innovator SPRING 2011 In ThIs Issue Takig Lessos fom Medical Educatio Supply ad Demad i Matematics Educatio Te Pomiece of Commuity Colleges …ad moe.
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innovatorSPRING 2011
In ThIs Issue
Takig Lessos fom Medical Educatio
Supply ad Demad i Matematics Educa
Te Pomiece of Commuity Colleges
…ad moe.
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Dean’s note 1
the whoLe Is GReateR than the sUM oF
Its PaRts 2
new teachInG InteRns PLeDGe to UPhoLD
ethIcaL obLIGatIons oF teachInG 8
woRKInG both sIDes: 10
sUPPLy anD DeManD In MatheMatIcs eDUcatIon
the eLePhant In the RooM: 14
coMMUnIty coLLeGes anD hIGheR eDUcatIon
coMMUnIty coLLeGe InteRDIscIPLInaRy
ReseaRch FoRUM 18
stUDyInG teacheR/stUDent InteRactIons In
coMMUnIty coLLeGe cLassRooMs 20
onLIne teachInG Lessons FoR
In-cLassRooM ReaDInG Lessons 22
aLUMnI PRoFILe: DennIs LIttKy 2
cLass notes 27
snaPshots 28
awaRDs
UntIL next tIMe 32
IN thIS ISSue
2
14
24
10
On ThE COvEr: Photos by Kathryn Young, Mike Gould, and Mike Mouradian
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 1
Tis winter at the School o Education, we completed a
year-long strategic assessment and planning process. We
have decided on the core priorities that will shape our
agenda or the coming decade and guide our development
as a proessional school o education. Troughout all that
we do, we are committed to the study and improvement o
educational practice, and to the advancement o diversity and
equity. Tese two commitments anchor the nature, ocus, andgoals o our academic programs, our scholarship, and the
leadership we seek to provide.
Seeking to improve education practice entails working in
real settings—with practitioners, in schools and in other
education settings, as well as with policymakers and others.
We work in schools and on campuses to provide training or
our students; we also work in these settings as we engage in
design and research. For us, this is the analog to the “clinical”
portion o the medical school’s work. Practice is undamental
to our academic programs, our research, and our leadership
as education scholars and proessionals. As such, it cuts across
all that we do.
Our aculty and students are deeply and increasingly involved
in practice—or example, through work in schools or the
teacher education program; new partnerships with schools,
districts, and community colleges; integrated summer
programs or children and proessionals; collaborative
research projects together with practitioners; proessional
programs or university leaders rom other countries; service
as members and chairs o national panels and commissions;
consultants to policymakers and practitioners; and a host o
other projects.
DEAN’S NOTE
Challenging our commitment to diversity and equity in
education are contradictions embedded in our society and
culture that reect themselves in education and its outcomes.
We live in an increasingly diverse and deeply inequitable
society. So, on one hand, we seek to develop ways to work
to support and make usable the positive educational and
social resources o diversity. On the other hand, we also aim
to redress the inequities that result rom social, cultural,and economic dierences. Diversity is both an asset and the
source o deep societal and educational inequities, and we
think it is crucial that our work take active and deliberate
account o both.
Tis issue o Innovator reects these two core commitments.
Our ocus on educational practice is demonstrated in
the articles on the Learning and eaching the Disciplines
through Clinical Rounds project, “Te Whole is Greater Tan
the Sum o Its Parts,” and on the Case Studies o Reading
Lessons (CSRL) program, “Online eaching Lessons or In-
Classroom Reading Lessons.” Our work on diversity and
equity is highlighted in the articles on the Algebra Project,
“Working Both Sides: Supply and Demand in Mathematics
Education,” and on community colleges, “Te Elephant in the
Room: Community Colleges and Higher Education.” Please
let us know your reactions to what you read in these pages,
and thank you or your support o our work.
DEBORAH LOEWENBERG BALL
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From let: School o Education teaching interns Jonathan Blaha, Nicholas Olson, Angela Jeon, and feld instructor Michelle Nguyen,
who is a doctoral student in educational studies.
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 3
Sum of its parts
Each September, throughout the United States, thousands o brand-new teachers
step into their very rst middle school or high school classrooms. No one,
not the novice teachers nor their veteran colleagues, not the school districts,
and certainly not the parents o their young students, wants the teachers to be
anything other than ully trained and prepared. But how does a new teacher, who
may have just received her bachelor’s degree two or three months previously,
enter the classroom ready and able to teach eectively?
eachers are exceptions to the orthodox opinion regarding those earning liberal
arts bachelor’s degrees. Tese degrees are generally not considered vocational—
instead, it’s thought that they provide broad knowledge across a spectrum:
science, mathematics, English, history, etc., combined with deeper expertise in a
major eld. And even though a bachelor’s degree is a prerequisite or many jobs,
most employers understand that the newly graduated employee is going to need
additional job-specic training and will continue to learn—and that they may
not reach their ull potential or some time. It’s a time-honored system in which
the ocus is on workers’ potential, rather than on their current abilities.
The
Whole is greater than the
The Learning and Teaching the Disciplines through ClinicalRounds project produces better teachers by connecting—
and improving—disparate parts of teacher preparation.
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But we can’t apply this model to teachers. Te stakes are too high and
we cannot allow children to be at risk while new teachers learn how to
teach. It is crucial that beginning teachers be responsible practitioners.
Te traditional solution or teachers has been to incorporate in-the-
classroom training as part o their undergraduate degrees. In most
teacher preparation programs, students serve as student teachers in a
classroom during the nal semester o their undergraduate program.
One problem with this strategy is identied by Deborah Loewenberg
Ball, William H. Payne Collegiate Chair, Arthur F. Turnau Proessor,
and dean o the School o Education: “An enormous aith is placed on
‘learning rom experience,’ despite substantial empirical evidence that
experience is an unreliable ‘teacher.’”
Bob Bain, associate proessor in the School o Education and in the
Department o History in the College o Literature, Science, and
the Arts, and aculty chair o secondary teacher education, laments
what he sees as a ragmented system. “ypically, university teachereducation is a non-systemic system where prospective teachers learn
their content in one place, pedagogy in another, and learn to apply
these in a third. In most programs, the burden o building coherence
and developing programmatic meaning, o making connections
between their work in their content courses, in their proessional
education courses, and in the classroom, is on those who are least
capable—the preservice teachers.”
In 2005, Bain and Elizabeth Birr Moje, Arthur F. Turnau Proessor
and associate dean or research, began a program that has brought
together the teacher preparation elements, creating a unied
experience in which the students learn about and experience explicit
components o teaching.
Te project, Learning and eaching the Disciplines through Clinical
Rounds (commonly known as the Rounds Project), has signicantly
revamped the preparation o secondary history and social studies
teachers—and the improvements in the Rounds Project are spreading
to the preparation o teachers in other disciplines. What may be
surprising is that what has become a revolutionary redesign began as
a modest renement.
LITERACY IS CENTRAL TO ALL LEARNING
Both Moje and Bain have been secondary teachers. Moje taught high
school history and science, or seven years, Bain taught high school
history and social studies or 26 years. In their classrooms, both
How does a
new teacher
enter the
classroom
ready and
able to teach
effectively?
Elizabeth Birr Moje
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 5
A good history
teacher isn’t
just a historian,
nor just an
instructor, but a
complex blend
of both.
saw challenges and opportunities with literacy, specically, with the
challenges students aced in making sense o inormation presented
in texts and encoded in language.
In their high school teaching, Bain and Moje observed that students
who could read prociently in some domains were sometimes
challenged in others. When the students were allowed to choose their
reading materials, they were typically procient and engaged readers.But i the same students were asked to read a history textbook, or
read a primary source such as the Federalist Papers, then they oen
altered. Moje says “I struggled with how to engage my students in
deep, careul text reading, and I became ascinated with why they
didn’t seem to engage with the texts in the ways I thought they should,
and in ways that would allow me to teach what I needed to teach.”
“Literacy is everything,” says Moje. “Instruction in any domain
involves teaching, whether teachers or young people, about oral and
written language and knowledge production and representation in
the disciplines. Good subject-matter instruction involves providing
access to the ways that members o the disciplines represent knowledge
through language.”
In Bain’s case, in addition to his concerns with his students’ use
o texts, he also noticed a literacy problem or teachers related to
segmentation o elds. “When I was working in classrooms, I ran into
teaching problems and ound that the literature that history teachers
typically read didn’t help,” he says. He sought answers outside o his
discipline and ound the pedagogical help he needed. Tis served as
a reminder o what he had learned in his own teacher preparation
program—that teaching is a combination o elements. A good history
teacher isn’t just a historian, nor just an instructor, but a complex
blend o both.
ogether, Bain and Moje designed a program to integrate more ully
literacy teaching practices into history and social studies teacher
education.
FROM LITERACY TO PROGRAM REDEVELOPMENT
At the School o Education, Moje and Bain became acquainted
and discovered their shared interest in the centrality o literacy instruction in learning the disciplines. And, in 2005, they set out
to develop stronger ties across experiences in the teacher education
program that would sharpen preservice teachers’ understanding o
and capacity to help adolescent readers and writers comprehend and
compose complex texts o the subject areas.
Bob Bain
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Tey began with data collection, assessing students’
understanding o content, literacy, and teaching practices.
What they ound was both good news and bad news.
Te good: the students in the teacher education program
were having great experiences. Te bad: the experiences
were disjointed and not well connected with each other.
In response, Moje and Bain developed cross-course and
cross-semester coordination o curricula and activities,
creating a spiraling program o study that allowed
instructors in one course or eld experience to reer to and
build on lessons learned in another.
One pivotal step was to strengthen disciplinary oci within
the program, including the reinvention o the general
literacy course as discipline-specic. Te general literacy
course became ve subject-specic courses that ocused
on literacy teaching practices in history/social studies,
literacy teaching practices in mathematics, and so on. Te
discipline-specic literacy course served as an introduction
to the next semester’s discipline-specic teaching practices
course that had been part o the program since its inception.
o develop, maintain, and capitalize on curricular
coherence across courses, semesters, and eld experiences,
Bain and Moje run weekly meetings o the instructors o
ve dierent courses (which include eld experiences)
in the secondary teacher education program. At one
recent meeting, or example, lesson plan evaluations were
discussed—all students, as part o their rst- and second-
semester student teaching, must prepare lesson plans or
their instruction and have them closely evaluated by the
program. In the course o the discussion, it became evident
that were dierences in the assessments and how they were
evaluated across semesters. Te instructors discussed the
central concepts underlying the assessments and worked
together to develop common criteria that would become
progressively complex as the students’ knowledge and
abilities advanced. Tese criteria would be uniormly
applied rom one instructor to another and rom one
course to another, creating a consistent connection
where connections were previously implicit and up to the
teaching intern to make.
In addition to programmatic issues, the meetings
provide a orum where problems or challenges relating to
individuals or small groups o students can be addressed.
Some students do well with their School o Education
coursework but nd unexpected difculty as leaders
o high school classrooms. In the weekly meetings, the
instructors pool their knowledge, both o the individual
and o the interventions that have been used in similar
past situations. Usually, they are able to devise supports
or the students that enable them to be successul. But on
the rare occasion that they cannot, in good conscience,
recommend a student or state teaching certication, they
counsel the student to nd an alternative to teaching that
is a better t or the student. Tey do this reluctantly, and
only as a last resort, but the standards must be met. Moje
says her bottom line is, “Would I want this person teaching
my daughter?”
TAKING OUR MEDICINE: ADOPTING BEST
PRACTICES FOR PROFESSIONAL TRAINING
Many proessions have developed protocols or training
novices and enabling them to learn and polish theirskills. Hair stylists must complete classroom and on-
the-job training beore becoming certied. rades, such
as plumbers and electricians, have ranks related to skill
and experience: apprentice, journeyman, and master. But
medicine is the eld with a structured training system that
is best adapted to teachers. Because o the similarities
between practice in medicine and education, Bain and
Moje decided to use the medical model as a guide or
urther developing their innovation.
In medicine, students become interns once they havecompleted their classroom training but beore they
are licensed to practice medicine. Tey continue their
education, usually at hospitals or clinics, with on-
the-job training under the close supervision o an
attending physician. Tey spend time in various medical
specialties—emergency medicine, pediatrics, etc.—during
which the attending physician instructs the students in
all procedures, provides eedback, and ensures that the
patients receive responsible and appropriate healthcare.
eacher preparation has long taken a similar approach—student teachers are taken into schools and classrooms
where they experience on-the-job training under the
supervision o an experienced cooperating teacher. But
Moje and Bain thought that teacher preparation would
benet rom a more rigorous application o the clinical
model.
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 7
o guide the development o clinical education experiences,
they ocus on a small set o vital teaching practices,
including selecting and using texts o instruction, planning
or instruction, assessing students, and developing student
writing, among others. Tey have also sought out a group
o practicing teachers who are highly skilled with these
practices o teaching, and very eective in the classroom.
Tey chose the teachers and the schools with care to
provide the teaching interns with a breadth o experiences.
In addition, they recognize that there are myriad skills
eective teachers must learn, and multiple contexts in
which to ply those skills. raditionally, teaching interns
have worked in just two or three classrooms. Bain and Moje
have instituted “rotations,” in which the teaching interns
rotate through the classrooms o master teachers who have
been careully selected to model particular aspects o the
practice o teaching, such as selecting and scaolding text
o instruction eectively.
New titles or all participants have been adopted to reect
the proessional approach to training. “Student teachers”
are called “teaching interns” in this model, to reect their
proessional stage and role. o represent the new roles
played by the classroom teachers who are demonstrating
methods and approaches and helping to teach the interns,
Bain and Moje reer to these teachers as “attending
teachers,” aer the clinical model in teaching hospitals
where attending physicians work closely with residents and
interns. Attending teachers are encouraged to intervene in
ways that support the growth o teaching interns.
ASKING MORE OF ATTENDING TEACHERS
Te attending teachers who participate in the Rounds
Project are asked to relate to the teaching interns in their
classrooms in dierent ways than have been typical or
supervising teachers and student teachers. Historically,
supervising teachers observe and evaluate student teachers
and give their eedback hours or even days later. In theRounds Project, Bain and Moje ask the attending teacher
to careully interact and guide the teaching intern in real
time, while the teaching intern teaches the young pupils.
Bain summons the medical model to explain: “Te
attending physician is a teaching physician as well. Te
attending physician would not allow the patient to suer
so that the intern can try something—the physician would
intervene. We’ve been discovering that our cooperating
teachers would allow our students to do things, or not
require them to do things, to be cooperative or nice.”
eaching is a solitary practice or many teachers. Few
good models exist o practicing teacher/novice teacher
interactions. Some teachers are overly cautious about
doing anything that might reduce the intern’s authority. In
the eyes o the students, the intern must be seen as Te
eacher, and veteran teachers oen are reluctant to weaken
this perception.
“We adopted the terminology used in medical rounds to
convey to the people that we work with in the eld that we
expect them to intervene,” says Bain. On a recent visit to a
classroom, Moje and Bain modeled how to interact with a
teaching intern during a lesson without undermining her
authority. Although some teacher educators might worry
Ninth-grade teacher Tom Hoetger o Cody-Detroit Institute o Technology is one o the attending teachers participating in the Rounds Project. Hoetger
engages and guides teaching interns with a particular ocus on assessing
secondary students’ reading and writing skills in history.
In this rotation, teaching interns work with Hoetger and School o Education
feld instructors to assess secondary students’ skills in reading and writing,
and then work on ways to oer productive eedback to the secondary stu-
dents. Such close working relationships with attending teachers like Hoetger
have contributed signifcantly to the success o the clinical rounds reorm.
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New Teaching Interns Agree to Uphold
the Ethical Obligations of TeachingOn September 8, 2010, the orty-seven new undergraduate teaching-interns in the school’s elementary teacher education program
participated in an investiture ceremony at the School o Education. The interns were given lists o nine ethical obligations o teaching and
discussed these beore participating in a ceremony in which they were given name badges to wear throughout their program.
The ethical obligations o teaching are a product o research and deliberation within the Teacher Education Initiative, our ongoing
comprehensive project that is redesigning how teachers are prepared or practice at the University o Michigan, as well as building
knowledge and tools that will inorm teacher education more broadly. The obligations include demonstrating commitment to every student
working continuously to improve instructionalcompetence, and ensuring equitable access
to learning in the classroom.
Prior to the ceremony, Elizabeth Davis,
associate proessor and aculty chair o
elementary teacher education, called upon
the interns to wear their badges as symbols
that they accept the ethical obligations and
commit to supporting all children in learning.
Later, Davis charged the interns to wear their
badges whenever they are in their schools.
“Your name badge serves so that others
know who you are and it also serves as a
reminder to yoursel about this role that
you’re taking on, and the responsibilities and
obligations that you have as a teacher. The
badge helps everyone who sees you know
who you are and what you’re doing.”
that intervening would be seen as interering, evidence
rom Moje and Bain’s experience suggests something very
dierent. For example, teaching intern, Crystal King, rom
Redord, Michigan, recently wrote o her clinical experience
at Cody High School: “Te support and suggestions you
oered us helped make our lesson plans successul and
I think to a certain degree we really got through to the
kids. I can condently say that they can make connections
between the material and their own lives, and i it wasn’t
or your suggestions during our rst WWII lesson, I’m not
sure we would have accomplished that!”
MORE AND PARTICULAR EXPERIENCES WITH
GREATER COHESION
Te interns work in classrooms in public and independent
schools in urban, exurban, and suburban locations, and
with a variety o grade levels. Te Rounds Project places
interns in ve dierent classrooms in ve dierent school
settings over two semesters, enabling instruction andpractice in both context-specic eatures o teaching as well
as with the social, cultural, and developmental dimensions
o educating adolescents.
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 9
Te topics the interns learn about in their School o
Education classes are coordinated with the ocus o their
current rotation. Te interns take what they learn in their
university classrooms and immediately put it into practice
in the middle schools or high schools; then they return to
the university classroom to discuss their experiences. In
the nal semester, the interns develop cases rom their
experiences. Tey then participate in a case conerence
with their peers and eld instructors to identiy the issues
and develop eective strategies or managing the issues.
Te cases also serve as assessments o the Rounds
Project. Te cases are shared with all instructors in the
program to show what the graduating interns identied as
challenges—together with the solutions or responses that
were generated during the case conerences. In this way,
the challenges are incorporated into the curriculum.
Also adopted rom the clinical model o proessional
preparation, the Rounds Project has implemented
“handovers,” in which the instructors rom one semester
document the interns’ activities, practices, and learning,
and counsel the next semester’s instructors on interns’
developing proessional competence and learning needs.
Handovers work at two levels: As the interns go through
their rounds, they share inormation on the students
they’ve been teaching with their intern peers. For example,
i students completing a rotation have learned how to work
with a particular student who has trouble with English,
the interns can share their strategies or working with this
student with the incoming interns who are just beginning
their rotations in that classroom.
Similarly, the instructors create descriptions and
assessments o the teaching interns that ollow the student
rom one course to the next. Combined with interns’ sel-
assessments and documents rom the attending teachers,
this inormation allows the new instructors to tailor
their course material or the needs and strengths o the
incoming cohort.
EXPANSION AND A SURPRISE ENDORSEMENT
Moving orward, Moje and Bain will continue to assess
and rene the Rounds Project and expand the model to
the preparation o secondary teachers in other disciplines.
As the Rounds Project has grown in complexity and
scope, rom its beginnings as a project to integrate literacy
teaching practices more ully into subject-area instruction,
to a major restructuring o the program that prepares
secondary history and social studies teachers, the demands
upon Bain and Moje’s time have increased. Both are active
scholars whose research demands that they collect data
in communities and classrooms across the country. In
addition, both have demanding administrative duties (Bain
is aculty chair o secondary teacher education and Moje is
associate dean or research) and academic duties (teaching
and advising graduate students), which they combine
with their work on the Rounds Project. Each week, both
visit, observe, and work with the teaching interns at the
school sites, in addition to their in-school continuing
development and coordination o the Rounds Project.
Teir aspirations are high, and they are exploring external
unding options to allow them to build a development and
research inrastructure to support the Rounds Project.
One resource that has helped to make possible all they’ve
accomplished is the addition o Rounds Project alumna
Jennier Speyer, AB ’07, CER ’07. She was a student
in the rst cohort to experience the disciplinary literacy
course in social studies. Aer graduating, she served in the
Peace Corps in Kazakhstan or two years, teaching English
and organizing proessional development seminars or
local teachers. Tese experiences in the Peace Corps
increased her interest in teacher education and led her to
return and serve as the project manager or the Rounds
Project.
In November 2010, the National Council or Accreditation
o eacher Education released a report titled “ransorming
eacher Education through Clinical Practice: A National
Strategy to Prepare Eective eachers.” Tis report
suggests that teacher preparation should ollow a clinical
model and include stronger collaborations with schools
and cooperating teachers. Moje and Bain believe the
authors o this report got it right—aer all, it recommends
the strategy that is implemented in the Rounds Project.
Story by Robert BrustmanPhotos by Mike Gould
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How do you take a group o poorly prepared high school
reshmen who don’t care or school generally—and or
mathematics particularly—and transorm them into
engaged mathematics scholars? And do this quickly
enough that they can achieve college-entrance scores on
standardized math tests as high school juniors?
Algebra Project ounder Bob Moses knows that there are
answers to these questions. He himsel is proo, having
been placed in a “rapid advance” class in his Harlem junior
high school in which he completed three years o school in
two-and-a-hal years while developing his lie-long interest
in mathematics.
Te ‘how’ is the work o the Algebra Project and is being
implemented in 11 states. Currently, our participating
schools are being studied, including Ypsilanti High
School, where researchers rom the School o Education
are collaborating with the Algebra Project to support the
program and to study the eorts and results.
MATHEMATICS LITERACY AS A CIVIL RIGHT
Te Algebra Project is committed to helping low-income,
underserved students increase their mathematical skills
and attend college. It also has broader aspirations: beyond
simply engaging the students, the hope is to energize them,
WorkingSupply and Demand
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 1 1
Both Sides in Mathematics Education
to help them recognize that learning mathematics is key
to gaining social and economic access and, ultimately,
gaining control over their uture. Further, the hope is to
support a grass-roots social movement in which students,
parents, and community members come together to
demand quality education in their schools; and in which
the graduating students become education advocates and
mathematics literacy workers.
Moses, a lie-long civil rights activist and organizer who
worked courageously to register and energize black voters
in Mississippi during the Freedom Summer o the Civil
Rights era, believes that this is a vital next step or Arican
Americans to become equal participants in American lie.
Indierent students must become active learners or their
own sakes, because education generally—and mathematics
particularly—are prerequisites or engaged and prosperous
lives.
Most colleges and community colleges have quantitative
requirements. Many o these schools also oer remedial
courses or students who don’t have sufcient mathematical
knowledge to be successul in college-credit courses, but
remedial education is not without consequences. Tus, the
Algebra Project college-enrollment goal is not simply to
enable students to be admitted to college; it is to provide
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students with sufcient mathematical knowledge that
they can be admitted to college and immediately enroll
in college-credit-level mathematics courses—no remedial
education required.
While all students need quantitative literacy, the Algebra
Project specically targets students who are not doing well
in school and who are in danger o missing out on the
opportunities allowed by acility with mathematics. Te
Algebra Project, Moses says, “is an alternative or students
who are currently not making it well through the system...
it’s an alternative to remediating them or orgetting about
them, and an alternative which is asking those students to
take on some risk themselves, and double-up on their math
and create a culture in their classrooms, among themselves,
which is a learning culture around their math.”
Tis ormation o a “learning culture” is a major goal o the
Algebra Project and a key dierence between this and other
high school mathematics programs. Moses sees education
as having both supply and demand sides. Most education
initiatives take the supply-side approach by oering
dierent programs, curricula, or pedagogy. Moses, rst and
ever a community activist, believes that real improvement
will come rom the demand-side, when the students, their
parents, and members o the community value and insist
upon mathematics literacy. Te Algebra Project isn’t just
about a dierent way o teaching mathematics to high
school students; it’s about how to engage and energize
students—academically struggling students—so that they
will commit to doing more mathematics than their non-
Algebra Project peers.
ENACTING AND ASSESSING THE
ALGEBRA PROJECT
Te cohort projects, including the School o Education
collaboration at Ypsilanti High School, are implementations
o the Algebra Project. A cohort o reshmen students
were identied and they are receiving Algebra Project
instruction throughout their our years o high school. Tegoals o this collaboration include working to support a
grass-roots implementation o the Algebra Project and a
study o the eorts and eects.
Te desired outcomes or the cohort include entry to
college and the students’ becoming mathematics literacy
workers.
THE SECONDARY MATHEMATICS LABORATORY
One component o this Algebra Project cohort is a program
during the summer months. In the summer o 2010, the
second summer o the Ypsilanti cohort, Moses and the
primary investigators rom the School o Education, Mark
Tames, assistant research scientist, Laura Roop, director
o outreach, and Deborah Loewenberg Ball, William
H. Payne Collegiate Chair, Arthur F. Turnau Proessor,
and dean o the School o Education, decided to emulate
the successul Elementary Mathematics Laboratory and
initiate a Secondary Mathematics Laboratory (SML).
Like its elementary predecessor, the SML was an ambitious
undertaking that worked on multiple levels. For the
high school students, it provided concentrated, ocused
mathematics instruction—the students met and worked
on mathematics all morning, each weekday, or two weeks.
Moses was the instructor each day, and his goal or the
SML was a condensed version o the overall goals o the
Algebra Project—in two short weeks he wanted to make
Bob Moses (let) with two students during the Secondary Mathematics
Laboratory.
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signicant progress both in the students’ mathematical
abilities and in orging a learning community among the
students.
At a dierent level, the SML allowed or the observation and
study o Moses’s instruction, o the students’ receptiveness,
and o their work. Te classroom was designed with seating
or researchers, teachers, and other interested community
members around the perimeter. Each day’s classes were
videotaped or later analysis. Everything every student
wrote down was captured or inclusion. “Te idea,” says
Roop, “is to study teaching observation and the collection
o records o practice...in the observation o the work
unolding over the session, there’s a real opportunity or
proessional learning.”
“For the Algebra Project to be successul,” says Tames,
“it needs to be clear what’s involved in the teaching. Telab class was a way to draw out and develop language
and engage a community more explicitly with what is an
Algebra Project pedagogy.”
For Moses, the ocus was on the 24 students he taught
or two weeks: “I wanted to help the students make a
commitment and, i possible, make some concrete strides
towards a learning community.”
He rejects the idea o the teacher as a “police person” in the
classroom, directing and enorcing order. Rather he seesthe teacher as the knowledge resource and as a acilitator.
HIDDEN MATHEMATICS
One o the keys to engaging the students is to lead them
to see mathematics in everyday lie. “Te Algebra Project
is student ocused,” says Moses. “In most math classes the
students, i they’re engaged at all, are engaged in trying to
gure out what the teacher is thinking. We are trying to get
into the minds o the students themselves and you’re not
going to do that through mathematical symbols written on
paper...so we search or some normal experiences, things
that the students might take or granted and thereore eel
comortable being experts about.”
One example is a trip, rom which a student can develop
a trip-line, and rom that trip-line can develop key
mathematical concepts—order, ractions, speed, and more.
“Te important idea,” says Moses, “is to get them involved
in an education experience in which they can be the experts,
because it’s their trip.”
One o Moses’s students described this as “hidden math.”
Each day, the Secondary Mathematics Laboratory had
between 20 and 50 observers, including secondary
mathematics teachers, mathematicians, School o Education
students, and a number o people rom the State Department
o Education.
With the mathematics instruction lling their mornings, the
aernoons were given over to a range o activities designed
to give the students exposure to the university. Te students
toured the campus, used the pool and athletic acilities, and
worked on dance choreography and writing.
REVISIT, REVISE, REDO
Moses, with his ocus on this small group o students, says
that their rst summer program was successul: the students
made signicant progress towards eeling comortable
sharing their thoughts, and with showing respect towards
other students who wanted to share their thoughts. “Tey
began to manage a culture in which any student could stand
up and announce to the other students that they wanted
to discuss something that they had worked on...and the
students would stop what they were doing and give that
student their attention. I, as the teacher, did not have to call
or attention or make an announcement. Students were able
to orchestrate this on their own.”
In addition to the progress made by students, the Secondary
Mathematics Lab produced useul high quality recordings
o what happened in the class. Tese records will be used in
teacher education and proessional development as well as
or urther research on teaching.
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Te President o the United States, Barack Obama, has
challenged the nation and set a goal that by 2020, the
U.S. lead the world in college graduates. Further, he said
that every American should have at least one year o
postsecondary education or job training.
Clearly, community colleges have critical contributionsto make i we are to hit these targets. Indeed, President
Obama has directly addressed the institutions: On October
5, 2010, he called upon community colleges to produce 50
percent more graduates by 2020.
Faculty and students at the University o Michigan School
o Education are engaged with community colleges in
numerous ways, including research partnerships with
community colleges that look at teaching methods, various
student behaviors, students’ post-community college
outcomes, and more.
COLLEGES OF THE PEOPLE
Richard Alred, associate proessor emeritus, has taught
in, held leadership positions in, consulted with, and
taught about community colleges or more than our
decades. While today’s community colleges trace their
origins to a late 19th century adult education movement
called Chautauqua, beore becoming popularly known as
junior colleges, Alred says that the post-WWII rumanadministration provided the stimulus that eectively
renamed the institutions as community colleges and
initiated construction o many new schools.
“Tese were to be ‘colleges o the people,’” says Alred.
“Tey were charged with making learning opportunities
more accessible, regardless o a student’s social class or
economic status. Te undamental idea was to provide
access to postsecondary training and education to students
with high school diplomas or GEDs, and adult learners.”
And this is what they remain today, according to Assistant
Proessor Peter Riley Bahr: “Community colleges are open-
door institutions. When we talk about community colleges,
we’re talking about publicly unded schools that have an
open admission policy—they admit nearly everyone.
Tey provide aordable college-going options with strong
academic quality, and their enrollment is surging.”
Tey dier rom our-year institutions in a number o
ways. While a community college’s associate’s degree in a
liberal arts eld can be quite similar to the rst two years o a bachelor’s degree in the same eld, community colleges
oer vocational courses and certicates, as well as classes
or adult learners who aren’t pursuing a credential, but
who simply want to learn. “Community colleges are more
ocused on teaching than are our-year institutions,” says
Susan Dynarski, associate proessor, School o Education;
associate proessor o public policy, Gerald R. Ford School
o Public Policy; and associate proessor o economics,
College o Literature, Science, and the Arts. “Te two-year
colleges see their mission as educating students, while the
our-year colleges also see research as a top priority.”
RESPONSIVE TO LOCAL NEEDS
In addition to being providers o opportunity, Alred
credits community colleges as being the astest moving and
most exible o higher education institutions. When a local
industry, such as automobile manuacturing, needs people
with particular skills, community colleges train instructors
and provide classes, either in the manuacturing plants, at
the schools, or both.
Tis type o workorce development has become a critical
part o the mission o community colleges, says Alred. A
lot o what is driving initiatives such as President Obama’s
call or increased higher education is insecurity about the
competitiveness o the American worker in the global
economy.
Community colleges have also developed close ties to
their local communities, providing more adult learningopportunities when local economies have suered, as
well as nding ways to share their resources with those in
their neighborhood. Alred recalls a school with a dental
hygienist program providing low-cost dental care to local
residents.
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COMMUNITY COLLEGE STUDENTS
Community colleges are the melting pots o higher
education with an ethnically and economically diverse
student body that ranges rom high school students
to retirees. While the majority o students entering a
community college or the rst time plan on transerring
to a our-year institution, they are joined by others who donot plan to transer: high school students earning college
credits, workers seeking to learn specic skills in their o-
hours, and adult learners who want to learn how to make a
cabinet, create sculpture, or understand Beowul.
“Te diversity is amazing,” says Bahr. “All the characteristics
that make up what we think o as non-traditional students
in our-year institutions—rst-generation students,
part-time students, students who are employed ull-time
and squeeze classes in around the edges, single momsand dads, English-as-second-language students—these
characteristics are common in the community college.”
Classes comprised o such diverse students provide “the
true test o the proessional teacher,” says Alred. “I’ve
taught introductory social science courses with every kind
o student under the sun. Te challenge is to deliver quality
teaching to all o the dierent kinds o students.”
Te myriad outcomes o a large variety o types o students
with a wide range o goals make measuring success in
community colleges difcult. Across the country, the
average rate o completion, as measured by the earning
o a certicate or associate’s degree, may be as low as 10
percent. However, this number doesn’t take into account
the large number o students who transer to a our-year
institution or to another community college without
earning a credential rom the community college. Te
graduation rate is also diminished by including students,
such as the high school students earning college credits,
the retirees indulging their interests, or the adult learning
discrete skills, who never intended to earn a credential.
Some scholars think that i transer students are included,
the actual completion rate at community colleges is around
40 percent.
WHAT DO WE KNOW—AND WHAT CAN WE
LEARN—ABOUT STUDENT BEHAVIOR?
Community colleges are oen criticized or their low
graduation rates and their unding is oen threatened as a
result. In an eort to shed light on the murky outcomes o
community college students, Bahr has been analyzing data
rom the immense Caliornia community college system.
Among his ndings are that a rather large percentage—
about a quarter—o community college students transer
rom one to another community college at least once.
In addition to aecting completion rates, there are
implications o this behavior or community colleges.
While community colleges traditionally hold student
orientation and inormation sessions in the all, Bahr’s
research nds that community college students are mostlikely to transer to another community college in either
the spring or summer semesters. New student unctions, as
well as the hiring o counselors and aculty, may be based
on counts o all-enrolled students and thus inadequately
serve transer students who arrive later.
Continued on page 19
Richard Alred Peter Riley Bahr Susan Dynarski
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During the 2009-10 academic year, a small group o School o Education doctoral students discovered they
shared interests in issues relating to community colleges. Pooling their notes, they produced a substantial list
o aculty and students who were interested in and/or working with community colleges—and they began to
imagine the projects, collaborations, and events that could happen i all the interested parties could somehow
be brought together.
While there were some things they could do as an inormal group, in order to organize the substantive events
they envisioned, they needed unding. They applied to the Horace H. Rackham School o Graduate Studies
at the university and received unding and status as an ofcial Rackham Interdisciplinary Workshop, the
Community College Interdisciplinary Research Forum (CCIRF).
SOE Students
Organization to Facilitate Discussion
and Connect Research to Practice
Brett Grifths (with son Aaron Zoellner), Christie Toth, and Kate Thirol.
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The ounding members, Brett Grifths, Christie Toth,
and Kate Thirol, have all taught or worked with
community colleges, and Grifths attended one. They
eel strongly that community colleges have an important
role to play in the country’s educational uture: “Access
to higher education is a major civil rights movement o
our times,” says Grifths, “and it’s a movement that’s
going to be made at the community college level.”
In the summer o 2010, CCIRF organized a series o
fve discussions o books on community colleges and
several panel discussions with community college
practitioners in the areas o institutional research,
instruction, and student services. In all 2010,
they held several events including a aculty panel
discussion in which several SOE aculty members and
a guest rom Eastern Michigan University discussed
their community college-related research. On May 2,
2011, they are holding a conerence titled “Research
and Innovation or 21st Century Students: Rethinking
Community Colleges in the 2010s.”
Grifths, Toth, and Thirol have clearly identifed an
area o interest, not just to the School o Education
community, but to the university and beyond. Each o
their events has been well attended, with the audience
or the aculty panel pushing the capacities o the room.
They have more than 100 people on their listserv and
anticipate a good turnout or the conerence.
Thirol says that CCIRF is about more than providinga orum or discussion. “It’s not just about the sharing
o ideas,” she says. “At every meeting we think o how
we can contribute to the feld and advance community
college research.”
Toth adds “It was working in a community college
frst-hand that convinced me to come to the School o
Education’s Joint Program in English and Education in
the frst place. It’s important that the research we do
here gets out and makes a dierence or community
colleges and their students.”
More inormation about CCIRF, their listserv,
and the upcoming conerence can be ound
on the web at www.bit.ly/CCIRF or by emailing
Bahr is also working on constructing behavioral typologies
o community college students. Using the Caliornia
student data, he has classied students based on their
course-taking and enrollment behaviors. Bahr was able
to group students into one o six categories, includingtranser, vocational, exploratory, and experimental.
One utilitarian aspect o this is that better understanding o
student behavior would help colleges direct and optimize
the use o resources toward students who may be lost rom
the college or otherwise may miss the mark in terms o
their academic goals.
Closer to home, Bahr is looking at the experiences o
community college students who have transerred tothe School o Education. Tis is both a quantitative and
a qualitative study. Te quantitative includes looking at
students’ academic data rom community colleges and
their post-transer data rom the School o Education
and comparing with the analogous data or students
who completed two years at the university’s College o
Literature, Science, and the Arts beore transerring to the
School o Education.
On the qualitative side, most o the community college
transer students have been interviewed, responding to
questions about their post-transer experiences, including
perceptions o classroom experience, social integration,
adjustment, and overall “t” in the school community.
Te students were interviewed in all 2010 and will be
interviewed again in late spring 2011 to enable detection
o any changes.
EVOLVING INSTITUTIONS IN CHANGING TIMES
“Community colleges are the most complex, most
multiaceted o higher education institutions,” says Bahr.
“Tey are the gateway to postsecondary education or
a huge segment o the American population that would
otherwise be excluded. But they’re acing huge challenges
as well, including tight unding and an enormous need or
remedial education among students.
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“Really, it’s astonishing that community colleges do as
well as they do, given the resources that they have to work
with.”
Community colleges are caught at the center o a cyclone
o changes. Even as President Obama calls upon them to
increase the numbers o graduates, the number o studentsenrolling in community colleges swells, due in part to
dismal employment prospects or those without higher
education. Yet while this surge o students provides the
bodies needed to meet President Obama’s challenge o
increasing graduates by 50 percent, the wave o incoming
students also presents challenges both in terms o standard
community college resources—everything rom parking
lot capacities to numbers o classrooms and aculty—but
today’s students also need more remedial education than
did their predecessors. (Remedial classes are “catch-
up” classes that students take to bring them up to the
Assistant Proessor Vilma Mesa studies undergraduate mathematics education. Mesa’s ocus is on the
day-to-day, even minute-to-minute components o teaching. She studies what makes it easier or more
difcult or math instructors to implement new methods o classroom instruction. She ocuses on the
interactions between students and instructors while they learn mathematical content.
minimum academic thresholds necessary to take college-
level courses. Remedial classes typically don’t provide
credits or count toward degrees or certicates.)
“oday’s high school graduates require more remediation
than did past generations o students,” says Alred. “In
part it’s because placement testing in community collegesis more rigorous than it used to be, so more learners are
identied as needing remediation.
“But it’s also true that the quality o graduates coming out
o our K-12 schools is not what it used to be.”
Alred, who has consulted with scores o community
colleges, believes that students and institutions alike would
benet rom an earned credential that was dierent rom the
associate’s degree. “From the standpoint o their mission,
purpose, and organizational architecture, community
Teacher/Student Interactions
in Community College Classrooms
SOE Faculty
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“Similarly to K-12 education, in post-secondary education
proessional organizations have been asking mathematics
educators to reorm instruction in ways that are intended to reach
more students,” she says. These suggestions are intended to
increase students’ intellectual engagement with mathematical
concepts so that they think like mathematicians, rather thansimply learn a script and perorm as human calculators.
Community colleges are excellent places to study the difculty
o changing classroom interaction and relate this to learning,
says Mesa, because the smaller math classes in community
colleges aord more student/teacher interactions than there are
in our-year institutions. At our-year colleges, she says, “We
tend to think that lecture is an efcient way o teaching math.
It’s a pervasive model and many instructors don’t know how to
do it any dierently when they have large classes.”
The results o her research, thus ar, suggest an interesting
phenomenon related to the increased classroom engagement.
In one recent study o seven community college instructors, she
did fnd a relatively large number o teacher/student interactions,
but too many o these were at low levels o lexical and cognitive
complexity. This is due, at least in part, to the instructors’ desire
to have the students succeed: the instructors ask students
questions that aren’t too difcult in order to increase students’
colleges are not built to graduate or ‘complete’ legions o
students,” he says. “Alternative completion structures in
the orm o credentials certiying specic skills learned or
knowledge acquired…would more accurately depict their
contribution to learning. Tese structures would also put a
whole new ace on the completion picture or community
colleges and would put them on par with traditionalcolleges and universities.”
RESEARCH IN COMMUNITY COLLEGES
BENEFITS ALL HIGHER EDUCATION
INSTITUTIONS
Dynarski says that community colleges are particularly
good places to examine some higher education issues:
“Research relevant to all types o colleges—especially those
with high drop-out rates—is taking place at community
colleges. By partnering with researchers, community
confdence that they can
handle the content.
“Just because students
are actively engaged and
answering questions,”says Mesa, “it doesn’t
mean that they’re
learning what we want
them to be learning.
We need to ensure
that students engage
also with authentic
mathematics.”
Mesa’s research into the
conditions that support
or hinder reorm in post-
secondary mathematics
teaching is an example o the kind o work being done by
School o Education aculty with community colleges, but
which promises to be relevant to our-year and other higher
educational institutions.
colleges are putting themselves on the line to identiy
practices that can help all college students succeed.”
See the article about Vilma Mesa’s work below or an
example o this type o research.
Dynarski, Bahr, and Brian Jacob, proessor, School o
Education; Walter H. Annenberg Proessor o Education
and Policy, Gerald R. Ford School o Public Policy; and
proessor, College o Literature, Science, and the Arts,
are developing a partnership with three local community
colleges to examine the post-community college paths
o their students. “We’re going to work with them on an
analysis o their data,” says Dynarski. “We want to help
them understand which programs appear to be eective at
increasing earning or improving other outcomes.”
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In the hopes o giving teachers a resource to deepen their
proessional knowledge, the new Case Studies o Reading
Lessons (CSRL) program takes teacher education away
rom required proessional development, instead oering
teachers a choice to study eatures o eective instruction.
“I’d like teachers to have more control over their own
decisions about how they advance their own proessional
learning,” said Joanne Carlisle, proessor o education and
CSRL ounder.
In an eort to give teachers the kind o “control” that
Carlisle alludes to, CSRL takes advantage o the modern
interactive culture. Te CSRL program uses streaming
video o reading lessons, teacher interviews, copies o
text used in lessons, and experts’ analysis o the lessons
themselves to enhance a web-based multimedia program
aimed at helping teachers rene their own reading lessons.
Te program is made up o a series o recorded case studies
o reading lessons that were contributed by Michigan
teachers in grades 1-3. Each case study includes streaming
Online Teaching Lessons forIn-Classroom Reading Lessons
The CSRL tutorial video introduces frst-time viewers to recorded reading lessons eaturing students in grades 1-3.
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video o two to our reading lessons led by a teacher over
the course o a ew days, allowing or the viewer to see
the reading lesson unold as it would in the classroom. In
addition to the video o the reading lessons, interviews
with the teacher both beore and aer the reading lesson
are made available. Further providing an overview into
the reading lessons is the teacher’s discussion o theparticipating students, the lesson plan, and the texts used
in the reading .
A unique eature to CSRL is the ability or other teachers
to log into the website and view the case studies. While
viewing the case studies, viewers are encouraged to answer
a set o “thinking questions.” Tese questions are designed
to ocus the viewer’s attention on the purpose and design
o the reading lesson, the instruction, and the student
engagement in the reading lesson. Te program is exible
enough to allow or one viewer to work through the case
studies, or a study group. But it is this interactive eature o
the program that has Carlisle excited about the prospects
o improving reading education.
“Te idea is that i you train teachers to be a little more
analytic by watching others teaching, they will learn to
become more analytic when thinking about their own
teaching, which will ideally make them better or more
inormed teachers,” said Carlisle. “In an earlier project we
had been trying to understand what eective teaching lookslike when you observe it in the classroom i you’re there in
person or i you videotape it and analyze instruction. It’s a
way to try and get at what knowledge looks like in practice.”
Te success o the CSRL program has been encouraging.
Following a beta testing session this past summer, the
participating members o the survey gave eedback about
the program—the kind o eedback Carlisle was hoping to
hear.
“Te teachers raved about it,” Carlisle said. “As part o the
study o the beta version o the program on the website,
the teachers were all asked to sample two case studies and
then complete a survey. Te survey had some easibility
questions like ‘were you able to access the website okay?’ or
‘were you able to log in okay?’ And at the end o the survey
there were questions asking i they would recommend this
program to various proessionals or teachers. And we’ve
received a lot o positive responses to those questions.”
Tough the program has been received warmly by
those who have used it, there have been some technical
difculties with the website. But as Carlisle points out,
the challenges o the website are typical o any interactive,web-based program.
“Tere were problems we had to deal with: slow streaming
o the videos or buttons you couldn’t see very well,” Carlisle
explained. “But we went back in and made a whole bunch
o improvements.”
For the CSRL program, creating a procient proessional
development tool or teachers is the goal. According to
Carlisle, CSRL ultimately broadens a teacher’s options in
terms o proessional development, a problem that currently
plagues the eld. ypically, proessional development
programs in literacy are used to train teachers to use new
materials or a particular teaching method. Tis system is
one that Carlisle sees as dictating to teachers what to do,
rather than having them think or themselves.
“We’ve been in a world where what is oered to teachers
in proessional development are programs that were
chosen by a district, state, or school,” Carlisle said. “Tere
aren’t a lot o choices on the teachers’ behal or what they want to do. We don’t provide opportunities or teachers
to engage in the study o actual instruction and evaluate
it on their own. We aren’t asking them to ponder about
eective teaching enough. I think we don’t honor the
capabilities o the teachers and their capacity to evaluate
aspects o instructional events that are more and less
eective. Helping teachers acquire the ability to analyze
the complexities o teaching reading is the goal o CSRL.”
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Indeed, he says “I was pretty straight when I was in Ann
Arbor. I didn’t do protests or things like that.” Instead, what
he did was to major in psychology as an undergraduate and
earn his PhD in the Combined Program in Education and
Psychology at the School o Education.
He had grown up in Detroit and, as a child in public school,
observed that school was like a game, and some students
were better at it than others. “At an early age,” he says, “I
understood that every kid is dierent.” He noticed that school
experiences that were successul in teaching some children
were ineective at reaching others.
In the 1960s, the psychology program at the university had
several ties to the Northville Regional Psychiatric Hospital,
located about 25 miles northeast o Ann Arbor. As a junior,
Littky visited the hospital as part o a class on the dynamics o
mental illness. “Te people in that hospital,” he says, “they were just a couple steps over the line rom you and me.” Wanting
to help, Littky returned as a senior with some other students
and tutored and worked with some o the hospital patients.
Aer each visit to the hospital, the university students would
return to Ann Arbor and discuss their experiences o helping
the patients learn. Tis pairing o education by individual
instruction, together with insights rom psychology, became
a principle hallmark o Littky’s approach to education.
Due in part to his experiences with the hospital patients, Littky
grew increasingly committed to working with disadvantaged
populations. o expand both the number o opportunities to
help, along with his capacity to help, he decided to pursue a
doctorate in education and psychology.
He credits the program, which included instruction in human
behavior and learning theory, with teaching him some o what
has become undamental in his philosophy o education: the
role o motivation in students’ lives. “You learn when you’re
interested in stu,” he says. “You learn when you have realwork to do, when there’s meaning to it.” In Littky’s view,
education ourishes when you help a student articulate his or
her interests and then get the student together with a teacher
and allow them to work on lessons drawn rom real-lie.
However, because students’ interests are idiosyncratic, this
model demands a lot o individual or small-group attention.
“It started getting very clear to me that we can’t mass-teach
students; they’re too dierent,” he says.
Littky also ascribes to his University o Michigan education
an intellectual exibility and reedom. While he is critical o
the pedagogy o traditional higher education institutions, he
says that the university “allowed me to think about using my
knowledge to teach others in a very dierent way, rather than
to perpetuate the sometimes wrong way that people have
been teaching. Somehow, they [the aculty] gave me the right
to be mysel, to expand, to be a change agent in education in
very dierent ways.”
Aer nishing his coursework and his preliminary doctoral
exams, Littky was asked to come to Ocean Hill-Brownsville, aneighborhood in Brooklyn, NY. Ocean Hill-Brownsville was
then the center o a school- and education-centered crisis that,
over the course o several months, included teacher strikes,
charges o racism and anti-Semitism, and was undamentally
about issues o community inuence on schools and the ability
to provide eective education in difcult circumstances. He
“My lie is committed to helping
improve education or students in this
country. That’s what I do, 80 hours a
week, rom the day I let Ann Arbor until now.”
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2 6 W W W. S O E . U M I C H . E D U S P R I N G 2 0 1 1
spent a year-and-a-hal working as a community organizer
in Ocean Hill-Brownsville, organizing parents to work one-
on-one with students and training parents and teachers
to be more eective in the classroom, and wrote about his
experiences or his doctoral dissertation.
In the decades since receiving his doctorate, Littky has
run a teacher training program at Stony Brook University,
ounded and spent six years as the principal o the Shoreham-
Wading River Middle School in New York, spent 14 years as
the principal o Tayer Junior/Senior High School in New
Hampshire (his work at Tayer was recorded in a book, Doc:
Te Story o Dennis Littky and His Fight or a Better School ,
by Susan Kammeraad-Campbell, and in a 1992 NBC movie,
A own orn Apart ), worked at the Brown University’s
Annenberg Institute or Educational Reorm, ounded
Big Picture Learning and another high school, this time
in Providence, Rhode Island, and nally (so ar), ounding
College Unbound.
“My lie is committed to helping improve education or
students in this country,” he says. “Tat’s what I do, 80 hours a
week, rom the day I le Ann Arbor until now. I’m passionate
about what needs to be done and about what isn’t being done.
And how the poor and underserved in our country get a bad
de al.”
Littky’s methods strike some as unconventional. He believes
that the traditional school model is not conducive to learning.
In his schools, he gets rid o bells because he hates the
thought o a suddenly ringing bell interrupting a productive
conversation or lesson. He believes that students need to be
treated with respect and allowed chances to discover learning
opportunities in real lie. He understands the import o
standard school subjects, but he also believes that “learning is
about ‘the three Rs’—relationships, relevance, and rigor.”
And his methods, unorthodox as they are, are impressively
eective. At Tayer, the dropout rate dropped rom 20 percentto 1 percent during Littky’s tenure. College matriculation
jumped rom 10 percent to 45 percent. At the Metropolitan
Regional Career and echnical Center (the Met) school in
Providence, the graduation rate is consistently above 90
percent, drawing rom the same population that is victim o
the 66 percent graduation rate in the regular public schools.
And 98 percent o the Met’s graduates apply to college,
with nearly all being accepted, and most o them are rst-
generation college students.
Tis kind o success does not go unnoticed. Te Bill and
Melinda Gates Foundation provided some unding aer
hearing about Littky’s (and his partner Elliot Washor’s) results
with the Met and their model was implemented in about ten
schools around the U.S. When those were also successul,
other schools expressed interest and the model has been
adopted by a total (to date) o 70 schools in the U.S. and about
40 more in Australia and the Netherlands.
Littky is pleased with the success o his students, but he’s not
yet ready to rest on his laurels. “I started looking at the data,”
he says, “and i you’re a rst generation college-going kid, and
poor: you made it through high school, so you’re in the 50th
percentile. Eighty-nine percent o people like you drop out o college. Tat’s absurd! Tat means only 11 percent graduate!”
And in today’s economy, Littky understands, it’s not good
enough to simply get a high school degree.
So Littky begins a new chapter in his lie, turning to higher
education and ounding College Unbound. In this Providence-
based school, the degrees are granted through an agreement
with Roger Williams University, and the model is an extension
o what has worked with younger students.
Over the next ve years, Littky says, he hopes to open people’s
minds and redene what a college education is and redesign
how to accomplish that education. “I’m a little driven,” he
admits. “My best traits are my enthusiasm and my passion.”
For more inormation about Dennis Littky, visit Big Picture
Learning online at www.bigpicture.org.
Prole by Robert Brustman
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 2 7
MARY CLARE CAROLAN DURAN,
ABED ‘81, CERTT ’81
Mary Duran retired rom Detroit Public Schools aertwenty-ve years o service. She also had ve years o servicein international schools in Chile, her husband’s country. InDetroit she taught homeroom, oreign languages, and, ormost o her career, art. She says her career highlights includeteacher exchanges to Russia and to Japan and the proudmoment when her grandson Gabriel Herrera-Duran waspresented an award in the citywide show as her art student.
WILLIAM E. HERMAN, PhD ’87
Aer completing his doctoral studies in educationalpsychology, Bill Herman pursued an academic careeras a teacher, researcher, and scholar with a distinctively
international ocus. He has spent the past 32 years preparinguture K-12 teachers at Madonna University, Livonia,Michigan, and the State University o New York College atPotsdam. His research on the motivational characteristicso test anxiety, ear o ailure, and academic success led toteaching a three-week graduate seminar at the University o Potsdam in Germany during the summer o 2009. Earlierproessional work abroad included serving as a SeniorFulbright Scholar in Russia (1993) and teaching graduatecourses or ve summers in aiwan (1989-93). During the2010-11 academic year, Herman is conducting proessionaldevelopment seminars or aculty members in the Collegeo Education at Pranakhon Rajabhat University in Bangkok,Tailand, as part o the Fulbright Specialists Program.
EDWARD HOFFMAN, MA ’72, MA ’74, PhD ’76
An adjunct associate psychology proessor at YeshivaUniversity, Edward Homan was awarded a grant rom theJapanese government and served as a visiting scholar at theUniversity o okyo in 2009. He is the author o more than adozen books in psychology and related elds, and several o these have been translated into Japanese including Te Right tobe Human: a Biography o Abraham Maslow, Te Drive or Sel:
Alred Adler and the Founding o Individual Psychology, andFuture Visions: Te Unpublished Papers o Abraham Maslow.
Homan is also a senior editor o the Journal o HumanisticPsychology and has been studying peak-experiences rom across-cultural perspective.
BLAISE LEVAI, EdD ’52
Rev. Dr. Blaise Levai died peaceully on December 20,2010, surrounded by his amily. He was a graduate o HopeCollege (1942), New Brunswick Teological Seminary (1945), University o Chicago MA (1946), and University o Michigan EdD (1952). He served as a missionary pastor o St. John’s Church and proessor o English and vice-principal
o Voorhees College in Vellore, South India. On returningto the United States he was proessor o English and director
o admissions at Northwestern College in Orange City, Iowa(1958-60). From 1960-68 he was managing editor or theAmerican Bible Society and rom 1968-75 he was directoro literature or the Methodist Board o Missions. Beoreretirement he was pastor o Reormed Churches in NewJersey and Florida.
KATHLEEN VESTAL LOGAN, CERTT ’64, ABED, ’64
Kathleen Vestal Logan taught elementary school or threeyears, then ran away and joined the navy in 1967. Shereceived her master o science in management rom the Navy Postgraduate School in 1971. She married a navy ofcer andmoved requently, living in Virginia Beach, Washington,
DC, Japan, and Pensacola, FL, where they now reside. Loganreceived a master’s in marriage and amily counseling in 1981.She has been a speaker and writer on military amily issuesand deployments, a counselor, college instructor, coordinatoro an employee assistance program, and writer. Logan andher co-author, Betsy Smith, recently published their award-winning book Second Blooming or Women: Growing a LieTat Matters Afer Fify.
FRANK MERLINO, CERTT ’83, ABED ’83
Frank Merlino recently published his novel Stream o Consciousness.
MARK NECHANICKY, MSE ’97, AM ’04, CERTT ’04
Mark Nechanicky was named the 2010 Albert Lea eachero the Year. He teaches ourth grade at Lakeview Elementary School in Albert Lea, Minnesota.
PENNY PASQUE, PhD ’07
Penny Pasque is an assistant proessor at the University o Oklahoma and recently published her book, American Higher Education, Leadership and Policy: Critical Issues and the PublicGood.
MARYJEAN TYKOSKI (NEE GRAY),
BSED ’95, CERTT ’95
Maryjean ykoski was named the Middle-School Scienceeacher o the Year by the Science eachers Association o exas.
JACK ZEVIN, PhD ’69
Jack Zevin and colleague David Gerwin have just had a pairo books published: eaching U.S. History as Mystery, in arst and a second edition. Tese books oer “a philosophy,methodology, and examples or world/global history instruction that are active, imaginative, and provocative.”
CLASS NOTES
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2 8 W W W. S O E . U M I C H . E D U S P R I N G 2 0 1 1
SCHOOL OF EDUCATION PARTICIPATES IN NEW PEACE CORPS MASTER’S INTERNATIONAL PROGRAM
On October 14, 2010, the ieth anniversary o the Peace Corps’ inception by John F. Kennedy’s amed speech on the ootsteps o theMichigan Union, the university announced the launch o a new master’s program in partnership with the Peace Corps. Te program allowsstudents serving in the Peace Corps to apply their experiences as practicum or master’s programs in several university units, including theSchool o Education. In this photo U-M President Mary Sue Coleman (le), SOE Dean Deborah Ball (third rom right) and others at theannouncement o the program.
SNAPSHOTS
DEBORAH BALL INFLUENCING EDUCATION POLICY IN WASHINGTON D.C.
In May 2010, Dean Deborah Ball testied beore the House Education and Labor Committee and argued or the proessional preparation o highly trained and highly skilled teachers who would be able to work competently on their rst day in the classroom. On September 28, 2010,Ball joined the National Board o Education Sciences. Secretary o Education Arne Duncan swore her in. Tis photo shows the members o the board.
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 2 9
WAITING FOR “SUPERMAN”/RACE TO NOWHERE
Sponsored by the Educational Studies program during the months o November and December, the acclaimed documentaries Waiting or “Superman” and Race to Nowhere were screened at the Michigan Teatre and in the Schorling Auditorium. Each lm was accompanied by apanel discussion eaturing school aculty members together with students, educators, administrators, and policymakers.
GRAND RAPIDS EML
Te Elementary Mathematics Laboratory was taken to GrandRapids in July 2010 or rising h graders. Te laboratory eaturesa mathematics program led by mathematics educator and School o Education Dean Deborah Ball.
U-M AND ANN ARBOR PUBLIC SCHOOL PARTNERSHIP
With Ann Arbor Public Schools, the School o Education ispartnering to combine Mitchell Elementary School and ScarlettMiddle Schools to create a K-8 campus with innovative curriculumand teaching.
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3 0 W W W. S O E . U M I C H . E D U S P R I N G 2 0 1 1
BARRY FISHMAN
Associate Proessor, School o Education; Associate
Proessor, School o Inormation
Barry Fishman received the Provost’s eaching
Innovation Prize or his project, “Using Collaboration
and Communication echnologies to ransorm Large
Lectures into Small Seminars.” Tis award recognizes
aculty who have developed innovative approaches to
teaching that incorporate creative pedagogies, e.g. new
uses o instructional technology, new ways to engage
students in the learning process, new approaches to
student collaboration, or new methods or replicating the
advantages o a small course in a large lecture.
ANNE RUGGLES GERE
Gertrude Buck Collegiate Proessor, School o Education;
Proessor o English Language and Literature, College
o Literature, Science, and the Arts; Arthur F. Turnau
Proessor; Chair, Joint Program in English and Education;
Director, Sweetland Writing Center
Anne Ruggles Gere was awarded the Rewey Belle Inglis
Award by the National Council o eachers o English.
Tis award honors women who have served as leaders
and inspirational models to the association and the
proession.
KRISTIN HOLMSTROM, Research Investigator, and
ANDREW KRUM, Doctoral Student in Educational
Studies
Kristin Holmstrom and Andrew Krum received the
2010 Best Paper Award or their paper “Making Sense
o Instruction” rom the Organizational Teory Special
Interest Group o the American Educational Research
Association.
AWARDS Faculty and StudentsBOB BAIN, Associate Proessor, School o Education;
Associate Proessor, Department o History, College o
Literature, Science, and the Arts, andELIZABETH MOJE, Proessor; Arthur F. Turnau
Proessor; Associate Dean or Research
Bob Bain and Elizabeth Moje received the Provost’s
eaching Innovation Prize or their project, “Learning
and eaching the Disciplines through Clinical Rounds
(Te Rounds Project).” Tis award recognizes aculty
who have developed innovative approaches to teaching
that incorporate creative pedagogies, e.g. new uses o
instructional technology, new ways to engage students
in the learning process, new approaches to student
collaboration, or new methods or replicating the
advantages o a small course in a large lecture. (An article
about this project begins on page 2.)
DEBORAH LOEWENBERG BALL
William H. Payne Collegiate Chair; Arthur F. Turnau
Proessor; Dean o the School o Education
Deborah Loewenberg Ball received the Distinguished
Alumni Award rom her alma mater, Michigan State
University (MSU) College o Education, where she
received her PhD in 1988. Te award is given annually to an MSU College o Education alumnus who has
made signicant contributions to his or her proession,
community, and educational organization through
recognized leadership. Ball was nominated by Carole
Ames, dean o the MSU College o Education, and
is honored or “her inuential eorts to transorm
mathematics teaching and to improve how the nation
prepares teachers.”
PERCY BATES
Proessor; Director, Programs or Educational
Opportunity; Director, Lives o Urban Children andYouth
Percy Bates was inducted into the John McLendon
Minority Athletics Administrators Hall o Fame in 2010.
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U N I V E R S I T Y O F M I C H I G A N S C H O O L O F E D U C A T I O N 3 1
We’d love to hear rom you. Send us news about your
achievements and experiences. Send us your comments
and advice.
Our address is:
Ofce o Development, Communications, & Alumni Relations
U-M School o Education, 610 East University, Suite 1001
Ann Arbor, MI 48109-1259
email: [email protected]
Staying in touch
JOSEPH KRAJCIK
Proessor; Co-Director o the IDEA Institute
Joseph Krajcik received a Rackham Distinguished
Graduate Mentor Award. Tis award honors and
encourages the eorts and accomplishments o aculty
who serve as eective mentors o doctoral students.
According to the selection criteria, “the successul mentorserves as advisor, teacher, advocate, sponsor, and role
model, ensuring that the experience o dedicated scholars
and artists remains accessible to the ull spectrum o
graduate students.”
DIANE LARSEN-FREEMAN
Proessor, School o Education; Proessor, Department o
Linguistics, College o Literature, Science, and the Arts;
Research Scientist, English Language Institute
Diane Larsen-Freeman was selected by the American
Association o Applied Linguistics to receive their 2011Distinguished Scholarship and Service Award.
VALERIE LEE
Proessor
Valerie Lee was elected to the National Academy o
Education, which consists o U.S. members and oreign
associates who are elected on the basis o outstanding
scholarship or contributions to education.
JOAN McCOY
Registrar in the Ofce o Student Aairs
Joan McCoy received the rst annual Patricia A. Natalie
Sta Award or Excellence. Te award honors the
memory o longtime School o Education community
member Pat Natalie.
VILMA MESA
Assistant Proessor
Vilma Mesa was the 2010 winner o the Pattishall Award.
Endowed in the School o Education in 1993 by Evan G.
and Helen G. Pattishall, this award is to encourage early
career aculty with the pursuit o their research.
CHRISTOPHER NELLUM
Doctoral Student in the Center or the Study o Higher
and Postsecondary Education
Christopher Nellum was elected to a two-year term as the
Graduate Student Board Member or the Council or the
Study o Community Colleges Board o Directors.
EDWARD ST. JOHN
Algo D. Henderson Collegiate Proessor o Higher
Education
Edward St. John was awarded the 2010 Research
Achievement Award by the Association or the Study o
Higher Education. Tis award is presented to a scholar
or contributions to research that signicantly advance
the understanding o higher education among researchers
and more broadly.
SIMONE HIMBEAULT TAYLOR
Adjunct Assistant Proessor; Associate Vice President
or Student Aairs, Ofce o Vice-President or Student
Aairs
Simone Himbeault aylor received the award or
Outstanding Contribution to Student Aairs through
eaching Award at the 2010 NASPA-Student Aairs
Administrators in Higher Education Region IV-
East annual conerence. Award criteria include
contributions to the proession through the development
o proessionals; contributions through research
and publication; and contributions through active
involvement with proessional organizations.
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3 2 W W W. S O E . U M I C H . E D U S P R I N G 2 0 1 1
to build and create spaces that oster and encourage that
culture.
Our objective is to create exible and hospitable classrooms,
lecture halls equipped with state-o-the-art technology,
improved spaces or research and collaboration, updated
laboratories, and new acilities such as a digital library
and archive. We will also upgrade our technology
inrastructure and wireless capabilities to support the
innovative opportunities we can oer in our programs.
Tis will be an expensive undertaking, but one that is
critical to our mission. I hope you will partner with us in
our eorts. Your gi today to the School o Education will
be an investment in our building, in our students, and in
our uture. It will give us the nancial exibility to model
innovative environments worthy o a world-class teacher
preparation and educational research institution.
Tank you or your support.
Sincerely,
Michael S. DubinDirector o Development, Communications,
and Alumni Relations
At the School o Education, we strive to build and sustain a
vibrant and intellectually rich learning experience or our
students. A large part o that experience is shaped by the
physical environment—the learning and teaching spaces
in which our students not only take classes and conduct
research but also learn vital lessons about the importance
o space in educational settings.
As you may recall rom your time here, the historic building
that houses the School o Education is a campus landmark
and an architectural treasure. Originally built in 1921, it is
a handsome structure cherished in memory by generations
o alumni. However, its spaces are not always amenable to
the work o our students, teachers, and researchers, who
must collaborate and communicate, oen across space and
time, in imaginative and unprecedented ways.
As a result, we have recently begun to develop a wise plan
or a mission-driven and practical renovation o our legacy
building. By “wise” we mean a plan that uses resources
prudently and eectively to get maximum improvement
without extravagant outlays o money. By “mission-driven”
we mean improvements that are geared directly to the core
goals o the school’s agenda and scope o work.
We must design the uture learning environment o
the School o Education to support the new kinds o
proessional training, the innovative research programs,
and the design and development work we do and will
be doing both in the short term and in coming decades.
Moreover, we must consider the type o culture we want
UNTILNEXT TIME
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Mark your calendar now and make plans to return to
Ann Arbor for your reunion. Connect with old friends,see what’s changed on campus, learn about new programs
and cheer on the Wolverines. Whether you are celebrating
five or 50 years since graduation, you’ve all got one thing
in common—your Maize and Blue spirit!
Class of 1961
50th Reunion and Emeritus Weekend
October 27-30, 2011
Class of 200110th Reunion
October 28-30, 2011
Class of 2006
5th Reunion
Date to be announced—visit our Web site for details
Get involved, find a classmate, learn about your reunion
and more! Contact the Office of Reunion & Reunion Giving
at [email protected] or 866.998.6150.
reunions.umich.edu
Celebrate Your Reunion
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INNOVATORUniversity o Michigan School o Education
610 East University Avenue
Ann Arbor, MI 48109-1259
The RegenTs
of The univeRsiTy of michigan
Julia Donovan Darlow, Ann Arbor
Laurence B. Deitch, Bingham Farms
Denise Ilitch, Bingham Farms
Olivia P. Maynard, Goodrich
Andrea Fischer Newman, Ann Arbor
Andrew C. Richner, Grosse Pointe Park
S. Martin Taylor, Grosse Pointe Farms
Katherine E. White, Ann Arbor
Mary Sue Coleman, ex ofcio
nrt P stttThe University o Michigan, as an equal opportunity/afrmative action employer, complies
with all applicable ederal and state laws regarding nondiscrimination and afrmative action,
including Title IX o the Education Amendments o 1972 and Section 504 o the Rehabilita-
tion Act o 1973. The University o Michigan is committed to a policy o nondiscrimination
and equal opportunity or all persons regardless o race, sex, color, religion, creed, national
origin or ancestry, age, marital status, sexual orientation, gender identity, gender expression,
disability, or Vietnam-era veteran status in employment, educational programs and activi-
ties, and admissions. Inquiries or complaints may be addressed to the Senior Director or
INNOVATOR is published by the
University o Michigan School o Education
Ofce o Development, Communications,
and Alumni Relations
leadeRshiP Team
of The school of educaTion
Deborah Loewenberg Ball, Dean
Elizabeth Birr Moje, Associate Dean, Research
Annemarie Sullivan Palincsar, Associate Dean,
Academic Aairs
Henry Meares, Assistant Dean
office of develoPmenT, communicaTions,
and alumni RelaTions
Robert Brustman, Writer
Jenny DeMonte, Public Aairs/Media Relations
Mike Dubin, Director
Elena Godin, Web Administrator
Lois Hunter, Secretary