Fall 2023 Alumni Magazine

Fall 2023

CONTENTS

DEAN’S MESSAGE 04 A message from College of Education Dean Kimberly A. Lawless

NEWS & NOTES 06 New College of Education faculty members bring diverse perspectives

FEATURES 10 A career of service has led Polizzi to Penn State 14 Hollis joins dynamic team at College of Education in disrupting status quo 18 Dean Rodney Reed leaves lasting legacy within College of Education

The University is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University’s educational mission, and will not be tolerated. Direct all inquiries regarding the nondiscrimination policy to the Office of Equal Opportunity and Access, The Pennsylvania State University, 328 Boucke Building, University Park, PA 16802-5901, Email: oeo@psu.edu, Tel (814) 863-0471. U.Ed. EDU 24-85 2

RESEARCH 22 College of Education faculty has blazed trails in education research

PHILANTHROPY 26 DDC chair: Thank you for being a friend 27 Giving Tuesday: Office of Education and Social Equity, WorkLink both play vital role in expanding education access

ALUMNI NEWS 28 Ajay Nair receives Penn State Alumni Association’s prestigious Alumni Fellow Award

College of Education

DEAN Kimberly A. Lawless EDITOR Brian D. Cox WRITERS Brian D. Cox | Stephanie Koons CONTACT US 247 Chambers Building, University Park, PA 16802-3026, Tel: (814) 863-2216 COLLEGE OF EDUCATION ALUMNI SOCIETY OFFICERS Jonathan Klingeman, president | Catherine

T. Tomon, president-elect | Sharlene Yontosh, secretary | Joseph H. Clapper III, retired past president DIRECTORS Brian Bliss | William Clark| Molly Dallmeyer | Jhan D. Doughty | Kiley Foley | Caleb Gildea | Krishawna Goins | Ramon Guzman Jr. | Sherry Hibbard | Sarah Lozano | Deborah Marron | Ronald Musoleno | Kurt Nyquist | Matt Richards | Sandra Rodriguez-Arroyo | John Rozzo | Sharon Salter APG REPRESENTATIVES Mia Hines | Cass Ramsey STUDENT MEMEBERS Brandin Conrath | Sloan Cordon | Ivy Hu | Semra Sonmez

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DEAN’S MESSAGE

As the Penn State College of Education celebrates its 100th anniversary this year, I can’t help but wonder what those who founded our college in 1923 would think of it now.

Obviously, many things have changed substantially in the past century — both educationally and societally. But there is one thing about our college that has remained constant. We have always viewed challenging the status quo as not only part of the educational process, but essential to the educational process.

It was evident early in our history when the college’s first dean Will Chambers was a vocal critic of the teaching techniques most would-be educators were learning.

It was evident in 1990 when Dean Rodney Reed assumed stewardship of the college and became the first person of color to serve as a dean at the University. You can read about his legacy, beginning on Page 18.

It was and is evident in the world-class research conducted by the topnotch former and current faculty of the College of Education, the history of which you can learn more about on Page 22.

It remains evident now as our college recently launched its online D.Ed. program, a joint venture with Penn State World Campus, with our first cohort of 30 students who began this fall. The program is guided by its director, Dr. Joseph Polizzi, whose story can be found on Page 10.

I believe those who were here at the very beginning would be pleased to

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learn we have never wavered in our willingness to shake the very foundation of education if we believe it to be the right thing to do.

As we embark on our next 100 years and beyond, we do so with an appreciation for our past, a focus on our present and excitement about our future as we strive to be change makers and foundation shakers.

Speaking of excitement about the future, we are eager to share the fruits of a lengthy project with all of you, starting with this magazine. You may notice its appearance is quite different than prior editions, in addition to the fact that it is only available digitally. That is because it is part of a new look for the College of Education. We have been working with our partners and friends at 160over90, a global creative agency based in Philadelphia, to redesign the college’s branding. While this magazine will give you a taste, the full reveal will come at the annual American Educational Research Association (AERA) meeting. We believe it strikes the appropriate balance between honoring our past and looking toward our future. We cannot wait for April in Philadelphia!

You can always keep informed about the exciting things happening in our college by sending an email to edrelations@psu.edu asking to subscribe to our e-newsletter and following us on social media. We can be found on Facebook; LinkedIn; @PSU_CollegeOfEd on X (formerly known as Twitter); and @psu_collegeofed on Instagram, YouTube, TikTok and Threads.

Thank you for your continued support of our college and its mission. We are!

Kim A. Lawless

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NEWS & NOTES

NEW COLLEGE OF EDUCATION FACULTY MEMBERS BRING DIVERSE PERSPECTIVES

By Stephanie Koons

The Penn State College of Education welcomed two new tenure-track faculty members into the community during the Fall 2023 semester, who brought with them a wealth of knowledge and experience in areas such as social justice, gender/sexuality studies and virtual reality technology.

Additionally, new instructors with backgrounds in teaching, educational administration and adult literacy further added to the richness and diversity of the college.

Dylan Paré, assistant professor of learning, design and technology (LDT), aims to discover new angles on social issues, such as gender and sexuality, through the lens of cutting-edge virtual reality (VR) technology.

“I was attracted to the LDT program because I saw scholars engaging in critical perspectives in science and technology,” Paré said. “To be around people who are really pushing forward how we can look at learning and technology critically was really important to me.”

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Dylan Paré assistant professor of education (counselor education), center, works behind the scenes short film “Creative Futures” (photo provided by Tet M Photography)

In addition to their faculty position, Paré is director of Queer Code, a design and research-based studio that designs, develops and researches new technologies, interactive art and storytelling with queer and trans experiences at the forefront. Paré co-designs virtual, immersive and interactive computational environments for learning about complex systems, computational thinking and technology design. Within this overarching

s on their

research project, they research multiagent systems’ design to demonstrate how interacting and reasoning with multi-agent simulations of gender and sexuality-based marginalization can help people understand gender and sexuality experiences as “complex, emergent, multi-level phenomena that involve dynamic interactions between individuals, groups and institutions.”

Sarah Shrewsbury-Braxton assistant professor of education (counselor education)

As a researcher and teacher, Paré said they aim to think critically about how we represent and support learning about equity issues within VR, artificial intelligence and other technologies.

“I think new technologies always impact society,” they said. “There is always push and pull because we want to push forward quickly with new technology. But how can we engage with these technologies responsibly?”

Another new faculty member who is pushing boundaries with social issues is Sarah Shrewsbury-Braxton, assistant professor of education (counselor education). She said she is inspired in her research and teaching by professional experiences that exposed her to social justice issues in education.

“The niche area I found is whiteness and critical white studies,” she said.

“Often, we talk about race as something that’s ‘other,’ that’s separate from white people, when really the culture of whiteness perpetuates inequities and maintains these systems.”

Critical white studies (CWS) falls under the umbrella of critical race theory and seeks to examine the construction and moral implications of whiteness, in order to reveal and deconstruct its assumed links to white privilege and

white supremacy. According to the National Museum of African American History & Culture, “whiteness” and white racialized identity refer to the way that white culture operates as the standard by which all other groups are compared. This area of study views white-dominant culture as a social mechanism that normalizes whiteness and marginalizes people of color. Although CWS emphasizes understanding white identity development and the culture of whiteness, Shrewsbury-Braxton said, its roots are in the writings of prominent scholars of color, particularly Black scholars like W.E.B. DuBois, Anna Julia Cooper and James Baldwin.

Practical benefits of Shrewsbury-Braxton’s research, she said, include: • Culturally informed school counseling programs that value and incorporate the cultures of all students • Training for teachers and school counselors that will counteract deficit thinking and help them to recognize systemic barriers for 7

NEWS & NOTES students of color (SOC) • Improved educational spaces and increased opportunities for SOC (e.g., access to Advanced Placement courses and gifted/talented programs) Shrewsbury-Braxton, who is teaching a school counseling internship class this fall, said she wants to expand her research in CWS in her new position.

“I’m really interested in applying that knowledge to counseling and education,” she said. “I want my work to critique and contribute to what we know about that so we can start to deconstruct it.”

For Susan Pritchard-Harris, who had a robust career in K-12 education, retirement led her to a new position as an instructor with the Department of Curriculum and Instruction.

“I was an elementary teacher and principal for the Philipsburg-Osceola Area School District for 35 years,” she said.

“I am excited to have the opportunity to continue supporting the profession

in my new role as an elementary and early childhood supervisor in the College of Education. My goal is to build partnerships with the supporting school districts and provide experiences for our student teachers that will prepare them for rewarding careers in the field.”

For Julie Svendsen, an instructor in preservice student teaching in the Department of Curriculum and Instruction, taking on a new position in the College of Education is coming full circle. Having earned a Julie Svendsen, workforce development direct bachelor’s degree in early Adult Literacy (ISAL) , right, poses with student (photo provided) childhood/elementary education and a minor in psychology from Penn State in 1999, she taught elementary school in Pennsylvania and Northern Virginia, then earned a master’s in administration and supervision through George Mason University. She then became an assistant principal for seven years and a principal for another seven years. After working part-time in the College of Education for the 2022-23 academic year, Svendsen was officially offered a full-time faculty position “where I proudly continue to supervise student teachers and also instruct students in a section of CI295A, The Early Childhood Field Placement course.”

Susan Pritchard-Harris, instructor in the Department of Curriculum and Instruction, right, poses with students Julia Hornick, left, and Jackie Krol, center, from her 495A seminar. (photo provided)

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“I had one final goal for my professional career, and that was becoming a supervisor of student teachers at Penn State,” Svendsen said. “I want

to be an example of experience in our field whom students can trust will provide them honest feedback, advice, support and guidance. I strive to develop in them a desire for collaboration, cooperation, positivity, problem-solving, and innovation.

Above all else, I hope to instill in them a desire to do what is best for their students in any given situation, even if it isn’t the easiest solution for us.”

Chrissie Klinger, a faculty member and workforce development director at the Institute of Adult Literacy (ISAL) in the College of Edtor at the Institute of ucation, formerly workforce t Alanna-Nikole Abt. development specialist for the Institute of Adult Literacy (ISAL), stepped into a new role in the College of Education in fall 2023 in which she was able to build upon her background in adult literacy.

“I present at numerous state and national conferences and share research-based practices that improve literacy levels and career pathway opportunities for adult learners, including English language learners,” Klinger said.

In her previous role as workforce development specialist for ISAL, Klinger developed and provided professional development opportunities and technical assistance in the areas of career pathways, workforce preparation skills and

student supportive services for adult education practitioners across the commonwealth of Pennsylvania.

In Klinger’s current role at ISAL, she oversees two technical assistance projects which are funded through Pennsylvania Department of Education grants. Both projects are focused on providing support and training to adult education programs across the commonwealth in the areas of career pathways, workforce preparation skills, student supportive services, corrections education, reentry services and working effectively with workforce partners. In addition, Klinger serves as a board member for the National Coalition for Literacy.

“I’m excited about this change since it gives me an opportunity to use my expertise and experience in adult education in new way,” she said. “One goal in this new position is to bring more awareness to the promising practices that are happening in adult education and share those practices with the field.”

Chrissie Klinger, instructor in preservice student teaching in the Department of Curriculum and Instruction, recently enjoyed a trip to Yosemite National Park in California. (photo provided)

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FEATURES

A CAREER OF SERVICE HAS LED POLIZZI TO PENN STATE

By Brian D. Cox

A life and career dedicated to serving students has led Joseph Polizzi to Penn State.

Chosen this past summer to oversee the new online Doctor of Education program — a joint venture between the Penn State College of Education and Penn State World Campus — Polizzi believes his role in life is the same as any educator. It’s about serving students to the best of his ability.

It’s a mindset that has been fomented by years of experience — personal, educational and professional. It has given him exposure to those whose perspectives differ from his — something he credits for making him a better person and a better educator.

Polizzi’s early years were spent in the New York metropolitan area. Born in Brooklyn, but growing up on Long Island, Polizzi decided to attend graduate school at nearby Hofstra University. To help support himself, he worked as a night custodian at several iconic locations in the Big Apple, including the New York Stock Exchange, the United Nations building and Two Penn Plaza.

But it was something one of his co-workers said to him one night at his custodian job — one at which 10

he earned the nickname “Joe College” from his colleagues — that has always stuck with him.

“I said ‘I want to go and teach abroad.

I want to travel the world and be a teacher,’” Polizzi recalled. “And I’ll never forget what my co-worker said, ‘Why do you want to go do that? We have enough problems here in New York. Why don’t you work on those problems? Why don’t you work with kids here in New York City?’ And I never forgot that.”

Polizzi initially got to work in New York, as his first classroom job was teaching English to students in grades 7 through 12 in the New York City public school system, first in The Bronx and then Brooklyn. For many of his students, English was not their first language.

He remembers it as an eye-opening experience.

“I had a lot to learn, and also a lot to understand about my students,” Polizzi said. “African American and Latino students as well as a large immigrant population from all over the world made up the majority of the students I taught. So, I felt part of something very much larger than myself.”

to go abroad and teach in Hungary before returning to the U.S. Educationally, he has had a multitude of experiences. Polizzi is a Fulbright Scholar and served a fellowship in the New York State Senate after earning his bachelor’s degree in English from Le Moyne College in Syracuse, New York, his master’s in secondary education from Hofstra and eventually his Ph.D. in educational administration/ leadership from Penn State.

His varied background of professional and educational experiences, he said, has sharpened his ability to listen — something he sees as one of the most important skills an educator can have.

Listening, he said, is the way to learn about people and what is important to them, especially the “hard parts” as Polizzi puts it.

He first became aware of this

It was a feeling that helped him realize he didn’t want to limit his impact as a teacher. He eventually got his chance

LEFT: Dr. Joseph Polizzi, director of the College of Education’s online D.Ed. program, poses for a photo at the 2023 AERA conference in Chicago.

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FEATURES ability as a third-grader when it was pointed out to him while his class visited the school’s library.

“The librarian would read a mystery story and we would have to listen to it,” Polizzi recalls. “And I’ll never forget that the librarian came up to me, tapped me on the shoulder and said, ‘Joe, you’re a very good listener.’”

That listening skill has served him well throughout his career and recently prompted him to co-author a book “Understanding Joseph Polizzi takes a selfie with several of his co-workers from his time working at Sacred Heart University in Fairfield, Connecticut. P Suffering in Schools: Now back at Penn State, he is tasked Shining a Light on with stewarding a newly-launched the Dark Places of Education” which online Doctor of Education program, includes testimonies from former stua collaboration between the College dents on the ways they experienced of Education and Penn State World suffering in school. The goal is to Campus. demonstrate how suffering can profoundly affect one’s academic growth The program welcomed its first cohort and development — or worse. of 30 students from an applicant pool of around six times that many. Having “The one thing I’ve learned about a that many candidates for so few spots career in education is it’s never about makes the standards for admittance me,” Polizzi said. “It’s always about very high, but it also means Polizzi is what the student needs. I’ve always under pressure to help deliver an edubelieved that.” cational experience worthy of that type 12

Polizzi left Sacred Heart to take the position as director of the online D.Ed. program here at Penn State. (photo provided)

of selectivity.

The secret, he said, is remembering what led him to a career in education in the first place — service.

“As a professional, who is it that I’m serving in the work that I do?” Polizzi said. “At different points in my career, I’ve been in service to different groups of people. And now in the role as director of the education doctoral program here at Penn State, I see myself as being in service to the Penn State community at large and those who would like to become part of it.”

And, luckily, because he works for a world-class institution like Penn State, he won’t have to do it alone.

“The Penn State College of Education is phenomenal,” Polizzi said. “More than 200 faculty members working with Dean Kim Lawless, working with (Associate Dean for Graduate and Undergraduate Studies) Rayne Sperling. I’m humbled, and I’m honored to be part of this faculty.

“Penn State is bigger than me. It’s so much bigger than you or me. And just to be a part of it is so exciting.”

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FEATURES

HOLLIS JOINS DYNAMIC TEAM AT COLLEGE OF EDUCATION IN DISRUPTING STATUS QUO

By Brian D. Cox

Leah Hollis’ time with the Penn State College of Education may have just started, but it would be a challenge to find anyone better qualified to help the college fulfill its stated mission.

Having arrived in August as associate dean for access, equity and inclusion, Hollis brings to Penn State an impressive educational and professional background. She also possesses a passion for eradicating workplace bullying, especially against women, people of color and members of the LGBTQ community — the groups targeted most often.

Hollis has run her own consulting group which has done work for a variety of clients, ranging from supervisors merely looking to improve workplace morale to helping institutions create policies about bullying and harassment.

“These are sticky, tough issues,” Hollis said. “I’ve done that kind of work with different institutions, and there’s always diversity in the 14

mix. This job is a combination of my practice and my research. That’s how I ended up in this space.”

Unfortunately, some of these problems continue to exist, even locally. Hollis recalls shortly after starting, someone contacted police to report her as acting suspiciously, despite her merely going about her day-to-day activities. She believes the culture of “see something, say something,” while initially intended to prevent large-scale tragedies before they happen, can lead people to engage in their biases by perceiving certain groups of people as “suspicious” based solely on appearance.

“We’ve got to stop that because I should be able to park my car without being harassed on the way to my apartment building,” Hollis said. “Somebody should be able to walk to work without being pulled over because they ‘fit the description’ — and the ‘description’ always has race or color in it. We as a Penn State community, I think we are making strides and people across the university are working on these things. That’s why I’m pleased to join them and their efforts also to communicate to folks.”

She wants to form a coalition or join other community groups that will tackle issues of inequity head-on by continuing to have necessary-but-difficult conversations with not only people at the College of Education and Penn State as a whole, but the larger community as well. Despite her short time here in State College,

“

Everybody should have a right to feel like they belong, to feel like people care about them, that they’re important and valued.”

Hollis has also been appointed by the Commonwealth of Pennsylvania to Centre County’s advisory board for the Pennsylvania Human Relations Commission (PHRC).

“One of the things I really want to do is put together a coalition regarding town and gown issues and discrimination in our community,” she said.

“Somebody falsely called the police on me. It was a lie. False police reports are criminal acts. But I also recognize a number of our community members go through the same thing. And so, I’m working with different groups to form coalitions about education so when it happens — and it happens everywhere — but when it happens, how do we keep our community safe, even though it’s after 5 o’clock and everybody’s gone home? I’m very interested in forming that coalition or joining other groups doing this work, such as Strategies of Justice led by Terry Watson (assistant director of academic advising and student disability services for Penn State World Campus) to educate folks on how to handle racial intimidation.”

For that and many other reasons, the importance of respect in the workplace cannot be overstated, Hollis said, citing the oft-used line that “people don’t leave jobs, they leave people.” As someone who 15

FEATURES has devoted her career to helping people from different groups foster respect for one another, she said at the College of Education, she sees faculty and staff who not only talk about wanting to be an inclusive, anti-racist institution, but also strive to make it happen.

And for all that Penn State has to offer — especially to a big football fan and former student-athlete such as her — it was this workplace culture that ultimately swayed Hollis’ decision.

“Sure, I’m interested in the reputation Penn State has and I’m trying to get myself in there to see a football game, and all that stuff is great,” Hollis said. “But I see and work with these dedicated people every day and that’s why you come to any place is to get to work with some fabulous people.”

That type of workplace culture was evident to her even when she was interviewing for the position.

“Recently, we had a meeting in which Dean Kim Lawless reiterated her concern about ‘We’re going to treat each other well,’” Hollis said. “It was part of a discussion about something else. Just kind of a congratulatory message, ‘Hey, let’s keep it up because everybody is needed from the work-study student all through administrative assistants, staff, directors, faculty, dean, whoever. We’re all going to treat each other with civility and respect.’ Coming out of my research background, that’s huge. And 16

Leah Hollis, associate dean for access, equity and inclusion, right, takes a photo with her mother Clea Hollis (photo provided)

that’s what got me to the Penn State College of Education — the people.”

In addition to following her beloved Pittsburgh Steelers, Hollis, a native of Johnstown, Pennsylvania, likes to spend her free time writing, traveling and occasionally cooking her favorite food items like crispy salmon and lentils and making coconut cake from scratch.

But during her travels, she’s been to places that have provided a lot of beautiful sights but also allowed

her to see how poverty affects many of the people living in those places. That has stayed with her, has shaped her perspective on life and demonstrated the importance of making education accessible for everyone.

“I was in Rio de Janeiro, Brazil before the 2016 Olympics,” Hollis said. “You want to talk about abject poverty? They had shanty towns that go up the side of the mountain. And there’s one electric line that would start at the top and come down the mountain. And then in each shanty there was one light bulb. Then it would go to the next.

“The other place that I saw that just had abject poverty was Egypt.

It was July and it was so hot. And as I’m walking down the sidewalk, the sidewalk moved and underneath it was a little girl and her two siblings, and they were using this ash and cardboard to protect themselves from the sun.”

Hollis calls the ability to get an education — not only in the strictly academic sense, but also in terms of learning and developing a marketable skill — a “game changer” that can allow people the means to earn a living wage to provide for themselves and their families.

It has steeled her resolve to ensure anyone who wants to can get a quality education free of discrimination or harassment, regardless of their means.

“That’s what we’re here for,” Hollis said. “Everybody should have a right to feel like they belong, to feel like people care about them, that they’re important and valued.”

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FEATURES

LASTING LEGACY 18

G

LEFT: Rodney Reed took over as the sixth dean of the College of Education in 1990. In doing so, he made history as the first person of color to serve as dean of a college at Penn State. His legacy extends beyond that, however, and still shapes the college today. (Photo courtesy Penn State Libraries)

Rodney Reed’s tenure as dean reshaped College of Education

By Brian D. Cox

To say the tenure of Rodney J. Reed as the sixth dean of the Penn State College of Education was impactful would be an understatement.

Reed’s eight-plus year stewardship was one that saw great change in the college, and the University as a whole, from reorganization to strengthening the college academically, to the embrace of the latest technology.

But perhaps his biggest legacy came on his first day. On Jan. 2, 1990, Reed made history by becoming the first person of color to ever serve as dean of an academic college at Penn State.

At that time, the University was making a push for more academic diversity, according to historian and former faculty member Roger Williams. Reed was recruited to be dean from the University of California, Berkeley where he had been working previously. Leading the push to bring Reed to Happy Valley were then-Penn State President Bryce Jordan and then-Executive Vice President Bill Richardson.

“Bryce brought him here, recruited him, and they did a lot toward the end of the 1980s to begin putting more emphasis on diversity and trying to do what they could to make the University a little more representative of the American people,” Williams said. “They really started to open it up. And so, one of the things they wanted to do was to begin looking at the ranks of the academic deans at Penn State.

“That in itself was a coup for Penn State to bring someone here, let alone an African American dean, from Berkeley.”

Reed hit the ground running by initiating a reorganization of the college into six departments: Educational and School Psychology and Special Education; Adult Education and Instructional Systems; 19

FEATURES Counselor Education, Counseling Psychology and Rehabilitation Services Education; Administration Policy, Foundations and Comparative/International Education; Curriculum and Instruction; and Vocational and Industrial Education.

However, soon thereafter, as the economy hit a downturn in the early 1990s, then-Pennsylvania Gov. Robert Casey asked colleges and universities to accept cuts to their appropriation from the state. Reed was faced with a huge challenge to navigate relatively early into his tenure as dean, but that did not stop him from doing the job he was hired to do.

“He did a number of things here,” Williams said. “He put an emphasis on diversity, certainly, and that’s one of the reasons he was brought here — to help diversify the college, and the University, for that matter. The commitment toward racial diversity in the college and the University strengthened.”

The academic profile of the college began a noticeable upward trend during Reed’s time as dean. By the midway point of his tenure, nearly one in every five undergraduate students enrolled in one of the college’s majors had graduated in the top 10 percent of their high school class, including 15 valedictorians and 23 salutatorians. Students in the college had scored as high as 1450 on the Scholastic Aptitude Test (SAT).

This led to the College of Education gaining notoriety nationwide as an 20

(Photos courtesy Pe

academic heavyweight.

“In 1995, the College of Education in one ranking came out among the top 10 colleges in the U.S. and U.S. News and World Report ranked it in the top 25,” Williams said. “So, Rodney did a

lot, I think, to bring in faculty and to ensure that academic standards were improving.

“In 1998, six college programs were ranked in the top 10 in the nation,” Williams continued. “Higher education was No. 1 in the country; adult education, No. 1 in the country; counseling psychology, No. 8; educational administration, No. 8, rehabilitation counseling, as it was called, No. 4; and vocational education, which is now workforce education and development, No. 3.”

enn State Libraries)

Another place Reed really pushed for change was in the technological realm. In the nine years Reed led the college, new policies were instituted, including supplying all professors with a computer connected to the University’s network, establishing the Office of Instructional and Technological Support — a precursor to the present-day Carrara Education Technology Center — and completing a Technology Demonstration Classroom and Faculty Development Center.

Additionally, for the first time, College of Education courses were available online and videoconferencing technology was available for faculty use.

“Penn State has always been on the

more innovative side of information technology going way back,” Williams recalled. “But while Rodney was here, the college reformed dramatically in technology-related activities, issuing a computer — which now that seems like a no-brainer to everybody — where all offices are connected to the University back then. That’s a different world. For the time, he moved, he did the right things.”

A College Administrative Council was formed, comprised of representatives from all major programs and administrative areas, including students, staff and members of the Faculty Council.

Working with the Staff Support Council, planning and communications were enhanced.

Reed’s tenure also oversaw the establishment of the college-wide Strategic Planning Committee.

Under Reed’s leadership, despite guiding the college through a recession, the college’s endowment nearly tripled from approximately $2.5 million annually in 1990 to more than $7 million in 1998 when Reed retired from Penn State.

His time goes down as one of the more influential deanships in the College of Education’s history.

“From technology to continuing education, academic quality and reputation, diversity, these were all very important,” Williams said. “He accomplished a lot in eight years. I think Rodney’s tenure in the college was quite successful.”

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SHAPIN WHAT’S TO COM RESEARCH

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NG S ME

College of Education blazes trails in educational research

By Stephanie Koons

In the past century, the Penn State College of Education has established itself not only as a training ground for future teachers but as a research powerhouse on the cutting edge of issues such as diversity, equity, inclusion and belonging (DEIB). Additionally, researchers in the college have successfully bridged theory and practice by forging ties with policymakers, journalists and educators.

“Certainly, 100 years ago there was very little research that was systematically organized around education,” said Greg Kelly, distinguished professor of science education and senior associate dean for research in the College of Education. “If you look at our history, there’s been a gradual increase in research but most prominently within the last 30 to 40 years.”

According to “The College of Education: An Illustrated History” (a publication celebrating the college’s 75th anniversary), a turning point in the college’s trajectory occurred in 1929-30, when, under the direction of the first dean, Will Chambers, the college developed both M.Ed. and D.Ed. programs and Chambers appointed a director of research.

By the early 1980s, research, development and training dollars garnered by the college reached the $2 million mark. The American Educational Research Journal ranked the College of Education ninth in the nation in educational research productivity.

In 1994, the first-ever Office of Research Support was established to assist and support faculty in their searches for grants and contracts.

A year later, in a national study, the College of Education was named among the top 10 colleges of education in the U.S. and U.S. News & World Report ranked the college in the top 25 among its competitors that year.

In the past few decades, the College of Education has continued to ascend in rankings of educational graduate programs at an international level. According to the 2024 U.S. News & World Report rankings of global universities for education and educational research, the College of Education is ranked No. 20. Among the U.S. News national rankings for residential graduate programs, the college’s higher education program 23

RESEARCH is ranked third; student counseling/ personnel services is ranked sixth; and the educational administration program is ranked No. 10. In the online graduate programs category, the master’s in educational program is ranked third; and the master’s in education for veterans and the master’s in instructional media programs are both ranked fourth.

In the two decades since Kelly joined the College of Education, he said, there has been an increase in grant-funded research as well as a wider range of research topics being explored. In recent years, there has been a more intense focus on research that reflects the college’s commitment to social change that is at the core of its strategic plan.

“Since I joined the college, the research has become more interdisciplinary,” Kelly said. “In addition, there is a stronger focus on recognizing educational inequalities and systemic racism in education.”

Francesca Lopez, Waterbury Chair in Equity Pedagogy and Professor of Education, is pioneering a path of research in educational equity and also helping to bridge gaps between academia and policymakers/citizens.

“Over the past decade, I have cultivated collaborative, cross-sector research teams and developed research-practice partnerships that reflect jointly-identified research needs in ways that directly address inequities,” Lopez said. “Many of the research-practice partnerships that I am involved in began with collaborations with superintendents who were in need of research evidence to address various issues.”

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Lopez’s current focus of research is examining ways to support equity approaches in K-12 contexts. In addition to co-authoring the Teachers College Press book “Critical Race Theory and Its Critics” that provides contemporary and historical account of efforts to thwart fair and unbiased education opportunities; research on why these efforts have been successful; and ways for teachers, school leaders and researchers to address this pushback in their own work, Lopez was invited to present her work to the Spencer Foundation’s Board during their 2023 annual retreat. She received the American Psychological Association, Division 15 2023 Best Article Award for her related article, “Can educational psychology be harnessed to make changes for the greater good?” in Educational Psychologist.

“With funding from the Chan Zuckerberg Initiative and the Student Experience Research Network, I have led the creation of policy fact sheets and infographics designed to support K-12 leaders in navigating the increasingly contentious context of equity-focused education,” Lopez said. “This has involved working with the Pennsylvania House of Representatives House Education Committee, the Council of Chief State School Officers, and the Research-to-Policy Collaborative to engage leaders and policymakers in the use of evidence that can guide practice and policy.”

Lopez is currently collaborating on various projects and proposals with Aspen Institute, one of which involves the Education Writer’s Association, “where we are developing a network alliance to share interdisciplinary evidence-based

practices that counter the misinformation about education equity.”

Amid the racial tension in the U.S. surrounding current events such as the Black Lives Matter movement, the Center for Education and Civil Rights (CECR) has been front and center in the national dialogue on educational equity. CECR’s mission is “to be a hub for the generation of knowledge and coalition-building among the education and civil rights communities to promote research-based actions that address the complicated nature of racial and ethnic inequality in the 21st century.”

“Following the murder of George Floyd and a broader awakening among the public of how structural inequities harm people of color — and our efforts to attain a more just, multiracial democracy — the center’s work is more salient than ever,” said Erica Frankenberg, professor of educational leadership and demography and director of CECR. “Documenting racial inequities in education and the policies and practices that create and sustain them; fostering partnerships between researchers and practitioners that advance equity within and between schools; making research publications free and publicly available; offering an undergraduate internship program; and frequently engaging with popular media are all ways the center contributes to society’s understanding of how racism functions and how it can be disrupted.”

CECR has been a major player in the national dialogue on school segregation, Frankenberg said. The center hosted a conference in 2019 on the 65th anniversary of the Brown v. Board of Education decision with Nikole Hannah-Jones, an investigative journalist who won the Pulitzer Prize for Commentary in

2020 for her work on The 1619 Project (which focused on subjects of slavery and the founding of the U.S.) as keynote speaker. The conference also included a release of a report that Frankenberg co-authored on school segregation cited in Justice Sonia Sotomayor’s dissent in a U.S. Supreme Court decision in June that ended most race-conscious admission programs at colleges and universities across the country.

One of the College of Education’s first forays into building partnerships with Pennsylvania schools and bridging theory and practice occurred in 1947, when the Pennsylvania School Study Council (PSSC) was founded. PSSC is a partnership between Penn State and member school districts, intermediate units and career and technology centers. The council is dedicated to improving public education in Pennsylvania by providing up-to-date research information, professional development activities and technical assistance that will enable its members to provide top-quality educational services to students.

According to Peggy Schooling, professor of practice in educational leadership and executive director of PSSC, the study council movement across the country emerged after World War II in response to the need by school districts to have access to educational research and to support superintendents with decisions regarding policy and practice.

“With the assistance of the Study Council, Penn State became one of three universities in Pennsylvania to certify principals and superintendents in the state,” Schooling said. “To this day, Penn State and the Educational Leadership program continue to be national leaders in research, instruction and publications regarding educational administration.”

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PHILANTHROPY Thank you for being a friend There are a lot of songs about friendship. Cole Porter described it as “just a perfect blendship.” Randy Newman gave us “You’ve Got a Friend In Me.” The hit show Friends had us all singing, “I’ll Be There For You.” One of my favorites came in 1971, when Carole King wrote and recorded her iconic hit song “You’ve Got a Friend” for her classic album, Tapestry.

Ironically, 1971 was also the year I graduated from Penn State.

Sitting in Beaver Stadium for Commencement, my Elementary and Kindergarten Education diploma in hand, I was filled with gratitude for my incredible Penn State experience, and the friends I made along the way. It’s been a lot of winters, springs, summers and falls since then!

Fortunately, being a Penn Stater means Carole King was right: You’ve got a friend. Every home football game is a reunion of over 100,000 friends. Going on a trip? Wear your Penn State gear. There’s good odds you’ll hear a friendly “We Are!” from a fellow Penn Stater, no matter where you are on the globe. Call out Penn State’s name. They’ll come runnin’.

A few weeks ago I emceed the College of Education’s Scholarship Dinner, our annual celebration of the power of philanthropy. Listening to the testimonies of our student speakers, eavesdropping on the lively conversations at the tables, and just basking in the evening’s “WE ARE” spirit, I found myself humming the “Golden Girls” theme song: “Thank You For Being A Friend.”

That song resonates deeply with me not just because I, too, am a “Golden Girl,” but because, as chair of the Dean’s Development Council (DDC), I see firsthand the impact your philanthropy has on the College of Education. The council and I meet the students whose educations you make possible. We engage with the faculty whose research you advance. We hear from the incomparable Dean Kimberly Lawless how your partnership supports and shapes the college’s mission.

At this season of thanksgiving, and on behalf of the DDC, accept this heartfelt message of gratitude for your passion, your dedication and your generosity.

Thank you for being a friend.

All the best. BE WELL. Linda Verba (Elementeray & Kindergarten Education – ’71) 26

College of Education campaigns to elevate OESE, Worklink On November 28, in celebration of #GivingTuesday, College of Education alumni, faculty, staff, parents, and friends will raise financial support for two critical programs: the Office of Education and Social Equity (OESE), and WorkLink.

OESE’s passionate staff works tirelessly to promote diversity and multiculturalism, infuse equity and inclusion across the curriculum and student experiences, increase access to post-secondary opportunities, support the advancement of outstanding educators, and provide underserved and marginalized students a sense of community and a safe space to be themselves.

You can visit OESE’s #GivingTuesday webpage and make a gift here: https://give.communityfunded.com/o/annual-giving/i/ givingtuesday-2023/s/education-and-social-equity WorkLink, a fully integrated, two-year certificate program, provides individuals with intellectual disabilities the opportunity to participate in postsecondary experiences and education alongside their peers while developing work and independent living skills. In addition, WorkLink is a meaningful way for pre-service teachers and other students to serve as allies to an inspiring cohort of passionate Penn Staters.

Please visit WorkLink’s #GivingTuesday webpage and make a gift here: https://give.communityfunded.com/o/annual-giving/i/givingtuesday-2023/s/worklink-penn-state “Your contributions yield a tangible and immediate impact on students’ lives,” said María Schmidt, assistant dean for education and social equity. “Your support empowers our students to break barriers and to achieve things they never thought possible, while providing them with a meaningful, unforgettable and inspiring college experience that affirms our collective commitment to change lives.”

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ALUMNI NEWS Ajay Nair receives Alumni Fellow Award Ajay Nair (’02g Edu.) has been awarded the Penn State Alumni Association’s Alumni Fellow Award, the organization’s highest honor.

Nair, a nationally recognized expert in student affairs issues and an accomplished social justice, race, and ethnicity scholar, is president of Arcadia University in Glenside, Pa., a community of nearly 4,000 undergraduate and graduate students. He is the first person of color to be appointed president at Arcadia and is among the first college or university presidents of Indian-American descent in the United States.

Nair previously served in executive leadership positions at the University of Pennsylvania, Columbia University and the University of Virginia, also holding faculty positions at each, as well as at the World Language Institute in Kwangju, South Korea.

Throughout his career, Nair has received numerous accolades, including the National Association of Student Personnel Administrator’s (NASPA) 2018 Dr. Doris Michiko Ching Shattering the Glass Ceiling Award, and the 2019 Outstanding Allyship Award for his commitment to building bridges for the Asian/ Pacific Islander/Desi American communities.

That year, NASPA named the Allyship Award after Nair.

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In 2020, the Philadelphia Business Journal named Nair a Minority Business Leader and in 2023, he was named to City & State Pennsylvania’s Higher Education Power 100 for spearheading the university’s efforts to combat anti-Black racism.

Nair continues to support Penn State through volunteerism and philanthropy. He and his wife, Paayal (’98, ’01g Edu), established an Open Doors Scholarship in 2018 to help students with high financial need achieve their goal of earning a Penn State degree. Early in his career, Nair was a counselor in Penn State’s Multicultural Resource Center. He was nominated for the Alumni Fellow Award by representatives from the Penn State College of Education.

Gustavson earns World Campus alumni award Stacey Gustavson was one of two recipients of the 2023 Penn State World Campus Outstanding Alumni Award.

Gustavson graduated in 2017 with a master of education in higher education and works as the interim director of college access at Montgomery College in Maryland.

The award is sponsored by the Penn State Office of the Vice Provost for Online Education and coordinated through the Office of Development and Alumni Relations for Penn State Outreach and Online Education.