innovator Vo l . 3 3 , N o .

1 / S p r i n g 2 0 0 2

3
M IC H IG A N M ET H O DS TO
CHINA
A W O R D O N T E A C H E R E D U C AT I O N
M LK DAY
4
5
LU CY P R O G R A M

Teacher Education has recently captured the attention of policy makers at local, state and federal 6
K E LLO G G FO R U M
levels. We see increased signs of policy-level acknowledgment of the need for the improvement of
teacher education in federal and private-foundation funding opportunities and various plans and P R O F ES S O R H O N O R E D
mandates related to standards and assessment. We rejoice in the acceptance of teacher education
as an important element of quality education. 7
CI V I X : ST U D E N TS A N D
Here in the School of Education, we are proud of our teacher education programs and of our STAT E G OV E R N M E N T
efforts at constant program refinement to meet the growing needs for competent, knowledgeable,
inquiring, and caring teachers in our nation’s schools. Our programs are designed to provide 8
OA K LA N D W R I T I N G
different teacher education learning opportunities depending on student backgrounds, needs, P R OJ ECT
and interests. For example, we have programs at both the undergraduate and graduate levels,
and several of our programs are designed specifically for urban teacher preparation. All of our
programs emphasize preparing teachers for diverse classrooms. We have recently revised our
9
FAC U LTY I N P R I N T
undergraduate secondary undergraduate program, increasing teacher candidates’ time in B OA R D O F G OV E R N O RS
schools among other changes, and have doubled the size of our elementary masters certification
program. We are also initiating a secondary masters certification program with a focus on urban 10
ST U D E N T ACCO LA D ES
education and social justice. (Please visit our web site for information on numbers of students as
cited in our Title II* documentation: <www.soe.umich.edu/1news/news.html#title>). CO N F E R E N C E R E P O RT

We work with a relatively large number of teacher education students given the size of the School 11
of Education. We graduate 300 teachers/year, and at any one point in time, enroll approximately S U M M E R I N ST I T U T E
600 students. Because of the nature of our program—including reasonable class size and exten-
sive work in the field—our yearly class equivalent number for the required teacher education
12
N OT E D A LU M N I
courses is 152.
14
A LU M N I N E WS
(continued on page 2)
15
ST U D E N TS R EC E I V E
F E LLOWS H I PS
16
N E W G R A N TS
A WO R LD O F DI F F E R E N C E
17
BIO K I DS
18
G R A D R EC R U I T M E N T DAY
U N I V E R S I T Y O F M I C H I G A N
19
S C H O O L of ED U CAT IO N  O BI T UA R I ES
 (continued from page 1)
All of our teacher education programs repre-
sent practices tried in experience and identi-
fied in the research literature as exemplary.
These include:
• A strong relationship between
academic classes and educational
practice
The teacher education students partic-
ipate in K-12 classrooms from their
first semester in the programs in ways
that are designed to bring what is
learned in their classes closer to edu-
cational practice.
• Experience in learning and practice
“WE ARE IN A communities
U N I Q U E P O S I T I O N AT Individual teacher education students
travel through our programs inco-
THE UNIVERSITY OF
horts–that is within groups of students
M IC H IG A N O F N OT who learn together and provide sup-
O N LY S U P P O R T I N G port for each other's learning.
S TAT E - O F - T H E - A R T
• A focus on K – 12 students’
T EAC H E R learning
Inquiry into how children and young
P R E PA R AT I O N
people learn and careful, situated
PROGRAMS, BUT
analysis of strengths and needs in
A LS O CO N T R I B U T I N G their subject matter understanding are
stressed throughout. Students are pre-
TO T H E U N D E R - pared to responsibly explain their stu-
S TA N D I N G A N D dents’ learning.
KNOWLEDGE OF
• Program Coherence
E F F ECT I V E T EAC H E R
We work constantly at formulating
E D U C AT I O N our programs around common mis-
sions and approaches to teacher edu-
PROGRAMS.”
cation. This provides students with a
sense of communication and coher-
ence among the instructors at the uni-
versity and in the field.
We are in a unique position at the University
of Michigan of not only supporting state-of-
the-art teacher preparation programs, but
also contributing to the understanding and
knowledge of effective teacher education pro-
grams. We do this in two ways. First, we have
many faculty members who combine their
participation in the teacher education pro-
grams with active programs of research on
and scholarship in teacher education. This
work is published widely in national and
international publications and is presented at
2 Spring 2002
conferences and workshops around the
world. In addition, we support a strong Ph.D.
program in teacher education. This program
engages Ph.D. students, all of whom have
been K-12 teachers, in scholarship on and
practice in teacher education. These students
are preparing to become teacher educators
and to use their expertise as researchers,
scholars, and practitioners to engage in the
improvement of teacher education. They
actively participate in our teacher education
programs, bringing enthusiasm, their own
classroom experience, and strong intellectual
interest to the process. This symbiotic rela-
tionship between the teacher education and
Ph.D. programs, in addition to the involve-
ment in and research conducted by our fac-
ulty, create a wonderful opportunity for our
teacher education students and for the cre-
ation of important understandings of effec-
tive practice.
In the next several years, we will continue in
our improvement process, aided, in part, by a
formal assessment process that will inform us
about what our students gain from the pro-
gram while they travel through it, and when
they are in the field as teachers.
In addition to our work with pre-service
teacher education students, the faculty and
graduate students in the School of Education
also spend considerable time working with
in-service teachers in professional develop-
ment. In out next Innovator, we will describe
some of our efforts in professional develop-
ment, and our growing understanding of the
educational change process.
Virginia Richardson
Educational Studies Program Chair
____
* Title II of the Higher Education Act
requires institutions offering teacher educa-
tion programs to submit an annual report to
the state.
innovator
 PROFESSOR KRAJCIK TAKES MICHIGAN METHODS TO CHINA

Chinese science teachers are enthusiastic about the kind of inquiry-based teaching methods being developed at the U-M. That's the message
Professor Joe Krajcik brought home with him after a two-week academic exchange visit this past August.
Along with BaoHui Zhang, a Ph.D. student in educational technology and science education, Krajcik visited three cities and several villages,
talking to some 400 educators and students. Zhang acted as interpreter for the talks. "We were received very enthusiastically," Krajcik said.
"China is undergoing a major reform in science education, and Chinese educators are very interested in ways to make the process more active
and engaging."
The two visited Shanghai (Shanghai Normal University), Guangzhou (South China Normal University), and Beijing (Beijing Normal
University); they also, at Krajcik's request, visited schools in the cities and in the countryside around each city. In his talks he concentrated on
describing inquiry-based instruction, a method whereby students attempt to find solutions to questions that are rooted in their lives, that will
lead them, via other questions, to an understanding of some of the fundamental ideas of science. He also described some of the technological
tools his group uses. They include Model-It, which allows students to create computer models of dynamic systems, a web-based digital library
of pre-selected sites, and a variety of probes used to collect data.
During the trip Zhang conducted a small research project, focusing on how Chinese science teachers' conceptions of the nature of science
compare to their understanding of constructivist ideas of teaching and learning theory and practice. The project was funded in part by
Rackham Graduate School and the Center of Chinese Studies.
Back home in Ann Arbor, Krajcik says his most abiding memories will be of the warmth and hospitality of his hosts and a series of wonderful
meals. "I had mentioned before the trip that I was interested in experiencing authentic Chinese cuisine," he said. "Everywhere we went, our
hosts went out of their way to take us to excellent restaurants and make sure we tasted the specialties of the region. It was an absolutely
tremendous cultural experience."

Below Left: With Chinese colleagues in Guangzhou

Below Right: Zhang and Krajcik at the Great Wall

innovator Spring 2002 3

M L K D AY C H I L D R E N ' S P R O G R A M

Every year for 4 years the annual Martin Luther King Symposium Children's Program has been getting bigger and
better, and this year's celebration was no exception. On January 21, about 500 kids and almost 100 adults packed one,
and sometimes two auditoriums, in the Modern Languages Building, even spilling over to Hill Auditorium on
occasion.
For seven hours the children of all ages enjoyed a great range of cultural and educational activities. Benjamin
Carson, a neurosurgeon from Johns Hopkins University (and UM alum, '77, MD MED), delivered the keynote address
for the older children in Hill. Robert Jones of WDET was back again with his guitar to present his "Blues for Schools"
history of blues in America. A musical group, Vincent York Jazzistry, used music and a computer slide presentation to
illustrate the historical significance of jazz in American culture.
Christopher Paul Curtis, the award-winning author of Bud, Not Buddy, not only read from his work but also partici-
pated in a panel discussion and answered questions for high school students. The renowned impersonator Kemba,
who portrays historical African American women in a dramatic, one-woman show, held the audience enthralled. A
group of students from Ann Arbor's Community High School described their tutoring program that uses games to
help students learn. But coordinator Cheryl Faniel, Assistant Dean Henry Meares' assistant, says that the favorite, at
least for the youngest set, was the Bichini Bia Congo dance troupe that had the auditorium rocking to the beat of
their drums.
The children arrived early in the morning and were divided into small groups of about five, each group shepherded
by a volunteer from the Kappa Delta Pi education honor society or from the School of Social Work. Lunch was provid-
ed, and everyone was picked up by 3:00 p.m. "It was a great day! The whole thing ran like clockwork, everyone—
including the adults—had a wonderful time, and we didn't lose anybody!" Faniel said.
The event, which was free and open to the public, was organized by the School of Education, with co-sponsorship
from the School of Social Work, the Horace H. Rackham School of Graduate Studies, the office of Academic
Multicultural Initiatives Office, and the Trotter House.

4 Spring 2002 innovator

L U CY I N T R O D U C E S U N D E R G R A D S T O U R B A N YO U T H
For many undergraduates, urban settings are unexplored territory.
Even those who grow up in major metropolitan areas may not
understand the complexities of their communities and the chal-
lenges that face them.
Now a new University of Michigan program is offering first and
second year students a unique learning experience. The Lives of
Urban Children and Youth (LUCY) Initiative involves students in
hands-on interactions with urban children and youth, hoping to
give them the skills to understand, communicate and interact with
many different groups and individuals. It was designed to support
students who are interested in exploring the ethical, intellectual,
economic, and justice-seeking challenges of urban communities
and who may someday consider careers in education, social work
or public health.
In addition to taking relevant courses, the students perform com-
munity service in Detroit and will also work at an AmeriCorps
summer internship at a Detroit school or day care center this sum-
mer. "Learning by doing is a significant piece of this experience,"
says SOE faculty member Stella Raudenbush, who directs the ini-
tiative. "Our students certainly have plenty of traditional didactic
instruction, but they need the hands-on experience, the person-to-
person interaction, as well."
Co-curricular events enhance the students' learning. During the
fall semester, for example, LUCY brought together a group of
elders from Detroit and Ann Arbor to discuss the idea of service,
especially the role of young people, and its importance to the
community.
innovator Spring 2002
"Elders are not necessarily senior citizens, and they're usually not
important people – they're experienced people who care deeply
about passing on their experience to the next generation,"
Raudenbush explains. "The meeting and discussion between these
elders and our students was very productive and
meaningful for everyone."
LUCY is a partnership between the School of Education, the
College of Literature, Science and the Arts and the Edward
Ginsberg Center for Community Service and Learning. It was
established in Fall 2001, and its first 18 students are part of one of
the University's residential Living/Learning programs, the
Michigan Community Scholars Program (MSCP) based at
Couzens Residence Hall.
These students live in a small, tightly knit group and concentrate
on various aspects of community life; LUCY is one of the concen-
trations available within MCSP.
The hope, Raudenbush says, is that many of these students will go
on in education and become teachers who can skillfully work in
an urban setting. "We're helping to develop a strong cohort of
highly skilled people who can effectively engage with children and
youth in urban settings, either as teachers or as other
professionals," she says.
5
 K E L L O G G F O R U M O N H I G H E R E D U C AT I O N L O O K S
AT T H E B I G P I C T U R E

W E LCO M E N E W
FA C U LT Y
The School of Education welcomed
Diane Larsen-Freeman to the
faculty in January . In addition to
her role as a faculty member, she is
the Director of the University’s
English Language Institute. She
received her Ph.D. in Linguistics
from U-M in 1975. Her areas of
interest are second language acqui-
sition, language teacher education,
English linguistics, and language
methodology.
Most of the time the School of
Education is focused on relatively
practical goals—preparing stu-
dents to be effective teachers, or
doing research that will help
working teachers do an even
better job. But sometimes, says
SOE Professor John Burkhardt,
it's necessary to step back and
look at the whole picture.
"Higher education is vitally
important to society, but it is
increasingly being thought of as
an individual, not a social bene-
fit. It is being turned into a com-
modity, and the process is
threatening the very foundations
of our higher education system,"
Burkhardt says.
Burkardt is the project director for
the Kellogg Forum on Higher
Education for the Public Good, a
national effort to increase aware-
ness, understanding, commit-
ment, and action related to the
public service role of higher edu-
cation. "This is a movement to
rethink the role higher education
plays in our society; to reposition
it; and to renew the social
covenant between higher educa-
tion and society," he says.
It's a big job, and the Forum is
planning a series of events
designed to get leaders through-
out the community talking and
thinking about the topic. The first
was a national meeting at the
University of Maryland in April.
University presidents and leaders
from government agencies and
philanthropic organizations dis-
cussed ways in which colleges
and universities can set their
direction as institutions, establish
expectations for students, and
even develop curricula that will
promote the public good, not just
help students get jobs.
Later in 2002, Burkhardt says,
there will be a series of leadership
dialogues and meetings with state
legislators to discuss the role of
higher education within their
states. The Forum also will seek
partnerships to develop what he
calls "research-practice syndi-
cates" that will link individual
researchers, research consortia
and dissemination sites in work
that will articulate the ways in
which higher education serves a
democratic society. Eventually it
will begin producing advocacy
pieces to sway the opinion of key
policy makers and the com-
munity at large.
The Forum is funded by a four-
year grant from the Kellogg
Foundation to SOE's Center for
the Study of Higher and
Post-Secondary Education
(CSHPE). "The movement to
commit higher education to sup-
porting the public good is already
nascent throughout the country,"
Burkhardt says. "Michigan will be
the 'home base' for that move-
ment, a place where the efforts
and voices of scholars, teachers,
practitioners, and students can be
aligned and amplified and
directed toward their common
goal."

TWO MEMBERS OF
SOE COMMUNITY S O E P R O F E S S O R H O N O R E D F O R U N D E R G R A D U AT E
CA LLE D TO T EAC H I N G
S E RV E

Their military reserve units called
up Mark Garrett, a CSHPE grad-
uate student and Secondary MAC B
Counselor, and Mark Hogsett, a
Secondary MAC B student this past
fall. We wish them and their
families well.
Elliot Soloway was one of six U-M faculty members named by the Board of Regents to the Arthur F. Thurnau
Professorship which "recognizes and rewards faculty for outstanding contributions to undergraduate education."
Professor Soloway was acknowledged for "his contributions to the undergraduate program and the care he has
shown over the years to undergraduate students…" Professor Soloway also is the recipient of this year's Golden
Apple Award.

6 Spring 2002 innovator

 C I V I X I N V O LV E S S T U D E N T S I N S TAT E G O V E R N M E N T
If you're a Michigan high school teacher and
you're looking for a way to introduce your
students to state government and political
issues in an exciting and interactive way, look
no further than the Civix Project, the latest
offering from the SOE's Interactive
Communications & Simulations group
(ICS).
Civix uses the Internet, via a web site
designed, implemented and maintained by
students at West Bloomfield High School and
U-M students enrolled in Education 362, to
engage participants in a wide variety of state
government-related issues. "State government
actually impacts constituents' everyday lives
much more than the Federal government
does, but it often gets short shrift in the class-
room," said project director Gary Weisserman
('91 CERTT, '96 MA). "We started Civix in
partnership with the Michigan Civics
Institute, with help from state legislators who
think that students need more exposure to
state and local issues in their government
classes. Doug Hart (R-43rd) was the spirit
behind our origin."
The Civix web site, called the Michigan Youth
Caucus, is extremely sophisticated and very
user friendly, with features that allow students
to sign up for and participate in a wide vari-
ety of committees and sub-committees,
depending on their interests. The committees
range from "Social Reform and Equity" to
"Technology and Environment and Criminal
Justice," and each has a number of sub-
innovator Spring 2002
committees that let students focus more pre-
cisely on various issues. Topics to be
addressed by the subcommittees will be decid-
ed in the spring, as the pilot project concludes
and Civix begins in earnest.
Civix uses the Internet, via a web
site designed, implemented and
maintained by students . . . to
engage participants in a wide vari-
ety of state government-related
issues.
West Bloomfield senior Sara Eber was on the
team that developed the site. "Most of us were
interested in politics. We didn't know much
about programming or technology when we
started, so we did everything we could to
make our site easy to use and to include fea-
tures that will help us develop our projects
and keep them going," Eber said. Some of
those features allow participants to email
each other, discuss issues online, and
collaborate on document preparation. The
HighestWire area gives students an opportu-
nity to research issues of regional or statewide
interest and present their results in a more
journalistic way. An online resource center
contains information from the media
gathered and entered by the group.
"This is going to bring students together from
all over Michigan who are interested in state
politics, and introduce them to the major
issues in the state and in their region," said
Liz Elliott, another founding group member.
"It gives us a way to be really involved. We
have to lobby for our opinions and collabo-
rate with others to write position papers. It's a
lot better than just writing letters, and it's an
easy way for people – even shy people – to
become active on issues they're interested in."
ICS, which hosts Civix, has been providing
the K-12 community with innovative educa-
tional online and computer-based programs
for nearly 20 years. For example, the Rivers
Project allows students around the globe to
tour each other's communities searching for
commonality and difference. The Arab-Israeli
Conflict puts students in the roles of interna-
tional diplomats who must address crucial
issues in mid-east relations. The Conflix
Project is an intensive game for 11th and
12th graders, set in the complicated world of
American Politics, government and the
media.
Teachers seeking more information about
Civix can visit the web site at
<www.michiganyouthcaucus> or contact
Weisserman at gweiss@umich.edu. Civix is
supported by the U-M Office of Government
Relations, the Michigan Civics Institute, and
the School of Education.
7
 OW P P R OV I D ES A N I N T E N SI V E S U M M E R LEA R N I N G
EXPERIENCE
Most teachers would agree that good writing skills
are fundamental to learning in every discipline,
from science to history. For 21 years the Oakland
Writing Project (OWP) has been dedicated to help-
ing teachers improve the way they teach writing,
through what SOE Director of Outreach Laura Roop
('88 CERTT, '99 Ph.D.) calls a vital "external net-
work" of public school and university educators.
The Oakland Writing Project is actually part of a
national network of 170 sites. Month-long summer
institutes are held all over the country, eight of them
in Michigan. Most are similar to the one organized
by SOE in Oakland County, where about 20 teachers
will gather this summer for what some have
described as a "life-changing experience."
"It's an intensive and very rich experience," Dr.
Roop explained. "We believe the best teacher of a
teacher is a teacher. The OWP brings successful
teachers of all content areas together for a month to
teach each other, learn together, grow, and go back
to their schools to become leaders."
Workshop participants have plenty of time to focus
on their own personal and professional writing.
They also present "demonstrations" of reflective
8 Spring 2002
practice and research and discuss classroom prac-
tice. But Roop says one of the most important ben-
efits is the friendship and sense of community that
attendees develop with a diverse group of teachers
from various school districts, content areas, teach-
ing levels, and backgrounds.
"The OWP becomes an intellectual 'home' for
teachers, and as an OWP participant you become
part of a larger Writing Project community that's
been around for more than two decades," she said.
"It's become an exceptionally effective, powerful
model for learning."
As one former attendee wrote, "The Writing Project
is built on a model of sustained collaborative learn-
ing. It has shaped the way we think about profes-
sional development in our district."
For more information about OWP, visit the World
Wide Web at <www.owp.soe.umich.edu/> or
contact Dr. Laura Roop at laurroop@umich.edu,
(734) 615-1409 or Laura Schiller at
laura.schiller@oakland.k12.mi.us, (248) 209-2096.
The OWP is a collaboration between SOE, Oakland
Schools, and Adrian College.
innovator
FA C U LT Y I N P R I N T
David Cohen’s and Heather Hill’s book, Learning Policy: When State Education Reform Works, was recently published by Yale University
Press. The work offers insights into the ways policy and practice can be linked in successful educational reform.
Gary Fenstermacher's article "The State of Educational Foundations at the University of Michigan" is featured in the Fall issue of Notes &
Abstracts in American and International Education. Notes & Abstracts carries information that is significant to "the social foundations of edu-
cation fields."
Magdalene Lampert recently had her book Teaching Problems and the Problems of Teaching published by Yale University Press. The book
examines how classroom dynamics are critical in the process of bringing each student a deeper understanding of the classroom subject.
Sally Lubeck was guest editor of a special section of the November issue of Phi Delta Kappan entitled "Early Childhood Education and Care in
Cross-National Perspective." Her article "points out that the practices and policies of other nations help us to see more clearly our own approach to
parental leave, child care, and early education."
Virginia Richardson, Chair of the Educational Studies Program, edited the American Education Research Association (AERA) fourth edition of
Handbook of Research on Teaching that was recently released. The Handbook offers "ideas, information and questions that will guide education-
al practice and continuing research in the 21st century."
"A Multidimensional Strategy for Student Assessment," co-authored by Marvin Peterson appears in the winter 2001-02 Planning for Higher
Education, the journal of the Society for College and University Planning (SCUP). Professor Peterson and Derek Vaughan report the results of a
national study to propose several multidimensional planning models for institutional planners and researchers. The article is available on the
SCUP web site at <www.scup.org>.

EDUCATION ALUMNI SOCIETY BOARD OF GOVERNORS (2001-2002) January 2002

TERMS EXPIRE 2002 EX-OFFICIO {A}–Awards Committee member;
Ms. Eboni Banks Dr. Barbara Alpern e-mail easbgawards@umich.edu
Mr. Gary Court {P}–Program & Outreach Committee member;
Ms. Marilyn Flynn Gushée (A) FOR THE ALUMNI ASSOCIATION e-mail easbgprogandout@umich.edu
Dr. Doreen Poupard (P) Steve Grafton {C}–Communications Committee member;
Dr. Milo White Jo Rumsey e-mail easbgrecandret@umich.edu.
{Bold}–Chair.
TERMS EXPIRE 2003 SOCIETY REPRESENTATIVE TO
Mr. T. Gregory Barrett (C) ALUMNI ASSOCIATION (expires 2002)
Ms. Beth Bevis Mr. Gary Court
Ms. Faye Friedman (C)
Dr. Foster Gibbs (P) FOR THE SCHOOL OF EDUCATION
Ms. Marie Neil (C) Dean Karen Wixson
Ms. Marilyn Sheperd
TERMS EXPIRE 2004 Ms. Laurie Stoianowski (P)
Dr. Donald Jones (C)
Dr. Richard Galant (P) STUDENT REPRESENTATIVES
Mrs. Beverly Stone (A) Karl Ecklund (A)
Mrs. Nancy L. Tanke (A) Tamara Young (C)
Dr. Lin C. Wong (A)

innovator Spring 2002 9

ST U D E N T ACCO LA D ES

The South Asian Network of Graduates at Michigan recently won the Outstanding Student Organization Award from the
Student Activities and Leadership office. The organization’s chair is Payal Nangia and Sumun Pendakur is an executive
board member. Both are Center for the Study of Higher and Postsecondary Education (CSHPE) students.
Recent Center for the Study of Higher and Postsecondary Education graduate, Karen Kurotsuchi Inkelas, was awarded
Dissertation of the Year Award at the National Association for Student Personnel Administrators. She is currently an assistant
professor in the counseling and student personnel department at the University of Maryland.
Three School of Education students have been named recipients of coveted Rackham Predoctoral Awards: Akana Zusko and
Allison Paris, candidates in the Combined Program in Education and Psychology (CPEP), and Jennifer Mueller, a
candidate in Educational Studies (ES).
Jon Margerum-Leys, who completed his Ph.D. in the Educational Technology Program in Educational Studies last year, has
been awarded the Outstanding Dissertation of the Year by the American Association of Colleges (AACTE) for Teacher Education.
The award was given at the AACTE annual meeting held in New York in February 2002. Jon presented a paper based on his disser-
tation at the meeting and an article is to be published in a future issue of the Journal of Teacher Education. The dissertation
committee included Ron Marx (chair), Barry Fishman, Fred Goodman, Virginia Richardson, and Brad Orr (Physics). Jon is cur-
rently assistant professor of educational technology at Eastern Michigan University.
The National Academies has awarded Odis Del Johnson, Jr., a Ford Dissertation Fellowship for the 2001-2002 academic year.
This year, the annual competition awarded $25,000 to 40 dissertation fellows from a pool of 1600 applicants. This is the first time a
doctoral candidate in education has been awarded a dissertation fellowship in the 15-year history of the interdisciplinary competition.
Odis’ dissertation explores the influence of structural inequality on the schools’ capacity to close the test-score gap in Chicago.

S O E CO - S P O N S O RS B U I LDI N G FO R T H E
FUTURE CONFERENCE

Building for the Future, a one-day conference held on October 30, 2001, brought together K-
12 educators, school board members, school development teams, administrators, teachers,
parents and students to examine the challenges communities confront today in designing and
financing schools of tomorrow.
The October conference was co-sponsored by the School of Education, the A. Taubman College
of Architecture and Urban Planning, and the Office of the Vice President for Government
Relations, with assistance from the Michigan Association of School Boards. SOE Dean, Karen
Wixson, addressed the group of approximately 75 attendees at the luncheon. Members of the
SOE faculty who participated were Virginia Richardson, Education Studies Chair and Co-Chair
of the conference planning committee, Elizabeth Moje, Associate Professor, Nichole Pinkard,
Assistant Professor, Ron Astor, Associate Professor, Valerie Lee, Professor, and Roger Goddard,
Assistant Professor. Ronald Miller, SOE Computer Specialist, also participated as a panel
member.

10 Spring 2002 innovator

 S U M M E R I N ST I T U T E FO R S U P E R I N T E N D E N TS
For the third year in a row, faculty and staff from the
School of Education and MSU's College of Education are
collaborating to present a Summer Institute for school
superintendents. This year's session will be held on June
25-28 at the Shanty Creek Resort in Bellaire, Michigan,
north of Traverse City.
"During the regular school year everyone is so busy put-
ting out fires that there is no time to study even very
important issues in-depth. The Summer Institute is
designed to let superintendents get away from the daily
routine, in a relaxing atmosphere, and really delve into
issues that will have a long term impact on every school
district," said Laura Roop, a planning committee member.
This year's program is titled "Leadership for Quality
Education: Politics, Finance and Social Justice." During
the four-day institute, a panel of education and policy
experts will discuss school finance reform. Former super-
intendent and Stanford professor Larry Cuba will present
an inspiring view of the ways in which school leaders can
focus attention on teaching and learning, followed by a
group discussion of educational leadership. Two speakers
innovator Spring 2002
will discuss ways to maintain safety, honesty, and sanity in
times of crisis, and top communications
administrators from U-M and MSU will provide practical
strategies for effective communication during crises.
Finally, a presentation will use data not only to demon-
strate that schools make a difference, but also to explain
exactly what makes that difference.
Roop says that just as much valuable information is
exchanged outside the formal sessions. "Over the years
we've found that this is a wonderful chance for superin-
tendents and members of the two faculties to sit down
informally and really talk about what's going on. We get
a first-hand picture of what matters to school districts, and
the superintendents have a chance to find out about pro-
grams and activities at the two universities that could ben-
efit their schools," she said.
For more information about the Summer Institute for
Superintendents, contact Dr. Laura Roop, (734) 615-1409,
laurroop@umich.edu or visit the World Wide Web at
<www.soe.umich.edu/super>.
CA LE N DA R O F EV E N TS
Saturday, October 19
Graduate Recruitment Day Day-long event for prospective students
Saturday, October 26
Fall Gathering U-M vs Iowa (Homecoming)
November
Fall Awards Ceremony TBD
Sunday, December 15
Winter Commencement TBD
11
NOTED;
Alumni
N AT I O N A L E D U C AT O R A W A R D W I N N E R :
G R EG O RY M AC K L E M
Gregory Macklem ('94, CERTT), a mathematics and
biology major who received his teaching certificate
from the SOE in 1994, was chosen to receive a
National Educator Award from the Milken Family
Foundation.
"My nomination for the award was initiated by my
(now retired) principal, Carolyn Cook. I knew
absolutely nothing about it until they called me up,"
Macklem said.
Macklem teaches at Elkhart Memorial High School
in Elkhart, Indiana, and a glance at his many
achievements quickly explains why he won the
award. He teaches calculus, particularly a dual-credit
advanced placement course offered through Indiana
University, and has started several other AP calculus
I N V E S T I G AT I N G T H E P S Y C H O L O G Y O F S U C C E S S :
CY N T H I A E . W I N S T O N
Dr. Cynthia Winston, assistant professor of Psychology
at Howard University in Washington, DC, knows
where she's going, what she wants to do, and is wast-
ing no time in the process. "I want to find ways to
increase the success of African Americans in science,"
she says firmly.
Winston, who earned a bachelor’s degree in psycho-
logy from Howard, received her Ph.D. in Education
and Psychology from the University of Michigan in
1997 when she was just 26 years old. She then worked
for the Congressional Black Caucus Foundation and
Howard University, learning about congressional
policy making and academic program development
12
courses, as well as a discrete mathematics course. He
started an academic decathlon team that finished
second in the state finals last year, and is currently
developing an academic superbowl team. Just to keep
things interesting, he also volunteers as a varsity
assistant coach for the girls' volleyball team.
Looking back on his year in SOE, Macklem says he
particularly remembers Professor Fred Goodman. "He
got me to think about issues in education, both
inside and outside the classroom, from numerous
points of view, many of which I hadn't considered
before. He also allowed me to pursue an aspect of
education that was important to me, not just one that
fit in some strictly defined aspect of the course. The
project I produced in that course I still use regularly
today.”
before accepting a visiting professorship at Brown
University. She assumed her teaching position at
Howard at the beginning of this year.
Winston's research aims to uncover and document
the psychology of black student success and black
professional achievement in the sciences. One of her
major goals at Howard is to establish a multimedia
research and teaching laboratory to facilitate learning
and research on African American success in science.
If past history is any guide, we can expect to be hear-
ing more about that laboratory very soon.
Spring 2002 innovator
C H A N G I N G L I V E S I N K E N YA : Y O U N G L A M
The Peace Corps motto is "The toughest job
you'll ever love," a sentiment that Young Lam
heartily endorses. Lam, who received a
master’s degree from the SOE in 2000, recent-
ly returned from a two-year stint teaching
mathematics and physics at Kithatu, a board-
ing high school at the base of Mt. Kenya.
During her stay she had to overcome a host of
difficulties, from the lack of textbooks, to lan-
guage. She also found that Kenya's national
exam is virtually the only factor used to deter-
mine a student's success in secondary school,
which meant that she had to adjust her
teaching to try to cover the topics that are
common on the exam.
Lam found herself using unusual resources to
reinforce her teaching. Once she had her stu-
dents ride her mountain bike and record dis-
tance and time, to demonstrate the linear
equation y=mx+b. "I don't feel limited or
restricted in the activities I do with students,"
she said in an interview for the Michigan
innovator Spring 2002
Council of Teachers of Mathematics news-
letter. "There aren't as many school rules and ONCE [LAM] HAD
regulations to bar teachers from taking stu- H E R ST U D E N TS
dents outside or down to the river for demon- RIDE HER
strations."
M O U N TA I N B I K E
Lam is eager to tell other teachers about her A N D R ECO R D
experience. "…the Peace Corps needs more
experienced teachers who can bring their D I S TA N C E A N D
experiences and skills to the challenges of T I M E , TO
teaching in a different culture. The frustra- D E M O N S T R AT E
tions are many. The personal rewards are even
greater," she said. THE LINEAR
E Q U AT I O N
She certainly thinks that her Peace Corps
experience has changed her life and given her
Y=MX+B.
a new perspective. She would like to think
that she has helped some people and changed
some lives, but she says that being a volunteer
has done something for her, too, giving her a
better awareness of the world, more apprecia-
tion for the things she has, and a clearer
sense of the important things in life.
13

ALUMNI NEWS
Joyce Durfee Haswell (A.B.Ed '22) graduated from the
first class in the School of Education. Joyce was 100 on
February 25, 2002.
Judith Easton (CERTT '53, A.B.Ed '53) is still teaching at
the Institute for Lifetime Learning and is a docent at the San
Diego (CA) Museum of Contemporary Art.
Carl Heinz Most (CERTT '59) who taught German and
English for nearly 40 years, wants to recognize Professor
William Merhab (d. 01/01) for his enthusiasm and encour-
agement which launched "me on a successful teaching
career… I often found the skills and wisdom imparted by
Professor Merhab extremely valuable."
Carol Steele (CERTT '69) passed her National Board
Certification in the area of Adolescent and Young
Adult–Social Studies. Only 118 Michigan teachers have
passed the National Boards.
Peppy Goldstein Linden (B.Ed '71) is Executive Director
of the Virginia Discovery Museum in Charlottesville, VA, and is
listed in the 2001 edition of Who’s Who in America.
Richard Brosio (Ph.D. '72) is a professor emeritus after
retirement in June 2000 after 28 years of service at Ball State
University. He is currently an adjunct professor in the
Department of Educational Policy and Community Studies at
the University of Wisconsin-Milwaukee.
James P. Lambe (CERTT '74) has been board certified as a
trial advocate by the National Board of Trial Advocacy
(NBTA).
Mark F. Duffy (B.A. '72, M.A. '75) was re-elected as Vice
Chairman of the Chicago Board Options Exchange effective
January 2002.
14
Far left: Candy Hertsch
(M.A. '77)
Left: Joyce Durfee
Haswell (A.B.Ed '22)
Carol Mackela (B.A. '73, M.A. '75) adopted her daughter,
Amy Anna Zhi Lu, June 21, 2001 in China. Amy, who is now
eight years old, became a US citizen June 30, 2001.
Victor E. Bibbins, Sr. (Ph.D. '76) was appointed dean of
Student Development for the Northern Virginia Community
College Manassas campus in June 2001.
Candy Hertsch (M.A. '77) was named Secondary Counselor
of the Year (2000-'01) for the State of Florida.
Pamela DeCoker (CERTT '84) has taken a leave from her
high school art position to pursue a Masters of Fine Arts in
painting.
Gary DeCoker (Ph.D. '87) is professor and chair,
Education Department, and Director, East Asian Studies, at
Ohio Wesleyan University. His book, National Standards and
School Reform in Japan and the United States was pub-
lished in February 2002.
Toby Portner (CERTT '90, A.B.Ed '90) is interested in
locating SOE alumni/ae in Hawaii where she recently moved.
She can be reached via email: Polkadotreehouse@aol.com.
Larry Ward (M.A. '97) was appointed director of
Undergraduate Programs for the American University Kogod
School of Business in Washington, DC.
Deceased Classmates
Daisy V. Blakeslee (Lavender) (CERTT '32)
d. November 3, 2001.
Spring 2002 innovator
 W H AT ’ S N E W ?
Y O U R C L A S S M AT E S W A N T T O K N O W !
Keep track of your Classmates. Send us news about your achievements, awards,
life changes, etc., and we will include it in the next Innovator. If you can send
along a picture (black and white or color) we’ll try to include that, too. Send
to: Mary Nehls-Frumkin, Communications Coordinator, School of Education,
University of Michigan, 1123B SEB, 610 E. University Ave., Ann Arbor, MI
48109-1259. Or email to: soeinnovator@umich.edu.
Name
T WO ST U D E N TS R EC E I V E
Address
R O C K E F E LLE R F E LLOWS H I PS
City State Zip
Telephone Fax (if available)
Two SOE seniors, Raymond Ivey, Jr., and Traci Johnson, are
looking forward to graduate school next year, thanks to the Email
Rockefeller Brothers Fund. Ivey and Johnson were among only 25 Is this an address change? Yes No
students nationwide who won the prestigious fellowships.
What type of address change? Home Office
The fund – the RBF Fellowship Program for Minority Students
Entering the Teaching Profession – will provide the two students May we publish your address? Yes No
grants to attend graduate school on a full-time basis. When they
have completed their graduate work they will begin teaching in a May we publish your email address? Yes No
public elementary or secondary school.
The fellowships also included funding for seven-week summer
projects. Ivey worked for the UM Office of Academic Multicultural (Please list only University of Michigan degrees and the year earned.)
Initiatives as an instructor and mentor for high school students B.A. Ph.D.
in the King Chavez Parks (KCP) Summer Institute. He also was a
coordinator at the Fellowship Chapel Wadeworth Community B.S. Ed.D.
Center in Detroit. The center runs a summer program for neigh-
borhood students with classes in math, science, social studies and M.A. A.B.ED
English. Ivey developed a cross-curricular project that included
teaching English, using sign language to strengthen communi- M.S. Ed.S.
cation skills, and social studies, emphasizing multicultural and CERTT. B.S.ED
diversity issues.
Johnson worked with a team of ten facilitators in the Super KIDS
summer program at Vetal Elementary School in Detroit, devel- News
oping and directing the implementation of the program’s cur-
riculum. Their goal was to increase student involvement in
school and improve parental involvement in student academic
performance.
Ivey graduated from Detroit Jesuit High School and is majoring
in mathematics with a minor in English. Johnson, who is a grad- Get Involved!
uate of Renaissance High School in Detroit, is majoring in sec-
ondary education and organizational studies. Both are active vol- I would like to be considered for the Education Alumni Society
unteers and are looking forward to making a difference in the Board of Governors.
lives of urban area children.
Please contact me with more information about
Cash gifts Gift annuities
Charitable Trusts Bequests/Will

innovator Spring 2002 15

 N E W G R A N TS
Hyman Bass and Deborah Ball have received an
award from National Science Foundation in the amount
of $1,147,306 for their project entitled, "Developing a
Practice Based Theory of Mathematical Knowledge for
Teaching."
John Burkhardt has received a $78,300 award from
the McGregor Fund for a project entitled "Detroit Public
Schools and the Schools of the 21st Century Project."
David Cohen and Jennifer Smith received an award
from University of Pennsylvania/USDOE in the amount of
$481,171 for year six of the continuation funding for the
project entitled, "Instructional Improvement."
Barry Fishman received a $461,139 grant from the
Joyce Foundation for a two-year project entitled,
"Administrators' Reform Community." This is a joint
grant with Northwestern University; Professor Fishman is
the principal investigator.
Sylvia Hurtado has received a Wm. and Flora Hewlett
Foundation award for $150,000 for a project entitled,
"Promising Practices - Preparing Students for a Diverse
Democracy."
Joseph Krajcik received two grants from the National
Science Foundation:
• Award in the amount of $1,999,758 for project enti-
tled, "Middle School Science Curriculum Materials:
Meeting Standards and Fostering Inquiry Through
Learning Technologies."
• Award in the amount of $1,685,843 for project enti-
tled, "ROLE: Teaching Strategies to Promote the
Construction of Science Understanding in Urban
Schools."
16
Magdeline Lampert has received an award of
$205,602 from the John S. and Cynthia Reed Foundation
for a project entitled, "Learning in Teaching to Improve
Practice: Individual Challenges and Organizational
Resources."
Eleanor Linn has received two awards from the State of
Michigan, Department of Education under the
Eisenhower Higher Education Competitive Grant
Program. The first in the amount of $74,999 is for
"Family Math, Family Science, Playtime in Science –
Indepth" and the second, entitled "Family Math, Family
Science, Playtime in Science – Statewide," is in the
amount of $74,986.
Pamela Moss received a US Department of Education
award in the amount of $1,723,273 for her project enti-
tled, "Examining the Validity of Teacher Licensure
Decisions."
Michael Nettles and Catherine Millett have been
awarded $175,000 from the Goldman Sachs Foundation
for a project entitled, "Goldman Sachs Signature
Initiative: Preparing High Potential Youth for Excellence
and Leadership Evaluation."
Nichole Pinkard has received $83,000 from the
Alliance for Community Technology and the W. K.
Kellogg Foundation under their New Options for Youth
Through Engaged Institutions Funding Initiative to
explore the current state of technologies used to advance
the academic achievements and job opportunities of vul-
nerable youth ages 14-20.
Nancy Songer has received $359,168 from IERI, for a
project entitled, "A System of Principled Assessment
Designs for Inquiry (PADI)."
Spring 2002 innovator
 B I O K I D S E M P H ASI Z ES T EC H N O LO GY , S CI E N C E L E A R N I N G
Armed with hand-held computers, elementary school science
students roamed their school yards, studying the biodiversity
in the area using personal digital assistant (PDA) computers
loaded with software originally developed by professional ani-
mal trackers in Africa.
The students took part in "BioKIDS, Kids Inquiry of Diverse
Species," a pilot project that the project director, Associate
Professor Nancy Songer, and her team designed as the first of
a multi-year technology and inquiry science curriculum.
Faculty members from the School of Education and the
Museum of Zoology are developing the program, which will
support kids from around the country as they explore how
and why animals and humans interact.
Once they collect their data on bird, animal and insect sight-
ings, the students can download it into computers and inves-
tigate patterns in local biodiversity and habitat. The School
of Education hosted student-created web accounts and pro-
vided access to professional-level species accounts, large bio-
diversity data sets, and simplified geographic information
interfaces.
"We want to encourage kids to ask more complex 'how' and
'why' questions than they might in a textbook-driven
course," Songer said.
innovator Spring 2002
After the students have participated in several technology-rich
programs, including the study of weather, water quality, and
communicable diseases, over the four years of the grant,
Songer and colleagues will provide results on Detroit and
other students’ science and technological literacy. She's
hoping to show that technology-rich programs that foster the
development of rich questions and explanations will help
students understand the concepts better.
BioKIDS development is funded with a $5 million grant from
the Interagency Education Research Initiative (National
Science Foundation, Department of Education, and the
National Institutes of Health). Eventually Songer and her
colleagues hope to package it as a science unit that is sold to
a publisher and marketed to schools. "If that happens, the
University might get a small amount in royalties, which
would then be put back into research," she said. "Our priority
is the development of programs that help kids to ask mean-
ingful questions, not turning a profit."
To find out more about BioKIDS, visit the World Wide Web at
<www.onesky.umich.edu/site/biokids.html> or contact
Songer at (734) 647-7369, songer@umich.edu.
17
G R A D U AT E R E C R U I T M E N T D AY A S U C C E S S

This year's SOE Graduate Recruitment Day was held Saturday, October 20, 2002, and was
deemed a success by all who attended. Even the weather cooperated with sunshine and beauti-
ful fall colors. More than 250 prospective SOE graduate students attended, many from out-of-
state. As one attendee from Minnesota put it, "For the small amount of time spent at the
University we both felt like a member of the prestigious azure blue and maize family."
Clockwise from above left:

Professor Raudenbush visualizes a concept; A prospective student studies SOE material; Marti Dalley (on left), ES Administrative
Assistant, with student; Students discuss the SOE Office of Multicultural Student Affairs; Dean Wixson addresses SOE visitors;
Professor Dirck Roosevelt answers questions about SOE; Prospective students listen intently to the speaker; A good time was had by
all.

CREDITS
Innovator is published by the School of Education

Editor: Mary Nehls-Frumkin

Writer: Judy Steeh

Photography: Gregory Fox

University of Michigan Photo Services
Mike Gould
BaoHui Zhang

Design: Liz Cheng

Osborn & Delong

Copy Editors: Marti Dalley

Laura Roop

18 Spring 2002 innovator

 OBITUARIES

Gale Edward Jensen, professor emeritus, died April 15, 2002. Dr. Jensen joined Murray E. Jackson, associate
the School of Education faculty in 1956 as an associate professor specializing in professor emeritus, died February 5,
community development adult education. When he retired in 1984, he was a 2002 at the age of 75. Professor
professor of education and community development. Dr. Jensen had a life-long Jackson joined the School of
interest in community and adult education as well as economic and political devel- Education in 1972 as acting director
opment of communities. of the Center for the Study of Higher
Education. In 1992 he retired as
Charles F. Keen, assistant professor, died November 2, 2001. Dr. Keen was a associate professor emeritus. After
member of the School of Education faculty from 1956 until his retirement in 1983. retirement, he continued to teach
Dr. Keen was music director at University High School as the coordinator of pre-stu- courses in poetry and city life at U-M.
dent teaching experiences. He was an accomplished clarinetist and pianist. Prior to joining the SOE faculty, he
was the second "Special Assistant to
Carol Midgley, research scientist, died November 23, 2001. Dr. Midgley received the Vice President" at the University
her Ph.D. in Educational Psychology from U-M in 1987. Since then she was with the responsible for the "Opportunity
Combined Program in Education and Psychology where she oversaw large scale Award Program," which was the ori-
research studies investigating the relation between the learning environment and gin of the minority recruitment and
early adolescent academic and emotional development. affirmative action programs.
Professor Jackson was beloved as a
poet, professor, and community
activist both in Ann Arbor and Detroit
who demonstrated a life-long com-
mitment to community building,
civil rights and education.

UNIVERSITY OF MICHIGAN NONDISCRIMINATION POLICY

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding non-discrimination and affimative action, includ-
ing Title IX of the Education amendments of 1972 and Section 504 of the Rehabilitation Act of 1973. The University of Michigan is committed to a policy of non-discrimitation and equal
opportunity for all persons regardless of race, sex, color, religion, creed, national origin or ancestry, age, marital status, sexual orientation, disability or Vietnam-era veteran status in employ-
ment, educational programs and activites, and admissions. Inquiries or complaints may be addressed to the University’s Director of Affirmative Action and Title IX/Section 504 Coordinator,
4005 Wolverine Tower, Ann Arbor, Michigan 48109-1281, (734) 763-0235; TYY (734) 647-1388. For other University of Michigan information call: (734) 764-1817. AAO 4/28/98

©2001 The Regents of the University: David A. Brandon, Ann Arbor; Laurence B. Deitch, Bloomfield Hills; Daniel D. Horning, Grand Haven; Olivia P. Maynard, Goodrich; Rebecca McGowan, Ann
Arbor; Andrea Fischer Newman, Ann Arbor; S. Martin Taylor, Grosse Pointe Farms; Katherine E. White, Ann Arbor; B. Joseph White (ex officio)

innovator Spring 2002 19

S O E FA C U LT Y I N V O LV E D O N T H E N AT I O N A L F R O N T
Ron Astor has been selected to work with an
American Educational Research Association
(AERA) committee to develop a Web site in
response to the events of 9/11. The site’s purpose
is to disseminate an educational research/practice
reply to 9/11 and the aftermath through links to
the best and most research-based web sites on
how educators can respond to the crisis.
Eric Dey, Valerie Lee, Charles Peters,
Lesley Rex, and Nancy Songer will partici-
pate in a project to test the feasibility of external
peer review of teaching. The Pew Project on the
Peer Review of Teaching is funded by the Pew
Charitable Trusts with a goal of creating a nation-
al infrastructure for faculty to review their col-
leagues’ teaching.
Joseph Krajcik was recently named an
American Association for the Advancement of
Science (AAAS) fellow. Professor Krajcik was rec-
ognized for his "distinguished leadership in devel-
oping creative technologies applications, in pro-
moting school science reform, in outreach to
underrepresented and urban communities, in
preparing competent science educators and for
service as National Association for Research in
Science Teaching president."
SCHOOL OF EDUCATION
The University of Michigan
610 East University Avenue
Ann Arbor, Michigan 48109-1259
www.soe.umich.edu
Volume 33, No. 1 / Spring 2002
Recipients making address changes:
please send new address and old
mailing label if available
Sally Lubeck will be the American Editor of a
new international interdisciplinary journal in
early childhood education and care to be pub-
lished by SAGE. There will also be three European
editors. In addition, she has been asked to serve
on the new European Union Center’s interdiscipli-
nary advisory committee.
Elizabeth Moje and Scott Paris were elected
to serve two years on the National Reading
Conference Board of Representatives. The NRC is
a professional organization for literacy
researchers.
Michael Nettles was recently selected to join 13
other nationally selected scholars to serve as a
member of the Pathways to College network
Research Scholars’ Panel. Professor Nettles will be
providing expert advice on research and other
resources related to preparing under-served stu-
dents for college and creating an agenda for
future research.
Annemarie Sullivan Palincsar has been
appointed to a six-year term on The National
Educational Research Policy and Priorities Board.
This Board was established as part of the
Educational Research, Development,
Dissemination, and Improvement Act of 1994.
The 15-member board works with the Education
Department’s assistant secretary for educational
research and improvement to develop the
agency's long-term research and development
agenda.
Virginia Richardson gave the Maycie K.
Southall Distinguished Lecture at Peabody
College, Vanderbilt University on February 7. The
title of the lecture was: "Constructivist Pedagogy:
A Critique from the Inside."
In late March, Karen Wixson discussed educa-
tional reform at the Wolverine Caucus in Lansing.
Attending the event were alumni, reporters, edu-
cators and other U-M friends. A summary of her
talk, as printed in the "University Record" is
available at
<www.umich.edu/~urecord/0102/Apr01_02/9.htm>.
On April 3, she presented the Alice and Carl
Daeufer lecture, at the University of Hawai'i
Professional Assembly (UHPA) and College of
Education, University of Hawai'i, Manoa, lecture
series. The lecture focused on factors related to
early literacy reform within the context of the
larger standards-based reform movement.
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