innovator Vo l . 3 2 , N o .

1 / Fa l l 2 0 0 1

1
F R O M O U R D EA N
A WORD FROM OUR DEAN
3
W E LCO M E N E W
FAC U LTY

This past year has been one of many changes for the School of Education. One of our 4
CI E R A S U M M E R
respected staff members of long standing, Eric Warden, retired after 35 years of service I N ST I T U T E
to the School’s faculty, staff, students, and alumni. Also, we have begun revamping our
communications pieces, including the Innovator, with the addition of Mary Nehls- 5
Frumkin as the Coordinator of Communications. In addition, the University began the A P P LE S U M M E R
process of searching for new leadership. President Bollinger’s imminent departure to I N ST I T U T E
Columbia University and Provost Nancy Cantor’s departure this summer to the
University of Illinois signal a need to reflect on where we have been as an institution,
6
C H I N ES E E D U CATO RS
and a school, and where we need to focus for the future. V ISI T
As I sat down to introduce you to the changes, I had originally approached the task 7
with a sense of excitement and expectation. But the events of September 11 intruded. It J OA N STA R K
is clear to me that now more than ever we must focus on the children that our gradu- S O E AWA R DS
ates touch in so many ways as teachers, researchers and administrators. As our country
moves through this crisis our educators will be faced with new questions to answer: 8
C LAS S O F ‘ 5 1
HOW WILL THE STRESSES OF AN ONGOING CONFLICT MANIFEST HONORED
THEMSELVES IN THE CLASSROOM?
Certainly this is one of the first issues to be addressed. How can we as a school of edu-
10
N OT E D A LU M N I
cators be proactive in the coming months and years? What do we know already to
begin solving this real issue? What we do know is that tolerance, acceptance, and 12
FAC U LTY ACCO LA D ES
inclusiveness are as important in education as reading, writing and arithmetic. The
School of Education is in a strong position to move forward because these are the very
tenets that form our tradition of learning and teaching. What we must do now is to
13
ST U D E N T N OT ES O F
build upon this excellent foundation through our innovative programs and partner- AC H I EV E M E N T
(continued on page 2) CA LE N DA R

14
CO M M E N C E M E N T 2 0 0 1

A WORLD OF DIFFERENCE
16
D EG R E ES CO N F E R R E D

18
O BI T UA R I ES

U N I V E R S I T Y O F
S C H O O L of ED U CAT IO N 
M I C H I G A N
19
F R O M T H E DI R ECTO R
O F A DVA N C E M E N T
 (continued from page 1)
ships, outstanding research, inquisitive themes. The School must continue to
students, and involved alumni. prepare leaders who serve at all levels of
We have begun exploring different education by offering programs that
avenues available to the School of challenge our students to look at all
Education to further promote open and aspects of education with a critical eye
candid discussions of the role of educa- towards improvement.
tion and educators in today's changing The task ahead for educators is not an
world as well as various methods to easy one– it is one from which many
disseminate information to our com- will shy. Those dedicated to education
munity of educators. We hope to must focus on developing and sustain-
“The task develop a program that draws upon the ing reforms that address inequities in
ahead for educators knowledge and experience of the educational opportunities and ensure
is not an easy one– School's faculty and alumni. the future of our educational system
it is one from which In this compelling new century, the and democratic ideals. We can and
many will shy. Those School of Education must continue to should make a world of difference to
offer programs that challenge our stu- the youth of our country.
dedicated to educa-
tion must focus on dents and meet the needs of the chang-
ing world of education. Our students
developing and sus-
must understand the critical role that
taining reforms that education has in the evolution of our Karen Wixson
address inequities in country. This will come through more Dean, School of Education
educational opportu- intense inquiry and scrutiny of our own
nities and ensure the practice and our own efforts in teacher
future of our educa- education, curriculum development,
technology design, leadership develop-
tional system and
ment, instructional intervention, and
democratic ideals.” the multitude of variations on these
W E L C O M E T O N E W FA C U LT Y

This fall semester, the School of Education welcomed four new faculty members. As with all of
the preeminent SOE faculty, we are excited about what they bring as teachers and researchers
to the School. Please welcome:

David E. Harris, Professor of Educational Practice, received his Ph.D. from the University of
Wisconsin. His major research interests are development of reasoning with democratic values
and teacher education based on standards for authentic academic achievement.

Catherine H. Reischl, Visiting Assistant Professor of Education, received her Ph.D. from
Michigan State University. Her areas of concentration include creating contexts for collabora-
tion between beginning and experienced teachers; teacher education in multilingual contexts;
elementary literacy instruction; and, literacy and language development for multilingual stu-
dents.

Shari Saunders, Assistant Professor of Educational Practice, received her Ph.D. from the
University of Virginia and is one of the coordinators of the Secondary Masters and Certification
(MAC) program. Her interests are in social justice education, multicultural education and
teacher education.

Rodney Williams, Assistant Professor of Educational Practice, received his Ph.D. from
Michigan State University. His areas of concentration are educational technology in teaching
and learning; social studies and history education; and, instructional technology and design.

S U SA N N E U M A N
G O ES TO
WAS H I N GTO N
Former CIERA director Susan B.
Neuman has moved to
Washington, D.C. and assumed her
duties as U.S. Assistant Secretary for
Elementary and Secondary
Education. Her appointment was
confirmed by the U.S. Senate in
August.
CIERA’s co-director, Steve Stahl and
former director David Pearson,
said, “Dr. Neuman’s appointment is
clear evidence that her research on
young children, their families, and
their learning environments has
reached Washington’s policymak-
ing community.”
Dean Karen Wixson added, “This
appointment is recognition of the
role that researchers and scholars
play in bettering our educational
system for our youngest citizens.
We at the University of Michigan
take great pride in Dr. Neuman’s
appointment.”
Neuman, an expert in early child-
hood and literacy education,
helped to bring CIERA’s message to
educators, government leaders, and
policymakers. Her areas of focus
include beginning reading and
writing, family literacy, and parent
involvement.
CI E R A S U M M E R I N ST I T U T E
According to its organizers—and com-
ments from many of the nearly 400 atten-
dees—this year’s Summer Institute was a
rousing success. The institute, which is
run by the School of Education’s Center
for the Improvement of Early Reading
Achievement (CIERA), was held at the
Michigan League on July 29-August 1.
Teams of educators from all over the
country (and from Poland and Israel)
came to Ann Arbor with a common goal:
to produce a literacy plan for closing the
achievement gap in their school, district,
or state. During the meeting, the group
addressed the concept of standards and
how to build a program that addresses
them, as well as issues regarding curric-
ulum development, professional develop-
ment, and ways to assess progress.
The last point was stressed by keynote
speaker Joseph Johnson, Jr., director of the
U.S. Department of Education’s
Compensatory Education Program, who
said, “Teachers used to teach and hope
their students learned the material. Today
successful schools have learned to use
data to verify the teaching was
successful.”
Every team made significant progress
toward the goal of producing a literacy
plan, but according to Associate Director
Deanna Birdyshaw, there were other
equally important outcomes. “There was
a lot of community building going on,”
she said. “People from different states
were networking and establishing rela-
tionships that will be tremendously
valuable.”
In addition to talks by experts from uni-
versities and reading programs around
the country, conference attendees met
twice a day in small groups for work
sessions in which they discussed how best
to apply what they had heard to their own
situation. Working groups could even
request to have speakers come in and
help them work out the practical applica-
tion of the theory.
“This unique approach helped create a
much more intimate environment and
really motivated the attendees,”
Birdyshaw said. “And the comments on
the evaluation forms tell us that we really
did help bridge the gap between research
and practice in this important area.”
CIERA, which is directed by Dean Karen
Wixson, is funded by the Office of
Educational Research and Improvement
(OERI). For more information about
CIERA and the Summer Institute, visit the
World Wide Web at:
www.ciera.org

T
Teachers from 29 states and one foreign
country converged on the Ann Arbor
campus for a week in August to attend
the Apple Teacher Institute. They came
to Michigan to find out how to use digi-
tal video, audio, and other advanced
multimedia technologies in the
classroom.
The institute was not designed as a
leisurely summer-time activity. The 107
participants—even those from Ann
Arbor—lived in Mosher-Jordan
Residence Hall and their activities ran
from 9 a.m. to 9:30 p.m. The idea,
according to Apple, was to immerse the
teachers in the technology and to pack
as much information as possible into the
five-day session.
Apple developed the program and pro-
vided the instructors, while the university
provided the facilities. In addition, the
company gave each participant an iMac
A P P LE T EAC H E R I N ST I T U T E
laptop to use during the session and set
up a wireless network so that the laptops
could be used anywhere in the School of
Education building. “That was a pretty
bold thing for Apple to do,” said coordi-
nator Ron Miller, the school’s computer
system consultant. “The technology is
still relatively new. Fortunately, it all
worked well with no significant prob-
of Apple Distinguished Educators to do
the teaching and just as important, we
also had great support from the school.”
In addition to the Apple material, four
SOE researchers—Nichole Pinkard,
Steve Best, Jeff Kupperman, and Jeff
Stanzler—presented sessions on their
work. These included research on inter-
active communications and simulations,
lems.” Apple donated the network to the the hi-ce program, and Say, Say, Oh
School after the program. Playmate, software that helps elemen-
tary school teachers develop literacy
skills in a computer-based learning envi-
“Ours was one of the best. We
ronment.
had a great team of Apple
Distinguished Educators to do the
Plans for next year’s Apple Teacher
teaching and just as important,
Institutes have not yet been announced.
we also had great support from
For more information about the
the school.”
program, visit the World Wide Web at:
www.apple.com/education/institutes
Michigan was one of seven schools in
the U.S. and Canada chosen to host the
institute, and according to Miller, “Ours
was one of the best. We had a great team
C H I N E S E E D U C AT O R S S P E N D T H E S U M M E R I N A N N A R B O R

Like virtually everything else in China, similarities in teaching methods, there nationally organized, and they were
its educational system is undergoing were significant differences in the area of amazed at the many different kinds of

C
major reform. To get ideas for principles
and practices that might be useful in
their own school system, 32 Chinese
educators spent the summer at the
School of Education. For a while last
spring their visit was in doubt, but after
some fancy political maneuvering and a
host of letters from Senator Debbie
Stabenow, Dean Karen Wixson, and a
teaching higher-order thinking skills.
“In fact, some of our visitors were sur-
prised not to get step-by-step answers to
their questions,” he recalled.

China has a national curriculum for all

subjects and grade levels, and there also
are striking differences in funding. In
China, Goddard explained, public
institutions,” she said. They met with
faculty and administrators at a range of
schools, from Michigan State University
to Albion and Washtenaw Community
College and also visited the Great Lakes
College Association and the Society for
College and University Planning, to see
the many different ways in which educa-
tors in this country organize themselves.
number of other top U-M administrators,
schools get much of their money from
the long-delayed visas were finally
private donations and from parents. This The visitors all came from Tianjin, one
approved. The visitors arrived on June 1
means that in China, urban schools tend of China’s largest cities. The exchange
and remained in Ann Arbor until mid-
to be better than those in rural areas, was arranged by Louis Yen, an assistant
August.
because they have access to more research scientist in the Division of
resources. Kinesiology, whose family is from the
Half the group were K-12 administrators area.
and half university administrators, and
Meanwhile, Associate Professor Janet
lectures and outings were scheduled for
Lawrence had organized a full schedule The group was sponsored by the Tianjin
the two groups separately. Assistant
of presentations and visits for the univer- Education Commission and private
Professor Roger Goddard, who coordi-
sity administrators. “This group was very donations.
nated the program for the K-12 adminis-
surprised that our universities are not
trators, said that while there were some
SY M P O S I U M T R I B U T E H O N O R E D
J O A N S TA R K

This past year saw the retire-

ment of Professor Joan Stark,
former dean and long-time
member of the School of
Education faculty. To honor
Dr. Stark’s distinguished career
and contributions, the School
celebrated with a symposium
in April. Alumnae Ann Austin,
associate professor in the
Higher, Adult, and Lifelong
Education (HALE) Program, Michigan State University and Lisa
Lattuca, assistant professor in the Higher Education Program,
Department of Leadership, Foundations, and Counseling Psychology,
Loyola, University of Chicago joined Patrick Terenzini, professor and
senior scientist in the Center for the Study of Higher Education,
Pennsylvania State University in a discussion of Dr. Stark’s distin-
guished career and contributions to the field of higher education.

Some of Dr. Stark’s career milestones include:

• First woman dean of the School of Education
• Director of the National Center for Research to
Improve Postsecondary Teaching and Learning
• Editor of the Review of Higher Education
• Winner of every major award from professional higher
education associations

S C H O O L O F E D U C AT I O N
S T U D E N T AWA R D S 2 0 0 0
CLASS OF ‘51 HONORED
More than 55 School of Education alumni/ae celebrating their 50th graduation anniversary were
honored at a luncheon June 1 in the School of Education Building. The event was part of a three-
day campus-wide Alumni Association Emeritus Reunion. Those attending enjoyed meeting old
friends and exchanging stories from the past 50 years. The guest speaker at the luncheon was Dean
Karen Wixson who discussed the future direction of the School of Education.
 NOTEDF
Alumni
A N U R BA N LEG E N D R ET I R ES : FO ST E R G I B B S
In a time when the average tenure of a
school superintendent is two to three years,
Foster Gibbs is truly legendary. When he
retired as Saginaw, Michigan’s superintend-
ent of Schools at the end of the 2000-2001
school year, he had survived—and
thrived—in the top post for an astounding
23 years.
Gibbs earned three degrees from U-M, fin-
ishing his Ph.D. in 1977 and maintaining a
close connection with the University
throughout his career. Saginaw Public
Schools enjoyed a number of innovative
collaborative programs with the School of
Education over the years, as a result of that
connection, while the school benefited from
his strong leadership and involvement in
the Education Alumni Society.
Gibbs’ contributions to the Saginaw school
system are legion. While most urban school
districts were facing severe budget deficits,
“Gibbs’ contributions to the Saginaw school system are
legion.”
program reductions, and staff layoffs,
Saginaw not only maintained full programs
and services for students, but also added
new initiatives that served the entire com-
munity. These included two ten-year strate-
gic planning efforts focused on improved
student achievement, the implementation
of career and technical education, pro-
grams for both gifted and talented students
and for high-needs students, the transfor-
mation of a large retail store into a lifelong
learning center, establishment of a staff
development center, and offering the first
Birth Through Three parenting program in
Michigan.
Gibbs also is involved in educational lead-
ership beyond the school district itself. He is
a founding member and long-time presi-
dent of the Urban Education Alliance, com-
prised of the Saginaw, Detroit, Flint,
Pontiac, and Lansing school districts, and
also helped found the Michigan Middle
Cities Education Association and the mid-
Michigan Minority Pre-Engineering
Program. In 1989 he was named Michigan
Superintendent of the year.
In his efforts to build professional organiza-
tions and training opportunities to develop
quality public school teachers and leaders,
Dr. Gibbs often noted the importance of net-
working and maintaining connections. He
observed that “we are all the sum total of
all our experiences shaped by the people we
meet along life’s journey.” When talking
about the professors he had and knew at
Michigan, he said, “The Michigan experi-
ence from undergrad through the Ph.D.
program and continuing throughout my 42
year career prepared me to be a life-long
learner in the service of the greatest profes-
sion one could choose– the education of
America’s youth.”
 “Bylsma has established the
school as a ‘safe haven’ where
students are not allowed to
criticize or tease, talk about
race, size or shape.”

Alumni
NOTEDF

MB S H E ’ S M A K I N G A W O R L D O F D I F F E R E N C E : M A R I L E E BY LS M A

Twelve years ago, when Marilee

Bylsma (‘79) took over as principal of
Detroit’s Samuel Gompers Elementary
School, it was an average sort of
school with a 58% mobility rate, in a
neighborhood where 98% of the resi-
dents were at or below poverty level.
Gompers learning community—
teachers, administrators, even the
custodial staff—invest in the achieve-
ment of the students. Everyone shares
the vision for the school and the staff
works together as a team, pitching in
wherever it’s needed—lunchroom
students, “What you learn at Gompers
is very important. But the kind of
children you are is more important to
me. You’re children of character and
I’m proud of you.”

Bylsma graduated from the

This year Gompers received the
national Blue Ribbon Exemplary
School Award, the Michigan Blue
Ribbon award, and the Michigan
Golden Apple for the highest MEAP
(Michigan Educational Assessment
Program) scores in the Detroit dis-
trict. Bylsma herself received the
RARE Award for excellence in
education.
How did she do it? In large part, by
insisting that every member of the
duty, recess supervisor, mentor or
coach. “Parents know that Gompers
is a place where their children are
going to be cared for,” Bylsma says,
“and children know that school is a
place where they will be loved, safe,
and fed.”
Students have their own part to play.
Bylsma has established the school as
a “safe haven” where students are not
allowed to criticize or tease, talk
about race, size or shape. She tells her
Educational Administration program.
She credits her training with giving
her the vision to see her school and
her students’ potential, and the
resources to overcome problems, both
large and small. Now she is using
consulting to share some of the
secrets of her success. Throughout the
year, she addresses administrators in
other districts, to help them create
outstanding schools and motivate
their students.
 Stephen Raudenbush,
Professor of Education, Professor of
Statistics and Senior Research
Scientist, Survey Research Center,
was elected a
Fellow in the
FA C U LT Y A C C O L A D E S
American
Academy of Arts
and Sciences. Dr. Raudenbush, who
was nominated by the SOE
Executive Committee, is one of
seven U-M faculty elected to the
academy this year and, with
Professor Hyman Bass, the second
SOE member.
The Academy, which is in its 221st
year, “honors distinguished scien-
tists, scholars and leaders in public
affairs, business, administration
and the arts.” Dr. Raudenbush is
known as “a leading educational
methodologist recognized national-
ly and internationally as the lead-
ing scholar in his field, he works
collaboratively across disciplines.”
Other new Academy members
include Madeleine Albright, Riley
Bechtel, Vaclav Havel, Rosalyn
Higgins, Molly Ivins, Quincy Jones,
Robert Ruben, and Stephen
Sondheim.
Deborah Ball, professor, and
Jan Lawrence, associate profes-
sor, have joined the AERA Board as
member-at-large and vice president
for Division J, respectively. They join
current board member Virginia
Richardson, professor and chair
of the Educational Studies
Program.
David Burkham, adjunct assis- Award by the National Association
tant professor and senior research of Student Financial Aid
associate, was the 2001 recipient of Administrators (NASFAA). The
the Residential College Excellence award recognizes an exemplary
in Teaching Award. The selection contribution to the literature on
committee recognized him for his student financial aid.
ability to bridge the gap between
mathematics, the social sciences Jana Nidiffer, assistant professor,
and the humanities. received a Faculty Career
Development Fund Award. The
Carl F. Berger, professor, received award recognizes instructional-
the 2001 EDUCAUSE Award for track faculty who devote an excep-
Leadership in Information tional amount of time to mentor-
Technologies. The award honors ing and service.
visionary achievements and effec-
tiveness in identifying and advanc- Pamela Trotman Reid,
ing technology directions for the professor, was named Director of
various needs of higher education. the U-M Women’s Studies Program.
Barry Fishman, assistant profes-
sor, received the Jan Hawkins
Award. Sponsored by the Division C
of the American Educational
Research Association (AERA), the
award recognizes exceptional work
in the area of technologies and
education.
Roger Goddard, assistant profes-
sor, was this year’s runner-up for
the American Educational Research
Association (AERA) Division A
Dissertation Award. His dissertation
was entitled Effects of Collective
Teacher Efficacy on Student
Achievement in Urban Public
Elementary Schools.
Donald E. Heller, assistant pro-
fessor in the Center for the Study of
Higher and Postsecondary
Education (CSHPE), received the
2001 Robert P. Huff Golden Quill
ST U D E N T N OT ES O F AC H I EV E M E N T

S Stacy Essebaggers, a SOE student who deferred her enrollment until fall 2002,
is the current Miss Michigan 2001 and finished in the top ten in the Miss America
pageant.

Adrienne Gelpi Lomangino, a Combined Program in Education and

Psychology (CPEP) Ph.D. candidate, received the Dimond Award for the
Outstanding Dissertation for 2000-01. Her dissertation is entitled Emergent Self-
Regulatory Activity Among Young Children During Scientific Inquiry: An
Analysis of Six Kindergarten Children.

Bernadette Marten, a Center for the Study of Higher and Postsecondary

Education (CSHPE) student, was named a member of the All-American Rowing
Team, one of the highest honors in collegiate athletics.

LeeAnn Sutherland, a Literacy, Language and Culture Ph.D. candidate, was

chosen as a Rackham Outstanding Graduate Student Instructor.

CA LE N DA R O F EV E N TS

Wednesday, December 12
Sam Meisel Farewell Reception 4:00 p.m . Tribute Room

Sunday December 16
Winter Commencement Brunch 11:00 a.m. Tribute Room

Friday, April 12
Spring Awards Dinner TBD

Saturday, April 27
Spring Commencement 4:00 p.m. Hill Auditorium
 COMMENCEMENT HELD APRIL 28

Maren Christiansen delivers the commencement address on behalf of Bachelor of Arts candidates

The School of Education’s 12th Commencement Ceremony was held Saturday, April 28, in Hill
Auditorium. A reception followed in the Michigan League Ballroom. This year’s speakers included
Maren Christiansen and Aaron Boylan. Maren, a candidate for Bachelor of Arts in Education and ele-
mentary certification, spoke on behalf of the undergraduates and Aaron, a candidate for Master of Arts
with secondary certification, represented the graduate students.

The School’s guest speaker was Wendy A. Gee (B.S. Ed., ‘79), commander in the United States Navy. In
October 2000 she was named Distinguished Alumna of the University of Michigan School of
Education.

This year, the School of Education graduated 222 undergraduate students and 171 graduate students.

Commencemnt Speaker, Wendy A. Gee.

Jin Sook Hong,D.M.A. University of Michigan and member Eric Warden, retiring after 35 years with the School of Education, reluctantly
of the albion college faculty, sang the Laudation for the accepts congratulations from Dean Karen Wixson and commencement
2001 graduates, You’ll Never Walk Alone attendees
Top Left: Aaron Boylan delivers the commencement address
on behalf of advanced degree candidates.

Top Right: Parents, family and friends proudly snap pictures

of SOE graduates.

Middle Right: The Hon. David A. Brandon, A.B.Ed. & Cert.,

University of Michigan Regent, offers congratulations to SOE
2001 graduates.
A D VA N C E D D E G R E E S C O N F E R R E D
The following advanced degrees have been conferred since Fall 1999. Congratulations to these and all of our SOE graduates.
Key: CSHPE: Center for the Study of Higher and Postsecondary Education; ES: Educational Studies; FA: Fall; SS: Spring-Summer; WN: Winter
Lea M. Allison, CSHPE, Ph.D., FA 1999,
Chair: Sylvia Hurtado
The Impact of Integrative Experiences on
Persistence: A Study of Nontraditional Students
Barbara Elaine Alpern, CSHPE, Ph.D., WN 2000,
Chair: Janet Lawrence
Factors that Influence Community College Transfer
Students’ Satisfaction with their Baccalaureate
Institutions
Greta N. Anderson, CSHPE, Ph.D., FA 1999,
Chair: Marvin Peterson
An Examination of Individual and Organizational
Characteristics Influencing Persistence for
Community College Transfer Students at the
University of Michigan-Dearborn
Marie Nadine Majors Canady, ES, Ed.D., WN 2000,
Co-Chairs: Carl Berger, Shirley Magnusson
Students’ Use of a Hypermedia Tool for Freshman
Chemistry
Daniel Matthew Carchidi, CSHPE, Ph.D., FA 1999,
Chair: Marvin Peterson
The Virtual Delivery and Virtual Organization of
Postsecondary Education
Gregory Lawrence Cascione, CSHPE, Ph.D., SS 2000,
Chair: Marvin Peterson
Religion, Motivation and Philanthropy to Higher
Education
Todd Kalani Chow-Hoy, ES, Ph.D., SS 2000,
Chair: Gary Fenstermacher
The Influence of a Powerful Principal and Clear
Mission on the Moral Dimensions of Teaching in
Two Public Schools
Kathleen Mary Collins, ES, Ph.D., FA 1999,
Co-Chairs: Deborah Keller-Cohen, Annemarie Palincsar
“Do You Think I’m Proper?”: A Case Study of
Educational Exclusion and the Social Construction
of Ability, Achievement, and Identity
Michael Edward Cross, CSHPE, Ph.D., FA 1999,
Chair: Marvin Peterson
The Run to Division I: Intercollegiate Athletics and
the Broader Interests of Colleges and Universities
Karen Lynn de Olivares, ES, Ph.D., SS 2000,
Chair: Frederick Goodman
Nice Girls Do Fight: Situating Female-Female
Conflict
Elizabeth Marie Dutro, ES, Ph.D., WN 2000,
Chair: Pamela Moss
Reading Gender/Gendered Readers: Girls, Boys and
Popular Fiction
Danielle Joan Ford, ES, Ph.D., SS 1999,
Chair: Annemarie Palincsar
The Role of Text in Supporting and Extending First-
Hand Investigations in Guided Inquiry Science
Sheryl Jean Grove, ES, Ed.D., WN 2001,
Chair: Carl Berger
Comparison and Predictors of Student Satisfaction
with Their Performance in University Courses
Delivered by Point-to-Point and Multipoint
Interactive Television
Russel Strange Hathaway, CSHPE, Ph.D., SS 1999,
Chair: Janet Lawrence
College Student Definitions of Key Concepts and
Thinking in a Multicultural Education Course
Joseph Loris Hoffman, ES, Ph.D., FA 1999,
Chair: Joseph Krajcik
Information-Seeking Strategies and Science Content
Understandings of Sixth Grade Students Using On-
Line Learning Environments
Karen Kurotsuchi Inkelas, CSHPE, Ph.D., SS 2000,
Chair: Sylvia Hurtado
Demystifying the Model Minority: The Influences of
Identity and the College Experience on Asian Pacific
American Undergraduates’ Racial Attitudes
Patricia P. Jones, ES, Ph.D., WN 2001,
Chair: Carl Berger
Influence of Design Decisions on Student Patterns
of Use: An Example from Seeing Through Chemistry
Ann Mallatt Killenbeck, CSHPE, Ph.D., SS 2000,
Chair: Michael Nettles
Racial Diversity in Legal Education: Do Racially
Diverse Educational Environments Affect Selected
Attitudes of White First-Year Law Students?
Glenn Michael Klipp, ES, Ed.D., WN 2001,
Chair: Frederick Goodman
Resallying Qids: Resilience of Queer Youths in School
Soo-Young Lee, ES, Ph.D., WN 2001,
Chair: Nancy Songer
To What Extent Does Classroom Discourse
Synergistically Support Electronic Discourse?: A
Study of the Kids as Global Scientists Message Board
Ricardo T. Maestas, CSHPE, Ph.D., FA 2000,
Chair: Eric Dey
Out-of-Class Interactions with Faculty and Selected
Educational Outcomes among Hispanics and Black
Undergraduates
Nancy Laine Marano, ES, Ph.D., SS 2000,
Chair: Jean McPhail, Annemarie Palincsar
Teacher Learning: Collaborations within and across
Three Professional Development Activity Settings
Michael Kevin Mc Lendon, CSHPE, Ph.D., SS 2000,
Chair: Marvin Peterson
Setting the Agenda for State Decentralization of
Higher Education: Analyzing the Explanatory
Power of Alternative Agenda Models
Sean E. McCabe, CSHPE, Ph.D., SS 2000,
Chair: Eric Dey
Binge Drinking among Undergraduate Students:
An Examination of Risk Factors using a
Psychosocial Model
Ricardo J. McKinney, ES, Ed.D., WN 2001,
Chair: Percy Bates
A Comparison of Employment Personality
Characteristics among Individuals with and without
Learning Disabilities
Michael Daniel Metzger, CSHPE, Ph.D., SS 2000,
Chair: Richard Alfred
University Policies and their Influence on the
Organized Research Unit and Technology Transfer
Marianne Miller, ES, Ph.D., SS 1999,
Chair: Annemarie Palincsar
The Opportunities and Challenges of Guided Inquiry
Science for Students with Special Needs
James Allen Muchmore, ES, Ph.D., SS 1999,
Co-chairs: J. Gary Knowles, Pamela Moss
Knowing Anna, Knowing Myself: Two Teachers’
Stories of Professional Development
Julie Marie Nicholson, ES, Ph.D., FA 2000,
Chair: Samuel Meisels
Examining Evidence of the Consequential Aspects of
Validity in a Curriculum-Embedded Performance
Assessment
Daniel Carlton Patton, CSHPE, Ph.D., WN 2001,
Chair: Janet Lawrence
Examining Perceptions of the Work Environment
and Defining the Concept of Job Satisfaction among
African-American Faculty Members
Joanne Marttila Pierson, ES, Ph.D., FA 1999,
Co-chairs: Jean, McPhail, Annemarie Palincsar
The Accomplishments of Students with Specific
Learning Disabilities and Language Impairment
when Engaged in Interest-Based Apprenticeship
Learning
Violet Elizabeth Ponders, CSHPE, Ph.D., WN 2001,
Chair: Richard Alfred
The Influence of Teacher Characteristics and
Preparation on Student Achievement in Publicly
Funded Detroit Schools
David Jonathan Siegel, CSHPE, Ph.D., FA 1999,
Chair: Marvin Peterson
Organizational Responses to Diversity: The
Interaction of Institutional Environments and
Organizational Contexts in the Professional School
and College Setting
Neil Martin Skov, ES, Ed.D., FA 1999,
Chair: Carl Berger, Joseph Krajcik
Assessment of Student Learning with Hypermedia
Tools in First-Year College Chemistry
Chiu-I Sung, CSHPE, Ph.D., SS 2000,
Chair: Marvin Peterson
Investigating Rounded Academic Success: The
Influence of English Language Proficiency,
Academic Performance, and Socio-Academic
Interaction for Taiwanese Doctoral Students in the
United States
Darryl Anselm Wahlstrom, ES, Ph.D., WN 2001,
Chair: Carl Berger
Technology-Mediated Assessment in a Secondary
Manufacturing Technology Program: A Study of the
Relationship between Participants’ Goal-Orientation
and the Calibration of Performance Expectations to
Performance Feedback
Raven McCrory Wallace, ES, Ph.D., FA 2000,
Chair: Magdalene Lampert
Teaching with the Internet: A Conceptual
Framework for Understanding the Teacher’s Work
and an Empirical Study of the Work of Three High
School Science Teachers
Jean Ann Waltman, CSHPE, Ph.D., WN 2001,
Chair: Joan Stark
Mentoring and Academic Success for Women
Faculty Members at Research Universities
Ethelene Whitmire, CSHPE, Ph.D., WN 2001,
Chair: Janet Lawrence
The Influence of Academic Library Experiences on
Undergraduates’ Critical Thinking during Three
Years of College
Pamela Janette Young, CSHPE, Ph.D., WN 2001,
Chair: Teshome Wagaw
Knowledge, Nation, and the Curriculum: Ottoman
Armenian Education (1853-1915)
 R e m e m b e r Michigan.

Live Forever.

Introducing the A Gift Annuity To Learn More …

New Charitable Gift
Annuity Program
No matter what your generation,
your days at Michigan helped make
you who you are today.
Now you can give something back to
the college that gave you so much —
and give yourself a little something
too — with the University of
Michigan’s new Charitable Gift
Annuity Program.
Provides You With:
✦ An immediate income tax deduc-
tion and capital gains tax savings;
✦ A lifetime stream of fixed income;
✦ Annuity rate yields that may be
higher than many investment
returns; and
✦ The means of making a future
significant gift to Michigan for a
designated school, unit, or other
purpose.
Contact the School of Education’s
Development Office at 734-763-4880
or
email us at meshe@umich.edu
or
visit http://www.giving.umich.edu
and select the “How to Make a Gift”
option.

How Does it Work?

Here’s an example. A gift of $30,000
from a 75-year old donor nets an
immediate current-year tax
deduction of $13,340, plus a
guaranteed lifetime annual
income of $2,460. (Minimum age
requirement of 50, and minimum
gift amount of $10,000.)

Photos courtesy of Bentley Historical Library,

University of Michigan
 OBITUARIES

HEINZ Delmont K. Byrn, professor emeritus, died October 26, 2000. Dr. Byrn was a
P R EC H T E R DI ES member of the School of Education faculty from 1952 until his retirement in 1984.
AT 5 9
Geraldine Flick, was a long-time staff member who retired in the early 1980s.

Lloyd Hughes, professor emeritus, was a member of the School of Education fac-
ulty from 1969 until his retirement in 1979.
Heinz Prechter, industrialist and
prominent Republican party
fundraiser who was a major Hyman Kornbluh, professor emeritus, was a member of the School of Education
donor to the School of faculty from 1972 until 1995.
Education, died at his home in
Grosse Ile, Michigan on July 6.
William G. Merhab, professor emeritus, died January 15, 2001. Dr. Merhab was a
member of the School of Education faculty from 1946 until his retirement in 1985.
Prechter began his career in the
automotive industry as an
apprentice in Germany when he
Max G. Wingo, professor emeritus, died September 14, 2001. Dr. Wingo was a
was 13 years old. At the age of 21 member of the School of Education faculty from 1945 until his retirement in 1978.
he immigrated to the United
States with $11 in his pocket.
Fifteen months later he founded
ASC Inc. in a Los Angeles garage
with just $764. He moved the
company, which supplied sun-
roofs to auto manufacturers, to
Detroit in 1967. Today, Prechter
Holdings employs 5,300 people
in 60 facilities worldwide,
including ASC, Heritage
Newspapers, livestock compa-
nies, and real estate holdings.

"Heinz Prechter was a great

CREDITS
Innovator is published by the School of Education
friend to the School of
Education especially through his
Editor: Mary Nehls-Frumkin
support for the Prechter
Laboratory," said Marilyn Writers: Lesley Harding
Sheperd, SOE Director of Judy Steeh
Advancement. "He and his
family truly embrace and Photography: Jay Asquini
promote the conviction that Gregory Fox
education is the primary University of Michigan Photo Services
stepping stone to a productive Mike Gould
future."
Design: Liz Cheng
Osborn & Delong

Copy Editors: Marti Dalley

Mary DeLano
Laura Roop
F R O M T H E D I R E C T O R O F A D VA N C E M E N T

As you read this latest edition of the
Innovator I hope that you share my
excitement and enthusiasm about what
is going on in the School of Education.
The School is actively involved in all
aspects of education through the teach-
ers, administrators and policy makers
who have graduated from our pro-
grams; through our current students
who will join the ranks of our remark-
able alumni; and through our
renowned faculty. And of course what
you are reading in this issue is only the
tip of the iceberg of the work that is
being done!
The School of Education has a story to
tell. It's a story about becoming and
remaining one of the nation's top
schools of education; a story about a
seriousness of purpose that dates back
more than 80 years. And the story is not
only about what is going on inside the
School of Education building, it's also
about what is going on with all of you.
Our alumni are doing extraordinary
things in the field of education–things
that are making a world of difference
in the community, the classroom, col-
leges and universities, foundations and
government agencies. On all fronts we
are leading the way!
For millennia, education has been rec-
ognized as a powerful force—capable
of shaping human lives and determin-
ing the course of entire nations. Your
continued support of the School of
Education is more critical and neces-
sary than ever. The School continues to
be challenged to provide scholarship
assistance to the many fine students
needing our support. It is our greatest
“ FO R M I LLE N N I A ,
E D U C AT I O N H A S B E E N
R ECO G N I Z E D AS A
P OW E R F U L FO R C E —
C A PA B L E O F S H A P I N G
HUMAN LIVES AND
DETERMINING THE
COURSE OF ENTIRE
N AT I O N S . ”
need. If we could provide assistance to
just one more of the eligible students
who need it, think of the difference that
would make…if we could provide
assistance to ALL of the eligible students
think of the difference THAT would
make!
Alumni and friends of Michigan are a
special breed. They not only love this
University with a ferocity that defies
description, but they support it with the
same passion. They know that making
a world of difference requires support
on all fronts. The School of Education
has been blessed with generous alumni
who understand how important it is to
support what goes on here. Your gifts
have changed the face of this School,
but it's a continuing and ever-growing
need. We need to hear from more of
you. I invite you to not only support the
School, but to spread the word about
the good things that are happening
here. It’s quite a place!
Marilyn Sheperd

UNIVERSITY OF MICHIGAN NONDISCRIMINATION POLICY

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding non-discrimination and
affimative action, including Title IX of the Education amendments of 1972 and Section 504 of the Rehabilitation Act of 1973. The University of Michigan is committed
to a policy of non-discrimitation and equal opportunity for all persons regardless of race, sex, color, religion, creed, national origin or ancestry, age, marital status, sex-
ual orientation, disability or Vietnam-era veteran status in employment, educational programs and activites, and admissions. Inquiries or complaints may be
addressed to the University’s Director of Affirmative Action and Title IX/Section 504 Coordinator, 4005 Wolverine Tower, Ann Arbor, Michigan 48109-1281, (734) 763-
0235; TYY (734) 647-1388. For other University of Michigan information call: (734) 764-1817. AAO 4/28/98

©2001 The Regents of the University: David A. Brandon, Ann Arbor; Laurence B. Deitch, Bloomfield Hills; Daniel D. Horning, Grand Haven; Olivia P. Maynard,
Goodrich; Rebecca McGowan, Ann Arbor; andrea Fischer Newman, ann Arbor; S. Martin Taylor, Grosse Pointe Farms; Katherine E. White, Ann Arbor; Lee C. Bollinger
(ex officio)
C LAS S N OT ES

In August when you received information about the School of Education’s Alumni Fall Gathering, we also included a Classnotes form
and requested that you send them back with any data you would like to share with your classmates. It was our intent to include this
information in this issue of the Innovator. Wow! Did we ever underestimate the response!
Because of the tremendous response, we have decided to print a separate publication for this batch of Classnotes. Currently, we are
busy entering the information and hope to have it ready to mail in January 2002. Starting with the next issue of the Innovator, we
will include Classnotes as a regular feature in the publication. If you have any achievements, life changes, etc., that you would like to
share with other SOE Alumni/ae, please send it to:

Mary Nehls-Frumkin
Communications Coordinator
School of Education
University of Michigan
1123B School of Education Building
610 E. University Avenue
Ann Arbor, MI 48109-1259

Or, send it via email to: soeinnovator@umich.edu

SCHOOL OF EDUCATION
Non-Profit
The University of Michigan Organization
610 East University Avenue U.S. Postage
Ann Arbor, Michigan 48109-1259 PAID
www.soe.umich.edu Ann Arbor, MI
Permit No. 144
Volume 32, No. 1 / Fall 2001

Recipients making address changes:

please send new address and old
mailing label if available