LAUNCHING THE FUTURE IN EDUCATION VOL. 2

STEM IN ACTION: THE VIEW FROM THE CAPTAIN’S CHAIR

by Kathy Mayer

From the minute Dean Maryann Santos de Barona boarded the plane last October for her 150-mph-to-zero, wire landing on the 4.5-acre deck of the carrier, she witnessed STEM educa-tion in action.

In her 26 hours at sea, about 120 miles from Norfolk, Virginia, she observed catapulted take-offs and jet fuel purification, learned about on-board communications and the ma-chine shop, and visited the bakery and dozens of operations points from nine levels below deck to 11 levels up.

STEM permeated every area.

“Life on an aircraft carrier gave me an oppor-tunity to see how the 21st century skills we are working on play out—from teamwork and problem solving to STEM subjects.”

The visit for educators—a dozen were se-lected—was tailored to demonstrate the skills ship personnel need.

The experience was coordinated by the Naval Flight Museum Foundation, which operates the National Flight Academy in Pensacola, Florida, which provides immersive STEM edu-cation experiences for students.

At sea, the ship carries a crew of 5,000. “It’s a floating city,” Santos de Barona says, and it takes a knowledgeable crew to run it and complete its missions.

“When you experience it, the knowledge needed takes on a different meaning and sig-nificance. It reinforced my belief that we must equip our teacher candidates to teach kids these vital 21st century skills and how they apply to real-life experiences.”

EDUCATION.PURDUE.EDU

Santos de Barona from the captain’s chair of the USS Truman

At Purdue, we place a greater emphasis on math and science than any other teacher preparation program in the state of Indiana. We continue to research how to teach math and science in ways that are relevant to 21st century learners, engaging young learners with technology and hands-on science. This issue of LAUNCH highlights many examples of what we are doing to address STEM education.

The College of Education continues to strengthen our existing programs in STEM as well as expanding on new ventures. New fac-ulty initiatives and external partnerships have reinforced my belief that we are well-situated to make significant contributions to integra-tive STEM education, particularly as it relates to P-12 education.

Ours is a strong model of teacher training – and that is not just our opinion. Last se-mester, the National Council for Accreditation of Teacher Education (NCATE) and the Unit Ac-creditation Board (UAB) decided to continue the accreditation of the College of Education citing “no areas for improvement relative to any of the standards.”

In addition, our graduate programs moved up in the latest U.S. News and World Report rankings. Purdue’s College of Education 32nd out of 258 schools surveyed. The graph (at left) shows our steady our steady climb from 68th in 2009.

Good things are happening and it’s an exciting time to be part of the College of Education.

Hail Purdue,

Maryann Santos de Barona

FROM THE DEAN

MOVING UP: U.S. NEWS & WORLD REPORT RANKINGS – 2009-2014

LAUNCH • PURDUE UNIVERSITY

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by Kathy Mayer

A “pre-Title IX baby.” That’s how Laura Reasoner Jones (BA Ed ’73) describes herself. Raised in Indianapolis before the 1972 amendment prohibiting discrimination based on sex in federally funded educa-tion programs, she was steered toward traditional women’s careers.Her hard-working mother, influenced by raising five children alone and limited in her career because she lacked a college degree, en-couraged her children to get educated in fields with job security. “She struggled to feed and clothe us, but always made sure we had books from the library and paper and pencils to write with,” Jones says. Practical about career paths, Mom suggested teaching or nurs-ing. Jones chose Purdue University and teaching, graduating in three years. “Purdue’s training was excellent,” she says. “I got my base there.” Forty years later, Jones says she took the right path—and she’s even broadened it. Teaching special education, she says, “You learn to see children as individuals, to use a problem-solving approach and to set goals.” She expanded her abilities by earning national board-certifica-tion as a special education educator.

Her interest in encouraging girls to consider any career soon inspired her “You go, girl” style to take form. In 1994, she launched Girls Excel-ling in Math and Science (GEMS), a club for 5th and 6th grade girls, as a national program, providing a toolkit of activities to any school. GEMS has since expanded to earlier grades and middle school, and today Jones runs two clubs. Because she doesn’t require GEMS clubs to register or pay—“I want-ed everything to be available to girls and interested adults without cost”—she doesn’t know how many operate. “Looking through the e-mail of the past few months, I have been contacted from Michigan, Oregon, Alaska, even Ghana,” she says. Jones next took on the challenge of technology herself, creating a design and engineering lab at McNair Elementary School in Herndon, Virginia. Her passion then led her to an American Association of Uni-versity Women project, co-directing a video and guide on tech-savvy girls in 2002. In 2006, she received a Purdue College of Education Distinguished Alumna award. Her work prompted an invitation to the 2011 Clinton Global Initiatives Conference. And last fall, for the op-portunities she has created for girls, Jones was on Purdue’s campus to receive a Title IX Service Award. Besides her full-time post in the McNair technology lab, Jones teach-es four classes before and after school—advanced robotics, video production, and beginning and advanced computer programming. While her focus is on girls reaching their full potential, the world also benefits when they do. “If we miss out on half the world’s ideas, we miss out on a lot. When girls and women are involved, you get more creativity, different points of view and things are made better.”

“I am my happiest when I see kids figure something out, when I keep my hand off the mouse, or ask the questions that lead a child to un-derstand something new.”

JONES’ MANTRA: ‘YOU GO, GIRL’

Santos de Barona on the USS Truman

Photos provided by the U.S. Navy

Alysa Christmas Rollock, vice president for Ethics and Compliance, presents Reasoner Jones with her Title IX award

COLLEGE OF EDUCATION • EDUCATION.PURDUE.EDU

PURDUE FACULTY ENGAGEMENT SCHOLAR AWARD PRESENTED TO COE PROFESSOR

As the highest award of its kind at the university-level, the Faculty Engagement Scholar Award is presented to an assistant or associate professor with an outstanding record of achievement to the scholar-ship of engagement. Luciana C. de Oliveira was one of two faculty members to receive the first annual award at Purdue University on March 28, 2013. De Oliveira is an associate professor of Literacy and Language Education and director of the English Language Learn-ing (ELL) licensure program in the Department of Curriculum and Instruction. Her research focuses on teaching ELLs at the K-12 level, including the role of language in learning the content areas and teacher preparation.

“Professor de Oliveira’s Scholarship of Engagement has had signifi-cant impact on the community, the state of Indiana, and the nation.  She is highly regarded by her colleagues for her professional de-velopment workshops and for her consulting expertise in ELL,” said Phillip VanFossen, department head for Curriculum and Instruction, and James F. Ackerman Professor of Social Studies Education.

He added, “Indeed, she is a model for Purdue’s commitment to ‘discovery with delivery’ and a very worthy first recipient of this inaugural award.”

Nominations for the Faculty Engagement Scholar Award are judged on scholarship, community partnership, and documented impact. The award, from the Office of Engagement, serves to promote en-gagement as a powerful vehicle for fostering impactful scholarship, while rewarding the outstanding accomplishments, and reinforcing the core characteristics of the scholarship of engagement.

“From the first day she set foot on campus, de Oliveira has been engaged with Indiana public schools on issues related to improving learning outcomes for English Language Learners.  Her tireless ef-forts have resulted in a new licensure program, a new course in our elementary education program, considerable published research, and strong, synergistic partnerships with school districts in Indiana that have high percentages of students for whom English is not their first language,” said Sidney Moon, associate dean for Learning and Engagement in the College of Education, professor, and direc-tor of Gifted, Creative, and Talented Studies.

“Reaching and teaching these students is a high priority for the state of Indiana and the nation.  De Oliviera’s efforts have put Pur-due in the forefront of this important social and educational issue.”

De Oliveira was recently the recipient of the new College of Edu-cation Teacher Innovation Grant for 2013. The project is entitled “Teaching Diverse Students in the Secondary Content Classroom.” She was also awarded the American Educational Research Associa-tion (AERA) Bilingual Education Research-SIG: Early Career Award for 2012 and honored at the university’s annual Excellence in Research Awards Dinner held last November.

De Oliveira said, “It’s an honor to be the inaugural recipient of this award. My engagement work is at the heart of what I do at Purdue and I’m deeply committed to working with content area teach-ers who have ELLs in their classrooms. This work addresses critical issues in the context of current anti-immigration laws passed in Indiana and other states that limit ELLs’ access to higher education. We have a lot more to do to address inequities and promote social justice for our teachers and students and I am happy to be recog-nized at the university level for the work I do on a daily basis in the College of Education and across the state of Indiana.”

JOIN US AT THE 2013 AERA MEETING

This year’s American Educational Research Association (AERA) meeting will be held April 27 - May 1, 2013, in San Francisco, CA. A total of 58 faculty and graduate students are expected to present their research at the conference. AERA’s theme this year will be, “Education and Poverty: Theory, Research, Policy and Praxis.”

The College of Education will be co-hosting a reception with Ball State University and Indiana State University on Saturday, April 27, 2013, at 7:00 p.m. in the Grand Hyatt’s Redwood Room. Please RSVP if you would like to attend this event at: http://bit.ly/11eo3OJ. We hope to see you there!

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Luciana C. de Oliveira receives Purdue’s first Faculty Engagement Scholar Award

OLD MASTERS PROGRAM

JoAnn DiGennaro, president for the Center for Excellence in Education, shared advice with the College of Education ambassadors during the Old Masters visit last fall. The program brings successful and outstanding indi-viduals to campus for the purpose of sharing ideas and experiences with the student body. Since 1950, over 500 inspirational individuals have been a part of the Old Masters program.

LAUNCH • PURDUE UNIVERSITY

Eyeing enhanced learning in the STEM disciplines—science, technology, engineer-ing and math—the College of Education is examining new opportunities for hands-on and experiential studies. We are engaged with three external partners who are doing just that.

NATIONAL FLIGHT ACADEMY

The National Flight Academy (NFA) is a se-ries of immersive, aviation-inspired learning programs using serious games to engage students in science, technology, engineer-ing and math. It is an educational activity of the Naval Aviation Museum Foundation and is authorized, but not endorsed or finan-cially supported, by the U.S. Navy.

Located in Pensacola, Florida next to the Naval Aviation Museum, the NFA provides a new direction in STEM education aboard a mock aircraft carrier, the Ambition. Advo-cates for the facility include Purdue alumni and Naval aviators Neil Armstrong and Gene Cernan who encouraged a relationship with the NFA and Purdue. In May 2012, the facil-ity was commissioned and the first students “came aboard” for an unparalleled week-long learning experience.

Middle and high school students who par-ticipate in the aviation-in-residence learning programs form teams that embark on hu-manitarian missions – such as providing aid to earthquake-stricken Haiti or making res-cues at sea from crippled cruise ships. With an environment of gaming and role playing, the students use math and science skills in combination with the latest technology to learn about aerodynamics, navigation, me-teorology and propulsion. The students also develop skills in critical thinking, communi-cation, collaboration and creativity.

Retired Navy Vice Admiral and President/CEO of the NFA Gerald Hoewing says, “We don’t teach kids how to fly, we teach them engineering, science, math, public speaking and leadership. Learning comes first.”

Discussions are underway to have the

College of Education function as an aca-demic affiliate. There is interest in having undergraduates in teacher education serve as educational counselors during the week-long missions and Dean Santos de Barona has been invited to serve on the academic advisory board.

TEQ GAMESThe College of Education’s involvement with the NFA led to a connection with TEQ Games, the company responsible for creat-ing the immersive learning environment aboard the Ambition. TEQ Games (pro-nounced “Tech Games”) is an Orlando-based start-up company focused on creating compelling and immersive learning experi-ences through virtual world game play and simulation technology.

Company President, Marc Watson, was in-strumental in the design and development of several attractions at Universal Studios in Orlando. A graduate of the US Naval Academy and an engineer, he looked at his theme park experience and wondered how storytelling and gaming experiences could be used to engage and inspire learners.

TEQ Games is comprised of engineers, educators, theme park creators and film producers who are committed to develop-ing new approaches to learning. Their goals are: 1) to teach for understanding, 2) to let the story drive the learning, 3) to test each product for learning outcomes and 4) to provide learning experiences that constant-ly challenge students.

Santos de Barona sees immersive learn-ing experiences as a way to make STEM education relevant and realistic for today’s students. “The TEQ Games products give students an opportunity to apply informa-tion in engaging, creative ways,” she says. “Preliminary data from schools shows at-tendance, behavior and test scores improv-ing.” Santos de Barona and several faculty members are in exploratory conversations to discover how the college can partner with TEQ Games.

PRESTON MIDDLE SCHOOLSchools across the country are starting to describe themselves as “STEM schools.” That description begs the question: “What makes a school a STEM school?” Santos de Barona and faculty visited Preston Middle School in Ft. Collins, Colorado on the rec-ommendation of alumna and former presi-dent of the National Association of Elemen-tary School Principals, Mary Kay Sommers.

Preston’s administrators and teachers chose to make integrative STEM education a hall-mark of their school. They have identified five defining elements for their school:

• Rigorous curriculum• Research and service• Professional collaboration• Challenging extra-curricular• Exploration and discovery

“STEM education is not just about four subjects. It is a decision to make math and science part of everything we do and to make what is happening in the classroom relevant in the real world,” says Principal Scott Nielsen.

The shared interest in integrative STEM caught the attention of Aman Yadav, associ-ate professor of Educational Psychology. He is planning to study how Preston has been able to transform and integrate STEM across the curriculum. “We want to learn from their experiences to prepare STEM teachers.”

Yadav continues, “An integrative STEM ap-proach to education is critical to address the challenge of decreasing student interest and enrollment in science and mathematics at the K-12 level. We need to think outside the box on how to prepare our teachers to work collaboratively across subject areas to incorporate STEM content throughout the K-12 curriculum.”

EXPERIENTIAL STEM EDUCATION

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Dean Santos de Barona interacts with a TEQ Games flight simulation program at War-rington Middle School in Pensacola, FL.

Gerald L. Hoewing, president/CEO of the NFA, is pictured above in front of the Ambition, a mock aircraft carrier (Photo by pnj.com).

COLLEGE OF EDUCATION • EDUCATION.PURDUE.EDU

SISTEM: A SYSTEM FOR STEM EDUCATIONPurdue’s College of Education has a reputa-tion for preparing top-notch math and sci-ence teachers as well as elementary educa-tors with a superior understanding of those subject areas. That is not surprising given that we prepare teachers within the context of a research university with a commitment to scientific discovery and achievement, with alumni who pioneered space explora-tion, and faculty who receive Nobel prizes.

The college is positioned to help provide solutions to one of the greatest needs fac-ing our country: to adapt our educational processes to best prepare students to be successful in a new world economy. The challenge is to prepare students for jobs that don’t exist in order to solve problems we don’t even know are problems yet.

As Dean Santos de Barona shared with the Board of Trustees last De-cember, “While there is a need for more math and science teachers and more engineers and scientists, STEM education does not exist in a vacuum. We believe that STEM education does not mean a focus on math and science to the exclu-sion of other essential subjects.”

“In order to be creative and effec-tive problem solvers, 21st century students and citizens will need the context provided by history and current events. They will need to think critically and communicate ideas clearly. They will need to understand diverse cultures in a global society,” she concluded.

It is from that platform that the College of Education is moving forward with SISTEM – an acro-nym for Socio-transformative, Integrative STEM.

SISTEM is an over-arching perspective on how best to help K-12 students develop the knowledge and skills they need to be successful. The program content will be integrative in the sense that it will involve teaching and learning that cuts across two or more subject areas. It will be socio-trans-formative in the sense that the content will be socially relevant and culturally inclusive.

Lynn Bryan, director of the Center for Research and Engagement in Science and Mathematics Education (CRESME), explains it this way: “From a US perspective, the argument often is an economic one. For more than a decade, there has been a grow-ing concern that we are not producing the

intellectual capital - the future scientists, technologists, engineers and mathemati-cians – needed for our nation’s growth and development in a competitive global economy.”

A key component of SISTEM is a cluster hire that will bring to the university six new fac-ulty members whose research and teaching is focused on the issue of STEM education. These faculty members will hold joint ap-pointments in the College of Education and the Colleges of Science, Engineering, Tech-nology, and Agriculture creating a cross-disciplinary synergy through a critical mass of scholars dedicated to the same issue.

The goals of the cluster hire include:• Building a leading research program on integrative STEM education including a focus on issues of diversity and equality in K-12 classrooms• Creating integrative STEM teacher edu-cation courses, endorsement programs and research programs• Increasing the number of highly-qualified integrative STEM teachers and teacher educators, particularly students from linguistically, culturally and socio-economically diverse background.• Developing a network of partner school

districts in Indiana• Influencing policy-making and public support of integrative STEM education

The cluster hire and advent of SISTEM is in step with the national conversation about science education. Within the science edu-cation community, there are two important developments that bode well for the suc-cess of SISTEM.

First is the 2011 publication of the National Research Council’s Framework for K-12 Sci-ence Education. The framework identifies the science knowledge and abilities that all K-12 students should know. Based on cur-

rent scientific research, includ-ing the ways students learn science effectively, the frame-work supports the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design.

The second development is the Next Generation of Science Standards (NGSS), which are based on the Framework for K-12 Science Education. Each NGSS standard addresses con-tent, scientific and engineering practices, and cross-cutting concepts. Embedded in these standards are skills such as communication, critical think-ing and inquiry-based problem solving. (For more, visit next-genscience.org).

By coupling the historical strengths of teacher education and educational research at Purdue with an influx of faculty members committed to the development of a transforma-tive STEM education model, the College of Education is taking a leadership role in improving educational opportunities and success for student nationwide.

As Bryan summarizes, “Promising responses to these challenges involve collaboration among K-12 education, post-secondary edu-cation, business, and government. SISTEM is positioned to bring key constituents together to achieve a critical mass of human and intellectual capacity directed at devel-oping an innovative, integrative K-12 STEM education program at Purdue.”

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“SISTEM is positioned to bring key constituents together to achieve a critical mass of human and

intellectual capacity directed at developing an innovative, integrative K-12 STEM education

program at Purdue.” - Lynn Bryan

LAUNCH • PURDUE UNIVERSITY

The Dean’s Advisory Council (DAC) is a group of accomplished alumni who provide insight, advocacy and financial support to the college. In 2011, they created a scholarship endowment to fund a scholarship equal to the amount of university fees for a resident, full-time student. The award is presented to a student who has completed at least one year in the program, based on academic merit and with a preference given to a first-gener-ation college student.

2012-2013 DAC SCHOLARSHIP RECIPIENTS: IN THEIR OWN WORDS

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Why did you decide to become a teacher?Kylie: I’ve always known I wanted to spend my life doing something worthwhile. I wanted to dedicate myself to inspiring children and letting each child know that I believe in them and they are capable of doing anything if they set their minds to it. Children are the future, and the future starts with teachers who care.

Daniel: I was very fortunate to have great teachers. I am very thankful for all that they did for me. Many of them are my role models, and I wanted to have that impact on others’ lives like my teachers had on me.

Why did you choose Purdue to study education?Kylie: Purdue is an excellent school and highly regarded around the country. As a high school student, I was visiting my older sister in North Carolina. When I mentioned to one of her friends that I lived in Indiana, they asked me if I planned on attending Purdue. That’s when I realized the reputa-

tion of this school was just as widespread as I had thought.

Daniel: The early field ex-perience was why I chose to go to Purdue. Having the ability to go out into a classroom six of the eight semesters was what intrigued me the most.

Who inspired you as a teacher and what did they do that was memo-rable?Kylie: I’ve had countless teachers throughout my life who have inspired me.

Recently, I’ve been inspired even more so by my teachers are Purdue. Dr. Judith Lysaker and Susan Gunderson have both taught me so much about literacy in elementary school. Their extensive knowledge as well as infectious love for education has really stuck with me.

Daniel: I would have to say my kindergarten teacher, Mrs. Passi, inspired me the most. She was always energetic and caring and had many ways of making learning fun and making activities where it did not seem as though they were learning. It was a great transition into school and really got me excited to go to school every morning.

What have you learned so far at Purdue that you think will help you in your fu-ture/career?Kylie: I’ve learned that loving what you do is a large part of being good at what you do when it comes to this profession. Teaching is not something you can do well if your heart is not invested in it.

Daniel: I have learned quite a lot about different approaches you must take to students. Each individual is unique and will not learn in the same way. At Purdue, I have learned how to take different approaches to different students and help each succeed in their own way.

What other kinds of activities are you involved in?Kylie: This year I’m only taking classes and working. I’m a tutor for the elementary edu-cation math department and a nanny to two little girls.

Daniel: Along with being a full time student, I am an ambassador for the College of Edu-cation. I also work part time.

What does the DAC Scholarship mean to you?Kylie: The DAC Scholarship has been truly invaluable to me. I came to Purdue with no financial support from my family; however, my parents made too much money for me to be eligible for any grants or many need-based scholarships. I have always believed, “If there is a will, there is a way.” I worked multiple jobs, applied for numerous scholar-ships, took out loans, and kept both my GPA and head up. Hard work, dedication, and a true passion for what you do is always rec-ognizable, and sometimes even rewarded.

Daniel: Receiving this scholarship is huge for me. It helps show that hard work does really pay off. Also it makes it possible for me to be in college and continue my childhood goal of being a teacher.

“This scholarship has not only eased my financial stress, but it has reaf-firmed my belief that if you really want something in life, no obstacles will stop you.” - Kylie Torres

Daniel RodriguezLafayette, Ind. Sophomore

Kylie TorresHighland, Ind. Senior

ANNUAL GRADUATE STUDENT EDUCATIONAL RESEARCH SYMPOSIUMOver 60 graduate students from education-related programs on campus presented their research to faculty and other attendees at the Purdue Memorial Union on March 19th. The seventh annual symposium included two poster and roundtable sessions. Faculty judges presented six awards to presenters on topics such as e-book instruction and anti-bullying campaigns. Kenneth Zeichner, director and Boeing Professor of Teacher Education at the University of Washington, was the keynote speaker.

“The poster and roundtable presentations were excellent means of com-municating research among graduate students and getting feedback from faculty. Dr. Zeichner’s expert opinion helped current and future teacher educators gain new insights on innovative teacher education pro-grams,” said Hyunyi Jung, doctoral student and president of the Graduate Student Education Council who hosted the event.

COLLEGE OF EDUCATION • EDUCATION.PURDUE.EDU

FACULTY IN THE NEWSEmily Bouck, faculty member in Special Education in the Department of Educational Studies, has been awarded a two-year grant from the Office of Special Education and Rehabilitation through its Steppingstones of Technology Innovation for Children with Dis-abilities program. The goal of the project is to refine and evaluate the use of digital text readers, specifically MathSpeak-based tech-nology, to support secondary students with visual impairments in using mathematics in

the algebra classroom. The project aims to provide these students with access to standard algebra, improve their independence in mathematics, and improve their attitudes toward algebra.

Emily Bouck has also been selected to receive the 2013 Kinley Trust Award from Purdue for her proposal entitled, “Promoting Indepen-dence through Assistive Technology.” The Clifford B. Kinley Trust was established in 1978 to fund research relating to human welfare. The competition is exclusive to the West Lafayette campus and is limited to faculty principal investigators (PIs).

Lynn Bryan was featured at the March 6, 2013 Purdue men’s basketball game for her work with STEM Education. She is director of The Center for Research and Engage-ment in Science and Mathematics Education (CRESME), and president of The National Association for Research in Science Teaching (NARST). She was also selected Outstanding Science Teacher Educator of the Year by the Association of Science Teacher Education last year.

Aman Yadav was selected to receive a Fel-lowship for Study in a Second Discipline from Purdue University. This program offers faculty members an opportunity to extend their scholarship through a new area of study that complements their major area of teach-ing and research.

Teresa Taber Doughty received the One Brick Higher Award from Purdue University in December. The award is a special honor at Purdue. It is presented to faculty, staff and students who go beyond the requirements of their role to improve the lives of those around them, increase the effectiveness of the workplace and/or prevent or solve prob-lems. She was recognized for leading the development of a learning outcomes based core curriculum, which will help ensure stu-

dents have the foundation for success in their undergraduate studies and make it more likely that they will complete their degrees on time, a key strategic goal for the university.

Ed Eiler and Marilyn Hirth have received National Education Finance Conference Distin-guished Fellow Awards from the National Edu-cation Finance Conference (NEFC). The award is one of the highest recognitions to those who have distinguished themselves in the field of education finance. It is presented to individuals who have gained national visibility by their exemplary research and/or practice in the field of public education finance both on the elementary and secondary level as well as in higher education. Eiler and Hirth also were named as winners of the Educational Consid-erations Outstanding Article. Awards will be presented at the NEFC conference in May.

Ayse Ciftci, faculty member in Counseling Psychology in the Department of Educational Studies, is Co-PI of an NSF grant project focused on building a theoretical framework for defining outcomes-based global engineering compe-tencies. The goal of the project is to develop foundational knowledge about the complexities and multi-dimensionality of the term “global competence” so that a shared understanding of global competence in STEM education can be

developed. Collaborators include faculty from Engineering Educa-tion, Agricultural and Biological Engineering.

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Charles Best, founder and CEO of DonorsChoose.org, spoke on philanthropy and innova-tion as part of the Purdue University Series on Corporate Citizenship and Ethics on Feb. 7, 2013. “Since 2003, 24 speak-ers from a variety of disci-plines have discussed various aspects of business ethics and the role citizens play in cor-porate ethics, and provided a well-rounded overview of the effects of corporate ethics upon business, the economy, and society as a whole,” said Phillip VanFossen, James F. Ackerman Distinguished Pro-fessor of Social Studies Educa-tion and department head of Curriculum and Instruction.

VanFossen and Best

Non-ProfitOrganizationUS Postage

PAIDPurdue

University100 N. University St., West Lafayette, IN 47907Phone: (765) 494-2341 Fax: (765) 494-5832E-mail: education@purdue.edu

Data Merge Field

After two semesters of successful pilot studies, the new co-teaching model for teacher candidates will replace the traditional student teacher model for elementary education students next fall.

Both teacher candidates and cooperating teach-ers praise the new model because it provides many benefits. Some of these include: • Lowering the student-teacher ratio• Providing opportunities for small group and indi-vidual instruction • Co-planning• Addressing teacher evalation models• Professional growth for participants.

“Teacher candidates are presented as part of the teaching team and are actively engaged with stu-dents from the first day,” said Anne Murphy-Kline, Co-Teaching Coordinator.See the video on our YouTube Channel

CONNECT WITH THE COE BY FOLLOWING US ON YOUR FAVORITE SOCIAL MEDIA SITES

WHAT’S HAPPENING THIS SPRING/SUMMERThe 2013 Ben-jamin Franklin Transatlantic Fellows Sum-mer Institute is bringing to-gether a group of diverse and intellectu-ally curious

students from Europe and the United States aged 16 to 18 to participate in an intensive four-week exchange program on the campus of Purdue University (June 30-July 27, 2013).

The Institute will offer a combination of interac-tive classes, seminars, workshops, webinars, and teleconferences presented by prominent scholars and specialists in international relations, diplo-macy, communication, media, civics, and science.

More info and application at: Education.purdue.edu/benfranklin/

James F. Ackerman Center for Democratic Citizenship:

Project Citizen Showcase - April 23, 2013 - 5 pm - 7 pm

The Center for Literacy Education and Research (CLEAR)

Summer Institute: Creating Content-Rich Instruction for the 90-Minute

Reading Block - June 3-7, 2013

Gifted Education Resource Institute (GERI)

Super Summer Programs:Session 1: June 10-14, 2013 Session 2: June 17-21, 2013

Summer Residential Program:June 30-July 6, 2013 and July 7-13, 2013

Be sure to check out the Purdue P-12 Portal for more summer events at:

Purdue.edu/p12portal

CO-TEACHING MODEL UPDATE