Launch Fall 2019 - Purdue University College of Education magazine by College of Education, Purdue University

FALL 2019

IN THIS ISSUE 1

Letter from the Dean

12-13

2-3

Innovation Initiative

14-15 Teaching and Learning in Cambodia

Staff Spotlight

Student Spotlight: Jane Sherfey

Books before Boxing

Graduate Student Spotlight: Mahtob Aqazade

Researching School Choice

Ever True Campaign Update

Center Spotlight: CATALYST

Distinguished Alumni Honors

8-9

Bragging Rights

20-21 Alumni Spotlight: Sam Firas Al-Nimri

10-11

Mitigating Misbehavior

www.education.purdue.edu

Ben Franklin Transatlantic Fellows

Coming Up

ON THE COVER

LAUNCH is a semiannual publication by the College

Members of the 2019 Education Maymester in Cambodia program strike a pose at the entryway to one of the country’s many ancient ruins. See pages 14-15 for the complete story.

Editors: Tonya Agnew, Aaron Martin. Graphic designer: Cheryl Glotzbach. Produced by Purdue Marketing and Media EDU-19-11889. An equal access/equal opportunity university.

Request the dean to speak or appear: bit.ly/EduDean

/PurdueEdu

/PurdueUEdu

Share your GIANT LEAP! #TakeGiantLeaps #Purdue150

ii College of Education

FROM THE

DEAN AS WE CELEBRATE the College of Education’s 30th

anniversary and Purdue University’s 150th anniversary, I look forward to what the future holds. The College of Education is well positioned to tackle the challenges the next 150 years will bring and turn them into opportunities that make a difference in the lives of so many. University namesake John Purdue believed education was the flame that lit the world, and we take that belief very seriously. We are committed to removing all barriers to quality education so our students can achieve at the highest possible levels. Part of that work includes our Innovation Initiative — an effort to build on the outstanding foundation of teacher preparation already established in our college’s programs. Read more about our efforts on pages 4 and 5. In addition to our Innovation Initiative, the next 150 years will bring new preparation opportunities for not only teachers, but also for educational leaders and mental health professionals. PK-12 students in Indiana and beyond will need increased levels of support in academics and behavior, and the needs of these students will drive changes in how we prepare Purdue students. This includes changes in areas related to clinical experiences, induction programs and mentoring programs, as well as changes in coursework in areas such as classroom/behavior management, academic differentiation, social-emotional learning and critical thinking.

In the next 150 years, some who pursue graduate studies may not have easy access to quality programs due to distance or employment constraints. These students deserve the same rigorous programs they have grown to expect from Purdue. This means online instructional certificates, sequenced coursework, opportunities to connect with faculty and fellow students, and extension of knowledge and skills to promote 21st-century preparation. Our goal is to produce instructional experts and leaders in applied behavior analysis, curriculum and instruction, English-language learning, special education, higher education, and STEM and other important content areas. Counseling and other areas of education also are priorities. Our community of learners fosters the curiosity and motivation of people who want to create lasting change. This passion will persist throughout the next 150 years. We will continue to make giant leaps in our mission to be an exciting place to learn and to create knowledge. We will continue to advocate for all learners, and to make education accessible and equitable for everyone. Together, we will carry the torch that lights the world and ensure that education is held to the highest standard over the next 150 years.

Nancy Marchand-Martella Suzi and Dale Gallagher Dean of Education

www.education.purdue.edu

innovation INITIATIVE

An energizing curriculum transformation

by Angie Klink

The College of Education’s Innovation Initiative has sparked the most comprehensive change in two decades for the teacher education curriculum, which will have a new focus beginning in 2021. “The new curriculum is going to be a gamechanger,” says initiative leader Kathryn Obenchain, associate dean for learning, engagement and global initiatives. “It’s going to set the College of Education apart, and it’s going to set our graduates apart.” The curriculum transformation started with a series of 2018 summits, convened to gather data via focus groups and surveys. Input was collected from college faculty and staff; current and former Purdue students; and superintendents, principals and teachers from across Indiana. The initiative is led by Obenchain, who also is professor of social studies education; Rachael Kenney, associate professor of mathematics education; and David Sears, clinical associate professor of educational psychology and research methodology. A team of about 50 Purdue faculty and staff are guiding the initiative’s areas, and about 20 of them participated in a summer work week to hone skills and develop ideas in those areas.

•

TEACHER EDUCATION SIGNING DAY In May, we hosted a new event — Teacher Education Signing Day — at McCutcheon High School in Lafayette, Ind., and at Harrison High School in West Lafayette, Ind. High school seniors who plan to major in teacher education at Purdue were invited to attend the event, which featured letter of intent signing ceremonies for student-athletes going into teacher education. We honored 10 incoming Purdue students as well as three Ball State University students. In the future, we hope to grow this type of event as we welcome all who are ready for the rewarding and challenging field of teaching. Pictured left to right: Audrey Hornbeck, Jadah Horace and Natalie Ralston.

THE FOCUS AREAS ARE: 1 Field and clinical experiences

3 Meeting the needs of all learners

Data show that students and partner schools desire earlier and longer field experiences, targeted in more meaningful ways, to make connections in the communities where they teach. “The time in the field is important. It gives our students a chance to practice the theory they learn in class,” Sears says. “And they must customize their teaching to the environment. So what classroom are they in, who are they working with in their classroom, and how well do they understand their learners in the community?” One idea is to start students’ clinical experience in a community organization, such as the Boys & Girls Clubs of America, during the first semester of their freshman year. Our teaching alumni have indicated that understanding the communities where their students live helps them to understand outside factors that influence learning.

The new curriculum will better prepare students to tailor instruction for different learners. It will provide students with strategies to facilitate confidence in meeting the needs of all learners. “With a classroom of 30 different students — some with special needs, some whose first language is not English, some with high abilities, some with behavioral issues — a teacher must have the ability to differentiate,” Kenney says.

2 Induction and mentoring The issue of teacher turnover was addressed. Nationally, 30% of teachers leave the profession within three years after graduation and 50% leave within five years. The college currently has a first-year pledge in place stating that if a graduate is struggling as a teacher in the field, they can contact the college for help. In the future, the pledge will be treated differently. “We’ve recognized that the pledge is structured so a graduate has to be struggling as a teacher first, and we don’t want the situation to go that far,” Obenchain says. “We plan to put the pledge up front and say, ‘We want you to know that when you begin to teach, we’re going to continue to work with you.’ Instead of ‘We’ll come and help you if you struggle.’ ”

4 Teacher education research Before the summer work week, each member of the Innovation Initiative team was asked to submit a minimum of two research articles that were meaningful to them in terms of how to prepare students for their teaching experiences. The summer work team looked at the research to identify themes, recognize research opportunities and visualize the big picture. “The teacher education research group is thinking about our teachers as researchers as well,” Kenney says. “It’s good for the College of Education to be able to say, ‘Here’s a call for future research, and we can contribute to the literature,’” Obenchain says.

ENERGIZED FUTURE Obenchain says the Innovation Initiative team is energized to kick off the new curriculum in fall 2021. “A major takeaway at the end of the week was an idea that some of us have been dreaming about or thinking, ‘Wouldn’t it be great if?’ became ‘I think we can actually do it,’ ” she says. “That was insightful. We are all committed to ensuring that the students who complete our programs are extraordinarily well prepared.” www.education.purdue.edu

STAFF SPOTLIGHT Josh Roadruck

Erin Schultz

Preethi Vaidyanathan

ACADEMIC ADVISOR

Degrees: Bachelor’s in English education and master’s in educational leadership, both from Purdue.

Degrees: Bachelor’s in English education from Purdue and master’s in school counseling from IUPUI.

How long have you worked for the College of Education? I’ve been at the College of Education since late spring in 2018.

How long have you worked for the College of Education? In July 2010, I started at Purdue as an academic advisor in the College of Education.

Degrees: Bachelor’s in electronics from Bangalore University and master’s in professional practice and design in education from Mysore University.

What do you enjoy most about your job? I enjoy working directly with the students. They are so kind and pleasant to be around. I enjoy learning about their backgrounds, hearing their stories and watching them grow as they progress through college.

What do you enjoy most about your job? Every day, I appreciate meeting with students and learning about their passion in education. I enjoy getting to know them as incoming freshmen and being a support throughout their college career and beyond. It is my mission to connect with students individually and help personalize their plan to meet their goals.

What do you do outside the office for fun? I love playing with my daughters around the house, going on vacation (and staycation), and watching the Boilers, Cubs, Colts and Pacers. I like to squeeze in some yard work and reading for fun when possible.

4 College of Education

What do you do outside the office for fun? My hobbies include spending time with my family, lake activities, reading, jogging, hot yoga and traveling.

How long have you worked for the College of Education? I’ve been at the College of Education since the beginning of June 2019. What do you enjoy most about your job? The most enjoyable part of my job is meeting and interacting with students — not only working with them on their course requirements but also listening, understanding and helping them attain their goals. I have worked for more than a decade with younger children, teaching elementary and middle school, and I now look forward to working with young adults. What do you do outside the office for fun? I love to cook and bake, and I write a food blog. I enjoy spending time with family and friends. I love to travel, read books, watch television, grow vegetables and herbs, and go for a walk or a hike.

BOOKS before BOXING

Literacy and math screening project could help Detroit’s kids Six years ago, education professor Amanda Case read an article about Detroit’s Downtown Boxing Gym that led her to make a call, introduce herself and ask how she could help. That call initiated a partnership Case brought with her in 2018 when she started as an assistant professor of counseling psychology in the Purdue University College of Education. Case is seeking funding for a valuable, nontraditional experience for teacher education students called the Literacy and Math Screening Project at Detroit’s Downtown Boxing Gym. In 2007, Khali Sweeney founded the Downtown Boxing Gym as a free academic and athletic program to help youth ages 8 to 18 in Detroit’s toughest neighborhoods. Sweeney once was a Detroit kid himself, headed down the wrong path until he found boxing and was motivated to make a change in his community. At the gym, boxing is the hook to attract students. In keeping with the gym’s “Books Before Boxing” motto, students must hit the books before they can box in the ring. The gym also provides tutoring, mentoring, healthy meals and more to the 170 students it serves. Only 4% of eighth graders in Detroit public schools are proficient in math, and only 5% are proficient in reading. The math and literacy competencies of each student at the gym need to be assessed to provide individualized instruction, yet

by Angie Klink

gym staff are not trained to conduct assessments efficiently. Plus, there is not enough staffing to do assessments. Case will collaborate with Christy Wessel Powell, an assistant professor of literacy and language education at Purdue, to train a group of teacher education students on how to conduct quick literacy and math assessments. Case and Wessel Powell then will take those students to the Downtown Boxing Gym to do assessments. “The gym will have its needs met on two levels,” Case says. “First, it receives assessments of the kids. Second, it receives staff training on how to do the assessments so that, as new kids come in, the staff can evaluate them.” The project will take teacher education students out of the traditional school environment, encouraging them to think about education in a comprehensive way and exposing them to how community-based agencies work. “After-school, informal learning environments are a huge source of influence, especially for lower-income students,” Case says. “The opportunity to get firsthand experience working with those students in that context could be amazing for our students. Someone could tell you about such a program, but it’s a very different experience to see it in action.” Case will launch the project when approximately $15,000 in funding is secured.

www.education.purdue.edu

RESEARCHING

SCHOOL

CHOICE

Wessel Powell studies perceptions of public schools The school choice parents make will have a lasting impact not only on their children, but also on society. Yet some are making that choice based on perception rather than reality. Christy Wessel Powell, an assistant professor in literacy and language education at Purdue, taught K-2 in urban and suburban schools. It didn’t take her long to notice that a child’s neighborhood had everything to do with their experience at school. “Under-resourced neighborhoods had schools with more challenges,” Wessel Powell says. “After working with children and now training teachers to go into any type of school setting, it was a natural next step to go into neighborhoods and hear from families about the connection between school and community.” Indiana public schools are competing with charter and voucher schools, and this has contributed to a separation between lower-income students and

6 College of Education

those whose families can afford to go elsewhere. Wessel Powell conducted research in a low-income school zone to investigate. “The more affluent residents of this school zone tended to opt out of their zoned school and instead go to a local charter or a private school, choose home schooling or do an intra-district transfer to another public school,” Wessel Powell says. “They do this because they’ve heard bad things about the low-income school or don’t think their child will be challenged there academically.” Wessel Powell was surprised to discover that parents were candid about their feelings toward choosing schools. “I’m finding the families who send children to this low-income school love their experience for so many reasons: excellent teacher communication, caring administrators, a creative arts-based curriculum and exposure to lots of other families who are different from them,” she

by Ken Thompson

says. “This is in direct opposition to how people characterize the school from the outside. They see it as poor, dangerous, failing, low quality.” Perhaps most telling, Wessel Powell says, is that parents at this low-income school say their children are more comfortable with different races and classes of people because that’s who attends their school. “I went to a school where a lot of kids were from a different social background than me,” Wessel Powell says. “Their parents had different jobs than my parents did, and that was good. I’m not afraid of those people, whereas I think there’s fear in not having exposure to a bunch of different people. And that’s what public school is.” Wessel Powell is creating a digital StoryMap tool for the school district based on this research. Her team is available to consult with districts that want to understand stories behind school choice patterns.

C E N T E R S P OT L I G H T

by Steven Lincoln

The Center for Advancing the Teaching and Learning of STEM (CATALYST) at Purdue University is living up to the definition of its acronym, especially as Indiana focuses on strengthening STEM education across the state. Since CATALYST was re-envisioned in 2012 the center, a joint effort between the colleges of Education and Science, has focused on K-12 STEM research, partnerships and policy. So, when the Indiana Department of Education’s STEM Strategic Plan was unveiled in November 2018, CATALYST was ready to advise and assist with implementation. The plan has set ambitious goals for training all teachers in problem/project/industry-based approaches, implementing an evidence-based STEM curriculum in all schools, and establishing industry partnerships to foster college and career readiness. “We want to enhance the quality of STEM education in K-12, and elevate the priority of K-12 STEM education in Indiana,” says Lynn Bryan, professor of science education and director of CATALYST. “We are working with K-12 teachers across the state who are learning new approaches, and refining current strategies for teaching STEM disciplines,” Bryan says. “At the state level, we are advocating for resources for teachers, prioritizing projects that allow for funding and scholarships for teachers to go into STEM teaching and learning.” The nine faculty and staff who make up the CATALYST research team are working on 13 funded projects totaling more than $10 million. “We have some highly productive faculty,” Bryan says. “Most of our work requires partnerships with schools and school districts. We have a robust portfolio of partnerships. Many of our partners are turning to us to see how their teachers can be trained in these approaches and how we can get effective STEM curriculum in our schools.”

During summer 2019, for example, one research team collaborated with 36 middle school life science teachers to integrate engineering thinking into their lessons. Each teacher is implementing two new integrated STEM units for their science classrooms. The project, funded by the National Science Foundation, also provides support to the teachers as they implement and assess their lessons during the academic year. To ensure that the pipeline for qualified STEM teachers remains strong, CATALYST administers two grants that offer scholarships to students pursuing the career field. In addition to full tuition and funding for housing and books, the grants support the graduates in their first three years as a teacher to help retain them in the profession. The CATALYST team also has created and implemented an integrated STEM curriculum for an undergraduate concentration, a graduate certificate, and a focus area for an online master’s degree in curriculum and instruction. For more information, visit education.purdue.edu/catalyst.

BRAGGING RIGHTS Tonya Agnew, director of communication, completed the Council for Manager Development program — a professional development and networking program sponsored by Purdue’s treasurer and chief financial officer. She was one of four people from across campus to complete this two-year program, which has served Purdue since 1957. Iryna Ashby, PhD student in learning design and technology, was the winner of Purdue’s 2019 Teaching Academy Graduate Teaching Award.

Lynn Bryan, director of CATALYST and professor of science education, was named a 2019-20 provost fellow for PK-12 engagement.

Hua Hua Chang, the Charles R. Hicks Chair Professor of Educational Psychology and Research Methodology, was selected as an American Statistical Association Fellow. In addition, Chang spent time in Bogota, Colombia, as a Fulbright senior specialist, overseeing workshops and training sessions on computer-adaptive testing, artificial intelligence and individualized learning for faculty and students at the National University of Colombia.

Faculty, staff and student awards and achievements

Kharon Grimmet, clinical assistant professor of special education, and Angela Holtsclaw, clinical instructor in special education, were recognized with the 2019 Purdue Innovative Course Design and Use of Technology Award for their online MSEd in special education program. Nancy Marchand-Martella, the Suzi and Dale Gallagher Dean of the College of Education, was one of 19 people selected as a fellow for 2019 Impact Academy by the Deans for Impact. The yearlong fellowship is for leaders of educator-preparation programs with a focus on preparing fellows for transformative change and improving their programs for preparing future teachers.

Jill Newton, associate professor of mathematics education, has received Purdue’s Office of Engagement Service Learning Award, which recognizes a faculty member’s impact on students and the community, both in and out of the classroom, and their long-term commitment to the service-learning community.

was named as a participant in the Purdue Insights Forum for 2019-20.

Jennifer Richardson, professor of learning design and technology, and a team of Purdue faculty were honored with the 2019 Division of Distance Learning Best Practice Award. The award, given by the Association for Educational Communications and Technology, was for a project on the Purdue Repository for Online Teaching and Learning (PoRTAL).

Kathy Dietz, director of the Office of Graduate Studies,

Mandy Rispoli, professor of special education, was

Ayşe Çiftçi, associate professor of counseling psychology,

retired June 30, 2019, after 25 years in the College of Education. She began her Purdue career in 1994 as a parttime licensing advisor and quickly moved into the director position four months later. She remained in that position until she retired.

Jairo Funez, PhD student in curriculum studies, received a 2019-20 AERA Minority Dissertation Fellowship in Education Research.

8 College of Education

selected as a Big Ten Academic Alliance Academic Leadership Program fellow for the 2019-20 academic year.

TJ Rosa, undergraduate student in elementary education, was selected as one of 40 rising seniors to be part of the Mortar Board Class of 2020 by exemplifying scholarship, leadership and service. Alissa Salazar, PhD student in the gifted, creative and talented studies program, received one of five 2019 Graduate School Excellence in Teaching Awards.

Lisa Snodgrass, assistant professor of educational

at the Evaluation and Learning Resource Center; and

leadership and policy studies, delivered the keynote address, “The Multigenerational Workplace: Making Giant Leaps in Generational Collaboration,” at the 2019 Indiana Extension Education Association State Conference.

Michael Witt, associate professor of library science. In

Anne Traynor, assistant professor in educational

PROMOTIONS

psychology and research methodology, served as a peer reviewer for the U.S. Department of Education’s Innovative Assessment Demonstration Authority during May 2019 in Washington, D.C.

Denise Whitford, assistant professor in special education, was named the 2019 Outstanding Professor of the Year by the Indiana Council for Exceptional Children. A team of Purdue researchers was selected as one of seven fellowship teams for the Collaborative Archive Data Research Environment (CADRE). The team includes Loran Carleton Parker, associate director and senior evaluation and research associate at the College of Education’s Evaluation and Learning Resource Center; Ann Bessenbacher, research associate and data scientist

September 2019, the team presented its research at the International Society for Scientometrics and Informetrics Conference in Rome.

(effective Aug. 12, 2019)

Paul Asunda, joint appointment in the College of Education and Polytechnic Institute, was promoted to associate professor of engineering/technology education.

Selcen Guzey was promoted to associate professor of science education with tenure.

Mandy Rispoli was promoted to professor of special education.

Carol Werhan was promoted to clinical associate professor of family and consumer sciences education.

COLLEGE OF EDUCATION APPAREL

LIVE A

THE OFFICIAL STORE OF PURDUE UNIVERSITY

PurdueTeamStore.com www.education.purdue.edu

MITIGATING

MISBEHAVIOR

How a positive environment can lead to better classroom behavior by William Meiners

Teachers live for those light bulb moments. It’s cause for celebration when subject matters seemingly crystallize for students. But what about those lights-out, sleepless Sunday nights, when worst-case classroom scenarios can keep a teacher up into the wee hours of Monday morning? Research shows that classroom management concerns drive teachers away from the profession more than anything else — even pay issues. Four faculty researchers from Purdue’s College of Education want to change that. From establishing early expectations to providing positive reinforcement, they’re hoping the “curriculum casualties” who often are sent to the principal’s office can become vital classroom contributors.

Learning O

Ounce of prevention

There’s nothing new about classroom management concerns. Nancy Marchand-Martella, the Suzi and Dale Gallagher Dean of Education and a professor of special education, and Ronald Martella, a professor of special education, have studied the subject for nearly three decades. They have even collaborated on a book about it, “Comprehensive Behavior Management.” What’s new is that more kids with behavior problems are now in general education classrooms. That’s seen as a good thing from an inclusiveness standpoint. Teachers, however, are often ill-prepared to handle misbehavior. An innovation initiative underway within the College of Education is helping teachers develop skills and preventive strategies to tackle this issue. “We’re examining the curriculum to ensure that we’re meeting our teachers’ needs by sending them in better equipped to deal with classroom behavior,” Marchand-Martella says.

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Traditional punitive strategies rarely work in curbing misbehavior. The “problem child,” identified early in the school year, learns he or she can get out of work, or sent to “the chill zone,” by acting out. Through a multitiered system of support, however, teachers can prevent problems by addressing them before they happen. Martella likens the positive approach to health matters: “It’s preventative medicine over reactive medicine,” he says. “The more negative we are with students, the more behavior problems we get. Strong relationships have about a 5 to 1 ratio of positive to negative interactions. And there’s no data that shows ‘zero tolerance’ policies work.” Successful preventive strategies should include four key components, Marchand-Martella says. Teachers should establish

Outcomes

expectations early, such as being respectful; increase active student engagement, perhaps asking them lots of questions; increase praise to recognize good behavior; and have a “nonemotional” error-correction procedure.

Applied behavior analysis

Mandy Rispoli, a professor of special education, teaches an undergraduate course on positive behavior interventions and supports. Based on student feedback, it’s often their favorite course. “They’re so hungry for support and passionate about helping kids,” she says. “In their school placement, they work with one specific student, designing and implementing an intervention so they can see what good behavior management can do.”

Purdue’s recently launched online Applied Behavior Analysis (ABA) program is helping many current teachers earn a master’s degree or a graduate certificate in the subject. “ABA is the application of behavioral psychology to a variety of learning outcomes,” Rispoli says. “Behavior is a response to something in the environment. So we work with teachers on changing the environment.” Rose Mason, an assistant professor of special education, helped design the ABA program. She suggests that, for starters, teachers should check one’s cultural bias at the classroom door. “You want to make sure expectations and classroom rules are based on what’s needed to keep students engaged and learning and are not based on your own cultural upbringing,” she says. Mason, a former school psychologist, also says teachers — regardless of level — cannot assume that students know what conduct is expected of them. “You have to teach them your rules and routines just like you would teach them how to do math or reading,” she says. Furthermore, Mason suggests forming relationships with parents, telling them something positive about their kids long before saying something negative. “You have someone whose heart is in your hands all day long,” she says. “You have to make sure parents are involved with the education, and everyone has to work together.” For this particular foursome from the College of Education — Marchand-Martella, Martella, Rispoli and Mason — better behavior begins when the classroom practitioners make the decision to make it happen.

PURDUE’S ONLINE ABA PROGRAMS Become a leader in the field of Applied Behavior Analysis (ABA) with an online degree or certificate and meet the requirements to take the Behavior Analyst Certification Board examination. Purdue offers these programs: Master of Science in Education with a concentration in applied behavior analysis. n Graduate certificate in applied behavior analysis. n

Both programs are offered fully online or in hybrid form. To learn more, visit education.purdue.edu/aba.

www.education.purdue.edu

INTERNATIONAL STUDENTS LEARN ABOUT AMERICAN LIFE, VALUES AT INSTITUTE by Tonya Agnew

Edgaras Narkus of Mažeikiai, Lithuania, and 54 other top high school scholars from Europe and the U.S. spent nearly a month at Purdue University during summer 2019 for the Benjamin Franklin Transatlantic Fellows (BFTF) Summer Institute. The gathering, held June 29-July 27 and hosted by the College of Education, included students from the United States and 45 European countries. For Narkus and many others, the visit was eye-opening. “It was my first time in America,” says Narkus, a high school junior. “It’s like it appears in films. It’s a big experience.” The institute is an intensive academic exchange program with a focus on global issues for students age 16-18 chosen through a rigorous selection process. This year’s group was chosen out of more than 800 applicants from around the globe. The institute is a U.S. Department of State Bureau of Educational and Cultural Affairs program designed to foster relationships and build strong linkages and awareness of shared values among future leaders. “Our goal with the institute is to introduce fellows to Benjamin Franklin’s ideas and legacy,” says BFTF program director Anatoli Rapoport, an associate professor of social studies education at Purdue.

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The scholars took classes on campus, engaged in community service and participated in social and cultural events. They discussed important issues in global politics, mass media, global citizenship and community service. Though fellows stayed in a residence hall at the beginning of the institute, one highlight for many of the students was the homestay, where they lived with a Lafayette-area family for 10 days. Host families were responsible for providing hospitality and room and board, and for transporting the exchange students to and from campus each day. Many host families took the scholars to Tippecanoe County events and sites and, in the case of European students, introduced them to family life in America. “This is our fourth year of hosting four young men. We’ve had a wonderful experience hosting these remarkable fellows from all over the U.S. and Europe,” says BFTF host Kat Braz, senior director of creative communications at the Purdue Alumni Association. “Some of our favorite experiences are discovering — and at times dispelling — preconceptions they have about Americans,” Braz says. “It’s fun to find ways to share quintessential American experiences, such as sitting at a lunch counter at Triple XXX, attending a baseball game or watching a movie at the drive-in.”

Scholars also enjoyed fireworks in downtown Lafayette on Independence Day and took a day trip to Chicago. The institute wrapped up with a road trip to Philadelphia and Washington, D.C., to visit historical American sites and museums. They also saw a musical at Washington’s Kennedy Center. “Through all of the interactive classes, workshops, activities and cultivation of relationships, we hope the Ben Franklin scholars develop a sense of global citizenship that will help them influence policy and organize community projects at home,” Rapoport says. Portugal native Vasco Medeiros, now a freshman in college majoring in physics, plans to use his BFTF experience as inspiration to create change in his hometown of Lisbon. “When coming back to Portugal, my project will focus on the lack of participation of young people in society,” Medeiros says. “I’ll try to increase participation in conferences and community service for teenagers. That is the thing that troubles me and worries me. I want it to be an ordinary thing for young people to take a role in society.” When asked what the most transformational part of BFTF was, Narkus found it difficult to pick just one.

EDGARAS NARKUS

VASCO MEDEIROS

“For me, the whole program was one big experience,” he says. “I can highlight connections between 55 fellows, and the mentors and lecturers are truly the best during BFTF program time. I am still learning a lot of things from this.” Medeiros added, “The ability to do further and deeper reflections about the world and society, and to better understand the constitutions of different countries and the history of the U.S., has been a great experience.”

www.education.purdue.edu

STUDY ABROAD

TEACHING AND LEARNING IN

CAMBODIA

by Ken Thompson

Studying abroad can be one of the most valuable experiences a student has during their college education. So says Wayne Wright, associate dean for research, graduate programs and faculty development in the College of Education, who also is a study abroad program leader. Wright and Virak Chan, clinical assistant professor of literacy and language, are the leaders for the Education Maymester in Cambodia program. The three-week program allows students to learn about Cambodian culture while studying and practicing methods for teaching English as a second language. In summer 2019, participants took applied linguistics and ESL methodology classes at the Institute of Foreign Languages in the Royal University of Phnom Penh, a Purdue partner university. Students also taught English for approximately 30 hours in two local K-12 partner schools. “Given the fact that Asian and Asian American students make up a significant proportion of culturally and linguistically diverse schools in Indiana and throughout the United States, we feel this program is important,” Wright says. Purdue undergraduate student Madison Busch originally was interested in making the trip to Cambodia to earn credit

OUR

STUDY ABROAD

PROGRAMS

for a class. After researching the country, she quickly became interested in learning more. “I was surprised by how much Cambodians knew about the U.S., especially regarding pop culture,” Busch says. “In addition, U.S. dollars are accepted everywhere and English is commonly spoken there. I wasn’t expecting to see as many similarities between the U.S. and Cambodia as I did. This trip made me realize how important it is to learn about new places and people. It’s something I will take with me as a future teacher.” Fellow undergraduate Elizabeth Zorn, who previously taught for three weeks in Purdue’s Education Maymester in Tanzania program, chose to go to Cambodia as well because she wanted a similar experience in a different part of the world. “I have to say I learned an amazing amount of information — some about myself, some as a student and future teacher, some about Cambodia, and some about our country,” Zorn said. “This is not to mention what I learned about the culture of Cambodia, and I only scratched the surface. These are the major moments that I will always remember.”

Many students in the College of Education earn course credit and develop a global worldview through our study abroad programs. Some students even combine classes on multiculturalism in education with a study abroad program to earn a global studies minor.

The College of Education also offers programs in: • EUROPE (BELGIUM, FRANCE AND THE NETHERLANDS) • GREECE • HONDURAS

• SINGAPORE • SLOVAKIA • TANZANIA

www.education.purdue.edu

ADVENTURES ABROAD STUDENT SPOTLIGHT

JANE SHERFEY

by Rebecca Hill Jane Sherfey was an infant when she took her first trip abroad, traveling with her mother to Switzerland. And although she doesn’t remember anything about it, the trip went so well that Sherfey’s family embarked on numerous adventures around the globe over the years. Thanks in part to the Purdue Study Abroad program, Sherfey continues to travel. Sherfey, a social studies education major and Spanish minor, sees it as an essential part of living. “My parents loved to travel, and they didn’t let having kids stop them. We would always learn about the country and study their maps before traveling,” says Sherfey, noting that these early experiences sparked her interest in social studies. “This is who my parents raised me to be. Now, I can’t get rid of that part of me — and I don’t want to. I love it,” Sherfey says. “Even as a very confident traveler,

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I love how the Purdue program has given me assurance and safety to travel overseas. The best aspect of the program is that I don’t need to worry about travel details.” Sherfey’s family traveled overseas every three years while she was growing up. With her parents and brother, Sherfey made several trips to South America and also visited Great Britain, including Scotland. The family recently took a trip to Quebec. For a gap year after high school, Sherfey’s parents encouraged her to intern as a teacher for local Zulu children at Harvest High School in Ladysmith, South Africa. “It was cool to see how education impacts a country,” Sherfey says. “South Africa was where I found out that I loved teaching history.”

Sherfey has traveled to Honduras, the Netherlands, Belgium and Spain through Purdue’s program. Sherfey’s most recent trip took her to Madrid, Spain’s capital and the thirdlargest city in the European Union. Home to Puerta del Sol Madrid, the Museo Nacional del Prado and the Royal Palace, Madrid is a cosmopolitan city. Though she has always had classes to attend, Sherfey did more than just study during her visits. Each trip has included excursions to museums and historical sites, and Sherfey says the program also provides excellent chances for continued travel on weekends and at the end of official trips. “I’ve met great people in every place I go, and I no longer worry about culture shock,” Sherfey says. “Most importantly, I have learned how different people are — but also how much they are the same.”

GRADUATE STUDENT SPOTLIGHT

MAHTOB AQAZADE

NEGATIVE NUMBERS, POSITIVE RESULTS by Rebecca Hill From her first day as a master’s student at Purdue, Mahtob Aqazade knew she wanted to do something with technology and mathematics. Aqazade, now a College of Education PhD candidate in mathematics education, arrived at Purdue with a degree from Sharif University of Technology in Tehran, Iran. But her background wasn’t in education — it was in mathematics, what she calls industrial mathematics. After working with her Purdue advisor on a children’s book on negative numbers, however, Aqazade discovered a way to combine her two interests into an entirely new learning experience for children — an electronic, interactive storybook about negative numbers. She

believes this unique storybook format could create positive student experiences with a difficult topic and lead to increased retention. “The hard part of negative numbers is that there are not many everyday contexts in which you use them,” Aqazade says. “Mostly, they’re found in the context of temperature or money. I hope my storybook makes negative numbers more accessible.” In most U.S. schools, Aqazade says, children don’t learn negative numbers until the sixth grade. But she believes students are capable of learning negative numbers at an earlier age — soon after they begin learning whole numbers —

and that waiting until the sixth grade creates a learning gap. “Fifth graders have been learning about whole numbers so long that they may become resistant to changing their thinking when they are taught about negative numbers,” Aqazade says. “Some studies show that first graders and fourth graders are capable of learning about negative numbers. Therefore, teachers can integrate information about negative numbers when they are teaching whole numbers.” Aqazade began to develop her idea in spring 2018 and found a software program, Storyline 3, that was suitable for her purposes. Now, all she has to do is finish with the illustrations. When finished, the book will allow students to learn about integers in the context of temperature and select embedded features to see related math problems. For instance, a student might click on a thermometer, then match the temperature to the embedded story problem. By working their way through the book and answering the problems, Aqazade believes students will learn at their own pace, and that the interactive features will help them remember more. Aqazade also sees long-term benefits in teaching negative numbers at an earlier age. “Children may be better at understanding algebra and other higher math if they learn these things earlier,” she says.

www.education.purdue.edu

C A M PA I G N I M PA C T

COLLEGE OF EDUCATION In 2015, Purdue President Mitch Daniels announced Ever True: The Campaign for Purdue University and its goal of raising $2.019 billion by 2019, the 150th anniversary of Purdue’s founding. Guided by three priorities — place students first, build on our strengths and champion research and innovation — the campaign soared past its goal. It raised more than $2.5 billion by June 30, 2019, making it the largest fundraising campaign in Purdue history. Within the College of Education, more than $12 million was generously donated. It was a wildly successful campaign, and we thank each and every one of our donors for their participation.

W E A R E E V ER GR AT EF U L FOR YOUR SUPPORT DUR ING EVER TRUE: T H E C A M PA I G N F O R P U R D U E U N I V E R S I T Y.

Campaign highlights specific to our college include:

/ / THE NAMING of the Suzi and Dale Gallagher College of Education deanship.

/ / $4.8 MILLION donated for student support, including scholarships.

/ / $4.6 MILLION donated for faculty. / / $1.5 MILLION donated for programs and projects. / / NEARLY $1 MILLION donated as unrestricted gifts, which can be used in the area of greatest need within the college. Together, we have taken giant leaps in advancing Purdue as a global leader that continues to move the world forward. Your generosity has powered Purdue’s vision, drive and can-do spirit to extend its proud land-grant mission; invest in students and faculty; strengthen its reputation in teaching, in research, and in the transmission of that research to society at large; and foster the remarkable contributions that our college’s graduates extend to all corners of the globe. For University namesake John Purdue, education was the flame that lit this world. On behalf of the College of Education, thank you for keeping that flame burning brightly.

CHELSEA J. COURSEY Chief Development Officer College of Education

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CAMPAIGN AT A GLANCE / / 209,551 donors contributed to Purdue through Ever True. 3,118 of those contributed to the College of Education. / / Gifts made on Purdue Day of Giving accounted for $146.9 MILLION of the campaign total. / / Ever True extended across the Purdue University System, including Purdue Northwest, Purdue Fort Wayne, Statewide Technology and Purdue Global.

/ / Because of Ever True, STUDENT SUPPORT (including scholarship funding) has tripled.

/ / 94% of Ever True gifts were under $1,000. / / Donors made gifts from 113 countries.

$2.529B

GOAL: $2.019B

DISTINGUISHED

ALUMNI

HONORED FOR THEIR IMPACT The College of Education will honor the notable achievements of alumni at the Distinguished Education Alumni Awards event on Nov. 1 at Purdue University. The honorees are selected by the college leadership and are recognized biennially.

PAMELA R. CLINKENBEARD (MS HHS ‘80, PhD HHS ’84) Clinkenbeard is a professor of educational foundations and the co-director of Challenging Advanced Learners Programs at the University of WisconsinWhitewater, where she teaches courses in educational psychology, educational research, and the psychology and education of gifted and talented students. In addition to her degrees from Purdue, she holds a bachelor’s degree from DePauw University. Her research interests include the development of student motivation, psychology and education of gifted students, neuroscience of early childhood giftedness, and policy research on diversity and economics in gifted education. Clinkenbeard is a member of our Gifted Education Research and Resource Institute advisory board.

JAMES T. McDONALD III (PhD Education ’02) McDonald, a former elementary and middle school teacher, is a professor of science education at Central Michigan University and director of the university’s GEMS Education Center. In addition to his Purdue degree, he holds degrees from Pacific Lutheran Theological Seminary, California State University, East Bay and St. Olaf College. He was honored as the Michigan Science Teachers Association College Science Teacher of the Year and as one of the Top 25 Education Professors in Michigan in 2013. He also received the Distinguished Faculty Service Award from CMU in 2018. McDonald is a former chair of the CMU Academic Senate, a former president-elect for the Council for Elementary Science International and past president of the Michigan Science Education Leadership Association. McDonald is the Michigan representative for the Solar System Ambassador program at NASA’s Jet Propulsion Laboratory and a member of our Dean’s Advocacy Council.

MARTHA NYIKOS (PhD Education ’87) Nyikos is associate professor of literacy, culture and language education and director of world languages and second-language education programs at Indiana University. She has been the principal investigator on multiple STARTALK grants for the National Security Agency and numerous cross-disciplinary and dual-language research grants. Nyikos’ teaching excellence has earned her two Indiana University Trustees Teaching Awards as well as a nomination for a third. She regularly provides professional development workshops on dual-language teaching and issues in language acquisition in the U.S. and abroad.

www.education.purdue.edu

ALUMNI SPOTLIGHT

Sam Firas Al-Nimri

TEACHING AROUND THE WORLD AND AT HOME The impact a good teacher can make — on students and on the world — is impossible to measure. Sam Firas Al-Nimri, a 2019 College of Education graduate in social studies education, speaks from experience when he says his life was forever changed by two of his high school teachers. “I wasn’t a good student until these teachers made me care about education and my future,” he says. Now, Al-Nimri is well on his way to becoming a teacher who shapes lives. The first Purdue graduate to do his student teaching in Slovakia, Al-Nimri has post-graduation plans that include teaching both internationally and at home through the Teach for America (TFA) program. “I think the most fulfilling thing about student teaching in Slovakia was getting to know the community in Martin, Slovakia,” he says. “There was a part of me that didn’t want to leave at the end of those three months. I’ll always be grateful for that experience — and my Purdue studies, experiences, professors and academic advisor.”

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by Holly Schroeder

Al-Nimri lived in urban, rural and suburban settings growing up. That environmental variety had an effect on his outlook as a teacher, and led him to TFA, which has changed the lives of children in low-income communities for 28 years. “When I moved to Crown Point, Indiana, from a small town in southern Illinois, I saw the differences between communities and how opportunities were available to certain kids based on their area code,” Al-Nimri says. “It really changed me.” In fall 2019, Al-Nimri headed to Ramallah, Palestine, for 10 months to serve as a Fulbright English teaching assistant. In Ramallah, he is teaching English conversation and American culture classes for children and adults out of the Palestinian Affairs Unit, which is part of the U.S. Embassy. The program also includes teaching and collaborating with local universities, secondary schools and other education institutions needing support. When he returns from Palestine, Al-Nimri will settle in Memphis to teach English to growing Vietnamese, Latin American, Middle Eastern and North African populations.

www.education.purdue.edu

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Coming Up INDIANA STEM EDUCATION CONFERENCE

WEDNESDAY, JAN. 15 PURDUE’S STEWART CENTER

Professional development for teachers

The goal of the fifth annual Indiana STEM Education Conference is to support K-12 STEM learning opportunities in Indiana by sharing effective practices in STEM teaching and learning. This year, the daylong conference will focus on the new Indiana STEM Education Strategic Plan. A detailed summary of the plan can be found at http://bit.ly/stemedplan. There will be three strands that align the conference with the STEM strategic plan: STEM instructional strategies, STEM curriculum and STEM career exposure. The conference includes: n Approximately 40 presentations n Exhibit hall n Professional growth points for attendees For more information or to register:

Visit www.purdue.edu/conferences/STEM2020. The registration fee is $95 before Dec. 20 and $110 after that. College of Education

MTSS LEADERSHIP ACADEMY

WEDNESDAY, APRIL 1 PURDUE’S LOEB PLAYHOUSE

A multi-tiered approach to better results

The goal of the MTSS Leadership Academy is to help educators better understand the multi-tiered system of supports (MTSS) teaching model. MTSS is a universal framework many schools use to provide targeted support to struggling students. For more information or to register: Visit www.purdue.edu/conferences/mtss. Registration, which opens Nov. 4, costs $150 and includes lunch. Email education@purdue.edu for more information.

Launch Fall 2019 - Purdue University College of Education magazine

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Launch Fall 2019 - Purdue University College of Education magazine