Launch - Spring 2016

LAUNCH A Publication of Purdue University’s College of Education Volume 7, Spring 2016

CONTENTS

4 Tailoring Teaching

for English Language Learners Read about Assistant Professor Trish Morita-Mullaney’s work in literacy and language education.

6 Developing Leaders Across Campus The College of Education’s Certificate in Collaborative Leadership helps students from across the university gain the skills they’ll need in today’s changing global environment.

»» p. 4

6 First Annual K-12 STEM Education

Conference Fills to Capacity

More than 600 educators from across the state came to Purdue for the daylong event.

7 Celebrating Beth Hopper's Legacy On Purdue’s second annual Day of Giving, the college will celebrate former colleague Beth Hopper's life, legacy and passion for literacy with the Elizabeth Hopper Walk for Literacy. »» p. 10

»» p. 6

7 Professor Gives Back Purdue engineering professor Phil Wankat credits the College of Education with training him to be a better teacher. That’s why he gives back to Purdue.

8 Research Shows Literature Matters Learn about Professor Janet Alsup’s new book, A Case for Teaching Literature in the Secondary School: Why Reading Fiction Matters in an Age of Scientific Objectivity and Standardization.

11 Faculty Honors and Awards »» p. 8

On the cover (clockwise from top): College of Education Ambassador Danielle Ferreira works with a student; Director of Financial Affairs

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Mike Kremer retires after 40 years of service to Purdue; students play and learn at Family Math Night at Wea Ridge Elementary School; Julie Neidow and Mallory Hackett spent fall break teaching and learning in Chicago as part of EDCI 205; Erin Schultz, winner of Purdue Academic Advising Association’s Outstanding Academic Advisor Award; doctoral student Sareh Karami presents her research; and Graduate Student Education Council President Marquetta Strait at the Annual Graduate Student Education Research Symposium.

DEAN’S MESSAGE Dean Maryann Santos

Without fail, the rumor surfaces each year. Once it was from an alumnus at a football game. Another time it was a post on a statewide school counselors’ discussion board. This year, it was a phone call from the father of a prospective student. The rumor? That Purdue is closing its teacher education program.

100Kin10 The College of Education was named a partner in 100Kin10, a national effort to bring 100,000 new STEM (science, technology, engineering and mathematics) teachers to schools by 2021.

The network is focused on dramatically increasing the quantity and quality of STEM teaching so that all students have access to first-rate STEM learning.

Science education professor Lynn Bryan, director of the Center for Advancing the Teaching and Learning of STEM (CATALYST) is leading the initiative for the college.

Applicants are accepted as 100Kin10 partners after a rigorous vetting process.

Talia Milgrom-Elcott, executive director and co-founder of 100Kin10, says the reviewers found that the College of Education has the potential to transform how STEM is taught in schools. Current faculty projects around integrated STEM and STEM teacher certification were of particular interest to network facilitators.

Dean Maryann Santos said, "The opportunity to learn from other leading programs and share from our own expertise is incredibly exciting. The mission and goals of 100Kin10 align closely with the work of many of our faculty." Dean Santos has already participated in network work sessions at the White House and in New York City.

Please hear me as I paraphrase Mark Twain: Rumors of our demise have been greatly exaggerated. I’m writing about this in a publication that will go to 16,000 people in an effort to put this notion to rest.

Perhaps the rumor is rooted in the competitive nature of student recruitment. It wouldn’t be the first time a rival has cast aspersions against an opponent. Maybe it is just an offhand joke by an alumnus of another university trying to persuade a student to attend his alma mater and not Purdue. Maybe it is based in the swirling dialogue about education, declining enrollments and the challenges of the teaching profession.

Here’s what I know: The rumor is not true. The chief academic officer at the university, Provost Deba Dutta, has assured me that he knows of no such plan. At a time when the shortage of people enrolling in education programs and training to become teachers is of national concern, let me share some ways we are working to reverse the trend.

First, we are nationally recognized for our leadership and scholarship in education. The most recent US News & World Report ranked Purdue’s College of Education 42 out of 255 schools of education surveyed. We were named a partner in a national initiative to increase the number of science, technology, engineering and mathematics (STEM) teachers by 100,000 in the next ten years (see sidebar).

Our graduates are in demand by school districts not just around the state, but across the country. Aldine ISD in Houston, Texas, is preparing to work with our student teachers so they can recruit them to work in the district when the students graduate.

Difficult yet honest discussions held during the past year resulted in decisions which are building momentum for the profession. I had the privilege of helping to lead a state-wide Blue Ribbon Commission on recruiting and retaining teachers.

Among the recommendations of the commission was tuition support for teacher education students. During the most recent session, the Indiana legislature has created a scholarship program that could provide up to $30,000 for high school students who aspire to be teachers in Indiana.

Here on campus, we see a growing interest in our programs. For example, the number of undergraduate students who have accepted admission for the fall is 27.4 percent ahead of this time last year.

Last April, our first-ever Become a Teacher Day was attended by 52 students from around the state. This year’s event already has registration for more than 110 students, including 20 from Gary, Indiana.

These accomplishments are not those of a program in decline. They are examples of how Purdue’s College of Education is taking a leadership role in changing the landscape of education.

It is a great time to be a Boilermaker Educator – and I see that trend continuing for a very long time.

Maryann Santos Dean

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Tailoring Teaching for English Language Learners

by Kathy Mayer

Assistant Professor Trish Morita-Mullaney (left, front) with students from the Community Schools of Frankfort during their campus visit.

Bienvenido. Funyihng. Karibu.

Hwangyong-hamnida.

How many languages does your school need to know to say “welcome” to new students? And how will educators best teach English language learners?

As both the number of students and the variety of languages spoken has grown throughout the U.S.—in Indiana alone, 263 languages are the first language of K-12 students—so has the need for new insights on teaching.

That’s the research interest Trish Morita-Mullaney, assistant professor in literacy and language education, has chosen. And much of it occurs as she assists school corporations with their challenges.

Several factors contribute to the rise in the number of English language learners, she says. They include an increased number of international companies operating in the U.S. and universities that draw international students.

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Work in the Schools Feeds Her Research

The Logansport Community School Corporation in Indiana is one.

Emily Graham, the English learner director there, found Morita-Mullaney to be a great resource when she needed a solid professional development plan for her teachers. In the 1990s and nearly overnight, the school district's diversity skyrocketed. Today, 30 percent of its students are English language learners, primarily with Spanish as

One of the biggest results of our work is that teachers are now more intentional about getting English language learners to speak more. Research shows that the more students practice speaking, the more progress they will make.

Trish Morita-Mullaney Assistant Professor Literacy and Language Education

their first language and some Burmese.

Most have come to the community for jobs at a large pork processing plant.

“We are not a large school district—4,300 students at seven schools—and our resources are somewhat limited,” says Graham, who has turned to Purdue for ongoing assistance.

Rather than a canned presentation, Morita-Mullaney’s approach is based on the school corporation’s needs, Graham says. “That’s what sets her apart. She figures out where the teachers are, the culture of the school, and has personalized her approach for us.”

That’s meant growth in the school corporation’s abilities to provide quality instruction for English language learners, Graham says.

“One of the biggest results of our work together is that teachers are now more intentional about getting English language learners to speak more, particularly in the older grades.

Research shows that the more students get to practice speaking, the more progress they will make.”

Another example, Graham says, is teachers learning how to differentiate based on students’ English-speaking levels. “We want to have appropriate expectations for what the students can do. And we have seen lots of successes.”

The outcomes often interest the school corporation, she says. “That blends the two really beautifully.”

At the same time that Morita-Mullaney helps schools, she often pursues her research, in what she calls reciprocity.

“My career has always been English language learning. I came here from education in the public K-12 sector,” she says. That included working for the Indiana Department of Education, as a district administrator for a school corporation, and earlier, in Arizona, working for a community organization that served immigrants.

Organic, Authentic Approach

“I go in and speak with key people formally and informally and offer professional development to improve the overall conditions of their English language learner communities. We talk through difficult things. In exchange, I may say, 'Let’s look into these difficult things together, collectively doing research.'

“I don’t come with a preconceived agenda. This is an organic, authentic way to approach research. As a result, we have begun to see patterns in small and rural schools, and this will help improve the overall outcomes for English language learners.”

Her Purdue faculty post and research is her latest step in a lifelong interest in language and education.

“While I enjoyed helping teachers, families and children directly, a lot of the education policies limited what I was able to do, restricted what I was able to impact.”

Now, she can apply a broader scope, working with schools, conducting research, gaining new knowledge and sending her Purdue students to participate in research projects in public schools.

Her Family Discouraged from Speaking Japanese

Her interest in languages stems from her childhood years in San Francisco.

She is a third-generation Japanese American, but never learned to speak her heritage language, Japanese. Her father was incarcerated in a Japanese internment camp during World War II when he was a child.

“The Japanese were discouraged from using anything other than English,” she says. “Speaking English showed loyalty and American-ness.”

In high school, she studied Spanish, and fluently speaks it today, regretting that she does not know her heritage language.

In her work now, she believes that maintaining a child’s first language is paramount. “I want students to be bilingual, which means keeping their heritage language. Bilingualism should be our goal, not just English.”

Students Visit Statehouse The Indiana Association of Colleges for Teacher Education (IACTE) sponsored a day at the Statehouse for teacher candidates to talk to state legislators about their preparation.

Current students Anjuli Chatrath and Kacy Gorin and alumnus Jay Taylor represented the College of Education.

They met Governor Mike Pence, State Representative Sheila Klinker and representatives from their home districts.

“This event was a great opportunity for our candidates to present the positive news about teacher education,” said Jennifer Barce, senior coordinator of the office of field experiences in the College of Education. “By highlighting their early field experiences and student teaching, they were able to demonstrate the importance of traditional preparation in making sure that they will be 'classroomready' upon graduation.”

Students Host Family Math Night at Local School

Purdue teacher education students and math education grad students held Family Math Night at Wea Ridge Elementary. Through handson stations with standards-based activities like Marshmallow Geometry and Fun with Mobius Strips, the event let families explore math together and gave teacher education students a chance to interact with parents.

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Developing Leaders Across Campus Employers from all fields are looking for young professionals with strong interpersonal and leadership skills. Professors in the College of Education recognized this need as an opportunity to bring their expertise to students not just in the college, but across campus. They created a three-course certificate designed to help students develop the specific tactics and skills they need to become effective leaders.

The Certificate in Collaborative Leadership is open to all undergraduate students and teaches team-building skills, active listening strategies, how to communicate across cultures and how to identify and capitalize on human resources to reach goals.

“In order to be an effective leader, individuals need to become highly self-aware and gain solid interpersonal skills,” said Heather Servaty-Seib, acting director of the certificate program and professor of counseling and development. “We believe that all students can use this certificate, regardless of their majors. We find that many students from nursing, pharmacy and Purdue Polytechnic Institute are enrolling in the certificate program to prepare for the extensive interpersonal interaction that their careers will involve.”

Haley Geiss, a junior in Purdue’s Department of Technology, Leadership and Innovation (with Purdue Polytechnic), said that the certificate has helped in her role as a staff resident and resident assistant at Purdue Village.

She said, “The cross-cultural communication course has helped me to communicate across different barriers, like differences in culture, language, socioeconomic status, or age. The concepts I learned help me make sure that

Haley Geiss and Ella Portteus are two of the first students to earn the Certificate in Collaborative Leadership, a certificate open to all Purdue students that encourages leadership skills necessary for success in the workplace.

my residents feel welcome and that I am open to what they have to say. The certificate has helped me to not let anything stand in the way.”

Enrollment in the program has grown steadily since the first course was piloted in Fall 2011. This first course, Collaborative Leadership: Listening, meets the oral communication foundational requirement of Purdue’s core curriculum, which adds to its popularity among students. This spring, 188 students were enrolled in eight sections of the course. The college will again offer eight sections of the course in Fall 2016 and hopes to offer 20 sections in Spring 2017.

Ella Portteus, a junior in elementary education, said, “The program has introduced me to skills that are so different than anything I’ve learned before, like how to truly listen to people and ask good questions, or how to have a mentoring relationship. I already find myself using these skills in my day-to-day life.”

First Annual K-12 STEM Education Conference Fills to Capacity More than 600 educators and administrators throughout Indiana and beyond swarmed Purdue's Stewart Center for the first annual Indiana STEM Education Conference on January 14.

The conference, which focused on the latest work in STEM education and research, included more than 100 presentations by educators from P-12 schools and universities.

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Event organizer Carla C. Johnson, associate dean for research, engagement and global partnerships for the College of Education, says, “A lot of schools are implementing a STEM approach now because they’re trying to engage students

in learning about disciplines such as science, technology, engineering and mathematics in a real-world context,” she said. “This approach makes learning more accessible and helps students build skills that will prepare them for college and careers that are much needed in Indiana.”

The conference was sponsored by the College of Education, the Center for Advancing the Teaching and Learning of STEM, the Indiana Department of Education and the Indiana Commission for Higher Education. The date of the second conference is set for January 12, 2017.

Participants interact at the College of Education’s first annual K-12 STEM Education Conference in January.

Celebrating Beth Hopper’s Legacy Elizabeth (Beth) Hopper was the director of targeted professional development with the Center for Literacy Education and Research (CLEAR) from 2009 until 2014. She worked with teachers and school administrators to help them improve their practice as literacy professionals by designing schoolwide frameworks for successful reading programs. Beth was held in the highest of esteem by her colleagues for her professional skills, as well as her passion for her work.

In 2013, Beth was diagnosed with a rare form of cancer called Adenoid Cystic Carcinoma (ACC).

She passed away on June 4, 2015, leaving behind many friends, family and colleagues in the College of Education.

In the spring of 2016, some of her friends came together to create the Elizabeth Hopper Memorial Scholarship. The scholarship provides financial assistance to College of Education students who are pursuing a career in literacy, carrying forward Beth’s passion for ensuring that all children have the opportunity to read and write independently.

On April 27, 2016, Purdue’s second annual Day of Giving, the college will celebrate Beth’s life, legacy and passion for literacy with the Elizabeth Hopper Walk for Literacy. To make a gift to the Elizabeth Hopper Memorial Scholarship or to learn more about the Elizabeth Hopper Walk for Literacy, visit education.purdue.edu/alumni/bethhopper.html.

Purdue Professor Gives Back When Phil Wankat joined the Purdue University faculty in 1970, his teaching evaluations weren’t the greatest. He quickly realized that in order to succeed, he needed to learn how to become a better teacher and educator. That’s when he turned to the College of Education.

While teaching engineering at Purdue, Wankat earned his master’s degree from the College of Education in 1982.

Now, as Purdue’s Clifton L. Lovell Distinguished Professor of Chemical Engineering and Engineering Education, Wankat is a national leader in developing methods to teach graduate students and new professors how to teach and in improving the efficiency and effectiveness of faculty. He was named one of the college’s distinguished alumni in 2007.

Longtime Business Manager Retires On April 1, the college celebrated the career of Mike Kremer, director of financial affairs. Mike served the College of Education for 34 years.

His plans for the future include more fishing, more running and more marathons.

Maryann Santos, dean of the College of Education, said, "While we are reluctantly saying our good-byes to Mike, we all acknowledge and appreciate his years of dedicated and tireless service."

Kirke Willing, who is currently the Director of Financial Affairs for the College of Liberal Arts, will become the Director of Financial Affairs for the College of Education and the College of Liberal Arts. Marshay Jolly has joined the College of Education as Assistant Director of Financial Affairs.

Today, Wankat chooses to give back to the College of Education because of its impact on and investment in his professional success. He provides scholarships for graduate travel so that students can gain professional experience at conferences.

Chrissie Ankerberg, the college’s director of advancement, said, “Phil Wankat’s story is an example of the college’s longstanding history of mentoring students and helping them achieve their career objectives and be the best version of themselves.”

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Professor Janet Alsup recently published A Case for Teaching Literature in the Secondary School.

Research Shows Literature Matters

by Kathy Mayer Pondering three seemingly unrelated areas—her childhood, bullying and education standards—, Janet Alsup, professor of English education, dug deeper, made connections and proclaimed: Literature matters.

The first was an area she knew—her summers reading on the porch of her Missouri childhood home surpassed fun. “Reading changed me. It helped me learn and understand things about myself,” she says.

Another she observed—increased school bullying and too little expression of empathy for others.

curtailing its study deliver a less-thanoptimum education?

“I thought about everything going on—bullying, school shootings, racism, increased crime, the inability to have conversations on topics we disagree on in a calm and lucid manner,” she says. “People are not taking the time to understand others unlike themselves or to consider the perspectives of others.”

Those questions became her research, and her findings fueled her 2015 book, A Case for Teaching Literature in the Secondary School: Why Reading Fiction Matters in an Age of Scientific Objectivity and Standardization.

Through literature, she contends, readers are “transported to another world, take on at least temporarily another character and place, and live vicariously for a short time. That changes how people empathize.”

Perhaps most disturbing, her third focus was new school standards bumping literature aside for informational texts.

In recent years, Alsup says, “I started hearing about teachers looking for help so they could be allowed to teach literature. There is the perception that humanities study is less important than STEM”—science, technology, engineering and math.

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Could literature be a path to selfgrowth and caring for others? Does

Book Presents Case for Teaching Literature

She presents her 153-page book in three parts: What literature can do, challenges to literary study, and reviving the secondary school literary experience. It also includes in-thetrenches teachers’ experiences and some of their lesson plans, to illustrate her message.

Reading and responding to literature is about thinking, feeling, considering, guessing, predicting, wondering and imagining.

Janet Alsup Professor English Education

“States now have less emphasis on literature in the standards,” Alsup says.

“I’m not trying to set up a dichotomy between the sciences and humanities, but this book gives teachers evidence of why it is important. It’s also for administrators and policymakers who might be skeptical, and for a wide audience who might benefit from reading it,” she says.

Literature can be a catalyst for personal change, she believes. It can also encourage empathy, and she includes a high school teacher’s lesson, “Journaling About The House on Mango Street by Sandra Cisneros,” to demonstrate that.

in response to Lois Lowry’s The Giver.

Another teacher’s lesson plan covers character identification in John Steinbeck’s Cannery Row.

Literature Prompts Thinking, Empathy, Experience

Readers of fiction—and memoirs and short stories—learn about themselves, step into worlds and cultures beyond their own, and develop understanding and acceptance of others—especially critical for middle and high school students, Alsup found. And it may even prompt positive social action.

Literature is a great motivator for thinking, too, Alsup writes. “. . . when we discuss thinking about literary texts, the processes at work are actually more varied and complex than many textbooks and curricular materials suggest.”

“But that is not always accepted as evidence,” she notes, so she brings in scientific backing. “A lot of research talks about what happens in the brain when people read literature, and neuroscientists have teamed up with humanities scholars to look at that, and how people might or not behave around others.”

She supports that with a middleschool teacher’s activity where students create a utopian community

By bringing research and teachers’ experiences together, Alsup believes she presents evidence—“if someone

is ever called on to justify time to read a novel”—substantiating the value of literature.

That value extends well beyond middle and high school.

What might adults, too, learn about classism, racism and poverty in the poem, “Shake the Dust” by Anis Mojgani? About knowledge versus instinct in the short story, “To Build a Fire” by Jack London? About race relations from the novel, The First Part Last by Angela Johnson? These and other short stories, poems, novels and films are included in Alsup’s book as a sampling of one teacher’s literature studies with youth.

“Reading and responding to literature is about thinking, feeling, considering, guessing, predicting, wondering and imagining,” Alsup writes.

“Truncating or simplifying the reading experience to make it faster, more efficient and easier to evaluate will only succeed in draining it of its power.”

Student Organization Spotlight: S.E.E.D. Students in Education Enhancing Diversity (S.E.E.D.) is a student organization that supports and cultivates multiculturalism within Purdue’s teacher education programs.

This February, they completed their annual service project, Backpack Reloaded, at Lafayette Urban Ministry (LUM). They donated more than 50 bookbags and 100 folders, as well as markers, erasers and other educational supplies to students enrolled in LUM’s after school program. They received funds for the project from a service learning grant from the Office of Engagement. Students Maddy Delucenay, Jacob Goedde and DaZah Toler participated in the event with Nicole Wilson, the College of Education's director of diversity initiatives.

In March, S.E.E.D. hosted True Life: I’m a Student Teacher, a panel event designed to help students learn more about what to expect during their student teaching experiences. Student teachers Shey Irvin, Tanner Givens and Renee Swank spoke about their experiences.

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Holmes Scholar LaMarcus Hall LaMarcus Hall is the College of Education’s Holmes Scholar for 20152017. Hall is a second-year doctoral student in the College of Education.

In addition, he is the assistant director of student life and development and an adjunct faculty member at Ivy Tech Community College in Indianapolis.

His research investigates cultural spaces for underrepresented minorities in higher education.

In September, he was chosen as National Holmes Scholar of the Month by the American Association of Colleges for Teacher Education (AACTE), which administers the Holmes Scholars Program. Recently, he presented a poster about his research at the AACTE conference in Las Vegas.

The Holmes Scholars Program was established to create equity, diversity and cultural competence in programs of higher education and P-12 schools.

“LaMarcus is a strong representative of the College of Education and Purdue University,” said Teresa Taber Doughty, associate dean for learning.

She said, “We hope to continue to grow the Holmes Scholars program to attract more students of LaMarcus’s caliber.”

Erin Schultz Named Purdue’s Outstanding Academic Advisor Presented by the Purdue Academic Advising Association (PACADA), this award recognizes an outstanding academic advisor at Purdue University.

Faculty member Jill Newton said, “Erin is a bright light in the College of Education. She is friendly, hardworking, a team player, and extremely committed to the students she serves in her capacity as an advisor.”

GERI faculty, grad students and alumni gather at the National Association for Gifted Children annual conference, where Marcia Gentry (center, front) and Enyi Jen (second from right, front) received awards.

Gifted Ed Honored Marcia Gentry, professor of gifted, creative and talented studies, and doctoral candidate Enyi Jen both received awards at the annual conference of the National Association of Gifted Children in Phoenix, Arizona.

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The NAGC’s Special Populations Network recognized Gentry, director of the Gifted Education Resource Institute (GERI), with their signature award, which recognizes Gentry's extensive work with students of

Native American, rural and low socioeconomic backgrounds.

Enyi Jen, a doctoral candidate in gifted, creative and talented studies, received NAGC’s 2015 Doctoral Student Award. She is the fifth Purdue student to receive NAGC’s Doctoral Student Award in the past four years. Previous winners include Jiaxi Wu (2014), C. Matthew Fugate (2013), Nielsen Pereira (2012) and Yang Yang (2012).

Alumna Kelsey Bell (BS '12) said, “Erin is the best. I so appreciated her help for the three years she was my advisor! I always felt like she was so knowledgeable about the classes and where I was in the program! Erin made it very easy to pick classes and could help make scheduling work out for the best.

Very well-deserved!”

AWARDS AND HONORS

Melanie Shoffner Fulbright Award The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. government. Melanie will study in Romania.

Wayne Wright Charles A. Ferguson Award for Outstanding Scholarship Bestowed jointly by the Center for Applied Linguistics and Stanford University, this award recognizes outstanding scholarship and leadership in the area of applied linguistics.

Chrystal Johnson and Rachel Roegman Clifford B. Kinley Trust Awards The Clifford B. Kinley Trust funds research that uses a social science perspective to explore methods for improving the human condition.

Anne Traynor Outstanding Reviewer, American Educational Research Journal (AERJ) This honor recognizes the contribution of volunteer reviewers who provide exemplary, thorough and timely reviews of manuscripts received by the journal.

Victoria Walker and Iryna Ashby Award for Excellence in Distance Learning: Graduate Credit Award Presented for their work in EDCI 569, Introduction to E-Learning, this award recognizes faculty and instructional staff who demonstrate excellence in their distance or online projects. Victoria was also selected for the Teaching for Tomorrow Fellowship Awards Program.

Selcen Guzey and Heather Servaty-Seib These faculty members were among 31 Purdue women researchers featured in March in Research@Purdue's #31PurdueWomen social media campaign.

Hannah Bowers and Eric Green 2016 Faculty Service Learning Grants The money from these awards will be used to train graduate students to counsel disadvantaged youth in the greater Lafayette area.

Eric Green Exemplary Counselor Educator Award Presented by the Indiana School Counselor Association, this award recognizes excellence in counselor education. Green has also co-authored and edited a new book, Counseling Families: Play-Based Treatment.

AERA The College of Education made a strong showing at the annual meeting of the American Education Research Association (AERA) in Washington DC in April. Faculty and graduate students offered 44 presentations. The event is the largest gathering of scholars in education research, and this year's theme was "Public Scholarship to Educate Diverse Democracies."

GRANTS

Lynn Bryan Professor Lynn Bryan has received a $239,000 grant to improve the recruitment and retention of teachers in STEM fields. The grant, which was awarded through the Indiana Commission for Higher Education’s STEM Teacher Recruitment Fund, aims to expand the number and diversity of students pursuing careers in K-12 STEM teaching through the creation of a scholarship program.

Carla C. Johnson Carla C. Johnson, associate dean for research, engagement and global partnerships, will lead the evaluation and associated research for a national-level research project focused on a 10-year study of K-12 STEM education outreach programs funded by the Department of Defense. The College of Education will receive $5.375 million for its role in this project, a collaboration led by Battelle Memorial Institute.

PROMOTIONS Eric Deemer to Associate Professor

Brenda Capobianco to Professor

Jennifer Richardson to Professor

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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 education.purdue.edu

Grad Students Present Research at AGSERS The 10th Annual Graduate Student Educational Research Symposium (AGSERS) took place on March 24 in Purdue’s North Ballroom.

The theme was "Digital Education: Are You Really Ready?"

Students from all departments at Purdue with research related to education were invited to submit a proposal.

AGSERS is a collaboration between faculty and graduate students. The event lets grad students get feedback on their research and develop their presentation skills.

Professor Youli Mantzicopolous speaks with a grad student at AGSERS.

Keep in touch! facebook.com/CollegeofEducationPurdue twitter.com/PurdueEDU youtube.com/user/PurdueEducation

Winners from the College of Education included Sam Watson, Hyejeong Oh, Lisa Lambert Snodgrass, Andrew Hoffman, Sue Ellen Richardson, Terri Krause, Lizhen Chen, Anthony Rudolph and Olivia Schindler.