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

CE ED

UC

ATIO

N

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

LEARNSomething New Every Day

science

HIG

HER ED

UC

ATIO

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: $1.6 million five years


EDU

CA

TION

AL PO

LICY


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

page 7

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: $839,785 over three years

LITERAC

Y &

LEARN

ING


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.

page 9

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

CA

TION

AL TEC

HN

OLO

GY


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

page 11

TEAC

HER PREPA

RATIO

N


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

page 13

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

HER Q

UA

LIFICATIO

NS


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.

page 15

www.msu.edu/̃

mkennedy/publications/tqqt%

20study.html

LEARNSom

ethi

ng N

ew E

very

Day

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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349

482

336

3813

363

574

339

5415

334

615

435

6216

427

554

490

646

363

588

547

72

14

EdSMA/MS

PhD

BA/BSInterns

page 17

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.


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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64,394

6,669

1,850

66,8726,4392,001

70,185

428

6,3602,224

69,859

849

6,6132,216

73,668

1,485

6,4492,098

GSEO

On-campusOff-campus

page 19

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.


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.

page 21

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.


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


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




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


page 27


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



* 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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