Something New Every Day
Transcript of Something New Every Day
Something New Every Day
M I C H I G A N S T A T E U N I V E R S I T Y C O L L E G E O F E D U C A T I O N 2 0 0 2 - 0 3 A N N U A L R E P O R T
a me s s a g e f r om Dean Ca ro l e Ame s
W E L C O M E
I am pleased to share with you the 2002-2003 College of Education Annual Report. The theme
of this report is “Learn Something New Every Day.” It is a philosophy that is at the heart of an
engaged college of education—one that is engaged in research that makes a difference,
in outreach to educators and professional communities, and in providing the highest quality
professional preparation. Being an engaged college is central to our mission.
Learning something new every day is also about motivation. Motivation that comes from a commit-
ment to actively engage in the process of learning leads institutions and individuals to strive for
continuous improvement and to set goals that aim for new and higher levels. Sustained performance
comes from a set of values that places priority on learning and using that learning in one’s teaching,
outreach and research.
This annual report gives you examples of how we are engaged. I hope you will see how our endeavors
reflect a motivation and a culture that values learning something new every day. I wish we could
feature all the projects that are underway in the college to further illustrate the quality of contribution
of each individual faculty member and the rich diversity of research and outreach that characterizes
our college community.
Achievement and success come from learning and that is what we are about. I hope this report conveys
to you our commitment to excellence and how we engage in a process of examining our research,
teaching and outreach in ways that allow us to hold ourselves accountable.
We learn from our statewide, national, and international engagement. We strive to make a difference
through our research, outreach and teaching. To accomplish our goals, we must be active in securing
additional resources in the form of grants and contracts from federal and state agencies and foundations
as well as donations from alumni and benefactors. In a time of very tight state and federal economies,
we are appreciative of those who have chosen to invest in our future. I appreciate your interest in us
as a faculty and college, and I encourage you to examine more closely our programs, projects
and initiatives through our Web site at www.educ.msu.edu.
LEARNSom
ething New
Every D
ay
“Learning something new every day”
is a philosophy that is at the heart
of an engaged college of education.
We are an engaged college.
Designing Curriculum Materials
Professors James Gallagher and Edward Smith have partnered with Project 2061 of
the American Association for the Advancement of Science, Northwestern University,
the University of Michigan and the Lansing, Detroit and Chicago public schools to carry out
the work of the Center for Curriculum Materials in Science. The center’s dual mission is
to define a national research agenda to gain improved understanding of the processes
of development, adoption, adaptation and implementation of curriculum materials in science,
and to prepare future leaders to address that agenda. In addition, the center is developing
resources and leadership for improving the education of preservice and practicing teachers
in the area of science curriculum materials. As part of the project, the MSU team is recruiting
outstanding candidates for doctoral and post-doctoral positions.
SCIEN
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The Team: Jim Gallagher (right) and Ed Smith
Project: Center for Curriculum Materials in Science
Funding Agency: National Science Foundation
Funding: $2.8 million over five years
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science
HIG
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NAdvancing Effective Teaching Practices
Professors Jim Fairweather and Ann Austin seek to advance effective teaching practices in higher education.
They are part of the leadership team at the Center for the Integration of Research, Teaching and Learning,
a joint project of Michigan State University, the University of Wisconsin, and Pennsylvania State University.
The center’s mission is to develop a national higher education faculty in science, technology, engineering,
and mathematics committed to implementing and advancing effective teaching practices for diverse students.
Fairweather and Austin are engaged in developing a professional development program that will provide
opportunities for graduate students, post-doctoral fellows, and faculty to develop teaching-as-research
skills in classroom teaching, teaching with technology and teaching to diverse student audiences.
The Team: Jim Fairweather and Ann Austin
Project: Center for the Integration of Research, Teaching and Learning
Funding Agency: National Science Foundation
Funding: $1.6 million five years
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LEARNSomething New Every Day
Improving Education Quality
The Education Policy Center’s mission is to improve the quality of education in Michigan and throughout the
nation by providing access to timely, credible, and nonpartisan research and analysis to key audiences in the
educational system. Since the center’s inception in 2000, David Plank has focused on activities designed
to inform policy makers and educational leaders in Michigan, producing scores of reports, data briefs, and
other publications. William Schmidt became co-director in 2002 and is spearheading the center’s national
initiative that kicked off in June 2003 with a national conference in Washington, D.C., that brought together
leading scholars and policy makers.
The Team: David Plank (left) and William Schmidt
Project: Education Policy Center at Michigan State University
Funding Agency: Michigan State University
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www.epc.msu.edu
The Team: Victoria Purcell-Gates (left) and Nell Duke
Project: Explicit Explanation of Genre within
Authentic Literacy Events in Science: Does It
Facilitate Development and Achievement?
Funding Agency: National Science Foundation
Funding: $839,785 over three years
LITERAC
Y &
LEARN
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LEARNSomething New Every Day
Genre in Science Instruction
Professors Victoria Purcell-Gates and Nell Duke
are engaged in a study that compares develop-
ment and knowledge of two written science genres
among second- and third-grade students in two types
of instructional contexts. In one case, instruction
incorporates authentic science literacy activities but
without explicit teaching of the linguistic features of
the genres. The other context involves instruction
that incorporates authentic science literacy activities
with explicit teaching of the linguistic features of
the genres. The researchers are tracking 12 classes
from second through third grades. Their results
will address key questions regarding the impact of
explicit teaching of genre, as well as the effective
uses of text in science instruction.
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The Team: Project Director Yong Zhao (right) and
Project Coordinator Blaine Morrow
Project: Kids Learning In Computer Klubhouses (KLICK!)
Funding Agency: U.S. Department of Education
Funding: $12.2 million over six years
EDU
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LEARNSomething New Every Day
Technology and Learning
For Yong Zhao and Blaine Morrow, KLICK! is all
about learning. The project involves a network of
middle school computer clubhouses where students
can learn about computers and technology in a
supportive after-school environment. Initiated with
10 rural and urban sites in Michigan, the project
now has 20 KLICK! middle schools and has even
added a partner school in Savannah, Georgia.
KLICK! students learn to use technology and become
important resources for their communities and schools
as they assist fellow students and local organizations
in technology related efforts. Meanwhile, Zhao is
gaining a deeper understanding of technology
adoption in schools and the power of computers
to engage students in learning.
www.klick.org
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TEAC
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LEARNSomething New Every Day
Teachers for a New Era
Professors Joan Ferrini-Mundy, Bob Floden, and
Barbara Steidle are providing the leadership for the
university’s participation in the initiative known as
Teachers for a New Era. MSU has crafted a project
that engages faculty from throughout the university
and K-12 teachers. An essential aspect of the team’s
focus is on the kinds of subject matter knowledge
prospective teachers need to improve student learning,
the use of assessment to strengthen the entire MSU
teacher education program, recruitment of diverse
students, and the development of a two-year induction
program for beginning MSU teachers. The goal is that
by implementing the innovative changes, MSU will
prepare even better teachers and serve as a model
for other teacher education programs.
The Team: Joan Ferrini-Mundy (left), Bob Floden, Barbara Steidle
Project: Teachers for a New Era
Funding Agencies: Carnegie Corporation of New York,
Ford Foundation and Annenberg Foundation
Funding: $5.2 million over five years
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The Team: Mary Kennedy (left) and Betsy Becker
Project: Teacher Qualifications and the Quality of Teaching
Funding Agency: U.S. Department of Education
Funding: $815,150 over three years
TEAC
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LIFICATIO
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LEARNSomething New Every Day
Linking Teacher Quality
and Qualifications
Professors Mary Kennedy and Betsy Becker are
seeking to learn whether, and in what ways,
indicators of teacher qualifications are related to
the quality of teaching practice. The researchers
are synthesizing existing literature spanning a
40-year period. At the heart of their study is
the recognition that efforts to improve the quality
of teaching increase the need for knowledge
about the relationship between teacher qualifi-
cations and teaching quality. Kennedy and Becker
believe that results from their study can help
policy makers as they design and revise their
certification requirements.
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www.msu.edu/̃
mkennedy/publications/tqqt%
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LEARNSom
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TEACHING
A Tradition of Excellence
As an important center for learning, the College of Education
has a long tradition of innovative and important research,
rigorous programs of professional study, and service to the
field. In its fifty-first year as a stand-alone unit at Michigan
State University and nearly 100 years of preparing teachers
for the country’s classrooms, the college remains a leader in
improving educational opportunities for all children and a
home for outstanding scholars whose research is taking on
the educational challenges that face the nation.
The college offers undergraduate degrees in elementary educa-
tion, special education, and kinesiology. The five-year teacher
preparation program coordinates baccalaureate and post-
baccalaureate work, and is focused on deepening both con-
tent and pedagogical knowledge for teachers. Field studies
and full-year internships integrate the work in K-12 schools
with graduate level course work. Students can choose the fol-
lowing teaching areas: elementary education, kinesiology,
special education, and secondary education with many major
and minor fields. The Department of Kinesiology offers a
B.S. degree in kinesiology that also prepares professionals for
entry into or further study in areas of athletic training, coach-
ing, health and wellness promotion, community physical
education, fitness leadership, and physical therapy.
At the graduate level, the college offers 10 doctoral, 3 educa-
tional specialist, and 12 master’s degree programs, providing
a wealth of opportunity for advanced study and research. In
2002, the college introduced a doctoral specialization in lit-
eracy. One measure of the reputation of the college’s graduate
programs is the annual U.S. News and World Report ranking of
188 graduate schools of education. In the latest rankings, the
college had three of its graduate programs rated as the best in
the nation, and a total of eight programs ranked in the top
nine in their respective fields. Indeed, for the ninth consecu-
tive year, the elementary and secondary education programs
were ranked number one. MSU also ranked first in rehabili-
tation counseling. Curriculum and instruction was ranked
second, educational psychology was ranked fifth, higher
education administration was ranked fifth, educational policy
was ranked eighth, and administration/supervision was ranked
ninth. The magazine also ranks the doctoral granting schools
of education by considering 12 measures of academic quality,
including faculty resources, reputation, student selectivity,
and research activity. In these combined rankings, the
college was 15th in the country.
The graph below shows the number of undergraduate degrees
(B.A. and B.S.) in elementary education, special education,
and kinesiology over the past five years. The graph indicates
the number of students seeking both elementary and secondary
education who completed the internship year in the past five
years, and the number of interns over those years. The num-
ber of M.A./M.S., Ed.S., and Ph.D. degrees awarded by the
college over the past five years is also shown.
2003-04 U.S. News &
World Report rankings
of America’s best
graduate programs
Elementary Education1 Michigan State University2 University of Wisconsin—Madison3 Ohio State University4 Teachers College—Columbia5 University of Georgia
Secondary Education1 Michigan State University2 University of Wisconsin—Madison3 Ohio State University4 Stanford University (CA)5 Teachers College—Columbia
University of Illinois—Urbana
Rehabilitation Counseling1 Michigan State University2 University of Wisconsin—Madison3 Southern Illinois University
University of Iowa5 Boston University
George Washington UniversityIllinois Institute of Technology
Curriculum and Instruction1 University of Wisconsin—Madison2 Michigan State University3 Teachers College-Columbia4 Ohio State University
University of Illinois—Urbana6 University of Georgia
Educational Psychology1 Stanford University
University of Wisconsin—Madison3 University of Michigan4 University of Illinois—Urbana5 Michigan State University6 University of Minnesota—Twin Cities
Higher Education Admin.1 University of Michigan3 Penn State University2 University of California—Los Angeles4 Indiana University—Bloomington5 Michigan State University
Education Policy1 Stanford University2 Harvard University3 University of Wisconsin—Madison4 Teachers College—Columbia
University of Michigan6 University of California—Berkeley7 University of California—Los Angeles8 Michigan State University
Admin./Supervision1 University of Wisconsin—Madison2 Ohio State University3 Stanford University4 Harvard University5 Vanderbilt University6 Penn State University7 Teachers College—Columbia8 University of Texas—Austin9 Indiana University—Bloomington
Michigan State UniversityUniversity of Michigan
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EdSMA/MS
PhD
BA/BSInterns
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TEACHER PREPARATION REPORT CARD
Teacher PreparationMichigan State University’s five-year teacher educationprogram combines disciplinary teaching majors and/orminor concentrations and teaching certification coursesfollowed by a full-year teaching internship in a publicschool. This post-baccalaureate internship year combinesclassroom experience with 12 credits of graduate course-work. In 2001-2002, 561 prospective elementary andsecondary teachers completed internships. Students arerecommended for Michigan elementary or secondaryteacher certification.
Student CharacteristicsNinety percent of the students admitted to the teachereducation program for fall 2001 were traditional under-graduates with 10% admitted as post-baccalaureate students.Ninety-seven percent of the students in the program arefrom Michigan and 87% are full-time students. The meancomposite ACT score of students admitted to the elemen-tary program was 23; 25 for the secondary program. Uponadmission the mean overall GPA for both elementary andsecondary education students was 3.3 on a 4.0 scale.
Application / AdmissionTo be eligible for consideration for admission to theteacher education program, students must:• complete an application, including writing an essay;• have a minimum overall GPA of 2.5; and• pass all portions of the Michigan Test for Basic Skills.
These are among the criteria considered for admissions.Admission is competitive and enrollment is limited.Students are typically admitted into the program at thebeginning of their junior year.
AccreditationMSU is accredited by the North Central Association.The Michigan Department of Education Periodic Reviewhas approved the teacher education program. MSU’sCollege of Education has candidacy status with theTeacher Education Accreditation Council.
Admission to the Internship YearBefore beginning the internship, students must have:
1. completed all teaching major and/or minor(s)as well as all undergraduate teacher certificationcoursework and university requirements;
2. been awarded a bachelor’s degree;
3. earned a GPA of 2.5 or above in each of these:
• university overall cumulative GPA,
• teaching major, and/or teaching minor(s);
4. earned a GPA of 2.5 or above for pre-internship,professional education courses required forteacher certification, with no individual gradebelow 2.0;
5. completed the technology requirement;
6. passed the required State of Michigan certificationtests for elementary teaching or the appropriatemajor and minor subject area tests for secondaryteaching; and
7. met all criteria for professional behavior.
Fifth Year Internship• Teacher candidates serve 30-week (900-hour)
internships that are staged to provide gradually
increasing scope, intensity, and responsibility
under the supervision of an on-site classroom
teacher and a field instructor.
• Interns are assigned to MSU field instructors at
a ratio of 5.8 to 1.
• School-university partnerships and intern teaching
sites are achieved by organizing the mentor teachers,
field instructors, course instructors, and program
coordinator into a secondary/subject area team
and three elementary teams with a course section
size of 25 interns per section.
• Interns complete 12 credit hours of graduate-level
professional study during their internship that
may be applied to a master’s degree program.
KEY PROGRAM FEATURES
• All education courses are taught in sections of approximately 25 students.• Support for learning to use information technology in teaching is integrated into the education course sequence.• Concerns for diversity, equity, achievement, and standards are interwoven throughout the required sequence of
teacher education courses.• One course early in the education sequence includes a required service-learning component.• Multiple undergraduate pre-internship field experiences (approximately 175 hours) build connections between
theory/research and the practical situations that teachers face.
LEARNSomething New Every Day
ACADEMIC OUTREACH PROGRAMS
Creating Opportunities Worldwide
The college has long been committed to meeting the needs
of educators throughout Michigan, the nation, and the
world. The college offers programs at several off campus
sites through Academic Outreach Programs. The in-state
programs include the Master of Arts in Curriculum and
Teaching in Traverse City, Birmingham, and Grand Rapids,
the Master of Arts in Educational Technology in Traverse City,
and the Master of Arts in Educational Administration in
Birmingham and Grand Rapids.
For the eighth consecutive year, the Off Campus Credit
Programs (OCCP) in the college have been MSU’s top
producers of student credit hours with a total of 6,449 credit
hours produced in 2002-03. The college also offers an
online Master of Arts in Education through MSU’s Virtual
University. The all-college program is coordinated through
the Office of Academic Outreach, and offers course work in
five areas of concentration: Literacy, Science and Mathematics,
Technology and Learning, P-16 School Leadership, and
Special Education. Enrollment for the courses in the pro-
gram totaled 1,485 credit hours, and drew students from
throughout Michigan, the nation, and the world.
The college also maintains a vigorous program of inter-
national educational outreach through its Graduate Studies
in Education Overseas (GSEO). GSEO delivers master’s
programs and staff development courses to educators
outside the United States, primarily from American/
international schools. It annually serves 300 educators,
approximately 200 of whom are active M.A. candidates.
The program generated 2,098 credit hours in 2002-03.
Through GSEO, the Department of Teacher Education
offers the Master of Arts in Curriculum and Teaching
in two summer centers: Centre Internationale Valbonne
in France, and International School Eastern Seaboard
in Pattaya, Thailand. The Department of Counseling,
Educational Psychology and Special Education offered
through GSEO the Master of Arts in Educational Technol-
ogy at the University of Plymouth in Plymouth, England.
The Department of Educational Administration offers the
Master of Arts in Educational Administration in Valbonne.
The various programs administered by the Office of
Academic Outreach make the wealth of knowledge and
expertise at the College of Education available to countless
educators throughout Michigan and the world who other-
wise would not have access to such learning opportunities.
Through the power of the Internet and highly regarded
programs at home and abroad, the college is meeting its
land-grant mission of reaching out to all educators who
wish to further their knowledge of teaching and learning.
Credit hours produced through student enrollment
on campus, off campus, overseas, and online are
represented in the chart at right. The College of
Education’s academic programs include:
• 3 B.A./B.S. degrees;
• 12 M.A./M.S. degrees;
• 3 Ed.S. degrees; and
• 10 Ph.D. degrees.
Online
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428
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69,859
849
6,6132,216
73,668
1,485
6,4492,098
GSEO
On-campusOff-campus
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OUTREACH
Educational outreach remains a key commitment of the college. That commitment is made tangible by projects thatdevelop leadership capacity for student achievement, implement policies and practices for school accountability, provideassistance to low-achieving schools, and explore innovative approaches to learning with technology. The focus of thecollege's outreach mission is twofold: to provide research to educational leaders, practitioners, and policy makers andto provide professional development for educators, particularly in the area of technology.
Center for the Scholarship of Teaching
In its third year, the center is designed to have local and
practical impact, as well as contribute to the national
dialogue about the scholarship of teaching. The center
seeks to engage in a set of activities meant to provide
insight into how to improve teaching in the broader MSU
community, to work toward establishing rigorous and
alternative means for faculty review and promotion, and
to create more cross-college communication. In 2002-03,
the center put on a speaker series that featured eight
scholars, and hosted two seminars on assessment and
teacher quality. Visit www.educ.msu.edu/cst/.
Education Research Reports
The College of Education began publishing its Education
Research Report series in 1997, and it has evolved into
one of the most successful efforts to make available faculty
research to practitioners. To date, the college has produced
151 Education Research Reports that have been distributed
to legislators, educators, and others across the state and
nation. The annual series of reports describe research that
spans the four college departments and is of particular
interest to K-12 educators and policy makers. The reports
provide a citation to the specific article and/or its location
on the World Wide Web for those wishing more informa-
tion. The reports are mailed monthly during the academic
year to about 900 educators, legislators, deans, and friends
of the college. The research reports are available on the
College of Education Web site at www.ed-web3.msu.edu/
publications.
Guinea Teacher Development Program
This program, funded by the World Bank with assistance
from Michigan State University, provides organizational
support and incentives for teams of teachers to carry out
their own professional development and school improve-
ment projects. From an idea first discussed between Guinean
officials and MSU representatives in 1993 and 1994, the
program has grown into a nationwide effort with more
than 85 percent of the primary school teachers in the
country involved in writing proposals. To date, more than
1,200 teams have been funded. In addition, about 300
mid-level ministry personnel have been prepared and
assigned as facilitators or evaluators to work with these
teams. Most projects focus on improving teaching and
learning in such basic subjects as reading, mathematics
and French grammar. Project leaders gave a presentation
about the program at a meeting of all African ministers of
education and their funding agencies in Tanzania in 2002.
Michigan Center for Career andTechnical Education (MCCTE)
The MCCTE serves individuals in organizations that are
involved with planning, developing, and delivering educa-
tion and training programs for workforce development.
The center fulfills this mission by: identifying techniques
and materials that combine theory and practice, providing
technical assistance, networking to other resources using
the latest technology, promoting equity, providing quality
service through continuous improvement, and contributing
to the improvement of practice through focused research
and development. The center offers more than 5,000 hand-
books and videos for sale on issues ranging from creating
advisory committees to employability skills assessment.
In addition, the center has available more than 300 curri-
culum guides. You can learn more about MCCTE by
visiting http://mccte.educ.msu.edu.
Teacher Education Research Reports
A companion publication to the Education Research Reports,
this series focuses on faculty publications and research that
would be of interest to teacher education scholars. Begun in
1999, the reports draw on faculty research on teachers and
their learning and preparation. To date, more than 85 reports
have been mailed to deans of schools of education and
teacher education faculty throughout the country. All of the
Teacher Education Research Reports are available online at
www.ed-web3.msu.edu/publications.
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K-12 OUTREACH
Annual Education Conference
The sixth annual education conference entitled, “No School
Left Behind: Transforming External Pressures into Student
Achievement,” was held in April 2003. The conference
focused on Michigan’s response to the requirements of the
No Child Left Behind Act and provided a forum for think-
ing about the complexity of establishing high standards in
education within the context of today’s mandate for holding
schools accountable for high standards of student learning.
The program included leading college faculty and practitio-
ners who addressed research and best practice for meeting
national requirements for accountability and assessment.
Presenters included Professor Michael Pressley, Harry Hastings,
director of the Michigan Institute for Safe Schools and Com-
munities, and Judith Pasquarella of the Michigan Office of
Drug Control Policy. Program and presenter information
can be found at http://educ.msu.edu/k12outreach.
Education Alliance of Michigan
The Education Alliance of Michigan is a coalition of leading
education associations representing teachers, administrators,
boards of education, parents, business, charter schools,
non-public schools and higher education. Members
(executive directors) meet monthly to work cooperatively
to address current education issues and take a leadership
role in policy debates and initiatives. K-12 Outreach, as a
member of the Alliance, provides connections to the
resources of the College of Education and The Education
Policy Center at MSU, participates in policy initiatives,
provides connections with the work of grant projects,
and co-sponsors education related events. This year K-12
Outreach and the alliance, drawing on the expertise of MSU
faculty, took a leadership role in working with the state to
develop the new Michigan grade-level content standards
and expectations for math and English language arts
required under the No Child Left Behind Act.
Emerging Leaders Program
The Emerging Leaders Program, which completed its fifth
year in June 2003, is a collaboration with the Michigan As-
sociation of Secondary School Principals. The summer insti-
tute, staffed by College of Education faculty, practicing prin-
cipals and the president and executive director of MASSP,
provides potential school administrators an opportunity to
develop leadership skills and an awareness of the knowledge
and skills necessary to be a successful secondary school prin-
cipal. Participants are mainly teachers with recognized lead-
ership ability. The program focuses on developing leadership
capacity and the personal qualities and operational skills
needed by today’s principal. It includes such topics as school
reform, dealing with increasingly diverse student populations,
instructional leadership, safe schools, crisis management,
and more. Detailed program and presenter information
can be found at http://educ.msu.edu/k12outreach.
K-12 Outreach Data Services Unit
The Data Services Unit in the Office of K-12 Outreach
provides programs and services that help educators find
and use data to improve educational outcomes for students.
Through programs and workshops, educators learn to collect
relevant data that can assist in decision making for school
improvement, teaching and learning, curriculum and pro-
fessional development, accreditation, school bond issues,
grant proposals and communicating with constituencies.
In its first year, the unit provided services to 15 local and
intermediate school district teams of educators and served
many individual educators through workshops held at the
College. For more information, visit http://educ.msu.edu/
k12 outreach.
Keys to Excellence in Your Schools (KEYS)
The College of Education, through K-12 Outreach, is work-
ing in collaboration with the National Education Associa-
tion and the Michigan Education Association to design,
pilot and implement a KEYS “Priority Schools” initiative.
Partners in this work include a team made up of MSU faculty
and school-based educators and representatives from the
Michigan Education Association, who work in close consul-
tation with the Education Alliance of Michigan and with the
National Education Association. The work focuses on priority
schools in Michigan that are willing to engage in deep reform
efforts in a comprehensive, collaborative coaching environ-
ment. The work this year focused on designing a profes-
sional development curriculum to prepare coaches to work
with priority schools toward change and improvement at the
school and classroom levels.
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lum implementation, instructional practices and learner
assessment around higher order “meaningful” learning.
The project has developed model curriculum units in
social studies and science, a variety of tools for teaching
for meaningful learning, and software to support teaching for
meaningful learning. Currently, the major focus is on develop-
ment of TIMESpan, an online curriculum to provide pro-
fessional development leaders with tools for guiding and
supporting teachers in developing understanding and skill in
teaching for meaningful learning using technology in social
studies. To learn more, visit www.projecttime.org.
Promoting Results in Science and Math (PRISM)
PRISM is a collaborative effort between the college and the
school districts within the St. Clair Intermediate School
District in Michigan. The project builds on an extensive body
of research focusing on mathematics and science curricula,
instruction and assessment, notably the Third International
Mathematics and Science Study (TIMSS). Under the direction
of University Distinguished Professor William Schmidt, MSU
faculty and staff are engaged in wide-ranging work such as
developing conceptual frameworks for mathematics and
science education reform, frameworks for integrating staff
development programs through systemic curriculum review,
and content-based professional development strategies.
Summer Institute for Superintendents
This annual four-day institute co-sponsored by the College
of Education and the University of Michigan School of
Education provides superintendents with quality profes-
sional development to meet today’s educational challenges.
The institute provides opportunities for superintendents
to experience diverse perspectives on issues and develop
leadership and problem solving strategies. This year’s institute,
“Accounting for Quality: Leadership for Student Achievement,”
featured Dr. Richard Elmore of Harvard University, a leading
expert in school reform, along with leading faculty from MSU
and UM who addressed issues and best practices for meeting
the needs of at-risk children. For more information, visit
http://educ.msu.edu/ k12outreach.
LEARNSomething New Every Day
Michigan Institute for Safe Schoolsand Communities
The purpose of this institute is to assist the Office of Drug
Control Policy, the institute’s funding agency, in performing
its multifaceted mission of helping schools and communities
establish and maintain safe school and community envi-
ronments. The institute seeks to foster and facilitate various
approaches to insure that university resources are used in
addressing school and community issues. The institute co-
sponsored with the ODCP a 2-day conference for teams of
students, teachers and administrators and local law enforce-
ment and emergency response personnel. Presenters included
a representative of the U.S. Secret Service National Threat
Assessment Center, the directors of the Michigan State Police
and Michigan’s Office of Homeland Security, and the executive
director of the New York City Department of Education Office
of School Safety and Planning. For more information, visit
www.missc.msu.edu.
President’s Education Forums
In its sixth year, the President’s Education Forums are an
outreach strategy to inform policy makers and education
leaders about current education policy issues and open
discussion around research and best practice in specific
education policy areas. The forums are sponsored by MSU
President Peter McPherson and the College of Education.
The 2002-03 forums continued critical conversations around
national and state requirements for accountability, increasing
requirements under the federal No Child Left Behind Act
and Michigan’s ability to respond to those requirements.
Presentations by key college faculty addressed critical policy
issues. Presenters included University Distinguished Professor
William Schmidt and professors Gary Sykes and David Plank.
Project TIME
Project TIME (Technology Integrated into Meaningful learning
Experiences) is a collaborative project with Battle Creek area
school districts, funded by a $5.7 million Technology Innova-
tion Challenge Grant from the U.S. Department of Education.
The major goal is to harness technology to transform curricu-
Bay
Charlevoix
Otsego
Chippewa
GrandTraverse
Eaton Ingham Livingston
Oakland Macomb
Jackson Washtenaw WayneKalamazoo
Kent
OttawaClinton Shiawassee
Genesee
SaginawMontcalm
Tuscola
Gratiot
Lapeer St. Clair
Barry
Ionia
St. Joseph Hillsdale Lenawee
Huron
Emmet
ACROSS MICHIGAN—AND BEYOND
Since its inception, the College of Education has had a deep and abiding commitment to serving the state.The map and charts on this page are graphical depictions of that commitment, showing both the intensityof activity and the wide geographical reach of its efforts.
page 23
COUNTRY RESEARCH SITE PROFESSIONAL DEVELOPMENT OFF-CAMPUS CREDIT PROGRAMS
England • •Ethiopia •France •Guinea •Japan •South Africa •Thailand • •Vietnam •
RESEARCH PROFESSIONALSTATE SITE DEVELOPMENT
California •Florida • •Georgia •Illinois •Massachusetts •Missouri •North Carolina •Pennsylvania •South Carolina •Texas •Utah •Washington, D.C. • •
MAP KEY
• Internship LocationsResearch Sites
• Professional DevelopmentOff-Campus Credit Programs
The College of Education received generous philanthropic
support from alumni, friends, and corporations during the
2002-2003 fiscal year. Giving focused on three priorities:
• financial assistance for students;
• research and other support for faculty; and
• funding for academic programs.
Several new endowments were established during
the 2002-2003 academic year:
The Nancy and Roger BandeenScholarship in Education
Provides support for undergraduate students or internsin elementary education from Michigan, preferablyfrom the Cadillac or Battle Creek areas.
The William F. and Harriette C. CookEndowed Undergraduate Scholarshipfor the Study of Literacy
Benefits undergraduate students with an expressedinterest in the field of literacy and the intention towork in literacy following their graduation from MSU.
William W. HeusnerEndowed Graduate Fellowshipin Kinesiology
Recipients shall be admitted graduate-level studentspursuing a master’s or doctoral degree in the Dept. ofKinesiology with an emphasis in exercise physiology.
The Richard A. and Gail M. Hill Scholarship
Established to assist incoming freshmen from Eaton County,preferably Grand Ledge, who indicate an intention topursue a teaching certificate on their application to MSU.
The Karen J. O’DonovanEndowed Undergraduate Scholarshipin Teacher Education
Provides assistance for undergraduate students or internsenrolled in elementary education who desire to teach ingrades K-8.
The Frank M. and Ernestine D. SimmonsEndowed Scholarship in Education
Benefits admitted students in the College of Educationteacher education program at the junior, senior, or post-baccalaureate (intern) level.
DEVELOPMENT
The Campaign for MSU kicked off its public phase in
September 2002, and the College of Education made great
strides towards its campaign goal of nearly $26 million.
Again this year, alumni and friends of the college, along
with corporations, foundations and other donors, provided
generous philanthropic support in the 2002-2003 fiscal year
toward the primary goals of the campaign: financial assis-
tance for students, research and other support for faculty,
and funding for academic programs.
As part of The Campaign for MSU, the College of Education
seeks to raise $25,775,000 in endowed and expendable funds.
With four years remaining in the campaign, which is sched-
uled to conclude in May 2007, the college already is more
than halfway to its goal, having raised over $13 million.
The college received $526,687 in annual gifts—gifts of vary-
ing amounts generally made annually—during 2002-2003.
Of this, more than 90 percent came from individual donors,
whose ranks grew to nearly 4,500. This year, 96 students
benefited from scholarships and fellowships funded by unre-
stricted donor funds and endowed funds for student support.
This represents an increase of 23 percent over the previous year.
The college’s popular Leadership Circle program, established
in 1998, recognizes donors who give, or whose endowments
generate, $1,000 or more annually. During 2002-2003,
25 new participants joined the Leadership Circle, bringing
its total membership to 120.
Fiscal 2002-2003 also saw an increased emphasis in the area
of planned, or deferred, giving, which resulted in a remarkable
$2.75 million in present value of new estate commitments
designated for the college. As a result, the college’s deferred
gift expectancy has risen to over $8.25 million, an increase
of 50 percent in one year alone.
98-99 99-00 00-01 01-02
CorporateIndividual
Total Dollars574,081 717,350 809,934 610,104 526,687
481,983
128,121
01-02
475,269
51,418
614,639
195,295
617,268
417,470
156,611 100,082
LEARNSomething New Every Day
ACTIVE CURRENT GRANTS
Title & Principal Investigator(s) Amount* Funding Source Grant Period
ACT EARLY: Addressing the Context of Teachingfor At-Risk StudentsJean Baker 82,867 US Department of Education 1999 - 2002
Advancement of Scientific LiteracyWilliam Schmidt 447,943 National Science Foundation 2000 - 2003
Battle Creek Area Technology ConsortiumBarbara Markle 1,106,256 US Department of Education 1999 - 2004
Beginning Development and Program Designin Science Teacher EducationCharles Anderson 88,201 Knowles Foundation 2002 - 2003
Byers Technology and Curriculum Award 60,000 Joe L. and Lucy Bates Byers Endowment 2000 - 2003Punyashloke Mishra for Technology and Curriculum
Capturing the Dream; Collaborative Efforts toDisseminate New KnowledgeMaenette Benham 301,500 W.K. Kellogg Foundation 2000 - 2003
Carnegie Senior ScholarSuzanne Wilson 261,271 Carnegie Foundation 2003 - 2005
Case-Based Professional Development Toolsfor Mathematics and ScienceMatthew Koehler 64,633 National Science Foundation 2002 - 2003
Center for Improvement of Early ReadingAchievement (CIERA)P. David Pearson **/Susan Florio-Ruane/Laura Roehler 2,249,757 US Department of Education 1997 - 2003
Center for Learning and Teaching inScience Curriculum StudiesJames Gallagher/Edward Smith 2,809,863 National Science Foundation 2002 - 2007
Center for the Integration of Research,Teaching and LearningJames Fairweather, Ann Austin 1,558,480 National Science Foundation 2003 - 2007
Collaborative Sites of Practice & Inquiry -Marquette Alger IntermediateTroy Mariage/Linda Patriarca 50,000 Michigan Department of Education 2001 - 2002
Communities of Practice to ImproveMath Teaching and Teacher EducationHelen Featherstone/Sandra Crespo 336,648 Lucent Technologies Foundation 2000 - 2003
Consortium of Outstanding Achievementof Teaching with TechnologyYong Zhao 268,335 US Department of Education 2000 - 2003
Context for Developing Leadership forMath and Science EducationJames Gallagher/Robert Floden/Joan Ferrini-Mundy 366,100 National Science Foundation 2001 - 2004
Continuing Systemic Reform: A Planning StudyGary Sykes 110,084 Hewlett Foundation 2002 - 2003
Coping with Academic Difficulty:An Examination of Conversations Between FriendsEllen Altermatt 189,807 National Science Foundation 2003 - 2005
Cross-National Study of Teachers ofMathematics and Science (proposal writing support)John Schwille 24,462 Inat’l. Assoc. for the Evaluation of Educational Achievement 2002
Developing Leadership and Support forProfessional Learning CommunitiesGail Richmond 2,308,267 National Science Foundation 2002 - 2007
Developing Research-Based Design Frameworkfor Mathematics and ScienceLynn Paine 561,492 National Science Foundation 2002 - 2006
Developing Subject Matter Knowledge inMathematics Middle School TeachersWilliam Schmidt/Maria Teresa Tatto 1,397,599 National Science Foundation 2003 - 2005
page 25
* Multi-year funded amount. Some figures represent projected amounts beyond 2003. ** No longer at Michigan State University.
Dick, Jane & Spot Meet the Information Age:Diversifying Genres Used in Early Literacy InstructionNell Duke 985,339 National Science Foundation 2000 - 2002
Digital Video Cases in EducationRand Spiro 328,838 US Department of Education 1999 - 2003
Digital Video Cases in EducationRand Spiro 49,568 Shodor Education Foundation 2002 - 2003
Does Involving Girls as Designers Result inGirl-Friendly Science Education?Rhonda Egidio/Punyashloke Mishra/Carrie Heeter 275,489 National Science Foundation 2003 - 2004
Educational Reform & School-Community Linkages,VietnamChristopher Wheeler 119,834 US Department of Education 2001 - 2004
English Educator Network: Working Together toSupport Educative MentoringDorothea Anagnostopolous 86,348 Michigan Department of Education 2001 - 2003
Enhancing Bioengineering Opportunitiesfor Engineering MajorsRoger Baldwin 33,000 National Science Foundation 2002 - 2003
Establishing a Rehabilitation Internship Employment Modelin the Public Rehabilitation Program in MichiganMichael Leahy/Nancy Crewe/John Kosciulek 333,183 Michigan Department of Career Development 2001 - 2004
Ethiopia University Linkage andEducational Capacity BuildingMaria Teresa Tatto/John Schwille 688,373 US Agency of International Development 2002 - 2007
Evaluation of Volunteers, Administrators andCoaches Athletic TrainingJohn Haubenstricker/Martha Ewing 175,000 Skillman Foundation 2000 - 2005
Explicit Explanation of Genre Within AuthenticLiteracy Activities in ScienceVictoria Purcell-Gates/Nell Duke 839,785 National Science Foundation 2000 - 2003
Exploration of a Social Capital Framework forEvaluative Studies of TechnologyKenneth Frank 102,000 National Science Foundation 2003
Facilitating Mathematics Education Reform:Developing a Toolkit for Change AgentsSandra Wilcox 2,494,037 National Science Foundation 2002 - 2005
Guinea Program of Educational ImprovementJohn Schwille 99,959 Republic of Guinea 2002
Hands On UniverseWilliam Schmidt 374,999 National Science Foundation 1999 - 2003
Improving Research and Practice forDiverse Students with DisabilitiesSusan Peters/Linda Patriarca 790,009 US Department of Education 2002 - 2006
Instructional Materials Innovation and ChangeWilliam Schmidt 2,905,618 National Science Foundation 1999 - 2004
Journal of the National Association forResearch in Science TeachingCharles Anderson 6,000 National Association for Research in Science Teaching 2001 - 2002
Kellogg Leadership for Community Change Initiative–EvaluationMaenette Benham 135,060 W.K. Kellogg Foundation 2003 - 2004
KLICK: Steppingstones of Technology Innovationfor Students with DisabilitiesCarol Sue Englert/Yong Zhao 800,000 US Department of Education 2000 - 2004
KLICK: Consortium of 21st CenturyCommunity Learning CentersYong Zhao 12,200,000 US Department of Education 1998 - 2003
Title & Principal Investigator(s) Amount* Funding Source Grant Period
LEARNSomething New Every Day
* Multi-year funded amount. Some figures represent projected amounts beyond 2003. ** No longer at Michigan State University.
KnowIt: Knowledge Through Information TechnologyRhonda Egidio 449,215 Michigan Department of Career Development 2000 - 2003
Knowledge of Algebra for TeachingDaniel Chazan ** /Joan Ferrini-Mundy 594,422 National Science Foundation 2001 - 2004
Learn NTC.com—An Online Learning CommunityFor United Auto Workers (UAW)Rhonda Egidio 1,745,000 UAW Daimler Chrysler National Training Center 1999 - 2003
Learning from Video CasesRand Spiro 110,298 Joyce Foundation 2001 - 2002
Learning to Give: Phase 2 EvaluationRobert Floden 34,438 Council of Michigan Foundations 2001 - 2003
Learning Without LimitsYong Zhao 75,000 Michigan Virtual University 2003
Long Term Training: Rehabilitation CounselingMichael Leahy/Nancy Crewe 499,770 US Department of Education 1998 - 2003
Mathematics Assessment Resource ServiceSandra Wilcox 3,177,122 National Science Foundation 1997 - 2003
Medical Coverage Needs of the Student-Athletein a Collegiate SettingJohn Powell 245,030 Nat’l. Athletic Trainers Assoc. Research & Education Found. 2000 - 2002
Michigan Career, Curriculum and TechnicalEducation CenterGloria Kielbaso/John Dirkx 515,862 Michigan Department of Career Development 2002 - 2003
Michigan Institute for Safer SchoolsBarbara Markle 300,000 Michigan Office of Drug Control Policy 2002 - 2003
Michigan Literacy Progress ProfileP. David Pearson ** /Gary Sykes 51,848 Michigan Department of Education 2001 - 2002
Michigan State University OnlineCurriculum Initiative and ResearchGail Richmond 444,520 Howard Hughes Medical Institute 1998 - 2002
Michigan Technology Improvement Plan -Center for Capacity Building and Account -Calhoun Intermediate School DistrictBarbara Markle 166,599 Michigan Department of Education 2000 - 2002
Michigan Technology Improvement Plan 2 -Center for Information DevelopmentYong Zhao 735,097 Michigan Department of Education 2001 - 2002
Model of Communication, Instructional Methodand Achievement for Teaching Deaf StudentsDavid Stewart 594,054 US Department of Education 1999 - 2003
Monitoring Reader Performance and DRIFT in AP EnglishLit. and Composition on Exam Using Benchmark EssaysEdward Wolfe 65,487 College Board 2001 - 2003
National Board of Certified Teachers as anOrganized ResourceGary Sykes 492,130 National Board for Professional Teaching Standards 2003 - 2006
National Gallery of the Spoken WordJoyce Grant 360,000 National Science Foundation 1999 - 2004
Navigating Mathematical TransitionsJohn P. Smith 912,477 National Science Foundation 1999 - 2003
New Engineering Curriculum for the 21st CenturyJames Fairweather 300,000 General Electric Fund 1998 - 2003
New Materials & Activities for Teaching CanadaWilliam Joyce 4,390 Canadian Embassy 2002 - 2003
Next Generation and Assessment Grants : Consultingfor Interagency Education Research InitiativeEdward Smith 24,715 National Science Foundation 2002 - 2003
Title & Principal Investigator(s) Amount* Funding Source Grant Period
page 27
* Multi-year funded amount. Some figures represent projected amounts beyond 2003. ** No longer at Michigan State University.
On Campus and Distance Educational Preparationof Three Low Incidence ProfessionalsTong-Der Hwang 830,817 US Department of Education 2000 - 2004
Policy Information ManagementDavid Plank 48,361 Michigan Department of Education 2000 - 2002
Preparing Tomorrow’s Teachers to Use TechnologyYong Zhao/Punyashloke Mishra 1,419,032 US Department of Education 2000 - 2003
Project Excellence: A Program EvaluationMichael Leahy/John Kosciulek 780,643 Michigan Department of Career Development 2001 - 2004
Reduce Poverty in the Mekong Delta of VietnamChristopher Wheeler/John Hudzik 31,500 Shell Foundation 2001 - 2004
Reforming the Early Undergraduate Learning ExperienceJames Fairweather 60,000 General Electric Fund 2002 - 2003
Rehabilitation On-Line LearningRhonda Egidio 184,216 US Department of Education 1998 - 2003
Relationship of Player Risk Factor for Injuryin Youth FootballJohn Powell 99,927 National Football League Charities 2003
Relationship of Preeclampsia toPlasma Volume DynamicsJames Pivarnik 19,760 Blue Cross/Blue Shield of Michigan Foundation 2001 - 2003
School-Community Environmental Projects in ThailandChristopher Wheeler 31,500 Kenan Institute Fund 2000 - 2002
Secondary Science Teaching in Rural MichiganJames Gallagher 183,093 National Science Foundation 2001 - 2003
Spencer Research Training GrantCollege of Education 2,100,000 Spencer Foundation 1997 - 2007
Statistical Evaluation of 21st CenturyCommunity Learning CenterChristopher Dunbar/BetsAnn Smith 123,720 Michigan Department of Education 2003
Teacher Learning in Professional DevelopmentSuzanne Wilson 446,520 Noyce Foundation 2002 - 2004
Teacher Qualifications and the Quality of TeachingMary Kennedy/Betsy Becker 815,150 US Department of Education 2001 - 2003
Teachers for a New Era Initiative***Robert Floden/Barbara Steidle/Joan Ferrini-Mundy 5,250,000 Carnegie Corporation, Ford Foundation, Annenberg Foundation 2002 - 2007
Teaching Critical Research as a Pathway to LiteracyDevelopment, Teacher and Student Empowermentand Social Justice in Urban SchoolsErnest Morrell 140,637 American Educational Research Association 2002 - 2003
TELE-Web: Technology Enhanced LearningEnvironments for Students With DisabilitiesCarol Sue Englert/Yong Zhao 1,900,000 US Department of Education 1996 - 2004
Two Faces of DiversityP. David Pearson ** /Laura Roehler 81,626 US Department of Education 2000 - 2003
UNITE New Teacher Induction InitiativeSteve Ryan 10,000 Knight Foundation 2002 - 2003
Validity StudyWilliam Schmidt 196,147 San Joaquin County Office of Education 2001 - 2002
Virtual History MuseumCynthia Okolo/Carol Sue Englert 400,000 US Department of Education 2002 - 2003
YESS! Mini SocietyRoger Niemeyer 110,165 Kauffman Foundation 2001 - 2003
TOTAL $65,626,292
LEARNSomething New Every Day
Title & Principal Investigator(s) Amount* Funding Source Grant Period
* Multi-year funded amount. Some figures represent projected amounts beyond 2003. ** No longer at Michigan State University. ***Total university award amount.
MSU Co l l e g e o f Edu c a t i o n
M I S S I O N
The College of Education at Michigan State University has a mission of leadership,
scholarship, and service in education.
We prepare professionals for leadership roles in education. Teaching is central
to our scholarly identity and to the way we serve the educational needs of communities.
We strive to develop and implement excellent, dynamic programs for the preparation of
educators.
We seek to understand, reform and improve education. We study the processes
of human learning and development. We move beyond analysis to promote education
policy reform and assist in implementation. We seek to improve the conditions of learning
and teaching for everyone in a technological society. We conduct comprehensive, rigorous
research that addresses the needs and problems of practice. We strengthen connections
between theory and practice through partnerships with schools and communities.
We examine issues of education across the lifespan. We seek to understand how
children and adults learn and develop, and how educators can best use that knowledge for
benefit of all learners. We recognize that all educators are themselves learners and we are
committed to providing opportunities for their continuous professional development.
We strive to sustain our college as a scholarly community for students, faculty, and staff.
Office of the Dean
College of Education
518 Erickson Hall
Michigan State University
East Lansing, MI 48824-1034
P: 517.355.1735
F: 517.353.6393
www.educ.msu.edu
Photography:Kim Kauffman PhotographyErin Groom, MSU Instructional Media Center
Design: The McNenly Group
Michigan State University is an affirmative action, equal opportunity institution.
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