grosse Pointe Park
Joseph Krajcik, Associate Dean, Research
S. Martin Taylor, Grosse Pointe Farms
Annemarie Sullivan Palincsar, Associate Dean,
Katherine E. White, Ann Arbor
Academic Affairs
Mary Sue Coleman, ex officio
Henry Meares, Assistant Dean

Nondiscrimination Policy Statement

Communications Team The University of Michigan, as an equal opportunity/affirmative action employer, complies
of the School of education with all applicable federal and state laws regarding nondiscrimination and affirmative action,
including Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilita-
Robert Brustman, Writer/Editor tion Act of 1973. The University of Michigan is committed to a policy of nondiscrimination
and equal opportunity for all persons regardless of race, sex, color, religion, creed, national
Elena Godina, Designer origin or ancestry, age, marital status, sexual orientation, gender identity, gender expression,
Mike Gould, Photographer disability, or Vietnam-era veteran status in employment, educational programs and activities,
and admissions. Inquiries or complaints may be addressed to the Senior Director for
Jeff Mortimer, Writer
Institutional Equity and Title IX/Section 504 Coordinator, Office of Institutional Equity, 2072
Yvonne Pappas, Designer/Art Director Administrative Services Building, Ann Arbor, Michigan 48109-1432, 734-763-0235, TTY
Laura Roop, Writer/Editor 734-647-1388. For other University of Michigan information call 734-764-1817.

Kathryn Taylor, Interim Communications Director