Launch - Spring 2018

LAUNCH SPRING

2018

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4 English Language Learning 5 Special Education Degree in 3 Years 6-7 Taking a CLEAR Path to Literacy 8 Launch the Future Grants 9 Faculty Honors and Awards 10-12 Enhancing Learning Through Design, Technology 13 Game, Set and Match: Shertzer Leaves a Legacy 14-16 Santos Hallmarks: Inclusivity and Collaboration 17-18 Student Spotlights LAUNCH is a semiannual publication by the College of Education at Purdue University.

Purdue University • College of Education • 100 N. University St., West Lafayette, IN 47907-2098 19 Alumnus Q&A education@purdue.edu • (765) 494-2341 • www.education.purdue.edu • editor/art director: Tonya Agnew

IN THIS ISSUE ©2018 Purdue University. All rights reserved. An equal access/equal opportunity university.

On April 19, the College of Education hosted Become A Teacher Day for current high school students to learn about the teaching profession. They posed for a photo with the Boilermaker Special, six College of Education ambassadors and Purdue Pete.

On the cover: A camper and Jared York, instructor, examine the

beginnings of a model prosthetic project in the class “Your Future in Bioengineering” during last summer’s GERI (Gifted Education Resource Institute) Summer Residential Camp. Registration for 2018 is open now through June 1. See more details about camps for kids in grades 5-12 on the back cover or online at education.purdue.edu/geri.

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FROM THE

DEAN There is a lot of pressure involved with writing a farewell column. People have suggested that I focus on my successes, my achievements, my experiences and my perspectives. That advice proved to be helpful — because it was wrong. The past nine years have not been about what I have done…but about what WE have done.

As early as my first visit to campus for my interview, Purdue just felt right. I found a spirit permeating this campus that was welcoming, encouraging, and tinged with an expectation of action. Faculty, staff and administrators told me that, at Purdue, it was not enough to work hard and develop innovative ideas; rather, those efforts needed to produce successful implementation and effect positive change.

I learned about the can-do Purdue spirit that embraces rigor, creativity, teamwork and collaboration and sets this university apart from others. At Purdue, we get the job done.

The faculty and staff in the College of Education inspire our students to develop that same spirit.

Professional educators at all levels — pre-school through grad school — understand that their work is critically important to student success and personal achievement. Their passion and commitment to developing human potential is reflected in our two signature areas: K-12 STEM Education and Social Justice and Diversity.

Our people work tirelessly to improve the human condition and make education opportunities accessible and equitable for all learners. Through both theory and practice, they deliver high quality programs that prepare our graduates with the grit, the knowledge, and

the skills to make a difference. They conduct research that generates new knowledge, which changes the way teachers teach and students learn. It is an honor to have led this team of dedicated professionals.

Highlights of our work during my service as dean include the development of online master’s degree programs that, in just six years, have moved from infancy to #21 in national rankings. Our faculty research is generating external funding at record levels from competitive and prestigious sources.

Our people contribute valuable insight to the public dialogues around education policy at both the state and national level.

Yet, like our K-12 colleagues, too often the pace and volume of our efforts cause us to overlook the profound impact our work has on others and prevents us from telling that important story. The end of the academic year — and the transition from one dean to another — provides an opportunity to reflect on our collective and individual achievements. I hope you will take some time to do just that.

It truly takes a college to raise a dean and I am deeply appreciative of the opportunity to help advance and advocate for our college and our profession. I leave my post as dean of Purdue’s College of Education very proud of what our faculty, staff, students and alumni have accomplished — and proud of the work done every day by education professionals everywhere.

Hail Purdue!

Maryann Santos, Dean www.education.purdue.edu

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ENGLISH

LANGUAGE

LEARNING Two Purdue College of Education faculty members received multi-million dollar grants from the U.S. Department of Education to tackle the shortage of adequately trained English language learning and bilingual educators in Indiana.

Trish Morita-Mullaney, an assistant professor of literacy and language, and Wayne Wright, a professor and the Barbara I. Cook Chair of Literacy and Language, received the grants, which extend for five years and total $3.8 million.

A First for the College

The grants are the first of their kind to be received

by College of Education faculty at Purdue.

More than 400 educators of English as a Second Language (ESL) students will be served through the projects, including teachers, administrators, family liaisons and ESL families.

The first grant, titled Leveraging the Lectura y Lenguaje, focuses on increasing overall literacy and English language development capacities of elementary pre- and in-service educators, administrators and family liaisons.

The second grant, Professional and Parental Understanding for Equity in Dual Language Education (Project PUEDE), creates biliteracy and language bridges with community agencies that contribute to family engagement, teacher quality and student achievement in literacy and English language learning.

Morita-Mullaney, principal investigator for the grants, and Wright, co-principal investigator, will 4

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Trish Morita-Mullaney, Purdue assistant professor of literacy and language (center), works with Rocio Diaz, Goshen College, and Dolores Pfenning, Goshen schools, ELL director at Goshen College.

license and train current elementary teachers in literacy and English language learning and current K-12 teachers in bilingual education programs.

High-need Area

“English learners are the fastest growing student community in Indiana, but preparation in preand in-service education for teachers falls short,” Morita-Mullaney says. “With our school and community partners, we intend to stretch our definition of a language teacher to include bilingual parents, community agencies and educators.”

Both projects collaborate with community organizations to identify and describe the needs of English learning families in five partnering school districts, including schools in Lafayette, Frankfort, Goshen, Logansport and Lawrence Township. All are highly populated ESL districts.

Just the Beginning

To date the researchers have recruited 24 teacher partners from five Indiana school districts.

“Our community partners have assisted in conducting family interviews around the language and literacy strengths and also have facilitated the filming of literacy and language practices in homes of ELLs, Morita-Mullaney says.

“We aspire to make a lasting impact and imprint on forthcoming generations of emergent bilingual families and their educators throughout Indiana and the greater Midwest.”

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SPECIAL EDUCATION

DEGREE IN 3

A new accelerated degree program is intended to help reverse a statewide shortage of special education teachers. The new fast-track degree program begins in fall semester 2018. It offers special education majors the opportunity to graduate with a degree in three years.

It is the first accelerated special education degree program in Indiana and the College of Education is the first to add to Purdue’s list of three-year programs, which were launched by the College of Liberal Arts in 2017.

Once licensed, a special education graduate is qualified to teach children who experience mild emotional, learning, or intellectual disabilities in preschool through 12th grade, including children with autism.

Jasmine Begeske, a clinical instructor in special education, said the Fast-Track program is for highly motivated students willing to work yearround to earn a degree.

“The students will save on tuition, have opportunities to study abroad and engage in field experiences in local classrooms each semester,” she says.

“They will complete about 200 hours of field work before student teaching, preparing them to work with a diverse range of student needs.”

Indiana and National Shortage

“Special education is the category of teacher that’s most in demand, with many states reporting severe shortages. This three year program will allow the student to enter the workforce sooner.,” Begeske says.

Work on the fast-track, degree-in-three program has been ongoing since Begeske proposed it to College of Education faculty last fall.

Same Rigor as 4-year Program

Under the accelerated program, the students’ experience includes the same coursework and number of hours in P-12 classrooms as the traditional, four-year program.

Students develop essential pedagogical skills for teaching youth with various disabilities.

They also learn to use assistive technology as well as develop instructional material and environmental modifications.

The traditional four-year option and the intense needs option will continue to be offered.

The response has been overwhelmingly positive, Begeske says.

“People from across Indiana are interested in how teacher educators at Purdue are addressing the issue of shortages. There is no single solution to the teacher shortages but we hope offering creative paths to licensure while maintaining the Purdue quality will help attract more people to the profession.”

Begeske said Indiana and other states are reporting the need for more special education teachers in the classroom nationwide. www.education.purdue.edu

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TAKING A

CLEAR

PATH TO LITERACY

by Kathy Mayer

Mike Carlson coaches teachers as part of CLEAR’s professional development at North White schools.

The students at North White Elementary School in Monon, Ind., may go to a small school — 400 in K-5 — in a district with only three schools and 1,000 students total. They may live in a remote small town — 1,700 residents in 600 households. Yet they have their pick of activities, from Family Reading Night to Chess Club, Lego Club and the Math Bowl Team.

They express grand goals in their school motto, “Learners Today, Leaders Tomorrow.”

And they have a CLEAR path to success with help from a large resource: Purdue University’s College of Education and its Center for Literacy Education and Research (CLEAR).

Through the center’s programs, teachers and administrators are enhancing and developing more engaging learning cultures, evaluating data and assessing results.

Founded in 1998, the center provides access to educational opportunities across the state. The focus on serving rural schools, where resources may be slim, furthers Purdue’s land grant mission by helping improve student literacy with customized professional development for teachers and administrators.

Components of the tailored program might include an onsite literacy coach, instructions, demonstration lessons and classroom 6

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observations. Online distance training is available, as is access to current research.

“We are helping teachers better prepare students for the increased learning demands,” says Kerry Hoffman, director. “We have helped teachers organize their learning experiences so students can participate in authentic literacy tasks while the teacher works with a small group of students to focus on their particular needs.”

Reaching Rural Schools

One example of what that has meant at North White Elementary, one of many rural schools assisted, centers on independent learning stations.

“Teachers have been tasked on how to increase the depth of knowledge level during this study time to ensure it’s more meaningful work,” says Mike Carlson, instructional coach at North White, who was drawn to the post “to support students through supporting teachers.”

“A variety of tasks happen away from the teacher table,” he says of literacy stations. “Students may do word work with manipulating phonemes at the lower levels or create shared PowerPoint with vocabulary at the higher grades,” he says. “Students will independently and partner-read, work with poetry and write in response to reading.”

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North White Elementary Principal Melissa McIntire cites work stations as one tangible in a range of ideas. “The literacy stations offer a concrete take-away that teachers can implement the next day in the classroom,” she says. “One teacher saw increased student achievement within the week.”

Other results in the school’s two years of working with CLEAR have been significant in implementation and student achievement, McIntire says, and it fits with the school’s mission. “It’s important to provide professional development for us to grow together. CLEAR has trained our teachers how to better service our English Language population.”

Partnerships Build on Efforts

CLEAR has also partnered with Purdue faculty and schools on other literacy research projects, such as teaching reading for social understanding, enhancing student engagement through social networking, and a range of different professional development programs.

The center’s goal, Hoffman says, “is to build enough capacity over time so schools can continue these enhanced literacy efforts even after CLEAR’s work is done.”

In the meantime, Carlson says of his coaching at North White, “It’s exciting to go into classrooms where great teaching is happening and see the connections teachers have with students and the student excitement with their learning. To see a teacher embrace a new strategy and for them to see the benefits and outcomes is rewarding.”

UPCOMING

2018-19 LITERACY COACH TRAINING COHORT

Learn how to help your school improve with CLEAR’s personalized professional development approach that includes training, coaching and support that goes beyond contract days.

CONTACT Kerry A. Hoffman, Ph.D., Director, CLEAR 765-494-5683 | kahoffma@purdue.edu

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TH

ANNIVERSARY

PROFESSOR

Provost Jay Akridge presents David Eichinger with the 150th Anniversary Professor award.

The Office of the Provost named David Eichinger, associate professor of curriculum and instruction, as a 150th Anniversary Professor to recognize his achievements in teaching at Purdue. The honor coincides with the upcoming 150th anniversary of Purdue. Faculty who achieve this new designation also will receive an annual discretionary allocation of $25,000.

Impact on Students

“The 150th Anniversary Professors have played a significant role in enhancing the lives of their students through their exceptional teaching, mentorship and innovation,” says Jay Akridge, provost and executive vice president for academic affairs and diversity.

Eichinger has led continual improvements in the teaching, practice, curriculum and training of students studying to become science teachers. He is a Fulbright Scholar, a recipient of the Charles B. Murphy Award for Outstanding Undergraduate Teaching and a member of the Teaching Academy. He has won the University Student Government Excellence in Teaching Award and the School of Education Outstanding Service Award as well as department awards in both the Biological Sciences and Curriculum and Instruction departments.

A former student of his says, “He spends time ensuring you are developing and evolving as a future educator and global citizen by instilling the qualities and skills of one, including hard work, critical thinking, and collaboration and communication.” www.education.purdue.edu

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LAUNCH THE

FUTURE GRANTS

Launch the Future Incentive Grant program was launched by the College of Education dean’s office in December 2013 to help research projects to get off the ground and assist faculty in preparing those projects for large-scale grants. Funds were first awarded in June 2014.

To date, $270,087 has been awarded for incubator projects. All Launch the Future projects must have the following characteristics:

Selected Projects Exploration of the Attentional Strengths and Weaknesses of College Freshmen with Autism in STEM Majors: Impact on Access and Participation in Active Learning Psychological Health, Needs, and Treatment in Indiana Refugee Communities Examining Preservice Teachers’ Understanding of Social Justice within the College of Education Study Abroad Programs

Understanding Data-Literacy of School Personnel for Data-Driven Decision Making

Practicing Critical STEM Literacy Among Asian Transnational Youth

Measuring Teachers’ Subject-Specific Motivational Practices in Early Elementary Science Instructional Contexts Leveraging the Lectura: Social Justice for English Language Learners in Rural Schools

Preparing the Next Generation of STEM Innovators

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• Clear linkages to STEM education and/or diversity and social justice • Collaborative and multidisciplinary • Innovative, boundary-breaking and impactful • Ability to attract resources (e.g., external funding, donor support, student enrollments, participant fees, etc.)

The program has been quite successful as a number of projects have gone on to be awarded bigger grants or produce publications or presentations.

Faculty Partners

Amount & Year/s

Results

Brandon Keehn Rose Mason Mary Pilotte Randall Ward Theodore Bartholomew

$20,500 2018-19

*New grant for the next academic year*

$18,500 2018-19 $25,000 2016-17

*New grant for the next academic year* Six conference presentations and multiple manuscripts in progress

$100,000 2015-17

$1.27M National Science Foundation grant, three publications, two conference proceedings and seven conference presentations $300K National Science Foundation grant, Purdue PRF grant, six conference presentations and one publication $1.59M U.S. Department of Education grant, three conference presentations and three publications Two U.S. Department of Education five-year grants totalling $3.8M, one publication and three workshop/ conference presentations Article published in 2017 in the International Journal of Engineering Education

Chrystal Johnson Jill Newton Kathy Obenchain JoAnn Phillion Anatoli Rapoport Denise Whitford Lynn Bryan Rachael Kenney Yukiko Maeda Ala Samarapungavan Trish Morita-Mullaney Minjung Ryu Daniel Shepardson Wayne Wright Youli Mantzicopoulos Helen Patrick

$25,000 2015-16

$25,000 2014-15

Carol Hopkins Trish Morita-Mullaney

$24,927 2014-15

Brenda Capobianco Eric Deemer

$25,000 2014-15

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Laura Bofferding, associate professor of mathematics education, was awarded a $397,606 National Science Foundation grant for her project “Promoting Commenting and Debugging in Early Years Programming.”

FACULTY AWARDS,

HONORS & PROMOTIONS

Carla Johnson, provost fellow for P-12

Frank Robert Sabol, professor

STEM and executive director of Indiana GEAR UP, and Janet Walton, research assistant professor Army Education Outreach Program, had five books published: “Wind Energy: STEM Road Map for Elementary School,”“Construction Materials: STEM Road Map for High School,”“Harnessing Solar Energy: STEM Road Map for Elementary School,” “Transportation in the Future: STEM Road Map for Elementary School,” and “Amusement Park of the Future: STEM Road Map for Middle School.”

of art education, was named the 2018 National Art Educator of the Year by the National Art Education Association.

William Watson, associate professor of learning design and technology, and Holly Fiock, instructional designer, were awarded the 2018 Excellence in Digital Education: Innovative Course Design and Use of Technology Award for their online course, Learning Design and Technology Seminar.

Signe Kastberg, professor of mathematics education, was awarded the Excellence in Teaching in Mathematics Education at Association of Mathematics Teacher Educators.

Victoria L. Lowell, clinical assistant professor of learning design and technology, received a grant from Wiley Education to support her work in innovative online course development.

Jennifer Richardson, professor of learning design and technology, was awarded the 2017 OLC Online Learning Journal Outstanding Research Award in Online Education by the Online Learning Consortium. She also won the 2018 Purdue University Digital Education Learning Award.

Minjung Ryu, assistant professor of science education, was awarded a four-year grant totaling $847,245 from the National Science Foundation for her project “Professional Development for K-12 Science Teachers in Linguistically Diverse Classrooms. “

The following promotions are effective with the 2018-19 academic year: To Associate Professor Blake A. Allan, educational studies Sunnie L. Watson, curriculum and instruction To Clinical Associate Professor Victoria L. Lowell, curriculum and instruction To Full Professor

Christian Knoeller, English education Kathryn M. Obenchain, curriculum and instruction (July 1)

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ENHANCING LEARNING THROUGH

DESIGN,

by Kathy Mayer

TECHNOLOGY

by Kathy Mayer

Craig Gorveatt

In a perfect world, learners and trainees grasp lessons through a seamless integration of content, design and multimedia. They may not even realize the various components, so compelling is the presentation.

Online Master’s in Seventh Year

Thanks to the College of Education’s Online Learning Design and Technology master’s program, educators and trainers are learning to deliver cohesively designed opportunities for maximum learning and effect to classroom students, corporate staff, government workers and others.

“We’ve all taken training at some point when we were either enthralled or fell asleep after an hour,” says Craig Gorveatt, who earned the online master’s in 2013. As a pre-sales engineer for Vancouver-based Tasktop Technologies working remotely from Halifax, Nova Scotia, he says, “I have the opportunity to train our partners in how best to demonstrate and talk about our product.

I use the skills learned at Purdue every day in 10

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almost every professional interaction,” he says.

Sara Proffitt, also a 2013 graduate, is today director of instructional design services at Ivy Tech Community College in Indianapolis. Through her training she found that “technology can enhance the ultimate learning experience if it aligns with the goals and outcomes of the course or program, and if the instructions are clear.”

The practical applications and subsequent successes are frequent, too, for Karen Widin, lead instructional designer, at New Jersey’s Sage Payroll Solutions by PayChoice. “When engaging colleagues, I communicate using the knowledge and skills I learned in the LDT program,” says the 2015 graduate, who took the course as a New Jersey resident.

450 Graduates and Counting

Launched in 2011 after 35 years as on-campus study, the online degree covers theory, educational technology and instructional development that integrate pedagogy and technology. More than 450 students from all over the U.S. and beyond have since earned the online master’s.

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Three needs guided the initial program, says Timothy Newby, convener and professor of curriculum and instruction.

“First, one of our growing research areas was online instruction, studying the online environment and determining improved ways of teaching and learning,” he says. Second, the program was designed for those working full time who wanted Purdue’s reputation, rigor and value. Finally, it was a way to provide resources for faculty and classes.

Learning online, he notes, “Students get a highquality education while they continue to work and provide for their families. Our students come with a huge amount of background information and a strong desire to learn. We help them focus, give them foundation materials and have them contribute to discussions and projects.”

For Newby, teaching online has been a professional bonus. “I get to ‘hear’ from each of my students, and they have interesting and insightful things to offer. It is fascinating and rewarding.”

28 Courses Include Basics, Multimedia, Game Design

The degree requires 35 credit hours taken over

Sara Proffitt

five semesters. Among the 20 core courses are foundations of learning design and technology, human performance technology, integration and management of computers in education, and strategic assessment evaluation. Another eight electives are available; they include computer and video game design, educational applications of multimedia, and introduction to educational research.

Courses are continually reviewed and upgraded, says Jennifer Richardson, professor of learning design and technology. “We make updates every time a course is offered, and once a year we do a refresh, which is a more comprehensive update.”

Key to mastering effective design is knowing your ultimate audience, Richardson tells her master’s students. “If you plan without paying attention to their prior knowledge or experiences, motivations or anticipated outcomes, you may be way off base.”

Also important, she says: “Making the learning and the information relevant. In many cases, relevance is directly tied to motivation.”

For Gorveatt, what he learned at Purdue and applies every day is a must for success. “I understand the upfront work and subtleties that go into keeping learners motivated and engaged.

In the era we are living in and type of learners we typically see, technology is not an extension of their lives, but ingrained in them.

“Having the skills and understanding to leverage that is critical to creating a good learning experience,” he says. “Before I graduated from Purdue, I knew that some learning was fun, some was useful, and some was neither. Now, I understand why that is true.”

Proffitt, who was teaching public school when she began her master’s, has gone on to various design posts at Ivy Tech. She has used her master’s to design professional development modules for faculty, create instructional modules for an online mentoring certification course, and evaluate results. “It is vital for instructors to have access to learning analytics to have more insight into any concepts where students may struggle or need extra support,” she says.

Currently Widen is leading a team that is redesigning a face-to-face, 35-hour class into (continued on page 12) www.education.purdue.edu

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(continued from page 11) an Anytime Learning course at her company.

“This will allow managers to control when their employees complete the course,” she says.

She has found her master’s degree to be rewarding for herself personally and her employer. “I communicate and provide guidance to upper management on the best course of action when designing and implementing training courses, and I am treated as a respected source when I express what steps are needed. That moves my team closer to meeting the goals for the organization and improving the bottom line.”

More information on Purdue’s online Learning Design and Technology master’s in education program is available at: online.purdue.edu/ldt.

ONLINE OPPORTUNITIES

Purdue’s College of Education offers online masters degree programs and three online certificate programs to help you advance your knowledge and career. Our online programs provide access to our world-renowned faculty and top-quality academics in a convenient, flexible format.

Online students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule.

Assignments, discussions, and other coursework are posted each week in the virtual classroom.

LAUNCHING THIS FALL

CURRENT OFFERINGS: Online Master of Science in Learning Design and Technology Online Master of Science in Education in Special Education Online Master of Science in Education in Curriculum and Instruction (more info on right) Online English Language Learning (ELL) Licensure and Certificate Online Certificate in Gifted, Creative and Talented Studies Educational Leadership Building Level Licensure Program

Starting August 2018, the College of Education will also offer an online Master of Science in Education in Curriculum and Instruction. This 18-month, 30-credit program will help prepare graduates for success in evaluating, creating and teaching curriculum and offers concentrations in English language learners, mathematics education, educational techology, and gifted, creative and talented studies.

The program provides essential knowledge to incorporate social justice issues and K-12 STEM education into your role within modern curriculum—two key topics now proven to develop successful learners.

Graduates will be able to understand, conduct and communicate research to colleagues, local policy makers, administrators and the community to create successful learning opportunities for K-12 students.

This master’s in curriculum and instruction, like our other online degrees and certificates, is backed by extensive research and taught by world-renowned faculty.

MORE INFORMATION: education.purdue.edu/academics/online-learning/

MORE INFORMATION: online.purdue.edu/msed/curriculum-instruction

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NEW

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Karen Widin

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(L-R) Carol Shertzer, Dean Emerita Betty Nelson, Dr. Bruce Shertzer and Professor Emeritus Richard Nelson visit at the 2013 Distinguished Education Alumni Awards.

GAME, SET AND MATCH:

BRUCE SHERTZER LEAVES A LEGACY Bruce Shertzer was just the kind of person you’d want to have as a colleague, leader, mentor or even a neighbor. Kind, thoughtful, generous, encouraging and patient, he consistently and unfailingly supported and guided those around him. He was a lover of people, learning—and of tennis.

Shertzer, professor emeritus of counseling and development, began his career at Purdue in 1960 and went on to become head of the Department of Educational Studies from 1989 until he retired in 1994. Shertzer passed away this past Christmas Day.

Focused on Student Success

“He was always available, present for and with us, interested in us, and energetically focused on our personal and professional growth and contribution to the greater cause,” says Ron MacVittie (PhD ’88, MS ’79, both in counseling/guidance/personnel), a former student of Shertzer’s and owner of MacVittie and Associates in South Port, NC. Former student David Fenell (PhD ‘79 in counseling/guidance/personnel) illustrates Shertzer’s commitment to him as a brand new mid-year student with a young child and another on the way. “One of our first nights on campus, Bruce braved a winter blizzard on a Saturday night to visit our family in Married Student Housing to inform me that he had obtained a mid-year assistantship for me when all the usual assistantships had been previously awarded.”

A prolific writer throughout his career, Shertzer authored or co-authored numerous textbooks and dozens of refereed journal articles. “The

Shertzer and Stone “Fundamentals of Guidance and Fundamentals of Counseling” texts were used almost universally in counseling programs across the country,” says Kevin Kelly, currently dean of the School of Education and Health Sciences at the University of Dayton and hired by Shertzer at Purdue University in 1985.

Shertzer’s service extended beyond campus to professional organizations across the nation. He was the president of the American Counseling Association and the Association of Counselor Education and Supervisors. In 1976, he was appointed by David Mathews, the secretary of Health Education and Welfare, to the National Advisory committee for Career Education and served as chair of the committee.

Aside from his professional achievements, Shertzer found time to organize social activities for his students and colleagues and shared his love of tennis with them.

Tennis, Anyone?

“Bruce was married to his beloved wife Carol for 69 years and together they cared for and nurtured the faculty and grad students,” says MacVittie. “Bruce and Carol organized and participated in spirited weekly—or more frequent—gatherings of counseling faculty and grad students on the co-rec tennis courts.”

After his retirement, a group of Shertzer’s former students, colleagues and family members created a scholarship fund to honor his more than three decades of service to Purdue and the field of counseling. Since its inception in 2005 and thanks to generous donors, the Bruce Shertzer Graduate Scholarship in Counseling has provided funds for 21 graduate students.

“Those of us fortunate to have worked with and learned from Bruce—students, colleagues, committee members and family—all experienced a man who invested in our development, made us better, and constantly encouraged us,” says MacVittie. “Bruce cared deeply about people.” www.education.purdue.edu

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SANTOS HALLMARKS: INCLUSIVITY

AND COLLABORATION

by Kathy Mayer

Maryann Santos chats with Teresa Taber Doughty.

Formal education for Maryann Santos began when she walked through the doors of PS 77 in the Bronx. From day one, she knew she’d found her place. “I lived for school. I loved school early on,” she says. A favorite activity in her middle years was getting to help the teacher.

Another spot that drew her was the library next to the public housing project where she lived with an older brother and her parents. “It was my second home,” she says. “Through books, I learned about all types of people, places and human perspectives. Although people might look different, speak different languages, and have different customs and traditions, in many ways they had as many commonalities as they had differences. They cared deeply about their families and all had something important to contribute to their communities.”

A third learning experience, also at a young age, came via her own family and the Civil Rights Era. “Issues were front and center. I saw first-hand how people were treated differently. And I saw my father deterred from advancing because of his ethnicity.”

Combined, the lessons were moving and motivating.

Santos earned a bachelor’s of science in psychology at The City University of New York in 1975, then headed to The University of Texas 14

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at Austin for a master’s of arts in educational psychology, 1977, and her doctorate, 1981.

While completing her PhD, she worked in the Dallas and Fort Worth public schools as a school psychologist. She began her career in 1982 at Texas A & M University’s Behavioral Research Center, as project director and senior research scientist.

In 1986, she moved to Arizona State University where she served the next 23 years in various posts, including professor and senior associate dean for academic programs and personnel.

Among courses she’s taught are intellectual assessment, classroom management, measurement and evaluation, applied behavior analysis, school-based consultation and others.

Her publications have covered topics from schools helping schools, ensuring minority students receive appropriate consideration for special education programs, assessing multicultural preschool children, and peer and cross-age tutoring programs.

She took the helm as dean of Purdue’s College of Education in 2009, bringing her childhood lessons, deep experience and a belief in public education.

Throughout her career, Santos has devoted herself to opening opportunities for all and focusing on the systems of education. “It’s important to serve as a

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role model and create pathways for others,” she says.

“In the College of Education, we walk the walk and talk the talk and strive to make a difference in ways that will make an impact. We infuse social justice and diversity into our coursework. Our engagement activities reflect a similar commitment.”

Purdue Achievements

During her tenure, the College of Education tallied successes in academics, research findings, rankings and external funding.

“Dean Santos helped the College of Education come of age,” says retired associate dean Sidney Moon.

“Innovation in learning, discovery and engagement has been a hallmark under her leadership,” she notes, citing online educational technology programs, STEM Goes Rural, an accelerated program in special education and others.

“Dean Santos has nurtured the talents of faculty through leadership development programs, and provided strong, consensual leadership through her team. She is appreciated and will be missed,” Moon says.

Purdue Provost Jay Akridge reflects on Santos’ contributions: “Dean Maryann Santos leaves an impressive legacy in our College of Education.

Especially exciting is the growth in online masters programs, growth in external funding, and her work to help develop future academic leaders in the College. Dean Santos has been a champion for diversity and inclusion in the College and across campus during her tenure.

“As we look to the future, there are many

A visit to the National Flight Academy in Pensacola, Florida was coordinated by the Naval Flight Museum Foundation. Maryann Santos, here on board the USS Truman, learned about the Academy’s immerseive STEM Education experience for students.

indicators of academic strength for the College.

It is on a positive trajectory and has much momentum. All of this is a testament to her strong leadership. We will miss her deeply as Dean, but are very glad she will still be with us on our faculty,” Akridge says.

Identifying what she’s most proud of is “a tough one,” she says. “As a dean, my job one is to provide resources that support faculty and staff and enable them to be the best they can be.

They are the knowledge-makers for their fields and preparing our students for a challenging and exciting profession. I believe the College of Education is well positioned to move forward on numerous fronts. We are seen as a national leader in K-12 STEM, with a deep commitment to social justice and diversity, and a strong presence in online education,” she says.

Mentoring, Encouraging

Santos takes pride in having provided resources and infrastructure to help the college faculty, staff and students be successful in their endeavors. “Working with my leadership team, we have put in place resources that will support our movement,” she adds. “To me, that’s a professional achievement, putting those things in place to help make it happen for others.”

The Launch the Future seed grant program is one such initiative (see story, page 8).

Another is the publication of “Becoming a Spacewalker: My Journey to the Stars,” a firstperson narrative by Indiana native, Purdue alumnus, and former NASA astronaut Jerry Ross, co-authored with Susan Gunderson, a literacy and language faculty member. Published in 2014 by Purdue University Press, the project includes a book and a ten-day curriculum with standards-based activities that integrate science and literacy.

“Dean Santos’ enthusiasm, energy and support were critical to the book’s genesis,” says Ross, who flew on seven U.S. Space Shuttle missions.

“Her efforts reached far beyond Indiana, and the book’s lesson plans, developed with her (continued on page 16) www.education.purdue.edu

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encouragement, have been downloaded by educators in nearly 100 countries.”

Active in Community

While Santos achieved outstanding educational successes, those early years as a member of a broader community always stayed with her, prompting her to engage beyond the academy.

In her near-decade in Lafayette and West Lafayette, she’s brought insights and expertise to many local organizations.

Her most valued contributions, community members say, are her roles in education/literacy programs through the United Way of Greater Lafayette—its Community Commitment to Education group, which includes the county’s three public school corporations; and Read to Succeed, launched in 2011 and today bringing some 600 volunteers to elementary schools every week.

Read to Succeed volunteer and Lafayette businessman Gary Henriott says, “Dean Santos has been a strong advocate for K-12 education from the beginning of her tenure as dean. Her involvement provided immediate credibility with all parties as Read to Succeed was developed. Our community owes a great debt to her for her leadership.”

Henriott also notes Santos’ proactive involvement at the state level. “She is a tireless advocate for public education. I hold her in the highest esteem for who she is, what she stands for and what she does.”

Santos has also served on the board of The Community Foundation of Greater Lafayette and its grants committee.

For Santos, community giving is a must. “It’s important to facilitate constructive learning wherever it might take place, and to support efforts to identify and address needs in the community, be it mental health, poverty, childcare or out-of-school activities,” she says. “To me, that’s a no-brainer. A thriving community creates opportunity for success.”

Ahead? A semester’s sabbatical this fall and teaching at Purdue next spring.Plans beyond that are less clear. One can be sure that Santos will continue to be an advocate for education—it’s been that way since she walked through the doors of PS 77.

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Maryann Santos with the 2015-16 recipients, Danielle Ferreira (left) and Trinette Lopez (right), of the scholarship she established in 2012 to support eduation students connected with the Latino Cultural Center.

Maryann Santos greets children at a 2016 United Way event.

Maryann Santos (middle) poses with Vice Admiral Gerald Hoewing (HDR Edu ‘13) and astronaut Eugene Cernan in 2013.

CELEBRATION OF DEAN SANTOS Friday, May 4, 3:30-5:30 p.m.

Purdue Memorial Union East/West Faculty Lounges

Maryann Santos will end her term as dean on June 30. Join us as we say thank you and celebrate the achievements of the college during her nine years of service.

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UNDERGRADUATE

STUDENT SPOTLIGHT:

JOSELINE

AGUILAR Joseline Aguilar is a sophomore in elementary education with a global studies minor and she is working to complete her STEM certification as well as an additional English language learners (ELL) license by graduation in the spring of 2020.

As if that isn’t enough to juggle, she’s involved in numerous student organizations including College of Education Ambassadors, Students in Education Enhancing Diversity (SEED) for which she’ll be vice-president in 2018-19, Purdue University Dance Marathon, Latinx Student Union and Purdue Association of Student Study Abroad Participants (PASSPORT). She’s also a BoilerMENTOR—a peer-to-peer mentoring program for first-year students—and is working to add Boiler Tracks—a program that offers leadership opportunities for undergraduate students from diverse backgrounds—to the list.

“I take my time here day by day,” says Aguilar.

“I have found that planning out every second of the day does not work out best because things can always come up unexpectedly. I think it is important to have flexibility as a teacher so I have been working on that during my time here at Purdue.”

Aguilar’s achievements have been recognized as she’s been awarded numerous scholarships.

She received the Maryann Santos Scholarship in Education, 21st Century STEM Teacher Scholarship, James T. and Gladys G. McDonald Elementary Science Education Scholarship and Purdue Moves Scholarship.

Choosing a University

As a high school student in Crawfordsville, Ind., Aguilar weighed her college options carefully.

She had known she wanted to be a teacher since second grade and was part of the cadet teacher program at her high school.

“I was stuck between San Diego State University and Purdue University,” says Aguilar. “Even though I wanted to ‘get away’ as most students do, the distance to San Diego State and their education program did not compare to the community feeling at Purdue and their opportunities for students. I am very pleased with my decision as I know now that Purdue is the perfect fit for me.”

Being Bilingual

Aguilar has a passion for working with ELL students and hopes that her bilingual abilities will be an asset once she has a classroom of her own.

“I grew up learning both English and Spanish and am very proud to be bilingual,” she says.

“However, I know it can be a struggle growing up with a parent who may not speak English and cannot help with homework. I want to be an ELL teacher not only to help students succeed and overcome these obstacles, but also to build a better connection between parent involvement and the education of their students.”

Learn More About Aguilar:

education.purdue.edu/ug-student-spotlight www.education.purdue.edu

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GRADUATE STUDENT SPOTLIGHT:

TEMITOPE

ADEOYE Serving and Volunteering

Outstanding doctoral student support and opportunities are what brought Temitope Adeoye to Purdue University from Decatur, Ill. Adeoye is a PhD student in educational psychology.

“I was offered full funding and a stipend which alleviated the anxiety I would have had to face at the other institutions of how to finance my doctoral degree,” explains Adeoye. “Moreover, the research and professional development offerings in addition to my coursework left me confident that a doctoral degree from Purdue would prepare me to be a competitive applicant upon graduation.”

Adeoye’s interest in student motivation and academic persistence is what led her to to the field of educational psychology.

“Being new to the field of educational psychology I appreciate the structure of the program requiring foundational coursework in the beginning years while still allowing for flexibility in selecting elective courses to explore specializations,” Adeoye says.

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She’s involved both on and off campus with a wide variety of organizations including chair of the 2018 Annual Graduate Student Education Research Symposium, president of the Black Graduate Student Association, tutor for HeadsUp Tutoring Program, member of the Chi Alpha Christian Fellowship, and mentor for the Briarwood Young Adult Scholars Club.

Adeoye says, “Although adjusting to the social climate at Purdue and in Indiana has been difficult, I appreciate the supports I’ve grown to lean on such as the Black Graduate Student Association and the fellow mentors in the Young Adult Scholars Club. I’ve found that volunteering with youth in the HeadsUp Program and Young Adult Scholars Club provide a structured and very needed encouragement to remain focused in my program.”

Serving as an Example

Her excellence as a doctoral student has been recognized with awards and honors including the Dr. Kathryn W. Linden Graduate Scholarship in Educational Psychology, Ross Fellowship, 2017 BGSA Presidential Awardee, and an AACTE Holmes Scholar. Adeoye is setting an excellent example for the youth she mentors and tutors.

“By earning my doctoral degree I’m not only adding to the individuals of color with advanced degrees, I’m also encouraging and supporting future scholars of color to persist to and through college.”

Learn More About Adeoye:

education.purdue.edu/grad-student-spotlight

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ALUMNUS

Q&A WITH...

Serving as principal at James Cole Elementary School in Lafayette, Ind., Mike Pinto (BA ‘90, MS ‘96), oversees the daily operations of the school. He collaborates with his staff and others in the Tippecanoe School Corporation to deliver educational instruction to students.

MIKE PINTO

by Alex Borst

Alex Borst, assistant director of development:

Why did you choose Purdue?

Mike Pinto: “I attended Purdue because

I grew up locally and recognized Purdue’s academic reputation. I knew that my education programming would be solid and that my electives would be amazing as well. For example, my geoscience elective was taught by a scientist who had often visited Antarctica. Solid reputation and great education, although an education major at Purdue was an anomaly and a male elementary education major was even more so.”

AB: Why did you major in education?

MP: “I am a baseball man and loved coaching and

children. I found that I had a knack for working with children and thought, ‘This is something I should do my whole life.’ I haven’t been wrong in that decision.”

AB: What

do you love most about being an educator?

MP: “When I lay my head on the pillow each night

I know I have made a positive impact on at least one child and one adult in my path. Most days the number is so much greater than one in both worlds. Plus, it is just fun being around children all the time. They have an energy and a spark that makes life wonderful.”

AB: How

has your Purdue degree afforded you advantages?

MP: “Purdue offered me a good, solid education.

Because I stayed locally as an educator, I have benefited from being able to participate in many activities to professionally develop and also to give back.”

AB: What

advice do you have for future educators?

MP: “This is a hard job being made more difficult by

greater needs outside the mission of instruction.

Be prepared. If you are not ‘all in’ for children, step aside for someone else because the children need you. I look upon this profession as a calling—one that demands a lot from all who are entrenched in it daily. It is also a profession that deserves the utmost respect. I would tell any educator that we must all buoy our profession by being the best we can be—constantly learning and growing and making ourselves better. The children deserve it.” www.education.purdue.edu

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Non-Profit Organization US Postage PAID Purdue University

Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette, IN 47907-2098

SUMMER

CAMPS

GERI Super Summer Super Summer, hosted by GERI (Gifted Education Resource Institute), is a week-long day camp for academically, creatively and artistically talented youth in kindergarten through fourth grade. Interdisciplinary courses are geared at least two grade levels above each student’s current school grade.

June 11-15 and June 18-22

http://bit.ly/PurdueGERIss

GERI Summer Residential Camp Every summer for over 40 years, GERI has engaged gifted, creative and talented students from across the country and around the world in residential camps designed to stimulate their imagination and expand their abilities. Students who have completed grades five through twelve live in campus residence halls, take challenging courses and participate in engaging recreational activities. Various weeks in July

http://bit.ly/PurdueGERIsummerres 20

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