LAUNCH - Fall 2017

LAUNCH FALL

2017

www.education.purdue.edu

1

IN THIS ISSUE 4 Research funding record year

The 2016-17 academic year was a record year for research grants to the College of Education—$10,032,624!

6-7 Research briefs pg. 8

How do perceived racial prejudices affect how someone feels about themselves as scientists? Why is it important to find meaning through work? Two researchers share their findings.

8 Purdue Autism Cluster: Working together to find answers

Faculty with the Purdue Austism Cluster are researching ways to best assess, understand and then help those with Autism.

10 STEM went rural

A program aimed at putting high quality STEM teachers in rural schools wraps up with its eigth cohort.

11 Grad student Q&A: Sarah Karami and Mehdi Ghahremani pg. 10

pg. 11

Married couple Karami and Ghahremani are each pursuing PhDs in gifted education while juggling family life.

12 Teaching to learn

Monerah Al-Dubayan, an undergraduate double majoring in special and elementary education, learns how to manage a classroom of her own through her student teaching experience.

14 Conrad’s Mission: Get students excited about space, learning

Alumna Katie Conrad was one of 36 teachers chosen to attend the Space Educator Exploration Conference on scholarship and participate in a yearlong pilot program.

pg. 12

pg. 14 pg. 16

16 Peace Corps: Their first career step

After participating in a College of Education study abroad program, three education alumnae decided to join the Peace Corp. Sierra Fisher is surrounded by some of her students in the photo on this page.

19 Faculty honors and awards On the cover: Students, faculty and staff gather around Loeb Fountain outside of Beering Hall of Liberal Arts and Education to catch a glimpse of the eclipse. The College of Education hosted an eclipse safe viewing party on Aug. 21—the first day of classes.

2

/PurdueEdu

/PurdueEdu

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 education@purdue.edu • (765) 494-2341 • www.education.purdue.edu • Editor/graphic designer: Tonya Agnew ©2017 Purdue University. All rights reserved. An equal access/equal opportunity university.

/PurdueEducation

/PurdueUEdu

FROM THE

DEAN “The days are long, but the years are short.” You will find Gretchen Rubin’s quote used frequently in discussions about parenting – but I see parallels with the academic year.

Remarkably, another fall semester is underway, my ninth “first day of school” as dean of the College of Education. It is an occasion that marks how much work we do in a day and how quickly the years accumulate.

Of course, this year’s first day of class was very different as it coincided with the solar eclipse.

The eclipse was at 92 percent totality on campus, and the College of Education provided viewing glasses, pinhole cameras, telescope projections and information for a safe viewing experience.

Founder’s Park filled with more than 1,000 people– many of whom were experiencing their first solar eclipse. It was a fine day for informal education.

Enrollment Up This fall’s total enrollment in the college is 1,375, which is 22 percent higher than it was five years ago. The struggle to recruit undergraduate students in teacher education continues not just for Purdue but also for teacher preparation programs across the country. The number of new undergraduate students both this year and last year are higher than fall 2015, so we are cautiously optimistic that we are reversing the previous downward trend.

Our online enrollment continues to be a huge part of our success. We launched our first online master’s program in learning design

and technology in the fall of 2011 and added a master’s program in special education in 2014.

Nearly 1,200 students have enrolled in our online programs since that time. While they are not a physical presence on our campus, they have made a tremendous impact on the life of our college.

Record Research Funding Faculty members spent many long days securing external funding for their research projects; last year the college received $10M in external funding. It was a new record high for our college and I could not be more proud of our faculty. While always tough to follow a personal best, we are off to a great start with more than $3M in grants received this year.

The College of Education is in a good place, which makes sharing this news with you a bit easier: I will be concluding my service as dean of the college on June 30, 2018, and returning to faculty next fall. The years I have spent as dean have been remarkable and have passed so very quickly.

I will continue to lead the college and maintain our positive momentum so that the next dean can enjoy a seamless and successful transition.

There will be more long days remaining in what will no doubt be a very short year, and I look forward to each one of them.

Hail Purdue!

Maryann Santos, Dean www.education.purdue.edu

3

RESEARCH FUNDING

RECORD YEAR $10,032,624 The 2016-17 academic year was a record year for research grants to the College of Education. Faculty were awarded $10,032,624—surpassing the previous high mark in 2013-2014 by 100 percent.

HIGHLIGHTS INCLUDE:

$1.2 million for three years from the National Science Foundation Ala Samarapungavan, a professor of educational psychology and research methodology, will examine the difficulty students have understanding scientific evidence.

“Instructors often assume that the evidence for scientific concepts is self-evident to students and neglect teaching about the methodological practices and standards by which evidence is collected and evaluated,” Samarapungavan says.

Purdue researchers will examine high school and undergraduate students’ ability to understand evidence in the context of biology teaching and learning, working with instructors of those respective groups. $2 million grant from the National Science Foundation Brenda Capobianco, professor of science education, is the principal investigator of UPDATE, a $2 million grant from the National Science Foundation. Co-primary investigators from the College of Education are faculty members David Eichinger, Selcen Guzey and 4

/PurdueEdu

/PurdueEdu

Sanjay Rebello. This team will examine the college learning experiences that create great future STEM teachers. They will work directly with 240 undergraduate students studying elementary education over five years to broaden the STEM (science, technology, engineering and math) learning landscape by integrating engineering design principles across five required undergraduate science courses. The intent is to establish a new generation of high-quality, exemplary elementary STEM educators while redesigning an existing elementary science teacher preparation model. $24.5 million in funding from the United States Department of Education Carla Johnson, associate dean for Engagement and Global Partnerships, received $24.5 million in funding from the United States Department of Education for a seven-year project called GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs). GEAR UP will increase the number of Indiana students who graduate from high school and are prepared to enter and succeed in college. The project, which will directly impact 7,000 children, will create and expand numerous services and experiences for students across the state and generate research that explores student learning, persistence and college attendance.

/PurdueEducation

/PurdueUEdu

WELCOME, NEW FACULTY Virginia L.J. Bolshakova

Director of Out-of-School Programs for GEAR UP Research Assistant Professor Department of Curriculum and Instruction

Virak Chan

Visiting Assistant Professor English Language Learning Department of Curriculum and Instruction Research interests: language and education policies and practices for linguistically and culturally diverse students, teacher education, linguistic landscape

John M. Froiland

Clinical Assistant Professor Educational Psychology and Research Methodology Department of Educational Studies

Alice Johnson

Clinical Assistant Professor Educational Leadership and Policy Studies Department of Educational Studies

Benjamin A. Mason

Assistant Professor Special Education Department of Educational Studies Research interests: academic and behavioral interventions for students with mild and moderate disabilities, teacher-student interactions, technology-supported self-management

We’re delighted to welcome these talented new faculty members to the College of Education.

Rose A. Mason

Assistant Professor Special Education, Autism Cluster Department of Educational Studies Research Interests: autism spectrum disorders (ASD), applied behavior analysis, socio-communication interventions, professional development in applied behavior analysis interventions, technology-delivered interventions for ASD

Christy Wessel Powell

Assistant Professor Literacy and Language Education Department of Curriculum and Instruction Research Interests: early and elementary literacy; reading and writing workshops, digital ‘playshops’; literacy clinics, critical literacy; teacher inquiry groups, educational equity, politics of education, media reception; arts and technology integration

Bill Walker

Associate Director for GEAR UP Research Assistant Professor Department of Curriculum and Instruction

Janet Walton

Research Assistant Professor Army Education Outreach Program Department of Curriculum and Instruction

AND A NEW DIRECTOR OF ADVANCEMENT Chelsea J. Coursey

Director of Advancement Chelsea Coursey’s donor relation philosophy focuses on building strong, multi-dimensional relationships.

“Helping College of Education alums and friends of the College build a legacy of time, talent and treasure that will impact future generations of students is very exciting to me,” says Coursey. She looks forward to meeting with alums to hear their Purdue stories and to get their input on upcoming initiatives. www.education.purdue.edu

5

RESEARCH BRIEF: NEGATIVE STEREOTYPES AND SCIENCE IDENTITIES

Eric Deemer sits in his office in Beering Hall of Liberal Arts and Education.

How do perceived racial prejudices affect how individuals feel about themselves as scientists?

Does it affect their identification with the field of science? Eric Deemer, associate professor of counseling psychology, is setting out to learn more along with faculty partners from Graham State University, Louisiana Tech University and Utah State University.

According to the National Action Council for Minorities in Engineering, underrepresented minorities made up only 12.5 percent of all engineering degrees in 2011 even though they’re 30 percent of the U.S. population. “‘Identity Development Evaluation of African American Science Students (IDEAAS): A Longitudinal Investigation’ is follow-up research to a previous NSF study, ‘The Mediating Role of Stereotype Threat and Achievement Goals in the Regulation Of Scientific Motivation,’” explains Deemer.

“With the Mediating Role of Stereotype Threat project we learned that women in classrooms in which they were outnumbered by men, such as physics, tended to be more vulnerable to perceptions of negative gender stereotypes. IDEAAS intends to expand on those findings,” Deemer says.

The central goal of IDEAAS is to examine whether 6

/PurdueEdu

/PurdueEdu

negative racial stereotypes limit their ability to develop the beliefs they need to be successful in STEM careers. African American students from a historically black college, a majority white technical college and Purdue University (with 2.3 percent of African American students in science, technology, engineering and mathematics—STEM areas) will be studied over three years.

“As part of the project, we’ll investigate how mentoring impacts participants’ scientific identities,” Deemer says.

“We’ll look at how career support, psychosocial support and role modeling impacts the students’ self-perceptions regarding science.”

Over the course of the study, Deemer and his colleagues hope to discover what role the racial composition of the university plays. They also anticipate that their findings can be used to develop student success initiatives at universities.

“Hopefully our findings will highlight the important role that inclusive academic environments play in promoting student identity development and academic success, and convince administrators that it is in the interest of their institutions to support new and existing minority retention programs on their campuses,” Deemer says.

/PurdueEducation

/PurdueUEdu

RESEARCH BRIEF: FINDING MEANING THROUGH WORK

Over a lifetime, the average person works more than 90,000 hours. To make all of those hours in the workplace enjoyable, many employees strive to find purpose or meaning in what they do.

Blake Allan, assistant professor of counseling psychology, studies “meaningful work” and its impacts. He’s investigated related topics, including “Helping Others Increases Meaningful Work” and “Examining Social Class and Work Meaning Within the Psychology of Working Framework.”

“Meaningful work is work that is perceived as important, significant or valuable to the worker or others,” explains Allan.

“It relates to personal well-being, job performance and satisfaction with one’s work.

When employees perceive they are helping others, they find their work more meaningful, which probably enhances these outcomes.”

His research project with Purdue alumni, “Task Significance and Meaningful Work: A Longitudinal Study,” found that the types of tasks being done impact how people feel about their jobs. Specifically, performing tasks that directly help others or contribute to the greater good lead people to experience more meaningfulness over time.

“Managers can encourage cooperativeness and work to build a prosocial work culture,” Allan says.

“Additionally, employees need to connect with those who benefit from their work. That helps increase the value and meaningfulness to the individual.”

Allan’s research found employees who see their work as meaningful are willing to work harder and put in extra hours. Or to put it simply, meaningful work is a predictor of productivity. They also have lower rates of absenteeism. Employees who feel they are making a difference work harder, which ultimately benefits the organization.

“Ultimately, meaningful work is good for both individuals and organizations,” Allan says. www.education.purdue.edu

7

PURDUE AUTISM CLUSTER WORKING TOGETHER TO FIND ANSWERS

Rose Mason and Mandi Rispoli work together to find ways to help those with autism.

Go to Google and do a quick online news search for “autism” and you’ll find dozens of articles on all sorts of topics like “New System to Help Children with Autism Learn Better In a Classroom Setting” from Autism Parenting magazine and “Barber goes above the call of duty to ensure child with autism gets amazing haircut,” from ABC News. Faculty with the Purdue Autism Cluster are researching ways to best assess, understand and then help those with ASD. Putting the Puzzle Together “Autism Spectrum Disorder is complex,” says Mandy Rispoli, associate professor of special education and co-director of Purdue Autism Cluster.

“It’s no wonder that the puzzle piece has become a popular logo for autism groups. In many ways, autism research is attempting to help put the pieces of the puzzle together to determine how autism develops, how it is assessed, how people with autism and their families can be best supported, and what 8

/PurdueEdu

/PurdueEdu

interventions are linked to positive life outcomes for this population,” Rispoli says.

“The nature of these issues is wide reaching and requires researchers with varied backgrounds and areas of expertise.”

The Purdue Autism Cluster team includes ten associated faculty members from across disciplines—two from the College of Education— and others from the Colleges of Health and Human Sciences, Science and Veterinary Medicine. They are also affiliated with the Purdue University Institute for Integrative Neuroscience.

Utilizing Technology Rose Mason, assistant professor of special education and the most recent addition to the team, says, “My current research is focusing on incorporating technology to increase access to interventions in a variety of settings (e.g. college, community and job) for adolescents and adults with autism to support improved postschool outcomes. We know a lot about what works with younger populations with

/PurdueEducation

/PurdueUEdu

autism, such as preschool and elementary, and the goal is to learn how we can apply some of those interventions with older populations.”

Thanks to financial support from the Gadomski Foundation and the Anderson Foundation, the Purdue Autism Cluster has funded pilot collaborative autism research grants. Nine interdisciplinary projects investigating topics such as sleep and daytime behaviors, early markers for autism, and the development of a summer camp that integrated autism research with intervention were made possible.

In addition to research, the Cluster also engages in collaborative activities and projects, such as organizing an annual speaker series and designing new courses geared to attract and mentor undergraduate and graduate students interested in autism-related careers.

Interdisciplinary Team The strength in the Autism Cluster is in the interdisciplinary connections.

“Measurement of specific behavior skills, such as commenting, engagement or conversational reciprocity can be very challenging,” says Mason.

“However, there are members of the cluster that do biophysical measurement. So, instead of just looking at changes in observable behaviors, collaboration can provide opportunity to look at changes in heart rate, for example, as a measure of anxiety levels during social situations.”

Rispoli agrees. “The Autism Cluster brings together faculty from several disciplines and colleges across Purdue University so that we can build upon one another’s skill sets to look at autism in new ways and to push the field further through interdisciplinary collaborations.”

According to the Center for Disease Control and Prevention, one in 68 children has been identified with ASD. Ultimately, those children are who the faculty are aiming to help.

“For me, it always comes back to improving the lives of young children with disabilities,” says Rispoli.

“Knowing that the research I am doing influences how my students approach their careers, leads to changes in teacher practices, and results in improved outcomes for children with autism is the greatest reward.”

PURDUE AUTISM CLUSTER MEMBERS Alex Chubykin, assistant professor Department of Biological Sciences Ulrike Dydak, associate professor School of Health Sciences Brandon Keehn, assistant professor Departments of Speech, Language and Hearing Sciences and Psychological Sciences Rose Mason, assistant professor Department of Educational Studies Carolyn McCormick, assistant professor Department of Human Development and Family Studies Marguerite O’Haire, assistant professor Center for the Human-Animal Bond Mandy Rispoli, cluster co-director and associate professor Department of Educational Studies AJ Schwichtenberg, cluster co-director and assistant professor Department of Human Development and Family Studies Emily Studebaker, clinical assistant professor Department of Speech, Language and Hearing Sciences Bridgette Tonnsen, assistant professor Department of Psychological Sciences

INVITED GUEST AND SPEAKER

ILENE SCHWARTZ

April 5 & 6, 2018 Ilene Schwartz, Ph.D., BCBA-D, is a professor at the University of Washington and director, Haring Center for Research and Training in Education. Her research focuses on autism, inclusive education and the sustainability of educational interventions.

OPEN TO THE PUBLIC: Schwartz will share her research as it relates to autism during a talk the evening of Thursday, April 5, 2018. Contact Mandy Rispoli for more information at mrispoli@purdue.edu.

PURDUE AUTISM CLUSTER ONLINE www.purdue.edu/autism www.education.purdue.edu

9

STEM WENT RURAL Early in the summer of 2009, the STEM Goes Rural program began with an inaugural cohort of 17 teacher hopefuls. The program aimed to staff rural secondary schools with highly qualified science, technology, engineering and mathematics (STEM) teachers.

STEM Goes Rural was a partnership with the Woodrow Wilson Foundation, Ball State University, IUPUI, University of Indianapolis and Valparaiso University. Individuals with a STEM background—whether through college degrees or professional experience—were selected through a competitive application process for each cohort and were designated as Woodrow Wilson Fellows.

The program included a one-year master’s along with stipends and scholarships with a committment from the participant to teach for three years in a high-need rural school.

“Members of the eighth and final cohort of the STEM Goes Rural program have entered their first year of teaching,” says John Hill, STEM Goes Rural coordinator and clinical professor of educational leadership and policy studies.

Over the eight years of STEM Goes Rural, 74 fellows were accepted into the program and, to date, 75 percent have completed their three-year teaching requirement. Of those who have completed their obligation, 74 percent have remained in teaching.

Approximately 20,000 Indiana middle and high school students have been in the classroom of a Purdue Stem Goes Rural fellow.

“The success of the program can be seen in the numbers,” Hill says.

“Thousands of students in rural communities all across Indiana benefited from a well-prepared and highly qualified STEM teacher.”

BUT WAIT. THERE’S MORE. The important work of preparing outstanding STEM educators for high-need areas continues even as the STEM Goes Rural program wraps up.

The Indiana Commission for Higher Education announced awarded the Hoosier STEM Academy $1,582,584 to support recruiting teachers for highneed subjects and schools.

The Hoosier STEM Academy includes four of the five Woodrow Wilson Indiana—Purdue University, Ball State University, Indiana University-Purdue University-Indianapolis and Valparaiso University.

The Hoosier STEM Academy aims to prepare new STEM teachers for Indiana’s underserved schools as 10

/PurdueEdu

/PurdueEdu

well as prepare pre- and in-service STEM teachers to teach dual credit secondary STEM courses.

“The vision of the Hoosier STEM Academy is to prepare and place first-rate STEM teachers throughout the State of Indiana, especially in high-need communities, resulting in improved STEM learning and a workforce that makes Indiana a competitive leader in the global marketplace,” says Hill.

“The Academy will recruit, prepare, and retain the best and brightest individuals to become new licensed Indiana secondary STEM teachers, as well as enhance the knowledge and skills of current Indiana STEM teachers.”

/PurdueEducation

/PurdueUEdu

GRAD STUDENT

Q&A

SAREH KARAMI AND MEHDI GHAHREMANI

Sareh Karami (left in photo) and Mehdi Ghahremani, originally from Tehran, Iran, are global learners. Karami holds a bachelor’s and master’s in clinical psychology from the University of Tehran. Ghahremani holds a bachelor’s and master’s in physics from Shahid Beheshti University in Iran. They both have master’s in education from the University of British Columbia in Canada. Now, they are pursuing PhDs in gifted education at Purdue University. In the four years they’ve been in West Lafayette, Ind., the town has become a homeaway-from-home for the married couple who now have a 15-month-old daughter.

time management (as babies have no idea what “due date” is!) and cleaning our home. In terms of being international students living in the U.S., the most challenging time started after the U.S. President’s executive orders regarding travel bans.

While we appreciate the supportive and caring atmosphere that we have in the Department of Educational Studies and the College of Education, last year we couldn’t attend two international conferences—one in China and one in Australia— where Mehdi and Dr. Nielsen Pereira were to present their Purdue Research Foundation-funded research. We also missed out on an opportunity to teach at a summer camp in Canada.

Why did you choose Purdue?

What is your life like as parents and graduate students?

SK and MG: We worked for more than 10 years in the Iranian gifted schools. In 2011, we decided to dedicate our lives to increase the quality of education—especially gifted education. We left our jobs to do more graduate work. When we were working on our thesis on gifted education, we discovered the PhD gifted education program at Purdue. It includes opportunities to work with the Gifted Education Resource Institute’s (GERI) camps for gifted and talented youth. It allows us to directly work with youth, which we missed from our time in Canada. Purdue has provided us with opportunities to meet with great scholars in the field, and Dr. Marcia Gentry funds us to go to National Association for Gifted Children (NAGC) convention every year.

What’s challenging about being a PhD student?

SK and MG: Some challenges are lack of sleep,

SK and MG: It is difficult, but it’s worth it. The good thing is we love raising our daughter in this college town. We are from a huge city and all our lives we thought we wanted to live in a big city.

We couldn’t have been more wrong. The college town is a perfect place to raise our daughter. It is hard to be in a PhD program at Purdue. It is hard to have a baby. We are doing both at a same time.

Sometimes we feel like two outliers, but we are doing great, and we recently published our second manuscript together.

What do you hope to do once you earn your PhDs?

SK and MG: We are working on “definition of wisdom” and how to promote wisdom in educational settings. Our ultimate goal is to create an educational wisdom center that conducts research on the educational aspects of wisdom. www.education.purdue.edu

11

TEACHING TO

LEARN

“Four, three, two, one. Good morning, Alex,” Monerah Al-Dubayan says as she counts four of the 19 children standing in a circle inside a bright, colorful first-grade classroom. Each morning begins with a different greeting. This morning Al-Dubayan shakes Alex’s hand and then he rolls a die for his turn to count his classmates and share a warm hello.

As a double major in special education and elementary education, Al-Dubayan is required to teach in an elementary classroom for 14 weeks alongside a mentor teacher for her student teaching. She’s working with a teacher at Cumberland Elementary in West Lafayette, Ind. This part of the Purdue teacher education program is vital in giving her valuable experience she will put to work in her own classroom after graduation.

“The opportunity to work with my students every day, interacting with them and watching them grow as time passes is the thing I enjoy most about student teaching,” says Al-Dubayan.

“It is incredible how much they are able to quickly grasp and implement. What makes it even more special is how each student is unique and adds his or her personality to everything they do, including the classroom’s community and family.”

Finding Inspiration Al-Dubayan was inspired to major in special education in part through a relative with Down syndrome who had difficulties finding support and resources in her home country, Saudi Arabia.

In 2013, Al-Dubayan moved over 7,000 miles from Saudi Arabia to West Lafayette, to pursue a Purdue degree. She was drawn to study on a campus with world-renowned researchers 12

/PurdueEdu

/PurdueEdu

and professors and was aware that the College of Education had a nationally-ranked teacher education program.

“I have always loved helping others in any way I could, and knowing special education is desperately needed in many areas of the world, I just knew this is what I wanted to do,” she says.

“I hope to one day become, not just a teacher, but a mentor to children. I am determined to tackle some of education’s biggest challenges worldwide by pursuing those who are most difficult to teach, making a difference in their lives and watching their eyes shine brightly when they are finally able to understand and do what seemed impossible before. I hope to give them the full support they need to truly believe in themselves and reach their full potential.”

Making an Impact Al-Dubayan’s impact is already being felt by the 1st graders in her student-teaching class and their teacher, Mary Dixon Gibbs-Westbrook.

“No matter the needs of the students she is ready to accept all challenges with a calm, caring disposition,” says Gibbs-Westbrook.

“On a daily basis I am impressed by how quickly Miss Al-Dubayan learns and makes it part of her teaching. I feel privileged to be part of her co-teaching experience as she is teaching me as much as I feel I am teaching her.”

After obtaining her bachelor’s degree this December, Al-Dubayan plans to continue her education.

“I will be pursuing my master’s in severe disabilities, with a concentration in autism spectrum disorders at Johns Hopkins University. Afterwards, I hope to pursue my Ph.D. and will be looking forward to seeing where I will end up next,” she says.

“I’m open to whatever life brings me.”

/PurdueEducation

/PurdueUEdu

Monerah Al-Dubayan leads a math lesson in her student-teaching classroom at Cumberland Elementary in West Lafayette, Ind.

www.education.purdue.edu

13

While in Houston for the conference, Katie Conrad and colleagues visited the “Houston, We’ve had a Problem” Room at Escape Hunt Experience Houston.

CONRAD’S MISSION: GET STUDENTS EXCITED ABOUT SPACE, LEARNING

by Kathy Mayer

Stepping into the Innovation Center at Westfield Intermediate School in Westfield, Ind., 5th and 6th grade students might think they are about to launch into space.

That’s because innovation specialist Katie Conrad (BA ’12 Elementary Education) has labeled doors “Mercury” and other space program names, filled the walls with NASA Mars posters illustrating skills space personnel need, and prepared a Genius Hour course emphasizing passion with purpose.

Transitioning the former media center to today’s space-themed Innovation Center—complete with maker space and collaborative opportunities—comes in the midst of Conrad’s “Year in Space Education” program through Space Center Houston.

Her current adventure began one Saturday morning last December while browsing the NASA website for resources for a space study unit. There, she spotted a section on professional development opportunities.

“I was curious what was available, saw information on the Space Educator Exploration 14

/PurdueEdu

/PurdueEdu

Conference and an application for a crew of teachers,” she recalls. “I thought that would be really cool—and a long shot. I was jumping up and down, I was so excited, and I applied.”

At Purdue’s College of Education, she had learned the importance of seeking out resources, and that fueled her to click on the opportunities section of the website.

“A lot of what I remember from Purdue wasn’t ‘Here’s a textbook,’” Conrad recalls. “It was, ‘How are you going to find resources? How will you do things beyond the textbook?’ Now, I’m not afraid to find another resource or do something else, because I’m used to it from Purdue.”

Selected for ‘Year in Space Education’ Intrigued by the Space Center Houston opportunity, she says, “I wanted to be on the crew, to learn more about space and teach more about space.”

Conrad was one of 36 teachers chosen to attend last February’s conference on scholarship and to participate in the yearlong pilot, Space Educator

/PurdueEducation

/PurdueUEdu

Expedition Crew. The mission is to empower teachers to build leadership competencies through STEM— science, technology, engineering and math— programs in their teaching and communities.

Her activities have included participating on the Tranquility Team with five other teachers in the Midwest, developing study units, sharing curricula, writing blogs and returning to Houston in July for further professional development.

In February 2018, she’ll present at the 24th Annual Space Educator Exploration Conference, sharing lessons on the moon and her year’s experiences.

“The program has given me a lot of confidence and a sense of go-get-it,” Conrad says. “I’m proud of the crew, and I want to do this for education.

My ‘Year in Space Education’ is a starting point.

As I learn more about space and the resources, programs and books, I get more involved and want to do more with it.”

If Conrad’s goals fire as planned, she also hopes to field test a Smithsonian Science Education Curriculum, become a teacher liaison with the Space Foundation Discovery Center in Colorado Springs and attend the Honeywell Educators at Space Camp in Huntsville, Alabama.

grandmother she never met who taught in a one-room school house.

As a youngster, Conrad played school with her brother, Ryan Conrad (BS Management ’17). “I was the teacher. I always saw myself in that setting.”

This is Conrad’s fifth year as an educator; her first at Westfield. The Indiana native has also taught 3rd, 4th and 5th grades at other Hoosier schools.

She often incorporates space in her lessons, such as securing tomato seeds that had flown in space and growing them in the classroom, and creating lessons around Margot Lee Shetterly’s young readers edition of the book, “Hidden Figures.”

She earlier teamed up with a fellow teacher in a unit on space flight and the moon, transforming a classroom into Mission Control for hands-on lessons.

“Space is so high-interest for students,” she says. “They love it.”

Her message to other teachers: “Space education doesn’t need to be stuck in a science class. You can connect it to other subjects and across grade levels.”

Long-time Interest in Space Conrad’s enthusiasm for space was sparked by two family members, also Purdue graduates—her maternal grandfather, Andrew Butler (BPharm ’51), whose retirement interest was astronomy, and her father, Rod Conrad (BS MSE ’79), always interested in the space program. Her mother, Pam Butler Conrad (BS Nursing ’81) was a Boilermaker, too.

The movie “Apollo 13,” which Conrad first watched when she was about nine years old, also influenced her interest in space. Through it, she learned the story of the explosion on the 1970 flight, the missed lunar landing, and the crew’s resilience and ability to return to earth successfully.

Despite her passion for space, teaching was always her plan. “I loved school. Even when I was young, I thought teaching was what I would want to do.” She had a couple of aunts who were teachers, and a great www.education.purdue.edu

15

PEACE CORPS THEIR FIRST CAREER STEP For Sierra Fisher (BA ’15 CLA), completing her twoyear Peace Corps service in the Republic of Rwanda, a typical day begins with riding her bicycle to school, teaching middle-school-age literature classes and lunching on rice, beans and cabbage.

Leah Kissinger (BA ’17 COE) began a similar routine this fall, teaching English in Rwanda.

And fellow graduate Emily Smith (BA ’17 COE), is settling in for two years in the Republic of Kosovo as a primary education teacher.

Besides their Boilermaker degrees, these alumni share a belief that all children deserve educational opportunities, and as teachers they learn when experiencing other cultures. Another tie: in May 2015, they traveled together to Tanzania with Jill Newton, College of Education associate professor of curriculum and instruction.

That trip influenced their Peace Corps decisions.

Fisher, who had been considering the commitment, says, “This trip solidified my decision. It was an adventure that was challenging, but I knew I wanted to continue to pursue meaningful experiences like that.”

Kissinger says the trip “was probably the deciding factor”—along with traveling with others who shared her passions and the insights provided

by Newton, an earlier Peace Corps volunteer.

While Smith, from Indianapolis, Ind., had thought about Peace Corps service since she belonged to the Young Hearts to Honduras Club in 4th grade, the trip with Newton “sealed the deal,” she says. “It made me feel I could succeed and make an impact.”

16

/PurdueEdu

/PurdueEdu

Fisher: In Rwanda Nearly Two Years Living in the northern province of Rwanda near the Virunga volcanoes—home to Silverback gorillas—brought nature to Fisher’s front door.

The people, who are still recovering from the 1994 genocide that decimated its population by 800,000 in 100 days, are her greatest joy.

A story about being immediately welcomed inside a neighbor’s home “captures everything that is wonderful about Rwandan culture—the hospitality, generosity and togetherness that communities have.”

Her challenges have been learning the Kinyarwanda language and conquering loneliness.

“You can feel lonely even when you’re with other people,” she admits. “A lot of the time I just don’t understand what’s going on, but I’ve learned to roll with it.” Life today is “a nice rhythm.”

Her greatest joy has been seeing her students’ confidence develop, like the day a student gave her a bracelet and note. “She said how much more confidence she has now. That was one of my happiest days. Students who come to English Club and who have participated in camps are getting an experience that tells them they are smart, beautiful, important and worthwhile.”

When she returns to Arkansas this December, “I will carry all the strength and change I have gotten—and the memories that bring me joy— sitting on my porch with my neighbors, seeing the same children chase me on my bike, watching students dance at camp and so much more.” (continued on page 18)

/PurdueEducation

/PurdueUEdu

Photos provided

by Kathy Mayer

her English with students from ) er nt ce g, in el ne promote Sierra Fisher (k . It was an event to am te er cc so ’s ol on about gender Club and her scho ents had a discussi ud st e Th . on si clu der teams. gender in atch on mixed-gen m er cc so a ed ay pl equality and

Leah Kissinger stands on a dirt road in Rwanda.

www.education.purdue.edu

17

(continued from page 16) Kissinger Also in Rwanda As Kissinger, from Goshen, Ind., begins her time in Rwanda, she says, “This will help me learn to be understanding when things don’t go the way I expect, as well as be resourceful with the materials available to me.”

Teaching English in a primary school is a perfect fit for her “undeniable passion for children.” She’s also helping implement long-term teaching strategies in the school.

Among her challenges are learning a new language, cultural differences and the gender role difference. “With the challenges, there are many great opportunities for learning,” she says.

While Kissinger didn’t sign up for what she’ll get out of the Peace Corps, “Feeling integrated into my community, working with the students and teachers, and feeling like I am an important part of my community— I guess those are the rewards I am looking for.”

Smith Teaching in Kosovo This is an historic time for Kosovo, which declared independence from Serbia in 2008 and is now United Nations-administered. “I am teaching the first generation of students to grow up with independence,” Smith says. “Kosovo is a country that is newborn, full of youth and life, but also has a rich and complex history.”

She lives with a host family in a small Albanian village that was completely destroyed during the war.

“My entire village fled to Albania and did not return for months. My host family left in the middle of the night on their tractor, with their daughters ages 8, 6, 4, 2 and newborn.”

When they returned, “They had to completely start anew.”

Today, “Space, materials and electricity are limited in the school. The winters are brutally cold, and the schools do not have heat.”

18

/PurdueEdu

/PurdueEdu

Yet, she says, “Every day is a reward here.”

Smiles from her host family, greetings from students and integrating within the community are among the positives.

“I try to see each day as a reward because I am so lucky to be welcomed—with such kindness and open arms—into a community that has been through so much.”

Founded in 1961, the Peace Corps is a U.S. government program that promotes world peace and friendship by sending volunteers to work in education, business, information technology, agriculture and the environment. These alumni are among more than 220,000 volunteers who have served in some 140 countries.

/PurdueEducation

/PurdueUEdu

FACULTY AWARDS,

HONORS & PROMOTIONS Melody Carducci, online

specialist, was honored with the 2017 Professional Staff of the Year Award from the Indiana Council for Continuing Education.

Signe Kastberg, associate professor

of mathematics education, was awarded the 2018 Association of Mathematics Teacher Educators’ 2018 Excellence in Teaching Mathematics Teacher Education Award.

Marcia Gentry, director of GERI

and professor of gifted, creative and talented studies, was awarded $150,000 from the Jack Kent Cooke Foundation for youth-in-need to attend GERI residential camps.

Jim Greenan, professor of

career and technical education, received a grant from the Indiana Next Generation Manufacturing Competitiveness Center for his project “Leadership Development Program in Advanced Manufacturing.”

Selcen Guzey, assistant

professor of science education, has been awarded a four-year, $1.8 million grant from National Science Foundation for “Integration of Engineering Design and Life Science: Investigating the Influence of an Intervention on Student Interest and Motivation in STEM Fields.”

Trish Morita-Mullaney,

assistant professor of literacy and language, with Wayne Wright and

Ming Ming Chiu, received two U.S. Department of Education grants—“Project Puede,” a five-year, $1.85 million grant, and “Leveraging the Lectura y Lenguaje,” a five-year, $1.96 million grant.

Kathy Obenchain has been

named associate dean for learning, engagement and global initiatives.

Jennifer Richardson,

professor of learning design and technology, was selected for the 2017 Online Learning Journal Outstanding Research Award in Online Education Award by the Online Learning Consortium.

Toni Kempler Rogat & Anne Traynor,

both assistant professors of educational psychology, were awarded $1.1 million from the National Science Foundation for a collaborative project with Indiana University and SRI International.

Ala Samarapungavan,

professor of educational psychology and research, and colleagues from across campus, received a $1.3 million National Science Foundation grant for “Exploring Biological Evidence: Helping Students Understand the Richness and Complexity of Evidentiary Biology Constructs.”

Phil VanFossen, the James F.

Ackerman Distinguished Professor of Social Studies Education, was appointed

by Purdue President Mitch Daniels as the faculty athletic representative.

Wayne Wright has been named

associate dean for research, graduate programs and faculty development. www.education.purdue.edu

19

Non-Profit Organization US Postage PAID Purdue University

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

ACKERMAN CENTER TO HOST FREE EDUCATOR WORKSHOP

by Kathy Mayer

April event for educators is part of the 2018 Greater Lafayette Holocaust Remembrance Conference, themed “Difficult Conversations: Come to the Table.”

Educators teaching upper elementary through secondary classes are invited to attend a free workshop on Monday, April 16, hosted by the James F. Ackerman Center for Democratic Citizenship in the College of Education.

To be presented by representatives from the Massachusetts-based international nonprofit, Facing History and Ourselves, the session will be held in Purdue’s Lawson Computer Science Building, Room 1142, from 4:30 to 8:30 p.m., and include dinner, a literature book related to the topic and resource materials.

“The workshop will focus on facilitating difficult conversations in the classroom about 20

/PurdueEdu

/PurdueEdu

the Holocaust and current events,” says Anne Murphy-Kline, assistant director of the center, which provides programs and resources for educators. It has been involved in the conference for nearly 25 years and hosted an educator workshop for the last 10.

The conference will also present awards to educators.

Educators and the public are invited to attend other conference sessions, scheduled for April 14 through 18. Details will available by January at www.glhrc.org. To register for the Ackerman workshop or apply for an educator award, click on the “Educators” tab.

/PurdueEducation

/PurdueUEdu