2014 Education at Illinois IMPACT

2014 IMPACT EDUCATION

AT ILLINOIS

2014 IMPACT 1

EDUCATION IS TRANSFORMATIVE With this issue of our 2014 IMPACT, we are proud to share new developments in the College of Education at the University of Illinois.

The preparation of educators is one of the most significant contributions we make to society. With that in mind, we have redesigned our teacher education program so that it is central to our College and draws on the best faculty across each department.

We are pleased to announce the launch of I-Teach I-Lead, a program that emphasizes collaboration, innovation, and cultural understanding, and at its core recognizes that new technology is changing the way we engage with learning and create knowledge.

Producing knowledgeable, compassionate, resilient educators is the goal of our professional teacher preparation program.

Concurrently, we have also created a new undergraduate degree for educators who are not seeking licensure but want to transform others in alternative settings in the U.S. and internationally.

The College is delighted to welcome a new cadre of outstanding, collaborative, and tech-savvy faculty colleagues who are prepared to lead and engage in classrooms and online. We have always been proud of the fact that our practicum work is enhanced by professors who are themselves researchers, and these new instructors certainly fit that mold. This distinctive edge has produced many future teacher-leaders who graduate

In all we do, we endeavor to reinvent ourselves while maintaining our relevance in a world that continues to expect much from educators. We are ready to address the grand challenges of our time and hope that the stories highlighted in the 2014 IMPACT report convey our sense of creativity, optimism, impact, and enjoyment.

Dean Mary Kalantzis

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EDUCATION AT ILLINOIS

Photo by Brock Orr, courtesy of Champaign Unit 4.

from our College with vast expertise and classroom skills.

Education is not, and can never be, maintaining the status quo. Our College shapes policy and prepares scholars to address social inequality, taking into account cultural differences in order to make education accessible, equitable, and relevant for all learners.

2014 IMPACT 3

TOP GRADUATE PROGRAMS

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Our graduate programs are consistently ranked among the top ten in the nation. 2015 U.S. News & World Report

EDUCATION AT ILLINOIS

OUR COLLEGE, OUR PROGRAMS The College of Education at Illinois is renowned for its groundbreaking research, its impact on our local and global communities, and its ability to prepare the educational leaders of tomorrow. Thanks in part to our faculty members, the College is regarded highly for its practicum work that is enhanced by instructors who are themselves researchers. This infusion of research into our education programs provides unrivaled learning and training for future teachers, researchers, and policymakers of the state, nation, and world.

Bachelor’s degree programs:

online & OFF-CAMPUS programs:

Early Childhood Education

Master’s Degree Programs

Elementary Education

Diversity & Equity in Education

Special Education

Evidence-Based Decision Making

Learning and Education Studies

Graduate program AREAS:*

Global Studies in Education New Learning Human Resource Development

Curriculum & Instruction

Learning Design & Leadership

Curriculum, Aesthetics, & Teacher Education

Teacher Leader Specialization

Digital Environments for Learning, Teaching & Agency

Educational Administration & Leadership

Language & Literacy

Community College Executive Leadership

Master’s Plus Teaching Licensure

Learning & Behavior Specialist II

Math, Science & Engineering

Certificate Programs

Educational Psychology Child Development Cognitive Science of Teaching & Learning Counseling Psychology Evidence-Based Decision Making QUERIES

Special Education General Special Education Infancy & Early Childhood Special Education Learning & Behavior Specialist I Learning & Behavior Specialist II

Education Policy, Organization & Leadership Educational Administration and Leadership School Executive Leadership Global Studies in Education

eLearning Human Resource Development

Endorsement Programs Reading Teacher Endorsement Middle Grades Endorsement Technology Specialist Endorsement Bilingual/ESL Endorsement

Degrees awarded 2013-2014 Bachelor Degrees: 172 Secondary Ed Minors: 121 Master’s: 241 Doctoral: 65

OUR STUDENTS: 1,340 STUDENTS

569

undergraduateS

363

MASTERS

Higher Education Human Resource Development eLearning Learning Design & Leadership History of Education Philosophy of Education Social and Cultural Studies of Education Diversity and Equity Issues in Education

*C.A.S., M.A., Ed. D., Ph. D.

408

176 on campus 187 online/off-campus

DOCTORAL

19 :1 STUDENT/FACULTY RATIO 26.5 AVERAGE ACT SCORE UNDERGRADUATE STUDENTS

2014 IMPACT 5

INTRODUCING I-TEACH I-LEAD:

WE PREPARE STUDENTS TO CHANGE THE WORLD

The newly launched I-Teach I-Lead programs prepare teachers and educators to meet the challenges and demands of 21st-century learners, representing our philosophy and approach to preparing students to succeed in both formal and non-formal learning environments.

Licensure Degrees

Non-licensure Degree

Our redesigned Teacher Licensure

Our NEW, non-licensure Bachelor of

Programs reflect our committment

Science in Learning and Education

to prepare educators who make a

Studies major prepares students for

genuine difference at every level of

a broad range of positions requiring

society. Our professors are dedi-

expertise in managing and improving

cated to producing knowledgeable,

the performance of learning in orga-

compassionate, resilient, and effec-

nizations. Responding to the grow-

tive educators. Our students learn

ing demand for knowledge workers

in state-of-the-art classrooms that

ready to lead in today’s economy,

embed technology in coursework

we’ve designed three areas of con-

and training. Our programs focus on

centration within the major:

professionalism, collaboration, inno-

• Educational Equality & Cultural Understanding

vation, and relevance. Beginning in

• Workplace Training & Development

2015, our students will partner with

• Applied Learning Science

school placement sites in Chicago that will provide live streaming and recorded footage of classrooms in action. This will allow students to observe teachers in different settings and compare them to the on-site

92%

OF SCHOOL PRINCIPALS

Who hired our graduates said our students were extremely prepared to work with parents and guardians. —2013 TGA Survey

classroom experiences they’ll receive in small urban and rural settings.

Successful participation in contemporary society requires the ability to learn complex information to support problem-solving and decision-making.

Our curriculum prepares students for a broad range of positions requiring expertise in formal and non-formal learning and education.

—Dr. Christopher Span, Associate Dean for Academic Programs

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EDUCATION AT ILLINOIS

Alumnus Greg Ballweg ’13 Elem. Ed. in his dual-language classroom. Leal Elementary School, Urbana, IL. 2014 IMPACT

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RESEARCH IS FOUNDATIONAL Our faculty and students engage in groundbreaking research that addresses critical issues. With the support of an enriching research culture and interdisciplinary collaboration, our faculty and students create knowledge and programs that impact society and communities around the world.

Faculty-Student Research Promotes Science and Math Literacy A research project headed by Dr. Michaelene Ostrosky and her doctoral students, Hyejin Park and Lori Erbrederis Meyer, implements math and science discussion guidelines into post-reading conversations between parents and children, through the use of colorful bookmarks that pose thought-provoking questions. “What I love about the Department of Special Education is that faculty members believe in creating opportunities for us to become better researchers, scholars, and teachers,” said Meyer.

It was a really nice progression from seeing them as learners in their roles as doctoral students and research assistants to then being instructors who presented applied projects, to pre-service teachers, and finally in the role of researchers and recipients of an internal grant.

—Dr. Michaelene Ostrosky, Head, Special Education

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EDUCATION AT ILLINOIS

Essential Research Practices Catherine Corr, Doctoral Student, Special Education Catherine Corr, a doctoral student in special education, received a 2014 Doris Duke Fellowship for the Promotion of Child Well-Being. Fellowships are awarded annually to 15 outstanding doctoral students in various disciplines, selected through a national competition. Corr is the first recipient in her field, and the first student at Illinois’ Urbana campus, to receive the honor. Her research during the fellowship will focus on the types of services that abused children with disabilities receive. “I feel like my work is a first step toward figuring out how we can better support these children and their families throughout the time of their service needs,” said Corr.

Data-Driven Exploration Morgan Schertz ’14 Elem.Ed. Though she never considered herself a “science person,” Morgan Schertz became an effective science teacher, thanks in part to a project-based program she worked on related to hydraulic fracturing issues in southern Illinois. Working with Professor Sheila Dean, the James Scholar researched fossil fuel usage, which led to the creation of an 11-day unit for local middle-grade students. She went on to co-create and launch a STEM sports program for middle-school students at the Illinois Math and Science Academy and was later hired as a math and science teacher.

“Illinois provided the perfect opportunities for my professional development and opened up possibilities that I never thought were possible,” Schertz said.

Visionary Learning University Primary School is a pre-K through fifth grade lab school where children use The Project Approach to engage in creative, challenging, and meaningful curricular inquiries.

The lab school has been recognized locally for its innovative practices and is committed to project-based learning and democratic community building. The school, which began as a research project more than 40 years ago, expanded to a joint fourth and fifth grade this academic year. In addition, the school participated in several research projects that involved student discipline, competencies in teachers, Spanish language achievement, and struggling readers. “We’re dedicated to nurturing meaningful experiences for children,” said Ali

STUDENT RESEARCH A Selection of 2013-2014 Graduate Research Projects Endangered Species: The Hope for Students In Mexican Chicago. Miguel Angel Saucedo, Education Policy, Organization & Leadership.

Critical Race History: Exploring the Importance of Historically Situated Counter Narratives of Blacks in Education. Alisha Denise Johnson, Education Policy, Organization & Leadership.

The Nature of Online Activity in Two Language Arts Classes. Sonia Melanie Kline, Curriculum & Instruction.

Science Teacher Questioning While Students Learn with Simulations. Robert Charles Wallon, Curriculum & Instruction.

Changes of HRD Competencies Driven by Technology: A Review of Technology-Related Competency Models. Debbie Hrubec, Caleb Seung-huyn Han, and Andrew Sanghyun Lee, Education Policy, Organization & Leadership.

Differential Item Functioning Screening in Computerized Adaptive Testing. Hyeon-Ah Kang and Hua Hua Chang, Educational Psychology.

Using Scripted Stories with Young Children with Persistent Challenging Behaviors. Charis Lauren Price, Dr. Michaelene Ostrosky, and Dr. Amy Santos, Special Education.

Teach for America, the Neoliberal Alternative to Teacher Professionalism. T. Jameson Brewer and Anthony Cody, Education Policy, Organization & Leadership.

A Selection of 2013-2014 Undergraduate Research Projects Comparing Education Opportunities for Students With Disabilities Between China and the United States. Sarah Kitz, Elementary Education.

Humanities Education Across Prison Boundaries. Jose Carbrales and Gregory Donatelli, Education Justice Project.

Promoting Education in an Urban Setting: How Well Does the University of Illinois College of Education Address and Work With It? Dave Rodgers, Secondary Education.

The Effects of Parental Involvement in the Transitional Period of Special Education Students. Jennifer Mocarski, Special Education, and Anna Bolton, Pre-Education.

The Accessibility of Technology in Special Education Classrooms. Gregory Knapp, Special Education.

Teachers Trained at the University of Illinois Working in High-Poverty Schools. Colleen Ross, Elementary Education.

Lewis, director.

2014 IMPACT 9

OUR INITIATIVES & OUTREACH PUT RESEARCH INTO PRACTICE

Our College’s strategic initiatives enhance our research, invigorate our teaching and service activities, and attract external resources. We believe that transformative learning and teaching require collaborative relationships among researchers, practitioners, and professionals locally, nationally, and globally. Through our initiatives and outreach, we participate in educational policy debates that address pressing needs—to increase access, to ensure successful performance of all students, and to prepare our students to participate as global citizens.

Center for Education in Small Urban Communities Providing learning solutions for communities.

The Center is a research, service, and outreach unit that offers professional development and serves as the liaison for school-university partnerships. The Center’s outreach programs include the Youth Literature Festival, which brings award-winning authors and illustrators to local schools; the Chancellor’s Academy, which provides local teachers resources to improve their teaching; and Student Opportunities for After-School Resources (SOAR), a student volunteer group that tutors bilingual students.

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EDUCATION AT ILLINOIS

Office for Mathematics, Science, and Technology Education (MSTE) Promoting collaboration between academic researchers, K-12 teachers, administrators, and students.

MSTE enhances student achievement and teaching performance in the fields of mathematics, science, and technology. In 2014, in partnership with local Kenwood Elementary School, MSTE brought computing curriculum to 370 students.

370 Photo by Brock Orr, courtesy of Champaign Unit 4

Photo by Brock Orr, courtesy of Champaign Unit 4.

Forum on the Future of Public Education Shaping public education policies with research-based evidence. The Forum provides empirical evidence to policymakers and the public by drawing on a network of premier scholars to create, interpret, and disseminate credible information on key questions facing P-20 education.

In 2014, Forum Fellow Dan Collier provided critical research on the relationship between international student enrollment in public universities and declining state appropriations

Photo by Brock Orr, courtesy of Champaign Unit 4

revenue.

Center for Culturally Responsive Evaluation and Assessment (CREA) Impacting

educational

policymaking

in

a

cultural

context. CREA generates evidence for policymaking that is methodologically, culturally, and contextually defensible.

It focuses on serving and improving the circumstances of people in communities who have traditionally been disenfranchised. Its inaugural conference in 2013 included attendees from Canada, New Zealand, Ireland, Greece, Germany, and Australia. The event presented scholarly inquiry into the role of cultural context that surrounds evaluation, assessment, research, and scholarship.

2014 IMPACT 11

The Early Childhood and Parenting Collaborative (ECAP) Educating and raising young children. ECAP is home to numerous research, technical assistance, and service projects that focus on educating and raising young children. Professors, academic professionals, and research assistants pool their expertise to articulate, clarify, and enhance the cooperative relationships among these projects and strengthen their contributions to the state of Illinois and beyond.

The Governor’s Office of Early Childhood and Development has turned again to ECAP to evaluate how best to expand early childhood and education (ECE) services to the most vulnerable children and families in Illinois, in response to the federal Early Learning Challenge. ECAP will evaluate how the innovative practices of seven communities improve the quality of its ECE services and increase enrollment of children least likely to be “ready for school.” Outcomes will inform policymakers about the most effective strategies for expanding services to promote school readiness and about barriers that hinder families’ access to services.

ECAP has established an international reputation for its websites, policy guides, data sets, and journal publications, many of which are available in Spanish, Polish, and most recently Chinese. The multidisciplinary staff provides resources, training, and guidance to support the critical first five years of child learning and development.

—Susan Fowler, Professor and Director

3M+

VISITORS ACCESS ECAP WEB RESOURCES

ANNUALLY

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EDUCATION AT ILLINOIS

Office of Community College RESEARCH and Leadership (OCCRL) Researching policies, programs, and practices with a focus on P-20 preparation, transition, and completion. OCCRL researchers study policies, programs, and practices designed to enhance outcomes for diverse youths and adults who seek to transition to and through college to employment. OCCRL’s research spans the P-20 education continuum, with a focus on how community colleges impact education and employment outcomes for diverse learners.

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COMMUNITY COLLEGES OCCRL’s Pathways to Results has engaged 45 of the 48 Illinois community colleges and initiated over 70 improvement projects.

The equity and outcomes focused initiative that OCCRL developed in 2009 called Pathways to Results has engaged 45 of the 48 community colleges in Illinois and colleges in six additional states. Pathways to Results is dedicated to using data to identify and address inequities in college participation and outcomes for diverse student groups. Almost 70 program improvement projects have been conducted to improve results for students who may not have experienced success in college without the dedicated efforts of practitioners and partners.

The National Institute for Learning Outcomes Assessment (NILOA) Discovering and disseminating ways to productively use assessment data. NILOA helps faculty and staff in academic programs and institutions productively use assessment data internally to inform and strengthen undergraduate education and to communicate with policymakers, families, and other stakeholders. NILOA is the only organization that surveys the national landscape of higher education learning outcomes.

NILOA recently received a four-year, $3 million grant from the Lumina Foundation, which will enable the organization to continue tracking, documenting, and advancing campus work with the various foundation initiatives. Additionally, the grant will train and provide support for campus implementation guides, expand assignment design work, and develop resources and websites to advance pathways of access and transparency to students in higher education.

JUST ANNOUNCED: NILOA RECEIVES NEW LUMINA

FOUNDATION GRANT TOTALING

$3M

INTRODUCING JAMES GALLAHER

An alumnus of the College of Education and College of Business, Dr. James Gallaher has been chosen to lead the development of the College’s newly formed Executive Leadership Academy (ELA).

As the incoming executive director of the ELA, Dr. Gallaher will focus on creating non-degree-based programs that provide progressive leadership and professional development opportunities for educational organizations, administrators, and leaders in major Midwestern urban areas.

Dr. Gallaher has engaged in leadership training throughout his career, coaching executive leaders on multiple activities such as organizational change, employee engagement, process improvement, performance management, and employee relations.

2014 IMPACT

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NEW TECHNOLOGIES EXPAND

EDUCATIONAL CAPACITIES

New educational technologies allow for more engaging pedagogies, embedded feedback and assessment, and transformative, anywhere-anytime learning. Our faculty pursue a deeper understanding of how technological applications can enhance the effectiveness and outcomes of teaching, learning, and assessment.

Our College makes pedagogically robust technological solutions available to teachers and students. Through educational technology, we prepare our students to help learners develop the skills and knowledge they need for tomorrow.

Dr. Emma Mercier, Curriculum and Instruction, leading a classroom with collaborative desktops.

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EDUCATION AT ILLINOIS

Photo Š Durham University/North News

INTRODUCING DELTA

Digital Environments for Learning, Teaching, and Agency The DELTA program investigates and formalizes theories, principles, and practices that focus on learning and teaching in digital environments. These environments range from technology-enhanced classrooms to mobile devices

NEW NSF

GRANTS TOTALING

$3.5M

to immersive virtual worlds. Faculty study the social, emotional, and cognitive affordances and constraints of digital tools in a range of educational contexts.

DELTA faculty members have recently been awarded three National Science Foundation grants totaling $3.5 million to explore how various new technologies can promote learning. The technologies being developed for these grants include multitouch, interactive tables that support collaboration, Web-based science simulations that allow student interaction using hand gestures, and immersive “simulation theaters” in which students can use full body movement to express their understanding of critical science concepts.

DELTA is exposing students to cutting-edge learning technologies and best practices for conducting research on how education can be enhanced with interactive digital media. This program will help students shape the new landscape of technologies for learning and instruction.

—Dr. Robb Lindgren, Curriculum and Instruction

CUTTING-EDGE CLASSROOMS, LABS & CURRICULUM In the past year, the College and campus have invested over $2 million in classroom technology to enrich the education of 21st-century learners.

Our new classrooms feature: • digital content for wireless sharing • dual display screens • high-definition cameras and microphones • 80-inch touch screens • collaborative writing surfaces • Apple TVs Our new lab is a flexible, spacious room where students will work on 60-inch multitouch iPad-like devices, according to Professor Emma Mercier. The “black box” room collects data on the learning that takes place among them—individually, as a group, between groups, and the classroom as a whole. “With this very non-static room, we can get more ecologically valid data about what might happen with this equipment in real classrooms,” said Mercier.

16 NEW COURSES EXPAND OUR ED-TECH CURRICULUM Computer Programming and Children | Collaborative Learning and Instruction | Games and Emotions | Digital Learning | Critiques of Educational Technology | Attention, Learning and Technology | Neuroeducation: Mind, Brain, Teaching and Learning in the Classroom | Equity and Educational Technology | Designing Learning Spaces | Collaborative Learning and Instruction | Games and Emotions | Child Development and Technology | Cognitive Issues in DELTA | Attention, Learning, and Educational Technologies | Designing Simulations

2014 IMPACT

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POLICY RESEARCH SHAPES

THE FUTURE OF EDUCATION Drawing upon traditional strengths in social foundations, educational

leadership, higher education, and human resource development, the College fosters an interdisciplinary understanding of educational policy and practice across divides. Our faculty members are sought-after experts in their fields, instrumental in changing policy and guidelines in Illinois and nationally.

Dr. James D. Anderson Dr. Anderson is the Edward William and Jane Marr Gutsgell Professor of Education; the head of the Department of Education Policy, Organization and Leadership; the Executive Associate Dean for the College of Education; and affiliate Professor of History. His scholarship focuses broadly on the history of U.S. education, with specializations in the history of African-American education in the South, the history of higher education desegregation, the history of public school desegregation, and the history of African-American school achievement in the 20th century. Anderson has served as an expert witness in a series of federal desegregation and affirmative action cases, including Jenkins v. Missouri, Knight v. Alabama, Ayers v. Mississippi, Gratz v. Bollinger, and Grutter v. Bollinger.

He served as an adviser for and participant in the PBS documentaries School: The Story of American Public Education (2001), The Rise and Fall of Jim Crow (2002), and Forgotten Genius: The Percy Julian Story. He was elected to the National Academy of Education in 2008. In 2012, he was selected as a Fellow for Outstanding Research by the American Educational Research Association and received the Lifetime Achievement Award from the American Association of Colleges for Teacher Education.

This academic year marks the sesquicentennial of the 13th Amendment and thus the constitutional abolition of slavery in America, the 60th anniversary of Brown v. Board of Education, the 50th anniversary of the 1964 Civil Rights Act, as well as the 50th anniversary of the Voting Rights Act of 1965. My talk at this year’s Brown Lecture, “A Long Shadow: The American Pursuit of Political Justice and Education Equality,” is in keeping with the theme for AERA’s 2015 Annual Meeting, “Toward Justice: Culture, Language, and Heritage in Education Research and Praxis,” which examines our nation’s long struggle for political justice.

—Dr. James D. Anderson

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EDUCATION AT ILLINOIS

2014 POLICY LEADERS EDUCATION

Dr. Dorothy Espelage, one of 16 Gutgsell Endowed Professors on the UI campus, is the author of more than 120 peer-reviewed journal articles and 25 chapters. She regularly shares her research on bullying, which focuses on translating empirical findings into prevention and intervention programming, at regional, national, and international conferences. Espelage authored a 2011 White House Brief on bullying among LGBTQ youth and is a recipient of the Lifetime Achievement Award in Prevention Science of the American Psychological Association.

Dr. Lorenzo Baber’s research focus on underrepresented students’ experiences in higher education provides important evidentiary and theoretical interventions in the ways in which data and theories about student development have evolved. His careful and critical study into the multidimensional insights on how students of color develop their identities in relation to their academic programs has informed and guided policymakers, as has his research on how structural impediments restrict students’ development as complex, racialized, and gendered individuals.

Dr. Chris Lubienski was ranked No. 7 among influential scholars in the field of government and policy in the Edu-Scholar Public Influence: Top Tens rankings. Lubienski serves as the director of The Forum on the Future of Public Education, speaks at institutions around the world, and regularly presents his work and insights regarding policy issues and public education on prominent media outlets such as MSNBC, The New York Times, and The Atlantic.

Dr. Jennifer Delaney uses her expertise in education economics to bridge public policy research and practice. She is the first person at the University of Illinois at Urbana-Champaign to be selected as a faculty fellow in the Illinois Board of Higher Education’s Faculty Fellow Program. Her research during the Fall 2014 semester will focus on the impact of Illinois’ Truth in Tuition law, as well as on issues of performance funding of institutions and the Pay It Forward, Pay It Back Act.

Dr. Joe Robinson-Cimpian utilizes sophisticated analytical techniques combined with a deep knowledge of educational contexts to address key policy issues on educational equity related to differences in language, gender, and sexual orientation. His findings inform educational theory and influence practice and policy, while advancing methodology. Known for his work on the impact of reclassifying second-language students as English proficient from English language learners using different thresholds, Robinson-Cimpian’s research breaks new ground in developing methods for analyzing large data sets to evaluate effects of education policy decisions.

2014 IMPACT 17

BRINGING SOCIAL EQUALITY & CULTURAL UNDERSTANDING TO THE EDUCATION EQUATION

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EDUCATION AT ILLINOIS

We are leaders in shaping policy and preparing teachers and scholars to address social inequality issues and take into account cultural contexts to make education accessible, equitable, and relevant for all students. We champion diverse ideas and perspectives that create a rich and innovative learning environment—one in which all students can Photo by Brock Orr, courtesy of Champaign Unit 4

reach their full potential. We ingrain in our students that the cultural context of education is as important as content.

Behavioral and Social Aspects of Education Impact Learners’ Success

EDUCATION JUSTICE PROJECT

Students live at school as well as learn. Living and learning are intertwined, and we can’t afford to ignore one for the other, because we know that many social and behavioral factors impact learners’ success. Our College is dedicated to producing cutting-edge research to help educators and policymakers understand these factors, to help them appreciate the challenges that different learners face, and to implement strategies and policies that will help learners succeed.

U

EJP is a vibrant community of students and educators who are committed to expanding higher education within American prisons. Through the University of Illinois, EJP organizes educational programming at Danville Correctional Center and EJP members produce critical scholarship about prison education. The director is Dr. Rebecca Ginsberg, Education Policy, Organization & Leadership.

The Creative Potential of Black Girlhood Dr. Ruth Nicole Brown, an expert in gender and women’s studies, joined policymakers, business leaders, media experts, and advocates at the 2014 White House Research Conference on Girls, hosted by the White House Council on Women and Girls.

Brown is the founder of Saving Our Lives Hear Our Truths (SOLHOT), an organization that provides black girls and women a space for creative performance and honest expression of the lives of black girls and women.

2014 AERA Honored Faculty for Impact in Equality and Social Justice

Dr. Anjale Welton 2014 AERA Leadership for Social Justice SIG Bridge People Award.

Dr. Cris Mayo 2014 AERA Queer Studies SIG Distinguished Career Award.

RAINBOW BOOK BAG The Rainbow Book Bag at Illinois assists future school professionals committed to sharing resources, engaging in dialogue, and building capacity to create safe and inclusive schools for lesbian, gay, bisexual, transgender, queer, and questioning people and their allies. The Rainbow Book Bag community shares resources, encourages dialogue, and builds capacity to create safe and inclusive schools.

2014 IMPACT

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EXPERTS IN EDUCATION ON A GLOBAL SCALE

Globalization is changing our markets, delivery systems, and the goals of education. Our faculty address these changes by collaborating with colleagues worldwide, incorporating international course content and hosting conferences, workshops, and overseas studies dedicated to understanding educational diversity.

Documentary Highlights Professor’s Interest in Middle East Politics in the Age of Social Media Dr. Linda Herrera, a social anthropologist with regional specialization in the Middle East and North Africa (MENA), works in the fields of global studies in education, critical youth studies, and communications and new media. Her research interests include education and social transformation in the Middle East and North Africa, critical ethnography, and critical pedagogy. More recently she has turned her attention to youth politics and revolution in the digital age. Herrera’s latest project, “The Long March: A Dialogue Between Mohamed ElBaradei and Rajmohan Gandhi,” released in 2014, is a 30-minute film documenting a historic conversation in which Mohamed ElBaradei and Rajmohan Gandhi, historian, grandson, and biographer of Mahatma Gandhi, compare notes on Egypt post2011 and India during the time of Gandhi. Through historic footage and comical animations, the documentary probes pressing questions about how societies transition from revolt to sustained democracy.

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EDUCATION AT ILLINOIS

Building Relationships As ofand fallSharing 2012, over 12% of our Knowledge students are international.

In 2013, Dr. Adam Poetzel, Curriculum andjoin Instruction, and alumnus They us from locations around Jay the Hooper, MS ’06 Australia, LAS, math department world including Bangladesh, chair, Centennial High School, Barbados, Brazil, Canada, Chile, China, Columbia, Ecuador, Gaza Stip, Germany, traveled to Gramothe, a rural school India, Indonesia, Iran, Italy, Japan, Kenya, in Haiti, to meet with and collaborate Korea, Lebanon, Liberia, Malaysia, Mexico, with secondary math teachers.

Morocco, Pakistan, Philippines, Poland, Romania, Russia, Senegal, Singapore, South Africa, Sweden, Taiwan, Tanzania, Thailand, Trinidad and Tobago, Ukraine, and the United Kingdom.

12% International Presence Abroad and in College The College has expanded its presence and outreach in Asia through our program the Greater China Initiative. The goal: to advance both our global influence and international impact by promoting faculty expertise, our degree programs, and alumni events. Additionally, we place a high academic, professional, and personal value on study abroad experiences. We encourage our students to study-abroad and annually provide $500 to every student who qualifies for the opportunity. Finally, the Confucius Institute, located in the Education Building, facilitates Chinese language education and assessment in local schools and the strengthening of the Web-based version of the Chinese (language) Proficiency Test.

Collaboration Across Continents In 2014, Dr. Adrienne Dixson, Education Policy and Organization Leadership, was invited to the University of Birmingham, U.K., as a guest of the Centre for Research in Race & Education to present her scholarship on the intersection of race, class, and gender in urban educational contexts. Members of the Centre visited the Illinois campus in September 2013, presenting their scholarship to faculty and students. They covered topics related to research on race and education in the U.S. and U.K., and met with faculty in the Gender and Women’s Studies and Sociology departments.

INTERNATIONAL ACTIVITY Select Faculty Research Projects A Qualitative Study of Paulo Freire’s Advocacy and Scholarship. J. William Fulbright Award. Dr. Arlette Willis, Curriculum and Instruction.

Colonial Discourse/Postcolonial Critique: The Challenge from World Englishes.

Dr. Pradeep Dhillon, Education Policy, Organization & Leadership.

Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México. Dr. Rochelle Gutierrez, Principal Investigator, Curriculum and Instruction.

Cross-cultural Influences of Educational Reform: A case Study of Indonesian Teacher Education. Dr. Marilyn Johnston-Parsons, Curriculum and Instruction.

The Meaning of Working Among Professional Employees in Germany, Poland, and Russia. Dr. Peter Kuchinke, Education Policy, Organization & Leadership.

Connected and Culturally Embedded Beliefs: Chinese and U.S. Teachers Talk About How their Students Best Learn Mathematics.

Dr. Michelle Perry, Educational Psychology.

Transnational Black Racial Indentities Research Project, Australia, Bermuda, South Africa, USA. Dr. Helen Neville, Educational Psychology.

Young Children with Disabilities in Israel: System of Early Intervention Service Delivery. Dr. Hedda Meadan-Kaplansky, Special Education.

2014 IMPACT 21

OVER 34,000 STRONG: OUR

ALUMNI ARE MAKING AN IMPACT

We are proud and inspired by the many accomplishments of our graduates, and this year is no exception. From Mu Keun Lee, who received the University’s Madhuri & Jagdish N. Sheth International Alumni Award for Exceptional Achievement, to Laura Taylor, who was awarded the Gay, Lesbian & Straight Education Network’s (GLSEN) 2014 Educator of the Year, our alumni are difference-makers who have built prestigious careers in the field of education. Here are several:

Making an impact: SPECIAL EDUCATION

Making an impact: HIGHER EDUCATION

Dr. Tresa Dunbar

Dr. Christie Gilson

Dr. Freeman Hrabowski

Principal, Nash Elementary School, Chicago, Illinois.

Principal of the Year, Chicago Public Schools.

Appointed by President Obama to Fulbright Foreign Scholarship.

President, University of Maryland, Baltimore County.

Named one of America’s Best Leaders by U.S. News & World Report. TIME magazine named him as one of the “100 Most Influential People in the World.”

Making an impact: K-12 EDUCATION

Making an impact: SOCIAL JUSTICE

Making an impact: OUTREACH

Dr. Mu Keun Lee

Dr. Laura Taylor

Dr. Barbara Brandt

Former President of Kyungil University and Dongmyung University.

Lee shaped education and labor policies in South Korea.

Assistant Superintendent for Achievement & Student Services for Champaign Schools and GLSEN’s 2014 Educator of the Year Award.

Director, National Coordinating Center for Interprofessional Education and Collaborative Practice.

Making an impact: INTERNATIONAL

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EDUCATION AT ILLINOIS

Alumnus’ Research Selected for Millennial Trains Project Trevor Eagle, M.Ed.‘12, Education Policy, Organization and Leadership, is addressing challenges in higher education and investigating innovative solutions at several campuses across the country thanks to a research proposal he submitted that was selected for the Millennial Trains Project, a nonprofit effort in Washington, D.C., that leads crowd-funded transcontinental train journeys for diverse groups of young innovators. During his cross-country visits to public four-year institutions, Eagle interviewed campus administrators who are leading university initiatives and innovations. His research will focus on a broad range of programs and topic areas, issues such as college access and affordability, as well as meaningful job placements and interdisciplinary major offerings. “The purpose of the study is to investigate how public research institutions are responding to environmental factors, including political-legislative factors, economic factors, technological factors, and market trends,” said Eagle, who visited nine institutions, including the University of Illinois at Chicago, Portland State University, City University of New York, and Rutgers.

Donors Open Doors: Supporting the next generation of Education at Illinois alumni The power of your gift to a student trying to attain a world-class Education degree at Illinois is transformative. Students who receive funding through an award or scholarship graduate with less debt—unburdening them to change the world for the better.

We must ensure that future education students have access to this legacy of influential scholars, leaders, and teachers, as well as the opportunity to make their mark on the world. Make your gift online at education.illinois.edu/giving.

33%

Thirty-three percent of our undergraduate students have unmet financial need.

2014 IMPACT 23

WELCOME NEW FACULTY KristEn Bub

Associate Professor of Educational Psychology Ed.D. 2008, Human Development and Psychology, Harvard University Dr. Bub’s research focuses on understanding and modeling links between risk and protective factors in the home and school contexts, children’s social-emotional development, and their academic engagement and performance. Much of her work aims to address these processes over time and in ecologically vulnerable populations.

Meghan M. Burke

Assistant Professor of Special Education Ph.D. 2012. Special Education-Low Incidence Disabilities, Vanderbilt University Dr. Burke’s scholarship focuses on understanding families of individuals with intellectual and developmental disabilities, including services, advocacy, and familyschool partnerships. She is especially interested in how parents and siblings of individuals with intellectual and developmental disabilities advocate for appropriate services.

Jennifer Cromley

Associate Professor of Educational Psychology Ph.D. 2005, Human Development / Educational Psychology, University of Maryland College Park Dr. Cromley’s research has examined STEM text comprehension and classroom learning. Her interests include how better comprehension of diagrams, tables, and alternative representations can improve math and science learning; how math and science learning can be enhanced through self-explanation and other selfregulatory processes; and how cognitive and motivational factors predict retention in STEM.

H. Chad Lane

Associate Professor of Educational Psychology Ph.D. 2004, Computer Science, University of Pittsburgh Dr. Lane spent 10 years at the Institute for Creative Technologies of the University of Southern California, where he led numerous research and development projects involving advanced, interactive learning technologies.

Blending techniques from the entertainment industry (that foster engagement) with those from artificial intelligence (that promote learning), his work focuses on the design and evaluation of technologies for learning and behavior change.

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EDUCATION AT ILLINOIS

Luz Alba Murillo

Associate Professor of Curriculum & Instruction Ph.D. 2001, Language, Reading & Culture, University of Arizona; Minor in Anthropology Dr. Murillo’s research examines the literacies of indigenous, Latina/o, and other minoritized groups through the lenses of border theory, critical ethnography, and decolonizing pedagogies. Her work explores the intersections of language and culture and how these shape literacy learning and practice in linguistically diverse families, communities, and schools.

Patrick Smith

Associate Professor of Curriculum & Instruction Ph.D. 2000, Language, Reading & Culture, University of Arizona. Minor in English Language/Linguistics.

Dr. Smith’s research focuses on language and literacy education and practice in multilingual communities. He studies the hybrid literacies of transnational immigrants and migrant students moving between Mexico, Texas, and Illinois, and the forms of human capital generated by Spanish/English biliteracy.

Stephanie C. Smith

Assistant Professor of Curriculum & Instruction Ph.D. 2011, Urban Systems/Urban Education, Rutgers, The State University of New Jersey Dr. Smith’s research portrays a commitment to diversity issues and utilizes a sociological research lens to explore the effects of differing pedagogic methods in early childhood programs serving high-need populations in Chicago. In addition, her research involves understanding teacher attitudes toward diverse families and subsequent barriers to family engagement.

Eboni Zamani-Gallaher Professor of Education Policy, Organization & Leadership Ph.D. 2000, Educational Organization and Leadeship, University of Illinois at Urbana-Champaign Dr. Zamani-Gallaher is a professor in the higher education program specializing in community college leadership.

Dr. Zamani-Gallaher’s scholarship largely examines access policies, psychosocial adjustment and transition of marginalized collegians, transfer student development and services at community colleges.

2014 IMPACT 25

SELECT COLLEGE OF EDUCATION AWARDED GRANTS & CONTRACTS 2012-2018

Hanban Hua-Hua Chang

Confucius Institute: Adaptive Testing System (Phase I and Phase II)

2010-2018 $344,574

Hope Institute for Children and Families James Halle

The Development of a Communitywide Effort to Support People with Autism and their Families: Building Capacity within Champaign-Urbana

2005-2014 $1,309.993 American Educational Research Association Hua-Hua Chang

A Condition or a Process?: Researching Race in Education

2013-2014 $35,000

Adrienne Dixson

A Condition or a Process?: Researching Race in Education

2013-2014 $35,000

Association for Institutional Research Jennifer Delaney

The Impact of Guaranteed Tuition Policies on Postsecondary Tuition Levels: A Difference-in-Difference Approach

2013-2014 $38,745

Ball Foundation Lisa Monda-Amaya

Teacher Inquiry and Collaborative Learning: Supporting School and Direct Change

2010-2014 $52,188

Centers for Disease Control Dorothy Espelage

Randomized Trial of a Gender Enhanced Middle School Violence Prevention Program

2013-2016 $1,043,589

Gates Foundation Debra Bragg

Advancing Transformative Change Through Applied Research and Practitioner-based Inquiry

2014-2015 $400,000

Debra Bragg

Research Agenda for “Credit When It’s Due”

2012-2014 $590,000

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EDUCATION AT ILLINOIS

Aaron Ebata, Hedda MeadanKaplansky

The Development of Community-wide Efforts to Support People with Autism and their Families: Building Capacity within Champaign-Urbana

2013-2014 $207,114

Illinois Community College Board Debra Bragg

Perkins IV Planning, Consultation and Technical Assistance Initiative

2007-2014 $2,079,000

Illinois Department of Human Services Susan Fowler Early Intervention Clearinghouse

2009-2014 $2,369,794

Rosa Milagros Santos; Michaelene Ostrosky; Tweety Yates Early Intervention Training Program (EITP) at the University of Illinois

James Shriner

IEP Tutorial–Common Core Standards Research and Development of Web-based Decision Support

2009-2014 $465,431

Institute of Education Sciences Richard Anderson

Mindful Instruction of Non-mainstream Children

2008-2014 $2,984,069

Arthur Baroody

Fostering Fluency with Basic Addition & Subtraction Facts

2008-2013 $3,099,995

William Cope; Sarah McCarthey; Katherine Ryan; Hua-Hua Chang

Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces

2011-2015 $659,375

William Cope

The Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment

2009-2013 $1,500,000

Dorothy Espelage; (Phil Rodkin) A Longitudinal Study of Teaching Practices, Classroom Peer Ecologies, and Youth Outcomes

2010-2014 $2,164,277

Sarah Lubienski; Arthur Baroody; Joseph Robinson-Cimpian

UIUC Postdoctoral Research Training Program in Mathematics Education

2013-2016 $3,301,968

2010-2015 $654,825

Illinois State Board of Education

Establishing the Efficacy of the Special Friends Program

Debra Bragg

Illinois Collaborative for Educational Policy Research

2012-2015 $487,700

Susan Fowler

Illinois Early Childhood Asset Map Project (IECAM) 2006-2014 $3,085,033

Donald G. Hackmann Pathways Resource Center

2012-2015 $875,400

Katherine Ryan; Hua-Hua Chang External Review of the ISBE Large Scale Assessment and Accountability System

2008-2013 $1,250,000

Michaelene Ostrosky

2008-2012 $2,997,953

James Shriner; John Trach

Implementing the Common Core State Standards for Students with Disabilities: Research and Development of Web-based Supports for IEP Team Decisions

2012-2015 $1,478,443

Elizabeth Stine-Morrow; Carolyn Anderson

A Process View of Reading Among Adult Literacy Learners

2013-2017 $1,600,000

Lumina Foundation for Education Debra Bragg Transformative Change Initiative

2013-2015 $400,000

Stanley Ikenberry

Mapping the Territory, Documenting the Journey: Tracking the DQP

2012-2014 $1,018,904

National Endowment for the Humanities Rebecca Ginsburg

Model Prison Humanities Computer Project

2012-2014 $20,000

National Institute of Justice Dorothy Espelage

Effects of a Middle School SocialEmotional Learning Program on Teen Dating Violence, Sexual Violence, and Substance Use in High School

2013-2016 $662,993

National Institute on Aging Daniel Morrow; Elizabeth Stine-Morrow

Health Literacy and Aging: A Process-Knowledge Approach

2008-2013 $1,124,435

National Institutes of Health Barbara Hug

Project NEURON (Novel Education for Understanding Research On Neuroscience)

2009-2014 $1,334,226

Daniel Morrow; Elizabeth Stine-Morrow

Medtable: An EMR Strategy to Promote Patient Medication Understanding and Use

2010-2014 $2,505,004

National Science Foundation

J. Jessica Li

Optimizing Student Learning Outcomes: A Comparative Study of Onsite, Virtual and Remote Laboratories in Electrical Engineering

2011-2014 $88,777

Robb Lindgren, David Brown, Dan Hoffman

Embodied Explanatory Expressions for Facilitating Science Reasoning and Enhancing Interactive Simulations

2014-2018 $1,447,193

Emma Mercier; Joshua Peschel; Geoffrey Herman Fostering Collaborative Drawing and Problem Solving through Digital Sketch and Touch

2014-2017 $549,995

José Mestre; Jennifer Greene

Scaling Cultures of Collaboration: Evidence-based Reform in Portal STEM Courses

2014-2016 $2,000,000

José Mestre

Using Computer Adaptive Testing (CAT) to Improve STEM Learning, Test Performance, and Retention

2013-2016 $499,936

Mats Selen; Fouad Abd-El-Khalick Entrepreneurial Leadership in STEM Teaching and Learning (EnLiST)

2009-2014 $5,000,000

William Trent

Underrepresented Undergraduates in STEM at Large Research Universities: From Matriculation to Degree Completion

2009-2014 $1,969,216

The Spencer Foundation Anne Haas Dyson

The Applied Baccalaureate Degree: An Emerging Pathway to Technician Education

The Interplay of Child Cultures, Schooling, and Literacy: A Working Conference on Global Perspectives on Childhoods and Composing

2010-2014 $1,200,000

2013-2014 $39,485

Kiel Christianson

Jennifer Greene; Thomas Schwandt

Debra Bragg

CAREER: The Role of Good-Enough Processing In Language

2009-2014 $575,000

Gloriana González

CAREER: Noticing and Using Students’ Prior Knowledge in Problem-Based Instruction

2013-2018 $853,675

Rochelle Gutiérrez

Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois’ High Needs Schools

2009-2014 $900,000

The Role of Student Characteristics in Teachers’ Formative Interpretation of Student Performance

2013-2015 $300,000 The Spencer Foundation/ National Academy of Education Joseph Robinson-Cimpian

One or Many Thresholds?

Understanding Moderators of English Learner Reclassification Effects to Inform Policy Decisions

U.S. Department of Education Stacy Dymond

Innovative ACCESS to Curriculum for Students with Severe Disabilities (ACCESS)

2014-2018 $1,250,000 Stacy Dymond; Adelle Renzaglia Leadership in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities

2014-2018 $1,250,000 Susan Fowler; Rosa Milagros Santos Project Blend

2011-2016 $1,242,827 Georgia Garcia, Eurydice Bauer, Christina DeNicolo

A Comprehensive Approach to Improve the Preparation of University Faculty, Pre-Service and In-service Teachers to Effectively Teach Limited English Proficient Students

2007-2013 $1,275,754

Mary-Alayne Hughes; Rosa Milagros Santos

Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel (PCRP)

2014-2017 $708,893 Health and Human Services Rosa Milagros Santos; Michaelene Ostrosky; Tweety Yates Head Start Center on Quality Teaching and Learning

2010-2014 $1,323,234 William T. Grant Foundation Christopher Lubienski

How Do Intermediary Organizations Define & Disseminate Research for Educational Policymaking?

2011-2014 $607,052

TOTAL GRANTS & CONTRACTS 2012-2018

$92.5M

2014-2015 $55,000 2014 IMPACT 27

PUBLICATIONS BY FACULTY

Arthur J. Baroody

A.D. Dixson, Editor

Anne Haas Dyson

Teaching Math to Young Children: A Practice Guide.

Researching Race in Education: Policy, Practice and Qualitative Research.

ReWRITING the basics: Literacy Learning in Children’s Cultures.

Charlotte, NC: Information Age Publishing, Education Policy in Practice: Critical Cultural Studies Series, Rodney Hopson and Edmund Hamann, Eds., 2014.

New York: Teachers College Press, 2013.

A.D. Dixson, Editor

Linda Herrera

Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education, 2013.

Ruth Nicole Brown Hear Our Truths: The Creative Potential of Black Girlhood.

University of Illinois Press, 2014.

Revolution in the Age of Social Media: The Egyptian Popular Insurrection and the Internet.

New York: Routledge. Donner, J.K., & Dixson, A.D., 2013

New York & London: Verso, 2014.

William Cope

A.D. Dixson

Linda Herrera, Editor

Published by Elsevier, 2014.

New York: Routledge-Falmer Press.

Lynn, M. & Dixson, A.D., Eds., 2013.

The Future of the Academic Journal.

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The Resegregation of Schools Education and Race in the Twenty-First Century.

EDUCATION AT ILLINOIS

Handbook of Critical Race Theory in Education.

with Sakr, R.

Wired Citizenship: Youth Learning and Activism in the Middle East.

Critical Youth Studies series New York: Routledge, 2014.

Maya Israel

Yoon K. Pak, Editor

A Survival Guide for New Special Educators.

Special Issue: Asian Americans in Higher Education: Charting New Realities.

Jossey-Bass, 2013.

Volume 40, Issue 1, Pages 1–136. Issue edited by: Yoon K. Pak, Dina C. Maramba, Xavier J. Hernandez, Eds.

Christopher A. Lubienski and Sarah Theule Lubienski The Public School Advantage: Why Public Schools Outperform Private Schools.

Chicago, IL: University of Chicago Press, 2014.

Saundra Murray Nettles Necessary Spaces: Exploring the Richness of African American Childhood in the South.

Charlotte, NC: Information Age Publishing, 2013.

Daniel G. Morrow, Editor

Rema Reynolds, Editor

Reviews of Human Factors and Ergonomics.

Trayvon Martin, Race and American Justice

(Vol 8): Health Care Human Factors/ Egonomics. Santa Monica: Human Factors & Ergonomics Society, 2013.

Kenneth J Fasching-Varner, Rema Reynolds, Katrice A. Albert, Lori L. Martin (Eds.) Foreword by Tyrone Howard.

Sense Publishing, 2014.

2014 IMPACT 29

LEADERSHIP AT THE COLLEGE Since our founding in 1905, we have a distinguished history of making repeated breakthroughs in educational thinking and practice. We understand that our mission is not only about excellence or doing regular things well. It is about doing things in imaginatively different ways. Our iconic reputation for producing scholarship that transforms the nature and the content of education means that we impact economic, social, and technological changes. We meet the changing needs of the local and global community, and we continue to evolve and refocus.

Fouad Abd-El-Khalick

Susan Michaels

James D. Anderson

Daniel Morrow

Associate Dean for Research Head, Curriculum and Instruction Interim Executive Associate Dean for Administration, Head, Education Policy, Organization and Leadership

David E. Brown

Executive Associate Head, Curriculum and Instruction

Barbara Geissler

Assistant Dean for Administration and Communication Services Chair, Educational Psychology

Michaelene Ostrosky

Head, Special Education

Christopher Span

Associate Dean for Academic Programs

Executive Assistant Dean for Business Operations

Mary Kalantzis Dean

Lizbeth Katsinas

George Reese

Assistant Dean for Advancement

Director, Office for Mathematics, Science, and Technology Education

Cris Mayo

Chris Roegge

Sarah Jane McCarthey

Kathy Ryan

Director, Online Programs Director, Teacher Education

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Not Pictured:

EDUCATION AT ILLINOIS

Executive Director, Council on Teacher Education Assistant Dean for Academic Affairs

EDUCATION AT ILLINOIS AT-A-GLANCE 2015 U.S. News & World Report

88% 92.5M

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FACULTY

PUBLISHED 2013-14

GRANT FUNDING 2012-18

PATENTS FILED 2009-14

ENDOWED PROFESSORSHIPS Fouad Abd-El-Khalick Grayce Wicall Gauthier Professor of Education James D. Anderson Edward William and Jane Marr Gutgsell Professor Debra Bragg Edward William and Jane Marr Gutgsell Professor Nicholas Burbules Edward William and Jane Marr Gutgsell Professor Dorothy Espelage Edward William and Jane Marr Gutgsell Professor Stafford L. Hood Sheila M. Miller Professor of Education Michaelene Ostrosky Goldstick Family Scholar

MEMBERS OF THE NATIONAL ACADEMY OF EDUCATION James D. Anderson Richard C. Anderson

Fellow in the American Association for the Advancement of Science Fouad Abd-El-Khalick

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION FELLOW MEMBERS James D. Anderson Richard C. Anderson Hua-Hua Chang Anne Haas Dyson Dorothy L. Espelage Jennifer C. Greene Lilian G. Katz Thomas A. Schwandt William T. Trent .

RANKINGS #26 College of Education #9 Online Programs PROGRAMS:

#5 Educational Psychology #8 Curriculum & Instruction #9 Special Education #10 Elementary Teacher Education #12 Secondary Education #14 Education Policy & Organizational Leadership

OUR FACULTY: 82 TENURE-TRACK 61% Female / 39% MALE

40% FACULTY TENURE-TRACK

FROM UNDERREPRESENTED POPULATIONS

OUR STUDENTS: 1,340 STUDENTS

569

undergraduateS

363

MASTERS

408

176 on campus 187 online/off-campus

DOCTORAL

28% GRADUATE STUDENTS FROM UNDERREPRESENTED POPULATIONS

10%

TOTAL

STUDENTS

FROM INTERNATIONAL POPULATIONS

Cover Photo by Brock Orr, courtesy of Champaign Unit 4.

COLLEGE OF EDUCATION AT ILLINOIS 1310 South Sixth Street, MC-708 110 Education Building

NONPROFIT ORGANIZATION U.S. POSTAGE PAID Champaign, IL Permit No. 453

Champaign, Illinois 61820

education.illinois.edu

09.23.14

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