GSE Impact Report 2017 by RutgersGSE

GRADUATE SCHOOL

I M PA C T

EDUCATION

2 017

Advancing Excellence and Equity in Education

“Education is the most powerful weapon which you can use to change the world.” N E L S O N

M A N D E L A

MESSAGE FROM THE DEAN

NEW PROGRAMS

PA R T N E R I N G F O R I M PAC T

A LU M N I F E AT U R E

LEADING PRACTICE

COMMUNITY OUTREACH

A DVA N C I N G R ES E A R C H

FA C U LT Y H O N O R S

N E W FA C U LT Y & S TA F F

HONOR ROLL FOR LIFETIME GIVING

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Message from the Dean

Celebrating Our 95th Anniversary as Rutgers GSE!

his year, as the GSE celebrates our 95th anniversary, there is tremendous excitement at Rutgers–New Brunswick. We kicked off the 2017-18 Academic Year by welcoming our new Chancellor, Dr. Debasish Dutta. An experienced and accomplished higher education leader, Chancellor Dutta is committed to taking this amazing university to even greater levels of success and excellence. In this 2017 GSE Annual Report, we are pleased to share with you some of the many exciting and impactful activities that are underway at the GSE as we continue implementing our strategic plan and Advancing Excellence and Equity in Education in the great state of New Jersey and beyond. As I begin my fourth year as dean of the GSE, I am delighted to report that the Rutgers Graduate School of Education has risen by 10 positions and is now ranked 52nd among 379 graduate schools of education identified by US News & World Report Best Education Graduate Schools in the country. While we are humbled by an improvement in our rankings, our primary focus is on making a difference in New Jersey. To this end, in our 2017 Annual Report, we will share with you some of the many ways in which we are developing new and innovative programs, partnering with school districts across the state of New Jersey, highlighting alumni who are making a difference, leading in education practice, engaging in community outreach, and advancing research. In our 2017 Annual Report, you will have an opportunity to learn about our new Urban Social Justice Teacher Education Program and how we are partnering with PK-12 school districts and local communities across New Jersey to Advance Excellence and Equity in Education. We also share with you the achievements of GSE alumni who are advancing diversity and culturally responsive teaching in science education at the National Science Foundation (NSF), leading state-wide early childhood initiatives for the New Jersey

Department of Education (NJDOE), advancing global higher education access and opportunity in Brazil, and leading the technological transformation of a New Jersey school district locally. Additionally, you will learn about our successful doctorate and master’s programs, which prepare and empower transformative education leaders and effective practitioners. The faculty and staff at the GSE and our institutes and centers have substantially expanded our community outreach – the National Institute for Early Education Research (NIEER) served over 4,000 children and 1,400 preschool children as part of our partnership with the New Jersey Department of Education and their Grow NJ Kids program. Through the Center on Enhancing Early Learning Outcomes (CEELO), NIEER provided technical assistance to more than 40 states and 150 participants. Our outstanding faculty won a National Science Foundation (NSF) CAREER award and partnered with the NJDOE to implement developmentally appropriate and academically rigorous early education guidelines in 20 New Jersey school districts. NSF grant awards also enabled our faculty to work with and bring innovative and critical science instruction to over 200 New Jersey teachers. Through their research activities embedded in local communities, our faculty have also documented the life stories and literacy practices of immigrant and ethnically diverse youth. Additionally, we share with you how two GSE award-winning researchers have led the way to advance undergraduate mathematics education. Finally, we highlight some of the recent honors and prestigious editorship roles held by our faculty and introduce our new GSE faculty and staff to you as they join us in our pursuit of Advancing Excellence and Equity in Education. Sincerely,

Wanda J. Blanchett, Ph.D. D E A N

A N D

D I S T I N G U I S H E D

P R O F E S S O R

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New Programs

GSE Launches New Urban Social Justice Teacher Education Program

he new GSE program is designed to develop teachers to be engaged in and committed to excellence, equity, and social justice in their teaching practice. New Jersey is a uniquely diverse and urban state due to large numbers of students from historically marginalized linguistic, economic, and cultural backgrounds as well as high poverty districts or schools and population density combined with educational inequality.

“It is our vision to prepare educators so that they are able to educate and engage with any student regardless of their background. Our goal is to empower GSE teachers to be change agents who foster learning and influence the educational experience of students and families in positive ways,” stated Dr. Nora Hyland, GSE’s Associate Dean and Faculty Director of Teacher Education. “GSE student teachers have a holistic approach to education where they work with not only students but also their families and community organizations. We prepare teachers to have an empowerment perspective so that they understand their role in addressing educational inequality from the perspective of their students and their students’ families.” The GSE launched its revised Teacher Education Program in September 2017 - it is the first program in the state to meet new requirements for educator preparation programs set by the New Jersey Department of Education (NJDOE). The program maintains the highest quality of pedagogical and content preparation and is built upon best practices in urban teacher preparation. The Urban Social Justice Teacher Education Program prepares students to: n Develop meaningful understandings of diverse students and their experiences and communities, and the social, economic, historical, and political dimensions of urban settings and schools. n Effectively teach diverse students, including those from historically marginalized linguistic, cultural, and economic backgrounds. n Identify and disrupt instances and patterns of discrimination and marginalization, and develop their students’ critical and active citizenship capacities. n Balance constructivist, student-centered approaches with explicit instruction and scaffolding. 6

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n Deeply understand their disciplines, research-based current best practices and student learning in their disciplines. n Be caring, competent, rigorous, and reflective practitioners.

“Rutgers University–New Brunswick is a selective New Jersey school, and their Graduate School of Education offers a unique five-year program to aspiring teachers,” stated Kristen Brown, Chief Talent Officer at the New Jersey Department of Education. Brown commended the GSE for their willingness to collaborate with the NJDOE to pilot a new process to approve educator preparation programs, and to revise GSE’s teacher preparation program to align to new statewide requirements, a year ahead of the NJDOE’s schedule. GSE has built a robust network of strong clinical partnerships in PK -12 schools, after-school programs, and in community settings. Over the course of two years, GSE pre-service teacher candidates engage in over 200 hours of clinical practice in the first year and are full-time clinical practitioners in the second year in GSE partner districts. These seven partner districts host GSE teacher candidates for their two years of educator preparation and work closely with GSE faculty and staff to prepare the best quality teachers possible. The Highland Park School District is one of the GSE’s partner districts that hosts GSE student teachers. “The Rutgers Graduate School of Education does a great job of translating research into practice for practitioners. I have worked in five school districts and I have found GSE student teachers to be exceptionally well prepared to teach,” stated Dr. Scott Taylor, Superintendent of the Highland Park School District. “It is clear to me that the GSE has a rigorous selection process – I have found GSE’s student teachers to not only be intelligent and well-versed in best practices for teaching but also to possess great social skills and a high level of maturity.” n

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Partnering for Impact

Partnering to Advance Excellence and Equity in Education

he GSE Community School Partnership Network (GSECSPN) is an important component of the GSE’s newly implemented Urban Social Justice Teacher Education Program. It is currently a network of seven school districts that partner with the GSE to support the education of P-12 students and advance the preparation of high quality teaching and learning for pre-service teachers. .

“As Rutgers – New Brunswick, we have a responsibility to leverage our resources to improve New Jersey schools and the learning experiences of New Jersey students. Our vision for our partnerships with school districts is to positively influence the educational experience of P-12 students through empirical means,” stated Dr. Nora Hyland, Associate Dean and Faculty Director of Teacher Education at the GSE. “We also want to improve the experience of families in those districts. We would not only love to see our graduates populate these school districts as teachers, but our goal is to nurture them to become teacher leaders in our partner districts.” All GSE-CSPN partners, including the GSE, school districts, and community members/organizations, have a shared commitment for active engagement to promote high quality teacher preparation and renew the responsibility of the profession to advancing excellence and equity in education. “Rutgers Graduate School of Education is an outstanding world-class school,” said Dr. Brian Zychowski, Superintendent of the North Brunswick School District, a GSE-CSPN partner district. “The GSE is part of a leading research university that is committed to both theory and practice, as is demonstrated by their extensive work in partnership with New Jersey school districts. This is a winning formula and I am grateful for our partnership with the GSE.” The GSE is growing to provide a Partnership Liaison for each district that is part of GSE-CSPN. These liaisons coordinate pre-service teacher activities to provide assistance while at the school sites. They also extend invitations to the partner districts for professional

development opportunities offered by the GSE. “During the fall of 2016 we had the wonderful opportunity of working with the Rutgers GSE teacher preparation program. The Bound Brook School District worked alongside the GSE faculty to place 27 practicum students into our elementary school buildings,” said Dr. Daniel Gallagher, Superintendent of Bound Brook School District, a GSE-CSPN partner district. “This partnership has provided valuable learning experiences for all involved.” Dr. Gallagher further stated, “Our partnership opened up the opportunity to work closely with Rutgers professors to identify skills and strategies needed by those entering the teaching profession, providing professional development for the Bound Brook staff on topics of relevance, and creating a school environment that fosters the idea of cooperation and collaboration. We look forward to our continued partnership and increasing the number of opportunities to work together to best meet the needs of students from both the GSE and the Bound Brook community!” GSE-CSPN’s initial partner school districts include Bound Brook, Franklin Township, Highland Park, New Brunswick, North Brunswick, Neptune Township, and Rahway. n

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Alumni Feature

Alumna Advances Diversity and Culturally Responsive Teaching in Science Education as Program Director at the National Science Foundation (NSF) It was at the GSE where Dr. Julia Clark began her research work which put her on the path to where she is today. “Dr. Samuel DeWitt Proctor was a good mentor and my advisor, Professor George Pallrand at the GSE, encouraged me to strike the right balance between work and life,” stated Dr. Clark. DR. JULIA V. CLARK (Ph.D. 1980) is the Program Director in the Division of Research on Learning in Formal and Informal Settings (DRL) in the Directorate for Education and Human Resources at the National Science Foundation (NSF) where she has been for the last 27 years. In this capacity, she recommends the funding of challenging, innovative, and competitive research and education proposals in science, technology, engineering, and mathematics (STEM). She also monitors the implementation and progress of funded projects. Dr. Clark has led a distinguished career where she has worked to reform science education in order to build more culturally diverse classrooms and address the achievement gap. Dr. Clark believes that teaching can make a real difference in the disparities in academic performance and she has dedicated her life to this endeavor. Dr. Clark was mentored at an early age by her teachers, and her older sister, who was a teacher, inspired her to pursue a career in education. She grew up wanting to make a difference. She began her career as a teacher and later was inspired to pursue a Doctorate at Rutgers GSE by Dr. Samuel DeWitt Proctor. It was at the GSE where Dr. Clark began her research work which put her on the path to where she is today. “Dr. Proctor was a good mentor and my advisor, Professor George Pallrand at the GSE, encouraged me to strike the right balance between work and life,” stated Dr. Clark. “From the GSE I learned the essentials of Piaget studies – I had never been in a school that emphasized that.” Over the course of her distinguished career, Dr. Clark has received a number of honors and awards including the 2016 Distinguished Service Award from the Rutgers Graduate School of Education Alumni Association.

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Being selected for this award resulted in a trifecta for Dr. Clark as she has now been honored with awards from every higher education institution that she attended. In 2012, she also received the NSF Director’s Distinguished Award for Public Service. Her publications and research in both science and education journals have addressed a range of timely topics including cognitive development, science curriculum, epidemiology, women and people of color in science, and leadership development. Among her many publications are two books: Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education, and Redirecting Science Education: Reform for a Culturally Diverse Classroom. She has travelled extensively nationally and internationally as a speaker, and workshop/seminar leader, sharing her expertise and talents across a diverse spectrum of audiences. “When I am not making a difference, that will be the time for me to retire,” stated Dr. Clark. “In my retirement, I plan to volunteer my time with students to mentor them as I am passionate about and always want to be engaged with education.” n

Alumni Feature

Alumnus Leads State-wide Early Childhood Education Initiatives for the New Jersey Department of Education as Executive Director & Co-Administrator “My work at the GSE made me thoughtful. I learned to care about ideas and people. The GSE helped me to think about the context in which those ideas would be implemented in order to truly help people,” said Dr. Vincent Costanza. “The GSE made me a first responder of problems and taught me to never shy away from challenges.” DR. VINCENT COSTANZA (Ed.D. 2008) is the Executive

Director of the New Jersey Department of Education’s (NJDOE) Race to the Top-Early Learning Challenge and Co-Administrator of the Division of Early Childhood Education and Family Engagement. A firm believer that great things happen through the service of others, Dr. Costanza began his career in education by working at an urban school through the AmeriCorps’ Urban School Service Corps program while pursuing his undergraduate degree. He worked in a classroom with a second grade teacher who inspired him to pursue a career in education. Years later, that second grade teacher would become his wife. Dr. Costanza’s experience with the Urban School Service Corps inspired him to serve others and led him to pursue his M.Ed. in Early Childhood Education. However, he had trouble implementing what he had learned and felt that he lacked an understanding of early learning. To gain a deeper understanding of early learning, Dr. Costanza enrolled in the GSE’s Ed.D. program where he worked with the GSE’s National Institute for Early Education Research (NIEER). It was his work with preschool teachers who felt that the administration was not allowing them to engage students in developmentally appropriate learning activities that ultimately led Dr. Costanza to his current role. Dr. Costanza has now been at the NJDOE for 10 years and has been in his current leadership position for the last 4 years. As Executive Director and Co-Administrator, he has developed a coherent and coordinated system of supports for the early childhood years that are both academically rigorous and developmentally appropriate. These supports are presently being implemented in partnership with numerous New Jersey school districts. Dr. Costanza’s vision is to develop a set of best practices for early childhood education that will position New Jersey as a national leader in effective early learning practices.

“My work at the GSE made me thoughtful. I learned to care about ideas and people. The GSE helped me to think about the context in which those ideas would be implemented in order to truly help people,” said Dr. Costanza. “The GSE made me a first responder of problems and taught me to never shy away from challenges.” The GSE’s Dr. Sharon Ryan and NIEER’s Dr. Shannon Riley-Ayers impressed upon him the importance of always keeping the people who will be implementing his ideas front and center in order to be successful. According to them, children and families can’t benefit from initiatives they don’t experience. Dr. Costanza has also been elected to the Board of the National Association for the Education of Young Children (NAEYC) and previously served for five years on the Board of Education for the Robbinsville School District in New Jersey. He was recently appointed as Superintendent in Residence at Teaching Strategies where he will lead company initiatives toward building a systemic approach to unifying research, professional development, formative assessment, and curricular support throughout the birth through third grade continuum. Through his various leadership roles, Dr. Costanza hopes to be able to breathe life into initiatives and people so they can engage in the difficult, inspiring, and important work they are doing in early education. n

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Alumni Feature

Alumna Advances Global Higher Education Access and Opportunity as Vice President in Brazil “I believe that my training at the GSE, which fostered the continual pursuit of greater knowledge, is what sets me apart from others in my field in Brazil,” stated Dr. Carolina Da Costa. “While at the GSE, whenever I had a new idea, Professor Clark Chinn always encouraged me to read more about it. Professor Chinn’s mentorship was instrumental in my developing a well-rounded set of reasoning and research skills, which prepared me to be a reflective practitioner.” DR. CAROLINA DA COSTA (Ph.D. 2007) has always been interested in education and the impact it can have on one’s life. Having grown up in Brazil, she is keenly aware of the tremendous disparity between wealth and opportunity that exists globally. She always knew that she wanted to work to address this disparity. As Vice President of Insper Institute, she is constantly thinking about how to foster diversity and create relevant and impactful educational experiences for students. Dr. Da Costa is also the co-founder of and professor at the Leadership and Innovation Center, the Director of the Entrepreneurship Center, and the Academic Dean of Undergraduate Programs at Insper. Insper is a non-profit higher education institution, committed to advancing excellence, diversity, innovation, and impact in education. In her current role, Dr. Da Costa is responsible for over 100 faculty members and 2500 students. She works with high schools to build an early community college experience in order to create equality in the access of resources. She also works to share resources to contextualize math and science to solve real world problems. “I believe that my training at the GSE, which fostered the continual pursuit of greater knowledge, is what sets me apart from others in my field in Brazil,” stated Dr. Da Costa. “While at the GSE, whenever I had a new idea, Professor Clark Chinn always encouraged me to read more about it. Professor Chinn’s mentorship was instrumental in my developing a well-rounded set of reasoning and research skills, which prepared me to be a reflective practitioner.” Professors Angela O’Donnell, Cindy Hmelo-Silver and Richard De Lisi were also mentors who helped Dr. Da Costa develop a strong foundation in innovative

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research

methods. She credits Professor William Firestone for teaching her educational policy. The GSE faculty and staff impressed her with their genuine desire to improve education opportunities for all students. “My peers at the GSE were equally instrumental in my leadership development,” said Dr. Da Costa. “I was fortunate to have the opportunity to work with high caliber peers who were committed to improving education. They included Ellina Chernobilsky, Debra Ackerman, Cecilia Martinez, Weiling Deng, and Melinda Mangin.” Her scholarly interests include leadership thinking, problem solving, and systemic critical thinking in governance. These interests support her passion to bring forth innovative solutions to empower more high school students to pursue higher education. Her vision is to help Insper become a university of the future, which creates relevant experiences for a diverse student body. n

Alumni Feature

Alumnus Leads Technological Transformation of New Jersey School District as Superintendent DR. RAYMOND GONZALEZ (Ed.D. 2012) is grateful to the GSE for preparing him for his leadership role, as he was immediately able to apply all that he was learning in the program. “I chose the GSE due to its reputation for rigor,” said Dr. Gonzalez. “The Education Leadership concentration allowed me to be successful and prepared for each progression in my professional experience.” As Superintendent of Westwood Regional School District, Dr. Gonzalez is passionate about the infusion of technology in 21st century classrooms. Dr. Gonzalez successfully led the technology transformation that resulted in Westwood becoming a Google District. The Google Suite touches every aspect of the district’s operations. “As an education leader, I feel a moral imperative to ensure that our classrooms are prepared for students who are bringing devices,” stated Dr. Gonzalez. “A sound technological infrastructure is essential to engaging 21st century learners in the four Cs – critical thinking, collaboration, creativity, and communication.” In 2014, Dr. Gonzalez became Superintendent of the district but he always knew that he was interested in education as he briefly taught English in a village in Mexico after securing his undergraduate degree in sociology. Dr. Gonzalez believes that his primary role as Superintendent is to be the greatest advocate for all aspects of the school district including academics, extracurricular activities, teacher development, and leadership development. His vision is to coordinate the efforts of all stakeholders in order to create a premiere teaching experience in the district. He is grateful to the GSE for preparing him for this leadership role, as he was immediately able to apply all that he was learning in the program. “I chose the GSE due to its reputation for rigor,” said Dr. Gonzalez. “The Education Leadership concentration allowed me to be successful and prepared for each progression in my professional experience.” Professor William Firestone was his dissertation advisor. Working with him prompted Dr. Gonzalez’s interest in data and assessment, which has been instrumental in his leadership experience at the Westwood Regional School District. Professor Firestone mentored him academically and helped him get to the finish line.

Professor Catherine Lugg was another mentor who was very supportive. She was a confidant who guided Dr. Gonzalez on his leadership journey. Dr. Gonzalez believes that the GSE faculty are legitimately interested in their students and vested in their success. Dr. Gonzalez’s vision for his current role is to create a holistic education experience for all learners that has rigor and relevance with a focus on student health and wellness. He hopes to achieve this while engaging the broader community. His scholarly interests include the use of assessments in decision making in order to drive accountability in education and improve student learning. n

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Leading Practice

Ed.D. Program Produces Transformative Education Leaders Through High Levels of Intellectual and Scholarly Engagement

he GSE’s current Education Doctorate (Ed.D.) is designed to empower education practitioners to be change agents in a wide range of contexts from higher education, to K-12, to community-based organizations, and in informal educational settings. The program helps educators develop their ability to use research and data to lead change in their organizations.

The GSE’s Ed.D. program was founded in 1930 and was redesigned and re-launched in 2010. Rutgers faculty collaborated with doctoral faculty from all over the country as part of the Carnegie Project on the Education Doctorate (CPED) to meet the evolving needs of the field and to enhance the contribution of graduates to improving educational outcomes for all learners. It is a program designed for working professionals who want to bridge their university-based learning with their experience in the workplace. The four Ed.D. program concentrations along with alumni testimonials are provided here: 1. Design of Learning Environments (DLE):

The Design of Learning Environments concentration focuses on the development of scholarly practitioners who utilize the science of instructional design to ensure that intended audiences are benefitting from effective learning environments. It enables leaders to design and redesign high quality programs that align with the mission of their school, corporation or organization. Dr. Clark Chinn, an internationally recognized scholar of the learning sciences, is among the world-renowned faculty for this concentration. 2. Teacher Leadership (TL): Teacher Leadership empowers educators with the advocacy skills they need to be effective change agents in their schools. Students benefit from working with leading national experts in the field of Teacher Leadership such as Dr. Melinda Mangin who is also the Ed.D. Program Director.

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3. Educational Leadership (EL): The Educational Leadership concentration empowers educators to become transformative school leaders. Students in the EL concentration learn to confront and alter institutional biases and low expectations associated with race, class, culture, sexual orientation, gender, and disability or special status. Faculty include Dr. Catherine Lugg, a foremost expert on LGBTQ equity issues, and Dr. Bruce Baker, an expert on education finance. 4. Education, Culture, and Society (ECS): The Education, Culture, and Society concentration is designed to build the next generation of educational change agents who address issues of equity, race, social class, gender, social justice, community relations, and globalization. Renowned faculty includes Dr. Beth Rubin, a leading expert in civic education, and Dr. Benjamin Justice, an educational historian. “The level of intellectual scholarly engagement is what sets apart the GSE’s Ed.D. program from others in the nation,” said Ed.D. Program Director, Dr. Melinda Mangin. “Our program is as rigorous as the Ph.D. program but with a focus on practice.” n

“I really loved my time in the Ed.D. program at GSE. The Design of Learning Environments concentration, and the Ed.D. program as a whole, helped me to consider audiences and options that I would not have thought of and prepared me to not only design/develop instructional approaches but also to evaluate the effectiveness of those approaches. My involvement in the Ed.D. program helped me to secure a promotion to the position of Assistant Dean for Instructional Support and Assessment at the School of Communication and Information at Rutgers University.“ — D R . S T E V E G A R W O O D , 2 016

“The Ed.D. program at the GSE helped me to become an effective change agent. The Teacher Leadership concentration in particular gave me the skills I needed to advance from my role as a teacher to an Educational Consultant working to train teacher leaders in New York City Public Schools. The program empowered me to utilize current research and theory in real world settings and to diagnose and effectively address problems of practice in some rather challenging learning environments. Being a GSE graduate also gave me a distinct advantage over other candidates when I was interviewing for my current role, not only in obtaining the position, but also in negotiating my compensation.” — D R . M I C H E L L E M A C C H I A , 2 016

“The GSE has prepared me to be a more effective educator and assume leadership roles within my district that focus on student achievement and academic excellence at all levels. I chose the Graduate School of Education at Rutgers University for my Ed.D. in Educational Leadership because it is considered to be one of the best graduate schools in the country and because the Ed.D program utilizes a cohort model. The GSE was definitely the right choice for me - I was able to secure my doctorate in four years and as an Assistant Principal at Hackensack High School, I have been able to implement what I learned at the GSE into all facets of my everyday job as an education leader.”

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“The GSE’s Ed.D. program was the right fit for me due to their change-agent mission and focus on professional and personal growth as a scholarly practitioner. Earning an Ed.D. in Education, Culture, and Society at the GSE has opened up doors in my career track that I never could have predicted. My move to the Rutgers Biomedical and Health Sciences division as their Director of Alumni Relations has immersed me in the academic health arena where many of my colleagues have doctorates. The Ed.D. has also given me the base of knowledge that I needed to apply for and be awarded a fellowship in my field. Being the Robert G. Forman Fellow for the Council of Alumni Association Executives is something I would not have had the confidence or the skill set to do without my Ed.D. Earning the Ed.D. at the GSE has changed my life for the better, given my children an example of dreaming big, and has given me friends for life from my cohort.” — D R . L I S A E N G L I S H , 2 016

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Leading Practice

The Ed.M. in College Student Affairs:

Prepares and Empowers the Next Generation of Higher Education Professionals

he Master of Education (Ed.M.) in College Student Affairs (CSA) empowers students with the knowledge and experience needed to pursue careers in university settings.

This successful program was launched in 2009 and currently has over 150 alumni. The GSE’s CSA program has a 95% job placement rate within three months of graduation. This innovative program caters to students who are interested in working with diverse populations and creating inclusive environments at universities. The program is a combination of theory and practice as students are required to work in a variety of student affairs areas as graduate interns at Rutgers University–New Brunswick and Rutgers University–Newark. As employees of Rutgers, the students benefit from tuition remission and are compensated for their employment. Dr. Ebelia Hernandez, an Associate Professor in the Department of Educational Psychology, who has been recognized by the American College Personnel Association as an Emerging Scholar, led the program for the last three years. Renowned faculty include Professor Florence Hamrick, who currently leads the program and previously served as editor of the Journal of College Student Development, along with a host of nationally recognized college student affairs senior leaders from across the university. They bring a wealth of academic and practical experience to the CSA program. “The program develops a nurturing relationship

between the incoming first-year cohort and the secondyear cohort,” said Dr. Hernandez. “The second-year students invest in the professional development of the first-year students by helping them prepare for job interviews, critiquing their resumes, and advising them of internship opportunities.” Joseph Thompson, an alum of the program, currently serves as Assistant Director of Student Development at Stockton University. “I chose the Rutgers GSE College Student Affairs program for its reputation. My professors were highly-respected in the field and the classes offered were a great balance of theory and practical application,” said Thompson. “The GSE prepared me for the rigor and responsibility of working in student affairs and as a fraternity and sorority advisor, which was my goal when I joined the program. I felt prepared to leave Rutgers and hit the ground running as a professional. I was able to begin my career with the confidence that I could do the job.” College Student Affairs is a growing field with increasing employment prospects. The GSE plans to expand the Ed.M. in CSA with a new Executive Management program for working professionals and increased online opportunities. n

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Community Outreach

Leading High-Quality Early Education Research and Practice in New Jersey

ince 2015, NIEER Assistant Research Professor Jessica Francis, Ph.D. has been leading a team of data collectors as part of the New Jersey Department of Education’s (NJDOE) Grow NJ Kids program, encouraging public and private child care providers to meet high quality standards.

To date, NIEER has visited more than 200 classrooms in 85 childcare centers and public preschool programs across New Jersey. Centers visited by NIEER teams serve about 4,000 children and roughly 1,400 preschool children are participating in the study each year. Statewide, more than 500 centers are now part of Grow NJ Kids. The Grow NJ Kids program encourages public and private child care providers to meet the same high quality standards for state-funded preschools established by court order to help children in the state’s poorest districts come to school ready to learn. These so-called Abbott districts provide a six-hour, 180-day preschool program along with before- and afterschool care and summer programs. A multi-year study by NIEER showed children in the Abbott pre-K program make significant gains in literacy, language, math, and science through 4th and 5th grade.

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As a parent of three young children, Dr. Francis said she is motivated by knowing how important–and often difficult–it is to find a trustworthy, high-quality early learning environment for your child. “I’m particularly passionate about the validation study because the goal of Grow NJ Kids is to improve the quality of child care throughout the state," Dr. Francis said. “Through the Grow NJ Kids initiative, more programs will provide the high-quality, research-based standards and practices that make a big difference for young children.” n

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Community Outreach

Building Educator Capacity Nationwide to Enhance Early Learning Outcomes

he Center on Enhancing Early Learning Outcomes (CEELO) is a partnership between NIEER, the Education Development Center, and the Council of Chief State School Officers. Over the past federal fiscal year, CEELO and NIEER staff provided technical assistance to more than 40 states and 150 participants ranging from customized information responses to co-hosting a National Roundtable on early learning.

Dr. Lori Connors-Tadros leads CEELO’s work to improve outcomes for children birth through third grade. Launched in 2012, CEELO is one of 22 Comprehensive Centers funded by the US Department of Education to provide technical assistance and training to state education agencies encouraging improvements in early learning opportunities and outcomes. Through CEELO, NIEER staff including Director W. Steven Barnett, Ph.D., Associate Research Professor Shannon Riley-Ayers, Ph.D., and Assistant Research Professor Alexandra Figueras-Daniel, Ph.D., participated in issuefocused workgroups, shared research-based materials and information, provided peer learning opportunities, and consulted with individual state education policymakers on topics such as P-3 education continuums, school finance, and implementing federal regulations such as the Every Student Succeeds Act (ESSA). Over the past federal fiscal year, CEELO and NIEER staff provided technical assistance to more than 40 states and 150 participants ranging from customized information responses to co-hosting a National Roundtable on early learning. Each region of the country, and most states in each region, received technical assistance, and staff presented at more than a dozen national and regional meetings, and held five Peer Exchanges for Preschool Development Grant–Expansion states. Harriet Feldlaufer, Director of Connecticut’s Division of Early Care and Education, indicated that her staff has participated in CEELO peer learning networks. Plus, CEELO has provided support regarding federal Preschool Development Grant policy, implementation and evaluation regarding development and expansion of high-quality preschool education. Specifically, Ms. Feldlaufer stated, “We

also collaborated with CEELO on a national survey of states regarding strategies for supporting the early child work force. This work was instrumental in preparing a set of recommendations to our legislature.” CEELO also builds state administrator leadership skills through several ongoing programs. The 2016-2017 Leadership Academy includes Fellows from Indiana, Illinois, Hawaii, Nebraska, Georgia, Colorado, and Alabama. CEELO is working with New Jersey educators through the EC Academy, engaging administrators, educators, and policymakers to build peer learning among school districts. CEELO also brought together experts and teams of leaders from 12 states in a six-month Learning Table peer exchange to improve policy on teaching and learning. This year, CEELO developed and provided technical assistance on using a Cost of Preschool Quality Tool, enabling states to estimate the additional funding needed to raise standards in an existing early education program to more closely align with best practice quality standards, as well as assess the costs of various state policy proposals. The tool is a powerful asset for early education advocates and education stakeholders alike as they educate policymakers for change. John Pruette, Executive Director of the Office of Early Learning in the North Carolina Health and Human Services Division, also values CEELO’s work. In reflecting on the impact of CEELO, Mr. Pruette remarked that, “CEELO keeps me grounded in the most recent research and recommended practice but most importantly serves as an objective sounding board. With any move forward, you need an opportunity to vet your thoughts and opinions with a neutral party. CEELO’s contribution to my thinking has been invaluable in that regard.” n

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Commuity Outreach

Researcher Empowers Educators to Build Inclusive Pathways for Undocumented Students through Community Outreach

r. Ariana Mangual Figueroa, an Associate Professor and educational anthropologist in the GSE’s Department of Learning and Teaching, conducts ethnographic research on how immigration status shapes the lives of children in terms of their learning and socialization in their home and school environments.

Dr. Mangual Figueroa works alongside mixed-status communities, and as a result, her research includes families in which some members are undocumented, may be in the process of obtaining or losing legal immigration status, or have U.S. citizenship. She has chosen to focus on students in early and middle childhood because very little is known about the experience of younger children. The assumption generally has been that they are unaware of their citizenship status. In her research with children as young as 6 years-old, Dr. Mangual Figueroa has found that they are aware of their citizenship status and it plays a role in their sense of self and belonging. Students learn of the risks associated with legal status at an early age, and teacher pedagogy and curriculum plays a critical role in including or alienating these children. “Teachers often talk about citizenship in classrooms but they refer to citizenship in terms of inculcating civic responsibility or creating an inclusive classroom community among their students,” stated Dr. Mangual Figueroa. “This can be confusing and even alienating to students from mixed-status families who have a very different orientation to the word citizenship.”

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Dr. Mangual Figueroa’s vision for her research is to empower educators to create culturally sustaining pedagogy and curriculum that is informed by the experiences of undocumented students. She recently co-organized a conference titled “Building Inclusive Pathways for Undocumented Students” in collaboration with the Center for Latino Arts and Culture and a mixed-status group of Rutgers students and alumni who wanted to create a space for these conversations. The conference targeted K-16 educators and was attended by 140 people from across the state of New Jersey and the nation. Thirteen institutions of higher education were represented along with thirty three different school districts. Representatives from the New Jersey Department of Education were also in attendance. According to Dr. Mangual Figueroa, the conference was one catalyst in raising awareness about the issues that undocumented students face in K-12 schools, colleges, and universities. Dr. Mangual Figueroa and other speakers shared resources with educators to empower them to take these conversations to their schools. And they were successful. Conference attendees thought that the event was “eye opening.” Ms. Isabel Caicedo, a school counselor at New

Brunswick Middle School, attended the conference. Ms. Caicedo stated, “The information provided the opportunity to engage in real conversations around this issue and will help me serve my students better. Specifically, as a counselor, the conference validated the importance of creating a space where students could discuss their hopes and concerns openly and freely. I hope to rally my students to create a DREAM team where they and their peers can move from shame into empowerment.” Dr. Mangual Figueroa hopes that her work with her GSE students and with teachers across the state will lead to

better outcomes for immigrant children. She continues to keep in touch with the 6 immigrant girls who were part of her most recent study – funded by the National Academy of Education/Spencer Foundation – to advise them on how to access secondary education and to learn from them as they continue their journeys in the United States. n

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Advancing Research

Researcher Awarded $730,000 National Science Foundation CAREER Award

r. Chia-Yi Chiu (Associate Professor, Department of Educational Psychology) is conducting groundbreaking research on methods and models of educational assessment.

She is leading the development of effective and ready-touse methods for evaluating students’ progress within educational micro environments—that is, situations where teaching and learning are actually happening: in the classroom and small-group instructional settings. Most existing educational assessment systems require hundreds if not thousands of examinees to take a given test to ensure that the obtained test results are trustworthy. Thus, all these tests cannot be used for the immediate monitoring of students’ learning progress in the classroom. As Dr. Chiu states: “My ambition as a researcher is to improve teaching and learning through the advancement of educational assessment so that students and teachers alike can benefit directly from the insights gained from testing. The testing system that I designed will provide timely feedback to students on the gaps in their learning so they can work towards proficiency in statistics. My focus is on achievement, on mastery of skills, and not on test scores.”

In recognition of her research, in 2016, Dr. Chiu was awarded a prestigious $730,000 National Science Foundation (NSF) CAREER Grant. The focus of her new research program is on integrating Computerized Adaptive Testing (CAT) and the cognitive diagnosis framework for evaluating the effectiveness of e-learning. Dr. Chiu will initially work with her own online statistics class. Her vision for her research is to make e-learning a more rewarding experience for students: to empower them with the skills that will allow them to benefit the most from the instruction delivered through this highly innovative and flexible teaching medium. Dr. Chiu’s research will help transform the practice of internet-based instruction and redefine the future of e-learning. n

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Advancing Research

GSE Faculty Partners with the NJDOE to Bridge Education Policy and Practice

r. Shannon Riley-Ayers and Dr. Sharon Ryan received $1.1 million from the New Jersey Department of Education (NJDOE) and $434,000 from the W.K. Kellogg Foundation to conduct research on the implementation of guidelines in 20 New Jersey school districts in the first year and additional schools in the following year.

They are studying the impact of professional learning for teachers and education leaders focused on developmentally appropriate and academically rigorous instruction. Young children in the early elementary grades learn through discovery, action, socialization, and interacting with the world. However, with a focus on accountability policies and teacher evaluation systems, many schools have come under pressure to teach to the test. The NJDOE partnered with Dr. Riley-Ayers at the National Institute for Early Education (NIEER) and Professor Ryan (Department of Learning and Teaching) in an effort to create guidelines, which fuse academic and social development through rigorous and engaging practices for students in grades 1-3. Through this groundbreaking work Dr. Riley-Ayers and Dr. Ryan hope to bridge policy and practice in the primary education arena. Administrators and teachers who have engaged in the professional development are enthusiastic about the potential to increase the quality of teaching and learning in their schools. “Working with NIEER and the GSE has helped to improve my practice

and the practice of my staff. I have found that they appreciate the work that teachers do and the difficulties of working with children. Thus, they have a realistic and sound approach to helping children,” stated Scott Bortnick, Principal of Brunner Elementary School in Scotch Plains. “The guidelines have offered wonderful and engaging tools which empower children to become persistent collaborators and problem solvers.” The vision of Dr. Riley-Ayers and Dr. Ryan for their work is to re-orient primary grade education practices through project-based learning that is contextualized in the real world. They hope to build a community of educators across New Jersey and the country who are empowered to teach in both academically rigorous but also developmentally appropriate ways that allow for student autonomy and in-depth inquiry. The New Jersey Department of Education shares this vision. “We have a long history of collaborating with Rutgers University. NIEER and Rutgers GSE have served as true thought partners at every turn,” said Dr. Vincent Costanza, Co-Administrator of the Office of Early Childhood Education

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at the NJDOE. “This work with NIEER and the GSE outlines an approach that is both developmentally appropriate and academically rigorous – concepts that have unfortunately become detached over the years. We aim to connect these detached concepts by outlining best practices, collaborating with teachers and administrators to implement these practices in the diverse school districts across New Jersey, and then research the efficacy of the approach. This work to fuse academic and social development positions New Jersey as a national leader in aligning early elementary practices to benefit children and families.” NIEER Assistant Research Professor Dr. Alexandra Figueras-Daniel and Research Project Coordinator Dr. Jessica Hammond have played key roles in this project, working closely with school districts to observe teachers and provide professional development on implementing recommended practices outlined in the new guidelines. Kaitlin Northey, a Ph.D. student at the GSE, has also made significant contributions to this work. n

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Advancing Research

Leading Science Education Research and Practice

r. Ravit Golan Duncan and Dr. Clark Chinn have been working with over 30 school districts across New Jersey over the last ten years to advance science education utilizing PRACCIS (Promoting Reasoning And Conceptual Change in Science).

“Our research indicates that engaging students early and often with scaffolded, model-based inquiry can promote substantial growth in their higher-order reasoning,” stated Dr. Duncan. “A key feature of our design with PRACCIS is to provide students with an authentic range of real world evidence from high-quality peer-reviewed research to lowquality personal blog entries. This is essential to developing a student’s ability to discern good evidence from bad evidence.”

From 2008 through 2014, Dr. Duncan and Dr. Chinn collaborated intensively with 20 teachers from 6 school districts in a series of studies to design PRACCIS curricula, implement them, and investigate students’ learning processes. They have also engaged in professional development with over 200 teachers from many additional districts to bring PRACCIS to their science classes. Teachers and supervisors who have worked with them underscored the value of PRACCIS for both teachers and students:

“I think my knowledge of the best practices to teach science have increased exponentially. I think I’m a better teacher and better understand how to teach to foster real future scientists rather than teach a cookie cutter curriculum. I think we were ahead of the game when implementing the Next Generation Science Standards because of our partnership with Rutgers.” “I am a better teacher. I learned to consistently ask my students higher-order questions and prompt them to think and problem solve. I learned to help my students become critical thinkers.“ Grant awards from the National Science Foundation that totaled over $2.5 million funded the research on PRACCIS and its implementation. “In a digital age where the reliability of news stories has been called into question, it is now more than ever imperative to prepare our students to use reliable processes to resolve disagreements or controversies,” stated Dr. Chinn. “PRACCIS lessons ask students to evaluate competing models using a broad range of evidence. This feature of our designs can empower students to reason about controversies encountered in the real world.” n

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Advancing Research

Documenting the Life Stories and Literacy Practices of Immigrant and Ethnically Diverse Youth

As the coordinator of the English Education program, Dr. McLean's work in teacher education focuses on issues of literacy, literature, and diversity in the contemporary English Language Arts (ELA) classroom. Her research and teaching explore approaches to creating learning communities that better support the diverse learning styles, backgrounds, and interests of adolescent learners. Dr. McLeanâ&#x20AC;&#x2122;s scholarship brings critical lenses to bear on issues around adolescent and youth literacy that involve two central research strands: culture and identity, and digital and multimodal literacy. Her research in adolescent literacy explores the intersection of practices (language, texts, and communicative tools), social contexts (where learning takes place â&#x20AC;&#x201D; environments, communities, local-global, digital, and multimodal), culture and identity, and pedagogical instruction. She has found that middle and high school students use digital texts to navigate their identities as learners as well as their socio-cultural identities by creating physical and virtual community spaces. Her research has empowered teachers to be more responsive to student needs so that they are able to acknowledge studentsâ&#x20AC;&#x2122; identities as learners and broaden their instructional approaches to more meaningfully engage with the content presented to them. n

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Advancing Research

Award Winning Researchers Advance Mathematics Education

ince 2007, Dr. Keith Weber and Dr. Juan Pablo Mejía-Ramos have been awarded grants totaling $1.7 million by the National Science Foundation to support their research.

In recognition of their contributions to the field of undergraduate mathematics education, the Mathematical Association of America (MAA) honored Dr. Weber in 2010 and Dr. Mejía-Ramos in 2016 with their prestigious Annie and John Selden Prize. The award is given every two years to a researcher who has established a significant record of published research in undergraduate mathematics education and who has been in the field at most ten years. “It’s an honor to be recognized for our work,” stated Dr. Weber. “Our vision is to build a community of mathematicians including instructors, teachers, and students who are able to not only comprehend and construct proofs, but also effectively teach proofs to help develop the next generation of mathematicians.” At the GSE, Dr. Weber and Dr. Mejía-Ramos lead the Proof Comprehension Research Group. Their research focuses on the reasoning processes involved in argumentative activities related to the notion of proof in university mathematics. Dr. Weber and Dr. Mejía-Ramos’ main goals are to better understand the ways in which different students and instructors

engage in argumentative activities related to the notion of mathematical proof, and to identify effective strategies for performing such activities. “We founded the Proof Comprehension Research Group in 2009 to bring together researchers, doctoral, and undergraduate students interested in proof comprehension to discuss new ideas and methodologies,” stated Dr. Mejía-Ramos. “Ultimately, we hope to build knowledge around the teaching and learning of proofs to improve it at all levels.” n

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Faculty Honors

Faculty Honors EDITORSHIPS In addition to the many journal articles and texts published by our faculty, Rutgers GSE faculty served as editors of several leading national journals in the past year: n

Dean Wanda J. Blanchett: Lead Co-Editor of Multiple Voices for Ethnically Diverse Exceptional Learners

Dr. Alisa Belzer: Co-Editor, Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education

Dr. Caroline S. Clauss-Ehlers: Journal of Multicultural Counseling and Development (American Counseling Association)

Dr. Ravit Golan Duncan: Learning Section Co-Editor of Science Education

Dr. Melinda Mangin: Associate Editor of Educational Administration Quarterly

Dr. Ariana Mangual Figueroa and Dr. Beth Rubin: Associate Editors of Anthropology & Education Quarterly

Dr. Matthew J. Mayer: Associate Editor of School Psychology Quarterly

AERA FELLOWS n

Dr. W. Steven Barnett

Dr. Clark A. Chinn

Dr. Gregory Camilli

Dr. William A. Firestone

Dr. Angela M. O'Donnell

RECENT PROMOTIONS:

Dr. Eugenia Etkina:

Dr. Benjamin Justice:

Dr. Beth C. Rubin:

Dr. Chia-yi Chiu:

Distinguished Professor of Learning and Teaching

Professor and Chair of Educational Theory, Policy, and Administration

Professor of Educational Theory, Policy, and Administration

Associate Professor of Educational Psychology

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Dr. Ariana Mangual Figueroa: Associate Professor of Learning and Teaching

New Faculty & Staff

STAFF:

FACULTY:

Ellen Frede:

Amy D. Lewis:

Kisha Porcher:

Robert F. Allison:

La-Tira Shaw:

NIEER Co-Director/Research Professor

Assistant Professor of Professional Practice

Senior Director of Finance and Administration

Administrative Assistant

Kedra N. Gamble:

Nicole Mirra:

Maqueda Randall-Weeks:

Tracy Bush:

Nicole Symonds:

Assistant Professor of Professional Practice

Assistant Professor of Urban Teacher Education

Assistant Professor of Professional Practice

Administrative Assistant

Lauren Leigh Kelly:

Margaret M. O'Connor:

Gail S. Verona:

Jessica De La Cruz:

Tannan C. Wilson:

Assistant Professor of Urban Teacher Education

Instructor of Professional Practice

Assistant Professor of Professional Practice

Administrative Assistant

Lisa M. Knox:

Ifeyinwa Onyenekwu:

Afsheen A. Shamsi:

Instructor of Professional Practice

Assistant Professor of Professional Practice

Director of Communications and Marketing

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Honor Roll for Lifetime Giving

$1,000,000 or above Geraldine R. Dodge Foundation The Heising Simons Foundation The Pew Charitable Trusts Kathleen M. Slayton GSED'72, '77 and Robert Joseph Kilian The Charles A. DeMarzo and Keith N. Lamb Fund W.K. Kellogg Foundation The William Penn Foundation

$500,000-$999,999 Carnegie Corporation of New York Jacobs Foundation PNC Foundation The Schumann Fund for New Jersey The Spencer Foundation The Fund for New Jersey The Joyce Foundation The Willam T. Grant Foundation

$250,000-$499,999 Alliance For Early Success The Andrew W. Mellon Foundation Bill and Melinda Gates Foundation David and Lucile Packard Foundation Foundation for Child Development Henry and Marilyn Taub Foundation McCormick Foundation The National Academy of Education The Nellie Mae Education Foundation, Inc.

$100,000-$249,999 AT&T Foundation Avance, Inc. Sarane Spence Boocock GSNB'61 The Educational Foundation of America Educational Testing Service Johnson & Johnson Family of Companies Knowles Foundation Inc. Maher Charitable Foundation Lesley Mandel Morrow Dr. James A. Neuberger NewSchools Venture Fund The Prudential Foundation The Nicholson Foundation The Roy R. and Marie S. Neuberger Foundation, Inc. Verizon

$50,000-$99,999 Chauncey Group International Betty A. Copeland Elizabeth R. deBeer GSN'91, GSE'01 and Edward B. Wardell Earl V. Farrow GSED'71, GSED'76 Fidelity Charitable Gift Fund Graduate School of Education Alumni Association Marjorie F. Heller GSE'66, '94 International Reading Association Jim Neuberger and Helen Stambler Neuberger Foundation Johnson & Johnson Kurt Landgraf GSE'74 Longview Foundation for Education Microsoft Corp. Public Welfare Foundation, Inc. Susan Robinson

David J. Stern RC'63 and Dianne B. Stern The Achelis and Bodman Foundations The Maurice R. Robinson Fund, Inc. Verizon Foundation Verizon Foundation Inc. Daris Zinsmeyer

$25,000-$49,999 Asberine P. Alford GSE'86 The Annie E. Casey Foundation, Inc. Dollar General Literacy Foundation Francis E. Parker Memorial Home Marilyn E. Gonyo GSED'76 New Jersey Association for the Education of Young Children Philip Morris Management Corp. Smith Richardson Foundation The JPB Foundation The Robert Wood Johnson Foundation Turrell Fund Xerox Corp.

$10,000-$24,999 A Plus Education Partnership American Educational Research Association BEA Systems, Inc. C. Charles Jackson Foundation Virginia M. Carter GSED'78, GSED'92 Henry G. Cram Jr. GSE'83 and Maria D. Cram DC'72 Richard De Lisi and Ann T. McGillicuddy-De Lisi Herbert J. Flamer Jr. GSE'72, '78 and Mary Guess Flamer DC'70, GSE'71, '93 The Ford Foundation Albert Gayzik GSED'89 and Frances Gayzik The Hyde and Watson Foundation Johnson & Johnson Services, Inc. George B. Kaiser Anne G. Childers Lackland GSED'86, GSED'97 and Michael F. Lackland Audrey V. Leef GSED'76 and George Robert Leef Ellen M. McCarthy and Robert R. McCarthy ^ Merck Institute for Science Education Herbert Milan Jr. GSED'80 Robert E. Mortensen ED'63 Steven S. Nettles, GSED '87 NJ Principals & Superindendents Association The Overbrook Foundation Paralyzed Veterans of America Lorraine L. Poore GSE'69 Karen M. Proctor LC'78, SSW'81 and Timothy D. Proctor PSEG Foundation Edward M. Schoder GSED'91, GSED'10 Silicon Valley Community Foundation Society for the Study of School Psychology Louis Joseph Sutera GSED'68 and Norma Sutera GSED'51^ The Abyssinian Baptist Church Tulsa Community Foundation

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United Way of Essex and West Hudson Wardell Family Foundation, Inc.

$5,000-$9,999 Otto J. Behrens Jr. GSED'83 Wanda J. Blanchett Joan M. Brownstein GSED'88 Paul K. Bruchez GSED'75, GSAPP'78 and Nancy M. Simons Anne Ellen Butler GSED'74 Thomas F. Butler GSED'75 MaryAnn M. Byrnes GSED'77 and Joseph F. Byrnes Leo J. Campbell GSED'81 Dorothy Weissert Carey ED'52, GSED'66 Raymond G. Chambers SB'64 and Patricia Chambers Carolyn H. Dittus DC'60, GSED'83 Morris A. Enyeart GSED'80 Carol Freedman GSED'76 and William J. Barrood ^ Richard P. Fuller GSE'66 Russell T. Giglio RC'77 and Kathleen Regan RC'76, GSED'90 Letitia A. Graybill GSED'73 Eleanor B. Greco GSED'67 Florence A. Hamrick David J. Harris Jr. UCNB'86 Paul A. Herman and Ruth Anne Koenick Thelma L. Hill GSED'73 Bruce A. Hubbard RC'69 and Constance Hubbard David D. Jochen GSED'66 and Carole E Jochen Robert I. Kanarick RC'63 and Dr. Roberta Shulman Kanarick DC'64, GSE'92 Saul W. Katz GSED'85 Mary Owen Borden Memorial Foundation Ruth D. Morelli GSED'75, GSED'78 National Council of Teachers of English Ethel J. Newman GSED'75 Elsa Nunez GSED'79 Ethel W. Pankove GSED'67 Bessie T. Proctor and Samuel Proctor ^ Thomas L. Purdy GSED'87, GSED'94 and Mary Hall Gregg John F. Salmon Jr. ED'53, GSED'65 and Suzanne Salmon Ronald A. Sassi ED'62, GSED'69 Bernice J. Smilowitz GSED'64 George Allan Snow GSED'62 and Viola T. Snow GSED'81 Anne C. Soos GSED'69 Barbara S. Starr GSED'67, GSED'75 and Robert M. Starr Dorothy S. Strickland and Maurice R. Strickland RC'53^ M. Randall Strickland Clement A. Price GSNB'75^ and Mary Sue Sweeney Price The MCJ Amelior Foundation The Picower Foundation Verizon New Jersey Anthony R. Volpe GSNB'66 and Marlene M. Volpe Barbara S. Von Klemperer GSED'80 and William J. Von Klemperer Barbara Osterman Whitney

$1,000-$4,999 Rochelle Gizinski RC'80 and Desmond R. Abazia Kathryn G. Achaves and Stephen G. Achaves UCNB'55, GSED'60^ David I. Alster GSED'74 and Judith Alster Jose M. Alvarez GSED'67 American Psychiatric Foundation Aline E. Ashkin GSED'72 Melvis Evans Atkinson GSED'79 Dale R. Baker GSED'82 Bank of America Charitable Gift Fund Patricia M. Barker GSED'91, GSED'96 Eugene L. Barrington GSED'72 Baxter Employee Giving Campaign Michael T. Beachem LC'73, GSED'78, GSED'84 Bethany Baptist Church Samuel D. Bird III GSED'73 Jeffrey A. Bishop GSED'84 Olivia Parry Bissell GSED'83 Charles D. Blachford GSED'75, GSED'85 and Chloebelle Blachford Robert M. Black Jr. GSED'73 Gregory S. Blimling and Sandra Kungle Angela K. Bodino GSED'81, GSED'90 E. Kathleen Booher GSED'88 Sherle L. Boone GSED'71, GSED'75 and Peggy Jones Boone GSED'77 Leonard Bornstein GSED'77 and Barbara G. Bornstein SSW'76 Hilliard Boulware GSED'71 and Carolyn W. Boulware GSED'72, GSED'77 Rosemary K. Brown GSED'71 Bruchez & Associates Jean K. Buckley GSED'68 Patricia Buehrig GSED'81 Eileen M. Burke GSED'57, GSED'63 Carl W. Burns RC'64, RBS'73 and Ruth Ann M. Burns DC'67, GSNB'75 Dennis C. Buss GSED'72 Caesars Ruth D. Campopiano GSED'73 and Vincent N. Campopiano RC'47, GSNB'48^ Lynn J. Caravello GSED'72, GSED'78, GSED'82 and John Caravello Mary A. Carrington GSED'82 and Robert Carrington Central New Jersey Chapter of The Links, Inc. Marsha L. Chapman GSED'77 Robert J. Chartier GSED'60 Elric A. Cicchetti GSED'74 City Connections, LLC David W. Cochran GSED'74 James B. Coe Sr. GSED'66 Cohen Friedman Dorman Leen & Company Joseph J. Colaneri GSED'73, GSED'76 Peter B. Contini Jr. GSED'89 Bruno J. Cosentino GSED'71 Anthony R. Cost GSED'66 Council For Accreditation of Counseling William G. Cowles Jr. RBS'68 Dennis Creese GSED'71 James H. Cummings UCN'73, GSED'82 Emily Ritz Cutler GSED'94 and Howard A. Cutler Karen E. Dakin GSED'70 and James T. Dakin Andrea J. Damato GSED'94 Diane P. Danby GSED'75 Elsa G. deBeer William G. DeFabiis GSED'85 Lawrence J. DeFeo GSED'79

Lora F. Monfils GSED'87, GSNB'04 Katye M. Monroe GSED'72, GSED'74 Jane E. Moore GSED'70 Sandra Elizabeth Moore GSED'77 Peter Morales Morgan Stanley Global Impact Funding Trust, Inc. John B. Moullette GSED'66, GSED'70 Carolyn H. Moyer GSED'95 Peggy L. Muntz GSED'98 John G. Murray Jr. GSED'97 National Academic Advising Association Carol M. Navetta GSED'00 Calvin Lowell Nelson GSED'66 Phyllis E. Nelson GSED'57 Aaron G. Nierenberg GSED'63, GSED'72 and Claire Mayers Nierenberg DC'62 Wilfredo Nieves GSED'91 Nel Noddings GSED'64 Jacqueline A. Norris GSED'78, GSED'98 Omega L. Norton-Crable GSED'75 Ellen M. O'Connor GSED'89 Maureen T. O'Neill GSED'85 George A. Oram Jr. RC'70 and Cheryl Petrill Oram GSED'83 Alvina Ore Alice M. Ousterman GSED'66 David T. Partridge GSED'01 John D. Pearson Peter Andrew, LLC #2 Jill Peterson GSED'81 and Thurman R. Hux GSED'81^ Eugene A. Pizzolo GSED'72 Donna Porwancher GSED'91 and Richard Porwancher Gregory C. Potter GSED'81 Prentice-Hall Beverly A. Presley GSED'76 Richard A. Pressler Susan C. Pristas GSED'92 and Robert Pristas Herbert S. Proctor SSW'73 Public Service Electric and Gas Co. Mary Manger Reece GSED'75, GSED'83 Wallis Reid Judith K. Reighter GSED'81 and K. William Reighter GSNB'79^ Arthur Reisel GSED'70 and Libby Reisel Diane S. Reiss CCAS'68 and Fred Reiss CCAS'68, GSED'94 Barbara S. Rell GSED'86 David C. Rheinheimer GSNB'89, GSED'99 Sharon D. Rickman GSED'85 Mable B. Robbins GSED'76 Ann M. Rock GSED'88 Joel Barnet Rosen CLAW'73 and Karen K. Rosen CCAS'72, GSE'76 Frank E. Rozman GSED'74 Russ Berrie & Co., Inc. Barbara Gershon Ryder GSNB'82 and Jonathan L. Ryder S.D.Proctor Award Fnd. Adrienne Santola UCN'64, GSED'69, GSED'75, GSED'86 Carol N. Scelza GSED'85 Carl Schaefer Peter H. Schild GSED'66, GSED'76 and Barbara Schild Chrystal T. Schivell GSED'80 Margaret Ann Schoder DC'49, SCILS'70 Caroline W. Schroth GSED'81 Carol Lynn Schutzberg GSED'82 Schwab Fund for Charitable Giving Jocelyn Schwartzman

James Lawrence Scott GSED'66, GSED'72 Second Baptist Church Mission Fund Nathan Segal GSED'62 Aubrie Swan Sein GSED'08, GSNB'09 Joseph J. Seneca and Rosalind S. Seneca Harriet Lipman Sepinwall GSED'86 Paul A. Servis GSED'64 and Jessica P. Servis Janice A. Sheehy GSED'92 Shelcore Toys James L. Shelton GSED'72 Muh-Lan Feng Shih GSED'84 John E. Sills Jr. GSED'77 Joyce L. Simpson GSED'88 Timothy Smith Hao Song GSED'98, GSNB'07 and Zhongwei Zhou Jessica A. Springer GSED'13 and Robert Springer Gerald A. Stefanski GSED'68, GSED'78 Robert A. Steffen GSED'74 Russell J. Stier Jr. GSED'65, GSED'77 Stephen F. Swett Jr. GSED'76 Tambrands, Inc. Mary Louise Testa GSED'83 The Danzer Foundation The Loyola Foundation, Inc. The Riverside Church in the City of New York The Saint Paul Foundation Ethel Nichols Thomas GSED'79 Sarah Whitney Thurston Susan W. Tillis GSED'63 Philip T. Trenchak GSED'77 Linda V. Tsui GSED'75 Volkert Veeder ED'49 Bernice Proctor Venable DC'62, GSNB'67, GSE'83 and Carl A. Venable RBS'70 Carol Volkland GSED'80 W. Lightfoot Schultz Foundation Melvia L. Wallace GSED '00 Eleanore B. Warner GSED'57, GSED'65 and L. Richard Warner GSED'56^ Charles T. Watahovich GSED'67 Bonnie Weiskittel GSED'88 Rosanne M. Weiss GSED'75 Linda L. Weissenburger-Beachem UCNB'84 Timothy W. Welles GSED'76 Carol A. Wenk GSED'13 Judith Barr Wertheim GSED'67, GSED'71 Suzanne L. Westberg GSED'01 and Eric Westberg Western New York Education Service Council Frank L. White GSED'66 Martin P. White Jr. GSED'86 and Carol White Barbara Whitman DC'66, GSED'02 Mary Louise Wilhelm GSED'80 and Thomas E. Wilhelm Stephen S. Willoughby Wolff & Samson, PC Amy H. Woodhouse Ruth P. Workman GSED'74 William G. Wraga RC'79, GSED'91 and Amy Schneider Wraga RC'82 Lilyan B. Wright GSED'72 Hugh E. Young GSED'76 and Doris Dunne Young DC'62, SSW'75 Thomas F. Young GSED'73 Raymond S. Zenere GSE'68

PHOTOGRAPHY BY ROI GROETHING, PETE BYRON, PRINTED BY GARRISON PRINTING

Glenna L. Huls Suzanne Mahn Hunt GSED'82 Nancy M. Husbands GSED'64 Barbara Taylor Hyde GSED'69, GSED'83 Institute For Experiential Learning and Developmment J&J-Ethicon, Inc. Leanne M. Jacangelo RC'02, GSED'03 Edison O. Jackson GSED'83 Judith R. Jacobi GSED'75 and Gene B. Jacobi Jamestown Publishers, Inc. C. David Jenkins Sr. ED'51, GSED'52 Theodore J. Jenkins GSED'75 Carl K. Johnson COOK'74 and Mary H. Johnson GSED'01 O. Clayton Johnson GSED'69, GSED'74 Theodore B. Johnson GSED'76 Lewis A. Judy GSED'80 Dudley L. Kahn ED'38 Lloyd Kalugin GSED'75 and Elaine Kalugin^ George Karnoutsos GSED'57, GSED'66 Carol F. Karpinski GSED'03 Sherry L. Kheir-Eldin GSED'72 Arthur F. Kirk Jr. GSED'84 Martha A. Koblish LC'75, GSED'86 Richard J. Konet GSED'88 Charles R. Kuzminski GSED'68, GSED'79 Miriam G. Kwasnaza GSED'71 Ronald F. Larkin GSED'78 Penelope E. Lattimer Hazel E. Lawson GSED'78 Robert C. Lawson ED'63 Lawton C. Johnson Summit Middle School Leigh Lazaron and Louis Lazaron Elenora C. Leopold GSED'55 Edward J. Leppert RC'57, GSE'62,'71 Dolores E. Lesnick GSED'72, GSED'80 Helen Levermore Dona Kay Linger GSED'68 and Eric J. Linger Chengjie Liu GSNB'93 Harold G. Logan GSED'81 Thomas W. Long GSED'57 Marshall L. Longmire GSED'73 Lorraine H. Lotowycz GSED'84 Josephine M. Lynch Stephanie J. Marion GSED'96 Josefina S. Mark GSED'74 Sandra J. Markert GSED'74 and Joseph Markert Alejandro S. Mazzotta GSNB'98 and Jeanne Mazzotta Margaret A. McDermott GSED'69, GSED'77 Linda Borden McKean and the Shrewsbury Foundation Joyce A. McLean GSED'61 and Vincent R. McLean^ Ellawese Barnes McLendon GSED'70 Fred E. Means GSED'71, GSED'75 Maryann Mercer GSED'72, GSED'78 Susan E. Metz GSED'78 and Gerald Metz Vivian C. Mickey GSED'74 Middlesex County Curriculum Council Gail G. Milgram GSED'65, GSED'69 Carole A. Miller GSED'84 David L. Miller GSNB'69 Gale Colby Mirzayanov GSED'90 and Vil S. Mirzayanov Louis A. Mondrone ED'57, GSED'64

D E S I G N B Y E R I C M I L L E R + A S S O C I AT E S ,

Diane D. DeGiacomo GSE'90 and Kenneth DeGiacomo James L. Delahanty RSDM'75, GSED'85 Anthony A. D'Elia Jr. GSED'78 Michael George Denick ENG'70 Dominick DiNunzio GSED'60 John P. Doane GSNB'88 Howard P. Dorman Jacquelyn Y. Drayton GSED'76 Crystal L. Dunlevy GSED'88 Richard A. Duschl Janice M. Eddey GSED'91 Educational Improvement Center Ruth Burt Ekstrom GSED'67 Patricia A. Emerson GSED'99 George P. Evanovich GSED'58 Helaine R. Evans GSED'84 and Roswell H. Evans^ Stephen J. Fabula GSED'67 Thomas M. Finnegan GSED'83 and Beverly H. Finnegan GSED'83 William J. Fiore NLAW'77 and Patrice M. Fiore SSW'77 William A. Firestone Colleen A. Fitzpatrick, GSED '81 and Frederick H.Pugsley Judith B. Friedman GSED'75, GSED'76 Marilyn Birnbaum Friedman GSED'84, GSED'90 Cathy Fry Deatra W. Gabriella GSED'76 Ellen Garfunkle and Jay Garfunkle Marc S. Gaswirth GSED'77 and Ruth A. Gaswirth Ellen Giarelli GSED'89 and James Giarelli Drew H. Gitomer Hilda R. Glazer GSED'72, GSED'76 and David Stein Stanley P. Godleski GSED'61 Joel Howard Goldberg GSED'74 Fannie L. Gordon GSED'98 Grace Baptist Church, Inc. Bambi P. Granovsky GSED'84 Carol S. Grasz GSED'77 and Theodore C. Grasz William Herbert Gray III Robert L. Greet GSED'75 David J. Guzak GSED'55 Gerald T. Hansen GSED'66 Thomas Harabin RC'71 and Carol Jean Harabin Rachel D. Hargrove GSED'77 Dolores M. Harris GSED'83 Melinna L. Harris GSED'03 Gwendolyn S. Harris-Gale GSED'92 Marilyn McGuire Hart GSED'64, GSED'75 Sydelle Hatoff-Mason GSED'80 Walter E. Haworth ED'54 Margaret W. Hayes GSED'01 Suzanne E. Hays GSED'81 Ruth Ann E. Hebble GSED'71 Willard L. Hedden ED'50 Donald Curtis Heilman COOK'76, GSED'07, GSED'12 and Diane Heilman William G. Henry GSED'68 James N. Heston John E. Hiemstra GSED'78 Otis O. Hill GSED'86 Tynette W. Hills GSED'84 Joseph L. Hopkins GSED'75 Robert M. Howitt Mary Wenner Hull Ellen M. Hulme GSED'84 and Ross K. Baker

Non-Profit Organization U.S. Postage P A I D

10 Seminary Place

New Brunswick, New Jersey 08901

New Brunswick, NJ 08901

Permit No. 157

Why I Give "I strongly believe that competent teachers will shape the future and I know that the GSE cultivates outstanding educators. What sets the GSE apart is their high standards, excellent research, and their overall contributions towards improving education in New Jersey. In addition, I am impressed by their commitment to diversity. Having been in the classroom for 38 years, I saw a dire need for competent math teachers. I know that my gift to the GSE empowers many worthy students to pursue a rewarding career in education."

â&#x20AC;&#x201D;THOMAS A. ARLOTTO