Take Note - Fall 2009

E T O N TAKE azine g a M n o ti a c u d E f o College

[ FALL 2009 ]

TEACHERS:

What do you need ? Tell us at: www.education.purdue.edu/survey

[ www.education.purdue.edu ]

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E T O N E K A T FOCUS ON STEM

Conceptual Challenge Meet the Fellows

RESEARCH

Matters of the Brain Research Trainees

ENGAGEMENT

Dorothy Reed EXCITE! Improving Literacy

FACULTY and STAFF Going Global Gifted Legacy Notables

DEVELOPMENT

Women for Purdue

ALUMNI

Speaking the Unspeakable Omari Dyson Where are They Now? Kuhn’s Perfect World Honoring Alumni Coaching Career A New Beginning Alumni Notable News

EVENTS

Upcoming Events

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6 7 8 9 10 3 12-13 14-15 16-17 18 19 20 21 22-23 24 25 26-27

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is printed on elemental chlorine-free Sappi Flo paper with ten percent post-consumer recycled content. Sappi Flo is made from pulp purchased from suppliers who document sound environmental practices and sustainable forest management.

Purdue University, College of Education Beering Hall of Liberal Arts and Education 100 North University Street West Lafayette, Indiana 47907-2098 Phone: 765-494-2341 | Fax:765-494-5832 Email: education@purdue.edu Web: www.education@purdue.edu | www.teach.purdue.edu

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On the cover: (Right) High school students traveled to Purdue to participate in EXCITE!, page 9. (Left, top to bottom) John Feldhusen, pages 12-13; Purdue students travel to Russia for study abroad program, page 3; Marvin Kuhn (BA Edu ‘69) at the Rushville Elementary Nature Center, page 21.

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Supplied by Community Energy

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Contact Tonya Agnew at tragnew@purdue.edu or 765-494-0568 with comments or questions about the magazine. Articles without a by-line are written by Tonya Agnew. Graphic design by Tonya Agnew.

ONTake THENote COVER: Eagle Nebula (Photo of NASA, Euis published twiceM16 a year by thecourtesy College of ropean Space©Agency and Hubble Heritage Team)—one Education.

2009 Purdue University, all rights reserved. of the images in the College of Education Hubble Space Telescope image collection. pages 2-3 for more about the dedication.

An equalSee access/equal opportunity university.

Greetings!

FROM the DEAN

I now have the first couple of months as dean of the Purdue University College of Education under my belt and I couldn’t feel more energized. Although the pace of summer on campus was a bit slower and relaxed, students and faculty have poured on to the West Lafayette campus— excited to start a new academic year—and I’m ready.

I am ready to get to work ensuring that each of our students and faculty members receives the assistance and support that he or she needs to become a leader in the field of education.

Immediate goals

This will be achieved in part through my immediate goals which include: • Implementing the new strategic plan • Facilitating success in research, teaching and service • Collaborating—across campus and disciplines and around the world.

There is a need to prepare highly qualified education professionals to serve the state and beyond. Teachers must have strong content skills and the ability to effectively deal with a wide range of learning needs including students who are gifted, have learning difficulties, come from diverse backgrounds, or have difficulties with English skills.

School personnel must have a solid understanding of schools and of the obstacles their students confront each day. Counselors must be skillful change agents who can work effectively with children, families, educators and agencies.

Preparing for challenges

The College of Education is ready to prepare our education professionals for these challenges. In addition to their efforts to prepare high quality personnel, the faculty is hard at work developing innovative curricula, identifying effective instructional practices, integrating learning with technology, and increasing our understanding of how children learn.

I am thrilled to be part of the College of Education and look forward to the hard work that’s ahead.

We’re ready. Boiler Up!

Maryann Santos de Barona Dean

The College of Education jumped 20 spots to number 48 in the U.S.News & World Report ranking of “America’s Best Graduate Schools 2010 Education,” released April 23.

[ www.education.purdue.edu ]

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L A U T P CONCE GE N E L L A CH

Professors develop climate an d cli

d Media

arketing an

ue M ughes, Purd

by Clyde H

mate change curriculae

Purdue University professors have developed a program designed to improve the way climate and climate change are taught by science teachers and educators.

The Activities for Conceptualizing Climate and Climate Change program was created through a grant from the National Science Foundation’s Geoscience Education program. Dan Shepardson, a professor of curriculum and instruction and earth and atmospheric sciences, is the principal investigator. Dev Niyogi, an assistant professor of agronomy and earth and atmospheric sciences, is a co-principal investigator.

Climate change a challenge to teach

The program was unveiled earlier this year at the annual Hoosier Association of Science Teachers conference in Indianapolis. The activities can be used by teachers at no cost, Shepardson said.

“Teaching and learning about climate and climate change is conceptually challenging,” Shepardson said. “Although students can collect local weather data and relate this data to local climate, they cannot monitor climate change due to time and scale issues. In order to learn about climate change it is necessary for students to interpret, analyze, explain and evaluate historical data and modelbased data projections.”

Supplementing curriculum

ng Climate conceptualizi Activities for site eb W ge an Ch and Climate

The activities are designed to supplement the existing junior and senior high school science curriculum and are consistent with national science education standards, Shepardson said.

The seventeen activities are clustered around four modules: fossil fuels and greenhouse gases, climate and severe/extreme weather, climate change and ecological impacts, and natural processes.

Teachers involved in the development and field testing of the activities were: David Burch of Eastern Greene Jr.-Sr. High School, Bloomfield, Ind.; Ted Leuenberger of Benton Central Jr.-Sr. High School, Oxford, Ind.; and Mark Koschmann of St. John’s Lutheran School, Midland, Mich.

Graduate students Umarporn Charusombat, from the earth and atmospheric sciences department, and Soyoung Choi, from the curriculum and instruction department, assisted in the project’s research and Web site design. Mary Maxine Browne from the Indiana State Climate Office served as a project editor.

The Center for Research and Engagement in Science and Mathematics Education and the Discovery Park Center for the Environment provided additional funding.

Online: http://climate.agry.purdue.edu/climate/ccc/ 2

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The College of Education faculty are making connections around the world. Here are a few selected highlights.

Janet Alsup and Melanie Shoffner are

collaborating on the development of an English education program for the American University of the Middle East (AUM) in Kuwait.

Luciana de Oliveira—with the assistance

of the Engagement and Discovery Projects through Partners of the Americas, an organization in Rio Grande do Sul, Brazil, that develops partnerships between the U.S and Brazil—was a plenary speaker at the Association of Teachers of English of Rio Grande do Sul (RGS) annual conference in July. She also conducted workshops at the Catholic University of RGS and the Federal University of RGS and at two language schools.

Tim Newby and Peg Ertmer developed a

INSITE (International Network of Students Investigating Technologies in Education) for EDCI 27000 “Introduction to Educational Technology,” a large lecture course required for all teacher education students. Teams of students, including partners at universities around the globe, create an online teacher resource for utilizing Web 2.0 technologies such as Facebook, Google Docs, Flickr and Twitter in K-16 classrooms. Newby and Ertmer traveled to Turkey, South Korea, Austria, Ireland, Sweden and England to discuss the potential participation of the international partners for INSITE.

Anatoli Rapoport took 13 students to Russia for the “Education Maymester in Russia” study abroad program May 23-June 13.

Since the program began in 2003, 89 students have participated.

Eric Riggs and fellow Purdue sciences

faculty traveled to Saudi Arabia to review the earth sciences, physics and chemistry undergraduate curricula at King Fahd University of Petroleum and Minerals (KFUPM) in Dhahran in June. Riggs was particularly involved in curriculum design and assessment of student learning issues, as well as helping the department determine its best strengths for longterm growth.

Faculty g

o intern

GOING GLOBAL

ational

Riggs was also involved in the ExxonMobil Field Course, “The Hydrocarbon System of the Wessex Basin” in the Dorset Coast, England, at the end of June. Riggs’ participation with this project is to foster CRESME (Center for Research and Engagement in Science and Mathematics Education) involvement in industrial training and internal education programs to broaden the reach of research into graduate and postgraduate science education.

Shoffner is also the advisor for the Reading London study abroad program.

The first group participated in 2008 and a second group will go in the summer of 2010. It takes place in London, England, with trips to Bath, Oxford and Haworth.

Melanie Shoffner traveled to Poland over

spring break to take part in a research symposium between Polish faculty and faculty from Purdue’s West Lafayette and Calumet campuses.

Allen Talbert and Dan Gottschalk co-led the “Block I in Jamaica” study abroad in Maymester 2009. Eleven agricultural education students took EDCI 20500 “Exploring Teaching as a Career” and EDCI 28500 “Multiculturalism in Education” while also exploring tropical agriculture, the Jamaican agricultural education system and Jamaican culture. Since Talbert and Mark Balschweid began the program in 2005, 59 students have participated.

Phil VanFossen, as part of a US State Department grant with the Council on Economic Education, conducted workshops on teaching economics for 40 Indonesian high school teachers in Jakarta, Indonesia.

The intensive six-day format, which took place June 26 through July 8, included basic economic content, curriculum and teaching methods.

[ www.education.purdue.edu ]

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MEET the FELLOWS

The inaugural cohort of Woodrow Wilson Indiana Teaching Fellows at Purdue started this summer.

The teaching fellows is a pioneering program to staff rural secondary schools with highly qualified science, technology, engineering and math (STEM) teachers. Applications are now being accepted for the 2010 cohort of Woodrow Wilson Indiana Teaching Fellows. Early submission deadline is October 12 and the final deadline is January 12, 2010. Apply online at www.woodrow.org/fellowships/teaching/indiana/registration.php.

Zachary Blackwood | West Lafayette, Ind. Purdue University ‘09, physics and mathematics

Honors student with research experience; tutor of algebra, trigonometry and differentiation and integration; mission work in Cyprus and Israel.

David Bohn | Kokomo, Ind. University of Wisconsin ‘87, engineering

Lifelong learner with more than 20 years’ experience in engineering; Toastmasters International mentor; active parent supporter of the Northwestern School Band and Color Guard.

Lawrence DuBose | Lafayette, Ind. Purdue University ‘05, biology

Chemist with experience in research, small business and industry; tutor and youth leader; certified emergency medical technician.

James Flesher | Terre Haute, Ind. Indiana State University ‘05, physics

Outstanding Teaching Assistant award winner with experience as a research assistant and tutor; former leader of Society of Physics Students.

Jesse Hoteling | Lafayette, Ind. Purdue University ‘03, entomology Purdue University, MS, entomology

Entomologist with experience as a university research assistant; avid gardener and bird watcher; member of the Entomological Society of America.

Dustin Hughes | Covington, Ind. Rose-Hulman Institute of Technology ‘09, mechanical engineering National Dean’s List student with engineering experience in product safety and quality control; member of the Rose Ultimate Frisbee Club.

Kathryn Hughes | West Lafayette, Ind. Purdue University ‘09, biology

Veterinary assistant and horseback riding instructor with experience as a university resident assistant; mentor for Women in Science; Secretary and Treasurer of the Science Olympiad Club.

Timothy Jacobs | West Lafayette, Ind. Purdue University ‘09, computer science and mathematics

Indiana Resident Top Scholar Award winner with experience in web and software development; member of the National and Purdue Associations for Computing Machinery.

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[ FALL 2009 ]

Lauren Klemme | DeMotte, Ind. Purdue University ‘02, actuarial sciences and statistics

More than five years’ experience as an actuary and actuarial analyst; former Dean’s List student and president of the Purdue Actuary Club.

Mark McClenning | Lafayette, Ind. Ohio State University ‘83, agriculture/agronomy The Ohio State University, MS, agronomy

College-level teaching experience in introductory-level mathematics and statistics courses, as well as biology lecture and laboratory courses; laboratory technician of nearly 10 years with an avid interest in outdoor plant species and animals.

Sarah Moreland | West Lafayette, Ind. Purdue University ‘03, animal science

Laboratory technician with experience as a kennel worker and veterinarian’s assistant; formerly participated in the 4-H horse program and the Purdue AllAmerican Marching Band.

Laura Norris | Lafayette, Ind. Purdue University ‘06, genetic biology

Quality control technician with experience as a lab assistant; Purdue University Junior Scholar of Biology and French; first grade writing tutor for the South Bend Community School Corporation.

Alyce Porawski | Monticello, Ind. Lehigh University ‘02, biology Lehigh University, MEd, elementary education

Title I reading teaching with intern and substitute experience at a variety of grade levels; recipient of the Contribution to Student Life Award; Frontier High School cheer coach.

Susan Reagin | Noblesville, Ind. Purdue University ‘87, engineering Ball State University, MBA

Twenty-one years in the automotive industry with experience ranging from industrial engineering and manufacturing to sales and finance; recipient of several company awards reflecting excellence in finance, performance quality, and overall initiative; youth soccer coach for the Noblesville United Soccer Club.

Janelle Shore | Mooreland, Ind. Indiana University-East ‘08, mathematics

Chancellor’s/Dean’s List student with honors in mathematics; university math tutor; experience coaching high school volleyball and track teams.

Rebecca Taylor | University Heights, Ohio John Carroll University ‘09, biology

Recipient of the President’s Education Award for Outstanding Academic Excellence with experience as an undergraduate researcher and lab assistant; founding member of Every Two Minutes, female peer education club on sexual assault.

Ashley Wethington | Shelbyville, Ind. Purdue University ‘08, biology

Dean’s List student with experience in medical research; 2005 honors graduate of Shelbyville High; active in school leadership and captained the cheerleading team.

[ www.education.purdue.edu ]

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MATTERS IN A R B e h t of

Pondering the prevailing thinking and all the genetic and neuroscience work he’s done thus far in his career, Jeffrey Gilger posed the question: “How can prenatal neurodevelopment lead to both gifts and disabilities in the same individual?”.

With a three-year Esther Katz Rosen grant for research and programs on giftedness in children from the American Psychological Association, Gilger—the College of Education’s associate dean for discovery and faculty development—and an interdisciplinary research team set out to find the answer in the first study of its type.

The 38 subjects, all Purdue students, were in four groups—non-gifted with no dyslexia; nonverbally/spatially gifted with average verbal abilities; dyslexic; or dyslexic with nonverbal giftedness, known as twice exceptional.

The team conducted psychometric, reading, math and IQ tests. Each subject also did word and spatial manipulation tasks during magnetic resonance brain imaging.

Early findings

Several interesting findings have emerged from preliminary analysis of the magnetic imaging portion of this work. These include: •• When asked to rotate spatial figures in their heads, the gifted subjects’ brains, with and without dyslexia, showed a great deal of activation in both hemispheres.

•• During rotation tasks, dyslexic subjects’ brains processed information more like those of gifted subjects than non-gifted.

•• During a word rhyming task, gifted subjects’ brains displayed significant activation in both hemispheres, while dyslexic subjects showed comparatively low activation.

“This study and earlier work by our team is starting to support the fact that brains may be born predisposed to talents and/or reading deficits, and that way, neurodevelopmental genes show their effects,” Gilger says. “In fact, the same genes that put people at risk for dyslexia may also put them at risk for unique ways of processing nonverbal/spatial information.”

Dyslexic

Gifted

Potential implications

A number of other implications come from the work, he says. On the practical side, something to consider, he says, “Does focusing on just verbal deficits of dyslexics misrepresent the bigger picture of how these folks process all kinds of information? If you do that, you are possibly setting them up to not make the best use of other aspects of their brains that can be used to help train reading or develop skills in other domains.”

At press time, Gilger was preparing to present preliminary findings at the American Psychological Association conference in August.

In an earlier study, the team also found the structures of twice exceptional, gifted and dyslexic brains showed some unique variations. “These variations probably developed before birth and in some ways are reminiscent of variations seen in the brain autopsy of Albert Einstein,” Gilger says.

Along with Gilger, the research team includes George Hynd, former Purdue education dean, now senior vice provost, dean and director of the Fulton Institute and Graduate School of Education at Arizona State University; Tom Talavage, Purdue associate professor of biomedical engineering; and Purdue electrical and computer engineering doctoral student Olumide Olulade.

Research support was provided by educational studies graduate students Mike Wilkins, Lisa Neuenschwander and Dawn Graham, and biology and psychology undergraduate student Carole McAteer.

“We are answering some of the common debates that have been around a long time,” Gilger says. “I like the science part of this work, the creativity, and the culmination of my genetics and neuroscience work.”

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Gifted, dyslexic

Non-gifted, non-dyslexic These are axial (right) and posterior (left) views of subjects’ brains during spatial tasks. Red areas are active during spatial stimuli requiring rotation. Blue areas are active during spatial stimuli not needing rotation. Yellow areas are active during both types of spatial stimuli.

RESEARCH TRAINEES

ce experien h c r a e s e r ates gain u d a r g r e Und

Undergraduate students have an opportunity to gain research experience through the Undergraduate Research Training Program (URT) in the College of Education. Qualified undergraduate students in any academic discipline are paired with a cooperating professor to work on a research project. The trainees spend approximately six hours per week working on the project and in exchange are given a small stipend. Students have been selected for the 2009-10 academic year and will be paired with a faculty member once the semester starts. Here are the projects and participants from the 2008-09 academic year.

2008-09 URT Projects and Participants

Project: Supporting Beginning Secondary English Teachers Faculty: Melanie Shoffner Department: Curriculum and Instruction Undergraduate student: Tara Foor Project: The Effects of a Leadership Development Program on Educators’ Knowledge, Performances and Dispositions Faculty: James P. Greenan Department: Curriculum and Instruction Undergraduate student: John Gray

Project: Motivation and Reading Achievement Faculty: Sydney S. Zentall Department: Educational Studies Undergraduate student: Kristen Croner Project: Project HOPE (Having Opportunities Promotes Excellence) Faculty: Marcia Gentry Department: Educational Studies Undergraduate student: Eliza Lofton Project: The Virtual History Museum: Exploring Assistive Technology in Social Studies Faculty: Emily Bouck Department: Educational Studies Undergraduate student: Grace Pillari Project: Gender and Sexuality in the Classroom Faculty: Tara Star Johnson Departments: Curriculum and Instruction, English Undergraduate student: Christine Sova Project: Scaffolding Middle and High Students’ Problem Solving with Web-based Simulations Faculty: Minchi Kim Department: Curriculum and Instruction Graduate student: Fatih Koca (participated in program without stipend for additional research experience) Project: Assistive Technology and Augmentative and Alternative Communication Research Faculty: Lyle L. Lloyd Department: Educational Studies Undergraduate student: Grace Scott [ www.education.purdue.edu ]

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ENGAGE t dean Dorothy Reed, assistan for engagement

It is with great pleasure that I return to Purdue to join the College of Education as the assistant dean for engagement.

My primary responsibilities include: •• Achieve the goals of the College of Education strategic plan •• Link engagement with related efforts by other Purdue units •• Increase the visibility of the college.

I also will facilitate collaborations between the College of Education, the community and P-12 partners to address issues of common interest.

Engagement simultaneously serves the needs of College of Education partners and invigorates the research, teaching and service mission of the college. I am excited to foster partnerships that will build bridges between Purdue and local, state, national and international communities.

Engagement in the College of Education is guided by a vision that is both idealistic and pragmatic.

Activities are intentionally geared to meet critical societal needs and create productive dialogue while sharing expertise in ways consistent with the mission of a public, land grant, research university.

Through the scholarship of engagement our faculty are developing diagnostic tools to identify needs; contributing to social competencies through interdisciplinary relationships; and contributing to global awareness, cultural literacy and social health.

They fulfill an academic mission and meet community needs. They are committed to launching the future.

I am excited to be a part of such a dynamic faculty and to return to my alma mater.

Go Boilers!

—Dorothy Reed

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[ FALL 2009 ]

Participants work together to move a ball from one point to another.

EXCITE!

ts chance to teach

school studen Camp gives high

by Brittni Balla

rd, Purdue Expo ne

nt summer repo rter Reprinted with permission. Orig inal article ran Purdue Expone in the nt July 17, 2009 .

One Purdue summer camp has done the improbable – gotten high school students excited about school.

At least, it’s gotten them excited about teaching in one someday. So excited, in fact, that most of the 18 total participants didn’t mind beginning the day’s activities at 7:30 a.m. because, as one camper put it, that’s just what teachers have to do to prepare for morning classes.

The juniors and seniors from across Indiana have spent the last four nights in Shreve Hall as participants in the College of Education’s new EXcel Create and Inspire the Teaching Experience, or EXCITE!, program, which targeted minority students but welcomed everyone. The camp ends today with a luncheon that parents are welcome to attend. At this closing program, participants will showcase their newest take on education with newly created individual Web sites.

A learning experience

And although the camp did give students their first teaching experience, it was also a learning experience, one that began even before the first full day’s schedule of events.

“They got to see what it’s actually like to live on campus,” Lynette Flagge, director of diversity initiatives, said. “They ate in dining halls, slept in University beds and got to experience the community shower. They got to walk around the campus – all around the campus,” something which, she said with a laugh, taught the importance of comfortable shoes and a map.

The next morning, participants toured the Latino, Black and Native American educational cultural centers in celebration of diversity within both the college and K-12 schools. At each, guides stressed the need to be aware of not just ethnic diversity, but diversity in learning styles as well, a point which hit home with at least one attendee.

Jamaica Sawyers, a senior at Donald E. Gavit High School in Hammond, who’s interested in elementary education, said, “Now, if we do decide to come to Purdue, we know there are places we can go, places where we do fit in. And (I realize) I don’t know what type of

students will be in my classroom, but if I learn as much as possible, I can prepare all of them with the skills they need to make it through life.”

Field trip to Camp SPARKS

Wednesday afternoon, the group took a field trip to Camp SPARKS, or Special Play and Recreation for Kids with Special needs, a tutoring program at Linwood Elementary. There, special needs students were divided into six age groups, and three to four EXCITE! participants were assigned to each group. This was, by far, the highlight for Purdue’s campers.

Marshon Harris, a senior at Lew Wallace High School in Gary, who’s interested in teaching secondary biology, said, “I was nervous at first because I was working with 13- to 14-year-olds and was worried they might hit me. But it ended up being a piece of cake. We played UNO, went out to the jungle gym and just had a good time. I looked out for them, and it got me thinking that maybe I want to be a special needs biology teacher.”

Other activities at Camp SPARKS included leading a craft session during which groups made ants out of cotton balls, pipe cleaners and clothespins, in addition to teaching lessons over various topics with the help of trained counselors and experienced teachers.

Teaching as a career

Harris wasn’t the only participant moved by his first go at being an educator; in fact, the next day, several students further commented that they knew teaching was the right career for them.

Tasha Marsh, a senior at Elmhurst High School in Fort Wayne, who’s interested in English education, said, “Teachers asked in elementary school, ‘What do you want to be when you grow up?’ I said, ‘A teacher.’

I didn’t know the reason then, but now I do. I believe God put me on Earth to influence the mind of youths. I have a voice, and I believe I should share it. I want to make a difference, and I want youth to value education.”

[ www.education.purdue.edu ]

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G N I V O R P M I LITERACY

Providing training an d

resources for elemen

tary schools

Literacy—it’s an essential key to success in school, at work and beyond. For many of us, the vital skill of reading was nurtured and developed by a caring teacher. But how do teachers actually teach children learn to read and write?

The College of Education is aiding teachers in their reading instruction efforts through the Partnerships in Comprehensive Literacy (PCL) model, developed with Linda Dorn, PhD at the University of Arkansas at Little Rock.

The Center for Literacy Education and Research (CLEAR) is now university training center for the PCL. Shannon Henderson, assistant professor of literacy and language education and (CLEAR) director of instruction and associate director, completed a 21 hour post-doctoral program at the University of Arkansas at Little Rock in order for CLEAR to become a university training center.

Implementing the program Partnerships in Comprehensive Literacy model includes: •• Framework for literacy •• Coaching and mentoring sessions •• Model classrooms •• High standards based on the International Reading Association Standards for Literacy, Indiana State Standards and the National Primary Standards in Reading and Writing

•• Accountability for student progress •• System interventions that include Reading Recovery® •• Professional development •• Well-designed literacy plan •• Technology such as networking opportunities across sites

•• Spotlighting schools that are achieving high results

CLEAR partners with universities to implement the model in schools and districts. Numerous schools and districts in Indiana, Illinois, Pennsylvania, Maine, Arkansas, California, Kentucky, Wyoming, Utah, Minnesota, and Missouri have already put the model to work and this fall Lafayette School Corp. in Lafayette, Ind. and Gary Lighthouse Charter School in Gary, Ind. are implementing the program thanks to stimulus funds.

“Through analysis of our data, we consistently noticed that despite numerous interventions our students still struggle to meet literacy standards,” says Karen Poplawski, primary principal/director of instruction at Gary Lighthouse Charter School. “In the course of work with classroom teachers, it was discovered that there is a need for a deep understanding of pedagogy concerning literacy development.”

“When stimulus funds were received, it was decided that the best way to impact change for our children was to devote the dollars toward building capacity within our school to address literacy needs,” explains Poplawski. “We chose the Comprehensive Intervention Model because it centered around a proven program—Reading Recovery®—that is hinged upon literacy processing theory. There are many programs out there, but this model caught our attention because it forces teachers to become critical thinkers about the way the student processes literacy and develops skills.”

Working together

PCL is aimed at improving student achievement in reading through school-wide collaboration and commitment. Teachers, literacy coaches, administrators, and educational agencies all play a part in the initiative with the goal of building capacity in their schools and districts.

Shannon C. Henderson, assistant professor of literacy and language education, CLEAR director of instruction and associate director, travels the country providing training and consulting with administrators, teachers and other education professionals about how PCL and CIM can help their students.

“When a student experiences literacy difficulty in a PCL/CIM school, we view this as failure of instruction—not failure on the part of the student,” explains

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Comprehensive Intervention Model Small Group Interventions Henderson. “Our teachers are highly educated in literacy theory and are taught how to use both qualitative and quantitative data to assess the strengths and needs of the individual student and how to tailor their instruction to build on those strengths so that students make accelerated gains in literacy.”

Four components

The model utilizes four components including classroom literacy framework, school embedded professional development, struggling learner intervention programs (Comprehensive Intervention Model), and accountability/research. There is an emphasis on creating professional literacy communities within schools where they can make the biggest impact.

“What differentiates us from other intervention programs is that instruction takes place in authentic reading and writing contexts with a focus on creating self-regulated literacy learners who can transfer this learning to real world literacy activities,” says Henderson.

Endorsed by a national reading association

•• Emergent Language and Literacy Groups are for kindergarten and first grade students at the emergent level of reading and writing.

•• Guided Reading Plus Groups are for children in grades one to three who are reading at the early to transitional levels of reading and writing but are lagging behind their classmates.

•• Assisted Writing Groups support first grade children at the early stage of writing development who are lagging behind their classmates.

•• Writing Process Groups are for first to fourth grade children struggling with the writing process in their writing workshop classrooms.

•• Comprehension Focus Groups are for children who are reading at the transitional level and beyond in grades two to six and who are having difficulty comprehending the wide range of text genres as they move up the grades.

•• Comprehension Focus Groups in Content Area are designed for upper grade readers who are struggling with reading their content texts.

A successful component of PCL is the Comprehensive Intervention Model (CIM) which strives to reduce the number of students referred as having a specific literacy disability to 1.5%. This layered model, one of only two comprehensive approaches to Response to Intervention (RtI) endorsed by the International Reading Association, A new licensure program with a focus on teaching is unlike many Response to Intervention methods which require a English language learners was just approved by the child to fail for a period of time before increasing the intensity of state of Indiana. The English Language Learning the intervention. After completing a one year program of intensive (ELL) licensure program will provide pre-service and training and ongoing professional development, Reading Recovery® in-service teachers with the professional preparation teacher leaders and literacy coaches provide training and support needed to add English as a New Language to existing for classroom, Title I, intervention and special education teachers in teaching licenses. The main focus of the program is their schools and districts. the development of current and appropriate skills “We are confident that as our teachers will grow in their to effectively accommodate the needs of English understanding of literacy development, we will begin to see an language learners (ELLs) in mainstream classrooms. aggressive growth pattern in our student’s literacy development,” The program will use a hybrid-course delivery format, says Poplawski. “One exciting aspect of the model is that it does with courses offered online and face-to-face in not just affect a particular age band of students. We intend to different semesters, to address the needs of teachers implement the model K-6 and thus provide our students with who are from diverse regions within Indiana. quality literacy to proactively and retroactively ensure that all students are competent and comfortable readers.”

“Ultimately, we want our children to be fluent readers who Luciana C. de Oliveira, luciana@purdue.edu can read for a variety of purposes and unlock the door to a or (765) 494-2358. path knowledge awaiting them. Since part of our mission is to prepare students for college, we don’t just want our students https://app.applyyourself.com/?id=purduegrad to be proficient; we want to give them the power to grasp any concept presented to them in written form.”

Through CLEAR’s continued efforts to make a true and measurable impact on children’s literacy, students will ultimately benefit.

New English language learners program

Contact: Apply:

Online: www.clear.education.purdue.edu [ www.education.purdue.edu ]

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GIFTED LEGACY

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en’s legacy

hus Gifted students, educators benefit from Feld

Mornings studying animation, afternoons learning to program in Java and two weeks “to hang around nerds like me” gave Rachel Stuart, 17, of Memphis, Tenn., a challenging, enjoyable experience before beginning her senior year of high school.

The perks of participating in Purdue University’s Gifted Education Resource Institute (GERI) on-campus summer camp are twofold. “The classes are really, really interesting,” she says. And she connects with the other students. “Not everyone at home understands why I’m so into academics.

We all have a good time together here.”

Decades of impact

While Stuart never met John Feldhusen, whose Purdue University tenure spanned nearly 40 years, she’s one of thousands benefitting from his pioneering work in gifted education. Despite his death this summer, his impact is guaranteed to live on with each new class in Super Saturday, Super Summer or other GERI program, from “Mad Science” to “Physics with Toys,”“Calling All Inventors,” and countless more.

Born in Waukesha, Wisc., Feldhusen was an only child, an adolescent when his father died. He grew up in a boarding house his mother operated, spent two years at Carroll College in his hometown, then earned bachelor’s, master’s and doctoral degrees from the University of Wisconsin.

While a graduate student, he taught at the Northwestern Academy in Lake Geneva, Wisc., then three years at Wisconsin State University before coming to Purdue in 1962.

Outstanding accomplishments

Over the next few decades, he taught and inspired future teachers; created the Purdue Three Stage Model and Program for Academic and Creative Enrichment, a schoolbased, pullout program for high-ability elementary school children; and founded and headed GERI, an internationally recognized resource in teacher training, research and programs for gifted youth.

“He made a huge difference in facilitating education of bright kids,” says Bill Asher (MS ’51, PhD ’55), a decadeslong colleague. “He wanted gifted education to be based on solid research, and indeed he did just that.”

A tall, commanding person, Feldhusen was “hard working, diligent, a solid psychologist who enjoyed working with people,” Asher says. “And he never quit learning.”

He was married to an educator, Hazel Feldhusen, who taught in the West Lafayette, Ind. schools, and they often worked together on projects. His publications number in the hundreds.

A supreme mentor

Feldhusen was a constant teacher, mentor and motivator, his graduate students say.

“One of the best things he did was to assume that we could do great things,” says Donna Enersen (PhD ’93), vice president of Lafayette, Ind.’s Enersen Enterprises Inc. “He handed off opportunities to us, like sending me to work

in Brazil, and encouraged us. There were some weeks we couldn’t see how we’d get everything done, but all we had to do was look at how hard John was working, too.”

Penny Britton Kolloff (PhD ’83), his second gifted education doctoral student, says, “He modeled what he wanted teachers to do. He started each class with some kind of attention-getting device, once bringing in a record player and putting on Crosby, Stills and Nash’s ‘Teach Your Children Well.’ And his assignments were so engaging.”

Vicki Vaughn (PhD ’91), recalls Feldhusen “never stopped challenging us and pushing us to do more. He had a way of making his students reach within themselves and find talents and resources we didn’t know were possible.”

A founder of gifted education

One of the founders of the gifted education field, Feldhusen “devoted his life to ensuring that all gifted and talented children would receive an appropriately challenging education and fulfill their potential,” says Sidney Moon (MS ’85, PhD ’91), College of Education associate dean and GERI director.

“He was a seminal and eclectic thinker who valued both research and practice. His most permanent legacy can be found in his voluminous writings on every aspect of gifted education, but for those of us who knew him, his most enduring legacy is his inspirational character.”

Feldhusen served a term as president of the National Association for Gifted Children. Among his recognitions were the Mensa Lifetime Achievement Award, 2002; honorary doctorate from Purdue University, 1999; International Award for Excellence in research from the World Council for Gifted and Talented Children, 1997; and Purdue Education’s Best Teacher Award in 1991.

Providing funds for scholarships and programs

The John and Hazel Feldhusen Fund for Gifted Education at Purdue University was established to provide several ongoing scholarships, including one for an exemplary gifted education teacher to attend the DISCOVER! Conference, one for a gifted education doctoral student, and scholarships for underserved gifted children to participate in GERI programs.

Like Stuart, who learned to model faces and create “really cool” animation scenes this summer, scholarship recipients, students and educators will continue Feldhusen’s legacy.

[ www.education.purdue.edu ]

13

S E L B A T NO Faculty

nitions

rds and recog a w a , ts n e m e v and staff achie

Janet Alsup is the recipient of a

John Hill was awarded a grant by the

Luciana de Oliveira took office in

Michi Kim is a recipient of a year-long

Faculty Fellowship for Study in a Second Discipline for fall 2009.

January 2009 as president of the Indiana Teachers of English to Speakers of Other Languages.

Luciana de Oliveira and Jennifer Richardson are recipients of PRF International Travel Grants for 2009-10.

Kim Deardorff completed the program “Accomplished Clerical Excellence.”

Nadine Dolby received the Outstanding Faculty Discovery Award from the Dept. of Curriculum and Instruction.

Nadine Dolby was a recipient of a PRF Summer Faculty Grant.

David Eichinger received the

Outstanding Faculty Teaching Award.

Wanda Fox was awarded a grant from

National Rural Education Association for Cooperative Agreement #1.

PRF Research Grant from the college.

Minchi Kim and Tim Newby were

selected as recipients of ITaP Faculty Scholar awards for the summer 2009.

Jerry Krockover was awarded a grant

from Indiana Commission for Higher Education for Standards Based Integrated Science Instruction for the Middle Grades.

Lyle Lloyd was awarded a grant

from Greater Lafayette Area Special Services Cooperative.

Youli Mantzicopoulos, Helen Patrick and Ala Samarapungavan launched a new Web site for their Scientific Literacy Project:

www.PurdueScientificLiteracyProject.org.

the Indiana Department of Education for her curriculum project in family and consumer sciences, Advanced Life Science Foods End-of-Course Assessment.

Mary Nakhleh and John Staver have been

Marcia Gentry was awarded a grant

Tim Newby, with colleagues Bill Watson and Peg Ertmer, received an Instructional

for GERI’s professional development conference Discover! 2009.

Jim Greenan received a renewal grant

for, “Leadership Development Program in Career and Technical Education” from the Indiana Department of Workforce Development.

Jim Greenan will serve as a member of

the Purdue Social Science Institutional Review Board for 2009-10.

John Hill was named clinical assistant professor.

14

JoAnn Phillion received an

[ FALL 2009 ]

named to the inaugural class of Fellows of the American Educational Research Association (AERA).

Innovation Grant from the provost for his EDCI 270 Web 2.0 project.

Jean Peterson and JoAnn Phillion were promoted to full professor.

JoAnn Phillion was associate editor for “The Sage Handbook of Curriculum and Instruction.”

JoAnn Phillion received the

Department of Curriculum and Instruction Outstanding Faculty Engagement Award.

Internationalization Award in the category of Innovative Program from the Office of International Programs.

Anatoli Rapoport has a new book

chapter in publication. It is: Chained together: Education for global citizenship and human rights.. In V. Anikin and R. Kleiman (Eds.) Civic education and human rights (pp. 1834). Pontos: Chisinau, Moldova.

Anatoli Rapoport has a newly

published book: Borshevskiy, A. & Rapoport, A. (2009). Civic education in modern global society. Komrat: Institute of Democracy.

Anatoli Rapoport received a Teaching

Excellence and Achievement Program grant from the International Research and Exchanges Board to work with teachers from abroad.

Anita Roychoudhury has been

appointed co-chair of the Early Career Research Award Committee of the National Association of Research in Science Teaching.

A. G. Rud’s “Education Policy Blog,”

with Nick Burbules of Illinois University and Craig Cunningham of National-Louis University, listed as one of 100 Best Blogs for Teachers of the Future by Clear Education View.

David Sears’ proposal “Effects of

Sequence of Discovery-Based Lessons on Learning, Transfer and Motivation” received a 2009 Kinley Trust Award.

Johannes Strobel is co-editor of a new book. It is: Blumschein, P., Hung, W., Jonassen, D. H. & Strobel, J. (Eds.) (2009) Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains. Rotterdam: Sense Publishers.

Sarah Templin received the Charles

Murphy Outstanding Teaching Award and will be named to the Book of Great Teachers.

Phil VanFossen received the second

Profound Impact Award from Miami (of Ohio) University’s School of Education, Health and Society.

Phil VanFossen is a Committee on

Institutional Cooperation (CIC) Academic Leadership Program fellow for 2009-10.

Oliver Wendt, Soojung Chae and David Snow’s proposal, “The Use of Speech Generating Devices in Learning Graphic Symbol Combinations: Evaluating Matrix Strategy vs. MandModel Procedures” received a 2009 Kinley Trust Award.

Yan Ping Xin hosted Ziqiang Xin a

visiting scholar at Carnegie Mellon and professor at Beijing Normal University.

Yearlong grants from the Purdue Research Foundation were awarded to Emily Bouck, Ayse Çiftçi, Bill Hanson, Lyle Lloyd, Yukiko Maeda, David Sears, Yan Ping Xin, and Sydney Zentall

New faculty and staff

With Liberty

The Ackerman Center for Democratic Citizenship was chosen by the Liberty Fund Inc. as a recipient of a Library of Liberty. As a recipient, the Ackerman Center received a collection of more than 350 books and 60 DVDs,, valued at more than $15,000. The collection includes important writings from the early founding period of the United States, works of economics or political philosophy that influenced the founders or modern works that foster the principles of liberty put forth by the founders. Authors David Hume, Adam Smith, Voltaire, Thomas Hobbes, James Buchanan and Ludwig von Mises are included. The Library of Liberty can be used by Purdue students, staff and faculty as well as student teachers and local classroom teachers. A reception acknowledging the gift will be held later this fall.

Online: www.libertyfund.org

Dewey at 150

•• Steven Shidemantle: assistant professor;

In recognition of the sesquicentennial of the birth of John Dewey, John Dewey at One Hundred-Fifty: Reflections for a New Century, will be published in November. This is a special issue of the journal John Dewey Society, Education and Culture. The special issue, with contributors drawn from the members of the John Dewey Society, will be published as both a journal issue and a book.

The work is co-edited by A.G. Rud, editor of Education and Culture and head of the Department of Educational Studies at Purdue University; Jim Garrison, past president of the John Dewey Society and professor of philosophy of education at Virginia Tech; and Lynda Stone, president of the John Dewey Society and professor of philosophy of education at University of North Carolina at Chapel Hill.

•• Doc Vinh: E-Portfolio Coordinator

Online: www.thepress.purdue.edu/johndewey150.html

•• Kimberly Batta Davis: graduate assistant •• Daphne Driskill: Reading Recovery® leader;

Center for Literacy Education and Research

•• Levon Esters: assistant professor; youth

development and agriculture education 75%, curriculum and instruction 25%

•• Yun Ge: administrative database programmer •• Elizabeth Hopper: director of targeted professional development; Center for Literacy Education and Research

•• Nathan Mentzer: assistant professor; industrial

technology 75%, curriculum and instruction 25%

•• Dorothy Reed: assistant dean for engagement •• Meredith Richmond: continuing lecturer; social studies education educational studies

[ www.education.purdue.edu ]

15

N E M O W E U D R U for P

Connecting, colla

ies, D

by Jennifer Jeffr

16

[ FALL 2009 ]

borating and insp

iring each other

ncement

irector of Adva

Eighteen friends and alumna of the College of Education participated in the campus-wide Women for Purdue activities on Friday, April 24. The morning started in the Shively Club at the Ross-Ad Pavilion with a panel discussion about Access and Success for all attendees.

The individuals interested in College of Education initiatives met for a break-out session at the West Lafayette Public Libraries. Surrounded by books and stories, these women agreed that literacy – reading and writing –are at the root of all access and success efforts. With literacy comes learning and understanding. Shannon Henderson, Associate Director of the Center for Literacy Education and Research talked about storytelling as a means to help struggling readers achieve. Sharing personal experiences is a powerful tool that helps connect the symbols on the page with the student’s life. Storytelling has proven especially when helping English language learners read and write proficiently.

Equally important are role models that inspire us to take on new challenges and strive to succeed. The group discussed endowments as a way to honor the stories of their role models and help students achieve at the same time. Endowments provide an opportunity to secure a legacy or memorialize a friend, family member, teacher, colleague, or mentor.

Endowments let us tell a story forever Dr. Donna Gollnick (BS’66 LA; MS’74 Edu) talked about her decision to create a scholarship to honor her parents, Charles and Kathleen Kuhn.

Donna’s story of growing up in rural Indiana in a family of modest means was familiar to many of the women in the room who had experienced the same environment. Her father worked in a limestone quarry, her mother in a nursing home and they encouraged their children to pursue college educations. With the help of scholarships, Donna was the first in the family to receive a bachelor’s degree. She is glad to provide financial support to student in elementary education or special education – and proud that her parents’ story is retold every year to the scholarship recipient.

Language and Literacy faculty member Susan Gunderson shared the story of her friend and colleague, Susan Nierstheimer, who created a book fund to put books in the hands of struggling readers. A professor of literacy education, Nierstheimer was diagnosed with terminal cancer in 2005. She asked her friends and colleagues to help create a fund that could continue to help students even when she was no longer able. The Susan Nierstheimer Memorial Book Fund provides quality children’s literature for first graders who have participated in the Reading Recovery program. Since 2006, 413 readers have taken home blue book bags containing four books. For some, these are the first books they have owned. Susan Nierstheimer’s passion and vision created a legacy of literacy that will influence children for years to come.

At the conclusion of the event, the participants were encouraged to think about how they would like their stories to be written or to think about the people who provided inspiration and how their stories might be told. Each woman was given a journal with the following inscription: Our stories matter.

Your stories matter.

For you never know how much of a difference they make and to whom.

—Caroline Joy Adams

(Left to right) Pat Garrott, Judy Nixon, Betty Nelson and Kathy Dale

Y R A R E LIT S L E D O M E L RO “What character from children’s literature influenced you the most?”

That was the question asked of the nearly 20 women who attended the College of Education breakout session during the Women For Purdue event on April 24. While it was tough for some of these seasoned readers to choose only one character, the most consistent answer was: •• Nancy Drew Also mentioned as influential characters: •• Laura Ingalls Wilder • Trixie Belden •• Ramona Quimby • Uncle Wiggly •• Ellen Tebbits • Huck Finn •• Jo March Some women chose authors rather than characters.

Beverly Cleary, Jean Stratton Porter and Marguerite Henry were the most-mentioned authors.

YOUR FOREVER STORY

Is there someone in your life whose story you would like to tell through an endowment?

Endowments can fund scholarships, programs, faculty positions, and more. The minimum amount needed to create an endowment is $25,000 and can be funded over a period of up to five years.

Learn more about the options and possibilities by contacting Jennifer Jeffries, Director of Advancement for the College of Education at jcjeffries@purdue.edu or 765-496-3545.

[ www.education.purdue.edu ]

17

e h t G N I K SPEA E L B A K A E P UNS

Alumnus, professors br eak the silence on suic

When Carol Ilijanich Loehr (BA ’65) comes to Purdue University’s College of Education this fall, she’ll be talking about a topic few broach: suicide. The conversation will be personal as she shares the experience of losing her 29-year-old son Keith to suicide a decade ago.

“He was a high achiever in everything he did,” she says.

“Whenever he set a goal, he mastered it.” Sports, outdoor adventures, travel, education and his medical industry career engaged the passions of the University of California biology graduate who also earned a master’s in marketing from Northwestern University. “He lived his life to such a fullness,” his mother says. His death was a surprise and a shock, setting Loehr on a path of learning, then teaching about mental illness.

A former elementary school teacher, Loehr is passing on what she learned through her children’s book, “My Uncle Keith Died.” It’s the true tale of a 10-year old boy’s questions—and the answers he got—when he asked his mother how his uncle died.

A taboo topic

While suicide is a taboo topic for many, it’s of vital interest to Carol, countless families who have lost a loved one to mental illness, says College of Education associate professor Heather Servaty-Seib and assistant professor Carrie Wachter Morris.

Servaty-Seib’s research focuses on the study of death and dying; Wachter Morris’s on crisis and crisis intervention, especially in schools. Both participate in Awareness Linking Individuals to Valuable Education (ALIVE) @ Purdue, a program that helps resident assistants identify and refer at-risk students.

They’re interested in what Carol says in her book and what she will say on campus when she visits education classes.

“The material in ‘My Uncle Keith Died’ is really good,” says Servaty-Seib. “It includes information about depression, suicide and the idea of presenting a person who committed suicide as a ‘whole’ person, rather than just someone who was sick.”

In the book, which includes illustrations of the Loehr family by James Mojonnier, readers learn that Keith loved ice hockey, rowing, running and fly fishing. And he loved to joke around.

“Suicide does not discriminate,” Servaty-Seib says. “It can be an issue for any family, and I think there is a sense of that in this book, even though it is not directly stated in that way.”

18

[ FALL 2009 ]

ide

When Cody asks in the story, “Why didn’t Keith’s family and friends try to help him feel better?”, the reader learns what is often true. “Keith wanted to ‘be strong’ . . . so he hid his feelings from us,” Cody’s mother answers. “Keith always looked like he was happy. It was like he was wearing a mask to hide his feelings of sadness.”

Cody’s mother and the author’s niece, Julianne Cosentino, a clinical social worker and 1990 Purdue graduate, helps readers through her two-page discussion guide at the back of the book. That’s the goal, of course, to get people talking and learning.

Loehr began that dialog even before writing the book, through her website, www.thegiftofkeith.org. She’s continued it through various outreach activities, and this fall will realize one of her goals: working with future educators.

Speaking to Purdue education students

Wachter Morris is scheduling Loehr to speak to her seminar in school counseling and is working to coordinate speaking times with colleagues in other education fields.

“It’s a very important topic for everyone in education to be knowledgeable about,” Wachter Morris says. “Some topics, and suicide is one of them, really scare people. It’s unsettling.

Having someone besides me talk about the repercussions for families who have lost a loved one to suicide gives students another view of how they can work with people left behind or a student who has attempted suicide.”

Loehr’s personalized outreach is especially effective, Wachter Morris believes. “It helps de-stigmatize suicide. It helps the people left behind and it helps us understand the mindset of people who attempt or complete suicide.

The only way to fix this is to help people understand, and she’s helping people connect with that piece.”

Besides her outreach work, since her son’s death, Loehr has become a daily walker. “Because Keith loved the outdoors so much, I now do a lot of walking and hiking.

After you lose someone you love, you take that child and carry him with you.”

“My Uncle Keith Died” | $12 Trafford Publishing Phone: 888-232-4444 E-mail: orders@trafford.com

ion from the Black Learning about Educat

Panthers

OMARI DYSON

A brief mention about the Black Panther Party in a class on the 1960s soon led to a research topic, book chapter, doctoral dissertation, and now, a top award.

The tale of how an interesting discussion led to a winning dissertation is Omari L. Dyson’s, who earned his doctorate in curriculum and instruction at Purdue University in 2008 and now is an assistant professor at South Carolina State University.

His dissertation, “The Life and Work of the Philadelphia Black Panthers: The Curricular and Pedagogical Implications of Their Social Transformation Efforts,” received the 2008/2009 Outstanding Dissertation Award for Curriculum Studies from the American Education Research Association.

Interest Sparked in Class Discussion

In that years-ago class, Dyson recalls becoming intrigued by the Panthers. “I had this yearning for understanding more about them.” When he got a call in mid-2006 from the Purdue class professor, Judson Jeffries, now at The Ohio State University, asking him and a colleague to write a chapter, he took the opportunity.

As they put the finishing touches on the chapter, Dyson and Jeffries spent a couple of hours on the phone haggling over a sentence. “Dr. Jeffries was so meticulous.

That’s one thing he taught me, and what I try to teach my students,” Dyson says.

During their conversation, Dyson asked, “What do the Panthers have to do with education? I struggled with this.” Jeffries suggested it would be a great topic for a doctoral dissertation.

“I got off the phone and said to myself, ‘This has to be done,” Dyson recalls. “It worked. It was a journey, a beautiful journey.”

Conducting interviews and researching archives, Dyson found a parallel. “On one level, the Panthers were addressing issues in the community at that time. And I’m in my world, addressing issues in the community. That put me on the path to understanding what education is.”

Needs First, Then Education

He also learned that the Panthers’ efforts support Abraham Maslow’s Hierarchy of Needs Theory, which states that hunger, clothing and other basic needs must be met before higher levels of awareness can occur.

“The Panthers met community needs by addressing the basics,” Dyson says. “This work is not about the Panthers, per se. It’s about me, you, society, and using the Panthers to talk about something much larger.

“As teachers, we have to create stimulating environments to unlock the education potential of people.

It’s inside of us, and we have to bring it forth, bring it out.

Education is about transforming society.”

Erik Malewski, assistant professor of curriculum and instruction, was Dyson’s major professor. He says Dyson’s in-depth research and interviews, as well as being “brilliant in the ways he analyzed his research,” helped identify “the eclectic and varied forms of education that took place.”

“Dyson explored how, in spite of oppression, the Black Panthers worked to educate themselves, each other and the world about their contributions to society, and also how they took care of each other.”

Malewski believes Dyson’s research confronts stereotypical racial images of historical events, “ones that belie the complexity of what was taking place at the time.

Before people pass on from this earth, we must gather their stories and interpretations so as to make sense of historical events.”

At South Carolina State, Dyson’s classes include Principles of Learning, Curriculum Development at the Secondary Level, Black Issues and Historical Figures and others. His areas of interest include critical multiculturalism; the school-to-prison pipeline; power, race and education; family processes; and youth development and mentorship, among others.

[ www.education.purdue.edu ]

19

WHERE ARE THEY NOW?

h alumni

p wit Catching u

Kate agathon

Purdue Degree: MS Edu ‘04 Occupation: Doctoral student, Department of Curriculum and

Instruction Location: Purdue University, West Lafayette, Ind. Favorite Purdue memory: Spending weekends at KDees (aka “Purdue East”) fueling up on the best cappuccino in town and writing papers with the rest of the graduate student population.

Shannon music

Purdue Degrees: BA Edu ‘04 Occupation: fifth grade teacher at Houston Independent School District Location: Houston, Texas Favorite Purdue memory: My favorite Purdue memory is skydiving with the

Purdue Sport Parachute Club. The thrill of jumping out of a plane over the Midwest will be with me for the rest of my life. Of course I should mention Block III in Russia and completing my passport at Chumley’s.

Angela (Everett) Sutton (pictured with husband Brett Sutton, Eng ‘02) Purdue Degrees: BA Edu ‘02; MS Edu ‘07 Occupation: Special Education Teacher Location: Sydney, Australia Favorite Purdue memory: I enjoyed attending the football and basketball

games! Attending the Rose Bowl game in 2001 was an awesome experience. When the Purdue basketball team visited Australia I was able to attend three of the games. It was great to cheer on the Boilers in Sydney!

Brandon C. White

Purdue Degree: BA Edu ‘04 Occupation: Instructional Coach at Harrison Hill Academy Location: Fort Wayne, Ind. Favorite Purdue memory: My favorite Purdue memory by far were the

football games and the time spent with the great friends I met during my time at Purdue. Purdue opened my eyes to a whole new world, and allowed me to meet people that I would have never encountered if it wasn’t for the diverse Boilermaker community.

If you’d like to be featured in this section, E-mail your name, occupation, location, and favorite Purdue memory (50 words or less) to education@purdue.edu.

Note “MAGAZINE” in the subject line.

20

[ FALL 2009 ]

T C E F R E P KUHN’S WORLD ll ojects a ience pr

Sc

day long

One truck, 130 boxes of materials and 450 hands-on science lessons. These are the tools Marvin Kuhn (BA Edu ’69) needs to teach 1,400 kindergarten through sixth grade students at four elementary schools.

As science coordinator for Rush County Schools, southeast of Indianapolis, he takes lessons to seven, eight or nine classrooms a day in Rushville, Arlington, Mays and Milroy, Ind. He teaches Monday through Thursday; Fridays are student field trips or lesson planning.

“Everything I do is hands-on,” Kuhn says. “I supplement the science program. I’m in each classroom at least twice every six weeks.”

Hands-on activities

Kindergarteners through second graders get 30 minutes; older students, 45 minutes. The youngest may make bubbles one day, then try magnets or test their sense of smell with apples and onions other days.

Older students make slime and bottle rockets, try out pneumatics and study friction, color, sound and more.

“It’s more than a book,” Kuhn says. “These lessons get them excited about science, and they realize it can be fun.”

All fourth graders try blacksmithing—a hobby of Kuhn’s.

Fifth graders spend a full day outdoors. Sixth graders go fossil hunting. And everyone gets time in the two-acre nature center at Rushville Elementary developed five years ago by Kuhn, a Master Gardner, and volunteers.

Tools of his trade

That classroom is loaded with trees; a prairie; and gardens— wildflower, shade, butterfly, daylily, bulb, sensory, container, hearing and vegetable. An amphitheater, sunflower house, human sundial, grass maze and greenhouse enrich experiences. Kuhn spends about 200 hours maintaining it each summer, and also offers a week-long enrichment class.

Another student favorite is the portable planetarium, which Kuhn books for a week at each school every year.

He’s been teaching 41 years, the first 26 in selfcontained classrooms in Elkhart, Fayette and Rush counties; the last 15 as science coordinator.

He also serves on the advisory council of Purdue’s Stem Goes Rural initiative, addressing the need for more science, technology, engineering and math teachers.

Besides his Purdue degree, Kuhn earned a master’s at Indiana University South Bend in 1972 and did postgraduate work at the University of Miami, Oxford, Ohio.

His work today is the perfect world for someone who loves science. “I look forward to going to school. Sometimes when you’re a coordinator of this or that, you get away from the kids. I set this up so I can be in the classroom.”

(Top) Kuhn and students at the Rushville Elementary Nature Center

(Bottom) Kuhn teaches a student blacksmithing skills as part of a nail puzzle project.

[ www.education.purdue.edu ]

21

HONORING ALUMNI

Recognizing outstanding achievements

The College of Education recognized outstanding alumni with the Distinguished Education Alumni Awards in the Purdue Memorial Union on April 24. The talents and abilities of these alumni are an inspiration to current and future generations of teachers.

Jane Zimmer Daniels (MS ’73, PhD ’88)

Jane Zimmer Daniels works for the Henry Luce Foundation as the director for Clare Booth Luce and Higher Education Programs. Called the “mother of women in engineering programs,” she is a leader in assisting women entering careers in science and engineering. For 20 years Jane was the director of Purdue’s Women in Engineering Program (WiEP) and advisor for the Society of Women Engineers. She has been a visiting scientist at the National Science Foundation’s Program for Gender Equity in Science, Mathematics, Engineering and Technology and is one of the three founding members of the national organization Women in Engineering ProActive Network (WEPAN). Jane is a current member of Purdue’s Engineering Advisory Council. Beth Holloway, director of Purdue’s Women in Engineering Program, says “Purdue is a national leader in the graduation of women engineers because of the programs that Jane developed while she was on campus. Jane worked tirelessly to improve the climate for women at Purdue, both in the College of Engineering and at the University level, while at the same time, continuing the programs that provided support and encouragement to female engineering students.”

Edwyna Hord (MS ’74 - Calumet, EDS ’93)

Edwyna Hord is the principal of William Merritt Chase Alternative School in the Gary Indiana Community School Corporation. Strongly devoted to her students and community, she has worked in education for over 40 years. Prior to joining Chase Alternative, Edwyna was executive director of educational improvement for the Gary Community School Corporation, principal at Bailly Junior High School, assistant principal at West Side High School, principal at Emerson School for the Visual and Performing Arts, and acting principal at Theodore Roosevelt High School, all of the Gary Community School Corporation. In addition, Edwyna shares her educational expertise as an adjunct professor at Indiana Wesleyan University in their Masters of Education program. Edwyna is a former member of the College of Education’s Advisory Committee. “Edwyna’s commitment and dedication to making higher education available to non-traditional students from Northwest Indiana is inspirational,” says Phoebe Bailey, director of education programs for the Boys and Girls Clubs of America. “She has an uncanny ability to connect with students and motivate them to learn. There are countless students in Northwest Indiana, Purdue and beyond who are better people thanks to Edwyna.”

22

[ FALL 2009 ]

Mike Koldyke (BS ’54)

Mike Koldyke formed Frontenac Co., a venture capital and investment company in Chicago, and retired as an active member of the firm in 1993. He is committed to improving public education and promoting excellence in teaching in Chicago and throughout Illinois. He is founder and chair emeritus of the Golden Apple Foundation which recognizes and provides continuing support to outstanding teachers in Illinois. Mike has chaired the Chicago School Finance Authority and was instrumental in starting the Leadership Academy and Urban Network for Chicago (LAUNCH) program to prepare new principals in Chicago. He is founder and chairman of the Academy for Urban School Leadership, a program developed to train exceptionally talented prospective teachers. He also helped launch Chicago’s first contract schools, including the renowned Dodge Academy. In 1997 Mike was recognized by Purdue as an Old Master. Dominic Belmonte, president and CEO of the Golden Apple Foundation, says Mike is “a tireless, consistent and passionate advocate for change in education” and that his efforts will have a permanent and positive effect on teaching and the regard for teachers in Chicago.

Teresa Roche (BA ’79, MS ’81, PhD ’00)

Teresa Roche is the vice president and chief learning officer at Agilent Technologies. She is the lead architect and portfolio manager of the company’s learning and leadership development solutions. Prior to joining Agilent, she was an executive for Hewlett-Packard and the Grass Valley Group and chaired the American Electronics Association’s National Human Resources Committee. In 2005 Purdue recognized Teresa as an Old Master. She has volunteered on the College of Education’s Gifted Education Resource Institute (GERI) advisory board and is currently a member of the college’s Dean’s Advisory Council. Teresa lives in Fort Collins, CO with her husband David and daughter Kate where they are involved in a number of community organizations. Betty Nelson, dean emeritus of students at Purdue, says “The fact that Teresa Roche serves as VP and chief learning officer at Agilent Technologies only vaguely hints at the intensity with which she lives and works – every day, wherever in the world she may be. Her life is about connecting with others – capturing each moment, giving it purpose, seeing talents that can flourish with coaching.”

Mary Kay Sommers (PhD ’90)

Mary Kay Sommers is the principal at Shepardson Elementary in the Poudre School District in Fort Collins, Colorado. She served as the president of the National Association of Elementary School Principals (NAESP) during the 2007-2008 school year. While president of the NAESP, Mary Kay worked with educational and political leaders from around the world, including former First Lady Laura Bush. She visited schools throughout the country, and testified before Congress on acts regarding education. Before moving to Colorado, Mary Kay was an elementary school teacher and principal in Indiana, including West Lafayette. She is a member of the inaugural School Leadership Academy Board and is active in the Colorado Association of Elementary School Principals. Jane Van Scoyoc, retired director of children’s ministries at First United Methodist Church, West Lafayette, says, “Mary Kay has devoted her professional life to educating and nurturing children, to training and supporting teachers, and to improving the educational system nationwide” and that her lifelong dedication and outstanding skills in teaching and administrating make her well deserving of this award.

[ www.education.purdue.edu ]

23

G N I H C A O AC CAREER

From counseling to

, reporter, The ed by Scott Wright iew erv int r lle Mi y Ja

coaching

Oklahoman

Currently in his first year as the head coach for the USA national softball team, Jay Miller’s career has taken him from volunteer coach of a club team while attending graduate school at Purdue to the National Fastpitch Coaches Association Hall of Fame.

Also the head coach at Mississippi State, Miller was a three-time Coach of the Year in the Big Eight/Big 12 Conference during his 15-year stint at Missouri. But it was his three-year stopover as the softball coach at Oklahoma City University (OCU) from 1985-87 that helped him get involved with Team USA.

OCU was a great place to work. Abe Lemons was coaching basketball then. I’d sit in the office all morning listening to Abe tell stories. He was a wonderful coach to work with. I learned a lot being around him every day, watching him conduct practice and seeing how he dealt with his players. And he was such a wonderful guy. We’d sit in the office around the coffee pot, him smoking cigars and telling one-liners all morning long.

When I came to OCU, I started a coaching clinic. Don Porter was running the Amateur Softball Association and every year, we’d invite one of the Hall of Famers to speak at the clinic. So I started working with the people at ASA. In 1991, we found out we’d be an Olympic sport for ‘96 and I was selected to be on the selection committee for the first Olympic team. That was the hardest job I’ve ever had. I said I wanted to get out of that, so I got into the coaching pool after that.

I grew up playing fast-pitch softball. Aurora, Ill., was a hotbed for men’s fastpitch. My dad played when I was growing up. You didn’t play baseball growing up in Aurora, you played fastpitch softball.

I was still a baseball fan, a big White Sox fan and still am. When I was a kid, my dad worked in the press room for a newspaper.

One of the sports writers who covered the White Sox never wanted to drive to Comiskey Park, so my dad would drive him and I’d ride along. It was neat being a young kid getting to go up in the press box and the dugout and everything. It was cool getting to see Luis Aparicio and guys like that.

I never really thought about coaching softball. I played men’s Jay Miller major fastpitch and traveled all around the country, but never Purdue Degree: MS ’79, counseling/guidance/personnel thought about coaching.

Occupation: Team USA softball head coach I was working in the counseling center at Purdue while I was Residence: Starkville, Miss. getting a degree in counseling psychology. I had a student who wanted to play on a softball team, but I had no idea about women’s softball. I found out they had a club team at Purdue and called the coach, who was a professor in the math department. He asked me to come help, then he resigned a couple months later. I think he was just waiting for a sucker to take over.

I’d sit down to work on my dissertation and I’d end up figuring batting averages and working on lineups, so I figured maybe I’d change careers.

Reprinted with permission. Copyright 2009, OPUBCO Communications Group

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[ FALL 2009 ]

New teacher education alumn i

A NEW BEGINNING

share their post graduation

Jennifer Botelho ›› BA, special education ››

Hometown: Flossmoor, Ill. ›› I will attend graduate school at Loyola University Chicago in Chicago, Ill.

Korina Chapman ›› BA, elementary/special education ››

plans

Shireen Khadra ›› MSEd, curriculum and instruction ›› Hometown: Lafayette, Ind. ›› After graduation I plan on working at a middle or high school as a social studies teacher.

Also, I just got engaged so I will be planning my wedding!

Hometown: Munster, Ind. ›› I will direct Camp Sparks, a camp for children with special needs, for the summer. I hope to move to Japan in August to teach.

Winston Ly ›› BA, special education ››

Cindy Dodd ›› BA, English education ›› Hometown:

Tansey Mulligan ›› Ed.S., educational administration ››

Indianapolis, Ind. ›› I plan on moving back to Indianapolis and look for a teaching job.

Lee Edelman ›› BA, elementary education ›› Hometown:

Hometown: Lafayette, Ind. ›› I will be a third grade teacher at Oakland Elementary in Lafayette, Ind. Hometown: Kentland, Ind. ›› After graduation I plan to continue working as an administrator in the South Newton School Corporation in Kentland, Ind.

Amber Robbins ›› BA, elementary education ››

Fort Wayne, Ind. ›› After graduation I plan to continue working as a substitute teacher and search for a full time job as an elementary school teacher in Fort Wayne, Ind.

Hometown: Lafayette, Ind. ›› I hope to get a 2nd grade teaching position in Elkhart, Ind. where my fiancé currently lives.

Neysa Gibbens ›› BA, elementary education ››

Colin Roberts ›› BA secondary English education, history

Robby Goodman ›› PhD, educational leadership ››

Jessica Shuck ›› BA, elementary education ››

Hometown: Fort Wayne, Ind. ›› I will be teaching first grade at LaVergne Lake Elementary School in La Vergne, Tenn.—located on the southeast corner of Nashville.

Hometown: Middlebury, Ind. ›› I will remain principal at Northridge Middle School in Middlebury Ind. My PhD is my third degree from the College of Education—BA, special education ’98 and MSEd, educational leadership ’04.

Leslie Suzanne Henderson ›› BA, consumer and family sciences education ›› Hometown: Schererville, Ind. ›› I will be teaching at Crown Point High School starting in the fall. I also plan to continue my education within the next year and work towards a master’s degree.

Rebeka Herskedal ›› BA, agricultural education ››

Hometown: Cloverdale, Ind. ›› After graduation I plan on working for the federal government or finding an agriculture teaching position at a high school.

Gail Marie Huff ›› BA elementary/special education ››

Hometown: Lafayette, Ind. ›› With three school age children, I would like obtain a position in a local school working with elementary students who have disabilities.

Kelly Jacob ›› MSEd, educational administration ››

minor ›› Hometown: Woodstock, Ill. ›› I will be teaching language arts at Boston Middle School in LaPorte, Ind. Eventually I plan to go back to school to obtain my master’s degree.

Hometown: Lafayette, Ind. ›› I will be working at Dennis Burton Daycare in Lafayette, Ind. as the lead teacher in the two year old classroom.

Katelyn Merrell Smith ›› BA, elementary education ›› Hometown: Kokomo, Ind. ›› I will be teaching fifth grade at Howard Elementary in Kokomo, Ind.

Jesse Straeter ›› BS, math education ›› Hometown:

Rochester, Ind. ›› I plan to continue searching for a job and see where the wind takes me!

Jennifer Wilson ›› BA, elementary education ››

Hometown: Kokomo, Ind. ›› I’ll be a reading/math interventionist in the Lafayette School Corporation in Lafayette, Ind.. I also hope to gain certification in high ability education and to continue working with science camps in the summer.

Lisa Zerr ›› BA, elementary education ›› Hometown:

Shelbyville, Ind. ›› I will be a sixth grade teacher at Rushville Elementary School in Rushville, Ind.

Hometown: Griffin, Georgia ›› I will be working with the school improvement team and teaching Title I math at East Coweta Middle School in Senoia, Ga. [ www.education.purdue.edu ]

25

ALUMNI S W E N E L B A NOT

Alumni are listed by decade of their first education degree.

2000s

Amber Wolfe (BS Ag ‘03 agriculture

Ashley (Woodington) Bart (BA Edu

’08) married Thomas Bart on July 26, 2008. They now reside in Delran, N.J.

Leah Harvey-Johnson

(BA Edu ‘03) and TJ Johnson (CFS ‘03), Indianapolis, Ind., welcomed their new baby Boilermaker daughter, Kenley Rae on March 20.

Bianca Clendening (BA Edu ’04) is the

fifth grade teacher at St. Rita Elementary and the head varsity basketball coach at Guilford High School.

Stephanie (Warnke) Coggins (BA

Edu ‘07) and John coggins (T ‘07), Michigan City, Ind., were married on June 28, 2008.

Sarah (Buss) Huerta

(BA Edu ‘01) and her husband Craig welcomed their son, Connor Brian, on April 24. He joins future Boilermaker and big brother Brady, 2.

Angela Ann (Spradling) Manges (Edu

‘01) and Jeffrey Manges (CFS ‘00) adopted their first child, Drew Scott Chi, in January from Vietnam.

Laura (Lachmund) Sexton (Edu ‘08) and Bryce Sexton (T ‘07) were married on June 21, 2008

Shelly Witham (BS Sci ‘99, MSEd Edu

‘01) was been named the 2009 New Jersey Outstanding Earth Science Teacher of the Year by the National Association of Geoscience Teachers.

26

[ FALL 2009 ]

education) is now the AgrAbility Project Coordinator for the Indiana Arthritis Foundation, in partnership with the National AgrAbility Project/ Purdue University Breaking New Ground in Indianapolis, Ind.

1990s

Shawn Andress (BA Edu ’92) earned an EdS in Educational Leadership at Minnesota State University Moorhead in Dec. 2008.

Carl Boger Jr. (CFS ‘84, MS CFS ‘89,

PhD Edu ‘93) is an associate dean of academics at the Conrad N. Hilton College of Hotel and Restaurant Management at the University of Houston. He was named the first recipient of the Clinton L. Rappole Endowed Chair.

Kelly (Burkel) Bremseth (BA Edu ’99)

married Nathan Bremseth on August 30 in Peterson, MN. They reside in West Bend, WI.

Melanie Dawn Goldstine (BA Edu ’97) and husband Jason Goldstine welcomed son Nathaniel Joseph on December 4, 2008.

Lisa (Tylicki) Hanson (BA Edu ’97) and

Vance Hanson welcomed the birth of their second child, Allaire Whitney, on December 31, 2008.

Dennis L McElhoe (MSEd Edu ‘96, PhD

‘03 Edu ) was appointed dean of academic affairs with South University in Columbia, S.C.

Gail Williams Soriano (BA Edu ‘98),

technology facilitator at Avoca School District 37 in Avoca, Ill., was recognized by the National School Boards Association’s Technology Leadership Network as one of 20 emerging leaders in education technology

James Tutin (BA Edu ’99) and wife

Elizabeth Kelly McCormick, of Indianapolis, Ind., welcomed their son Carter Phillip on July 15, 2008.

Kimberly Clayton-Code (BA Edu ‘94)

published the Pathways to Home Ownership curriculum and Web site www.pathwaystohomeownership. org for teaching high school students and adult learners personal finance, economics, and home ownership concepts.

Bridget (Williams) Golden

(BA LA ’98 English education) and husband, Thomas Golden (PhD student in educational psychology) announce the birth of our twin boys, James and Patrick, born February 2. They join big brother Andrew, age 3.

Leah Wasburn-Moses‘(BA LA ’97, BA

Edu ’97, MS Edu ’99) book, “Surviving Graduate Study in Special Education” (©2009 by the Council for Exceptional Children) was published. She is currently assistant professor of special education at Miami University in Oxford, Ohio.

1980s

Nancy Snider (BA Edu ’89) of Hobart,

Peggy (Splix) Back (MS Edu ‘88), Lake

Worth, Fla., passed away November 9, 2008.

Catherine Steffus Boeringa (BA Edu ‘86)

married John Northcott on July 1 and resides in N.H..

Alice Dansker Doyle (MS Edu ‘83) of

Eldersburg, Md., was honored as a distinguished alumnus of the University of Baltimore School of Law. She is in practice in collaborative family law and has been admitted to practice before the United States Supreme Court and in the State Of Maryland and in the District of Columbia. She and her husband, Michael, are also are active as Civil War re-enactors.

Sandra Domsic (BA Edu ‘86), Apopka,

Fla., passed away December 26, 2008.

She is survived by her husband, Steven Skrentny (Eng ‘83).

Mark Eutsler (MS Edu ’84) of Linden,

Ind., was presented with the Director’s Medallion at the Selective Service Board’s national headquarters following the 56th presidential inauguration. Mark is a member of the U.S. Selective Service Board and recently completed the 60 hours of board training while marking his fifteenth year as a board member.

Roger Gleitz (BS Ag ’74, MS Edu ’80)

married Doris Lea (Devore) McGee on December 22, 2008.

Jack Russell (BA Edu ’83) is president

of the alumni association as well as vice-president of the Center Grove Education Foundation, Greenwood, Ind. He also substitutes for the school system.

Ind., is the principal of Joseph Hess Elementary in Hammond, Ind., and was Principal of the Year for District 1 in 2006.

Susan L. Sullivan (BA Edu ’83) of

Savannah, Ga., retired from teaching to start her own business called School Solutions.

1970s

Charles Emery Bryan (PhD Edu ’75) of

1960s

Ralph Bushell (MS Edu ’64), Liberty,

Mo., passed away on March 2, 2009.

Richard Clouse (BA LA ’66 Social

Sciences, MS Soc. Studies Educ. ’67) of Crawfordsville, IN retired after 39 years as a secondary level teacher.

Agnes Cooper (MS Edu ’63) of

Cleveland, Ohio, passed away on December 24, 2008.

Battle Ground, Ind., passed away on January 5. He is survived by his wife, Evelyn.

Natalie (Brand) Ladin (MS Edu ’65)

Debra Hullinger Dunaway (BA LA ’73

Virginia (Straley) Duvall (BS Edu ’62) of

physical education) Debra retired from teaching and coaching after 33 years—eight years in Michigan and 25 years in Florida. She has worked part-time for Walt Disney World for 24 years and plans to continue with working there after retirement.

Julia Fiock (BA Edu ’71) and her

husband William Fiock (BS ME ’71) of Avon, Ind., have retired. She retired last May as an elementary school teacher and he retired in December 2008 from Allison Transmission Inc.

Janice Thewlies Hawkins’ (BA Edu ‘67,

MS Edu ‘72) children, Paul Hawkins, Amy Hawkins Moulton and Jane Hawkins Condon, are all Purdue graduates.

Jerome Landman (PhD Edu ’79),

Indianapolis, Ind., passed away on March 9. He is survived by his wife, Connie.

Susan Atkinson Rosentrader (BS and

MS CFS ’72 home economics) passed away on July 10. She is survived by her husband Larry (BS Ag ’70).

Peggy Stemle (BA CFS ’73

Join the College of Education Facebook group!

home economics.) of Owensboro, Ky., retired from teaching middle school after 32 years.

of Denver, Colo. passed away on October 16, 2008.

Corolla, N.C., passed away on May 30, 2008. She is survived by her husband, William.

Connie Kay Evans (BS Edu ’60) of

Boynton Beach, Fla., passed away on December 5, 2008.

Paul Mendenhall (PhD Edu ’67) of

Carmel, Ind., passed away on October 23, 2008.

Peter Sherry (BS LA ’68 and MS CLA

’71 physical education) retired from East Tipp Middle School, Lafayette, Ind., after teaching there for 40 years, He taught U.S. History for most of that time, coached athletic teams, sponsored numerous clubs and was athletic director . He met his wife of 41 years, Charlene, at Purdue and their three children: Shawn, Beth and Mark have attended Purdue.

Jack Tonk (BA LA ’65, MS Edu ’66)

retired as a secondary school counselor from the Gary Community Schools in 2004 after 38 years. Now serving as the executive assistant for the Indiana Association for College Admission Counseling.

Joseph VanNess (MS Edu ’61) of Sun

City, Ariz. passed away on March 13.

www.education.purdue.edu/facebook [ www.education.purdue.edu ]

27

1950s

1940s

1930s

of State College, Pa., passed away on October 14, 2008. He is survived by his wife Joan.

education) of Brielle, N.J., passed away on Oct. 31, 2008.

MS LA ’78) of Flora, Ind. passed away April 2.

John Creager (MS Edu ’50, PhD LA ’52)

Sylvia Lynn DeHaan (BS Science ’53, MS

Edu ’58) of Peoria, Ill., passed away on October 11, 2008.

Keith Glancy (MS LA ’50, PhD Edu ’58) of Silver Springs, Md., passed away on November 24. He is survived by his wife Margaret.

Robert Bossett (BS ’47 physical

Herbert Hoffman (BS LA ’48, MS Edu

’54) of Frankfort, Ind., passed away on December 6, 2008. He is survived by his wife M. Jane Hoffman (BS Science ’48, MS Edu ’54).

William Nuetzel (BS LA ’46, MS Edu

’46) of Gainesville, FL passed away on October 26, 2008.

Georganna (Huber) Julius (BS Edu ’39,

ABBREVIATION KEY Ag CFS Edu Eng HS Kran LA Nu Phar Sci T Vet

College of Agriculture College of Consumer and Family Sciences College of Education College of Engineering School of Health Sciences Krannert School of Management College of Liberal Arts School of Nursing School of Pharmacy College of Science College of Technology School of Veterinary Medicine

Would you like your news to appear in a future issue? Send your news via mail, e-mail or online.

Mail: Purdue University, College of Education Magazine, 100 N. University St., West Lafayette, IN 47907-2098 Online: Update your information at the Purdue Alumni Association’s Web site at www.purduealum.org.

On the right under the “Quick Links” section, click on the “Submit a Class Note” link.

E-mail: E-mail your news and photos to education@purdue.edu with “MAGAZINE” in the subject line.

Loyal Boilermaker.

The “Loyal Boilermaker” annual membership level is a new way to express your loyalty to Purdue and the College of Education (plus it allows for a larger tax deduction for you).

Membership in your Purdue Alumni Association helps support the College of Education’s programs and services, as well as keeping you connected.

PAA ad

Type LOYAL in the comments section while joining online at www.purduealum.org/members or by calling (800) 414-1541 and receive a set of frosted Purdue Alumni glasses (two per member) while supplies last. An individual Loyal Boilermaker Membership is $125.

Loyalty lives here.

(800) 414-1541 purduealumni@purdue.edu www.purduealum.org

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[ FALL 2009 ]

UPCOMING EVENTS

u/calendar

on.purdue.ed More at www.educati

Purdue Conference on Indiana P-12 Energy Education Sept. 11, 10:00 am – 4:00 pm

Super Saturday October 3 – November 14 (no class on Nov 7) Super Saturday is a popular enrichment program designed to meet the needs of academically, creatively and artistically gifted students from age 4 (pre-kindergarten) through 8th grade. We offer an ever-changing variety of courses in science, technology, engineering, mathematics, visual and performing arts, and original interdisciplinary studies. Students choose their own classes on a firstcome, first-served basis.

www.purdue.edu/geri

ALLAN S, PhD COLLIN

Exploring the curricular connections of energy through breakout sessions, panel discussions, keynote speaker and more! For more information, contact the Center for Research and Engagement in Science and Mathematics Education (CRESME) at 765-494-2781. Presented by the College of Education, Ackerman Center for Democratic Citizenship, Indiana Council for Economic Education, CRESME, I-STEM and the Energy Center at Discovery Park.

Sponsored by

www.education.purdue.edu/EnergyEd/

Professor Emeritus of Education and Social Policy Northwestern University All around us people are learning with the aid of new

“Rethinking Education in the Age of Technology” Wednesday, October 7, 4:00-5:00 pm Lawson Hall, Room 1142

technologies. These new technologies create learning opportunities that challenge traditional schools and colleges by enabling people of all ages to pursue learning on their own terms. These developments are changing how people think about education. The rethinking that is necessary applies to many aspects of education and society. These changes demand a new kind of educational leadership and changing roles for government. New leaders will need to understand the affordances of the new technologies, and have a vision for education that will bring the new resources to everyone.

[ www.education.purdue.edu ]

29

Nonprofit Organization

U.S. Postage

PAID

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

Purdue University

Homecoming Week Celebrate

One Purdue, Many Traditions Homecoming 2009 Celebration Activities Monday, September 28 Homecoming Kickoff Cookout

Thursday, October 1 Krannert Leadership Series – Elaine Chao

Tuesday, September 29 Homecoming CandiDATE Auction

Friday, October 2 Boilermaker Night Train Parade Pep Rally with King and Queen Coronation Fireworks following the parade

Wednesday, September 30 Blood Drive

www.purdue.edu/homecoming 30

[ FALL 2009 ]

Saturday, October 3 Family-Friendly Celebration on the Mall Football Game: Purdue vs. Northwestern