the Annual

Report issue innova+or

VOL. 3 4 , N O. 1 : W I N T E R 2 0 0 4

U N I V E R S I T Y O F M I C H I G A N

SCHOOL of EDUCATION
SCHOOL OF EDUCATION ENROLLMENT
2002-2003 ACADEMIC YEAR

TOTAL INTERNATIONAL MINORITIES

Undergraduate Program:

Elementary 155 0 16
Secondary 287 1 45

Full-time master’s students 183 17 39

Part-time master’s students 18 0 4

Full-time doctoral students 288 36 65

Part-time doctoral students 18 4 1

I N N O VAT O R : W I N T E R 2 0 0 4
in this issue
10 New Center Fosters
Collaboration Among
Mathematicians,
Mathematics
Educators, and
Practitioners
02 Interview with Dean 13 Higher Education
Karen Wixson Center Leads Through
Research and Action
04 Teaching in Detroit

07 Study of Instructional
Improvement Sets
New Standard for
Research

I N N O VAT O R : W I N T E R 2 0 0 4
01
 seek + YOU
SHALL
find
I N T E RV I E W W I T H D E A N K A R E N W I X S O N
HOW HAS RESEARCH AT THE
SCHOOL OF EDUCATION INFLU-
ENCED EDUCATIONAL PRACTICE
IN THIS COUNTRY? WHAT ROLE
DOES THE SCHOOL OF EDUCATION
HAVE IN HELPING TO IMPROVE
OUR PUBLIC SCHOOLS, PARTICU-
LARLY IN OUR CITIES?
At a time when many schools and col-
leges of education are just starting to
focus on the need for “usable knowl-
edge,” our research programs emphasize
the creation of practical, real-world
knowledge that addresses some of the
most important educational issues and
problems today. For instance, researchers
from the Highly Interactive Computing
in Education project have developed sci-
ence curriculum units that help Detroit
teachers from 40 middle schools suc-
cessfully integrate technology and inquiry
into their practice. Hi-Ce researchers set
up software, rewired buildings, and con-
One of U.S. News and World Report’s top ten graduate
schools of education every year since 1995.
02 I N N O VAT O R : W I N T E R 2 0 0 4
ducted Saturday workshops and courses
for these teachers, and the result is
improved student achievement in middle
school science. Another example is the
groundbreaking Study of Instructional
Improvement, involving 120 elementary
schools in high-poverty urban settings
across seven states. This large study is
influencing policy decisions at these sites
and nationally. It’s also influencing the
ways that researchers conduct research.
What makes this School of Education
unique is the way in which we combine
teaching and research in the service of
public education. Some schools and col-
leges of education focus primarily on
teaching. Others support both teaching
and research, but often in isolation from
each other. Very few integrate research
and teaching, and even fewer do this in
collaboration with the disciplines—as
we do. In essence, our teaching is our
research, and our research is teaching.
IS THE SCHOOL OF EDUCATION
STILL COMMITTED TO TEACHER
EDUCATION?
This question always startles me, because
we haven’t moved away from our commit-
ment to teacher preparation! Currently,
there are 450 undergraduates and 323
graduate students enrolled in the School.
We continue to prepare teachers, and to
revise our programs of preparation as a
result of current research on teaching.
In addition, we’ve enhanced our research
enterprise in the past 10-15 years
Our teacher education programs, both
undergraduate and Masters and Certification,
now involve cohorts of students who work
together throughout their teacher prepa-
ration experiences in a supportive group,
or “learning community.” Cohorts also
provide instructors with the opportunity
to integrate their instruction within and
across semesters of study and in relation
to students’ field experiences. By making
explicit connections between classroom
observation and experimentation, and tra-
ditional classroom studies, students have
opportunity to apply what they think and
learn immediately.
IS THE SCHOOL OF EDUCATION
ACTIVE IN LOCAL COMMUNITIES
AND THE STATE, OR IS IT PURELY
NATIONAL IN ITS FOCUS?
Faculty and staff are highly involved and
invested in Michigan and its communi-
ties. We have several local school board
members, the incoming president of the
Michigan Reading Association, and the cur-
rent state director for Michigan’s National
Writing Project sites, on staff. We’re
part of a group responding to Governor
Granholm’s call to develop coaches for high
priority, struggling schools; we’re working
with Michigan State University to create
online learning modules for new teachers School of Education first in the nation
in this state. In collaboration with The for the impact of its research. Although
Henry Ford Museum, Bob Bain is working six other units at UM were ranked in the
on a Primary Sources Network that will top ten, Education was the only unit with
include online resources and professional a first place ranking.
development opportunities for Michigan
social studies teachers. WHAT ROLE CAN PHILANTHROPY
PLAY IN MEETING YOUR VISION FOR
We provide undergraduates with experi-
THE FUTURE OF THE MICHIGAN
ences working with Detroit community
SCHOOL OF EDUCATION?
organizations through programs such as the
Lives of Urban Children and Youth (LUCY). Many generous donors have already made
Programs such as these not only increase a significant difference to the School of
mutual awareness and understanding of Education. For example, gifts from Heinz
different life experiences, but also serve as and Waltraud Prechter have made pos-
sible significant advances in the use of
a pipeline for recruiting future teachers and
technology in K-12 teaching and learning.
administrators for our urban schools.
A generous gift from Charles and Jean
WHERE DOES THE SCHOOL OF Walgreen established an endowed chair in
EDUCATION RANK NATIONALLY? literacy that has helped support bringing
practitioners to campus to interact with
On almost any indicator
faculty and graduate students. In addition,
available we are one of
there have been many gifts from
the leading Schools
friends and alums that have
of Education in
enabled undergraduate
the coun-
and graduate students
try. Our
to spend concentrated
research and
time at the School dur-
preparation RANKED IN THE TOP TEN IN
ing their programs of
programs ELEMENTARY EDUCATION,
CURRICULUM AND INSTRUCTION,
study.
have helped
make us one of AND ADMINISTRATION I have come to see phi-
AND SUPERVISION.
U.S. News and lanthropy in education as
World Report’s a partnership between an
top ten graduate individual with a passion
schools of educa- for making a difference
tion every year and an institution with the
since 1995. We vision and means to make
have the number o n e a difference. The ability of SOE to fulfill its
higher education program in mission of improving K-16 education for
the country; an educational psychology all students depends upon philanthropic
program ranked in the top five, and top- support for student financial aid, cutting
ten programs in such crucial areas as edge technology, faculty appointments that
elementary education, curriculum and cross traditional boundaries, and profes-
instruction, and administration and super- sional service activities that allow us to
vision. A recent report from the Institute bring the most current knowledge to a
for Scientific Information ranks the UM broader audience of practitioners.
I N N O VAT O R : W I N T E R 2 0 0 4
03
 It is Friday afternoon, and Monica
Williams is sitting in a circle with
her second-grade pupils at Detroit’s
Harms Elementary School.
It is time for the class meeting, a weekly session during
which students bring forth any issues that are concerning
them, such as conflict with a classmate. Other students
suggest solutions, and the person who raised the concern
chooses a course of action.

TEACHING IN
DETROIT

educate + learn
04 I N N O VAT O R : W I N T E R 2 0 0 4
“Remember,” Williams says when two
youngsters offer conflicting versions of
an incident. “Everyone has to be honest
if we are going to solve our problems.”
It is an approach that teaches collabora-
tion, honesty, and decision-making. But
Williams might never have found herself
at the helm of a class if not for the Master
DEBI KHASNABIS CONFERS WITH A STUDENT ABOUT HER READING
of Arts with Certification program, an
equally innovative effort at the University
of Michigan School of Education.
MAC is designed for people who earned
bachelor’s degrees in other areas
and now want to become teachers.
The program allows people to earn a
master’s degree in education and obtain
certification to teach in an intensive,
“BECAUSE OF THE KINDS OF EXPERIENCES THEY ARE
GIVEN THROUGH THIS PROGRAM,
AN EL MAC GRADUATE OVER A BACHELOR’S
DEGREE STUDENT FROM SOMEWHERE ELSE.”
— Patricia Diaz, Principal, Harms Elementary
summer-to-summer year of course work
and field experience. New cohorts of 25-
28 students enter each June. Students
may earn degrees in elementary or
secondary education.
While graduates are qualified to teach
in public schools throughout Michigan,
MAC focuses on preparing them to work
in urban settings. Nationwide, more
than 20 percent of new teachers leave
the education profession within three
years. The problem is even more acute
in urban districts.
“It is obvious that there is difficulty
in recruiting and retaining teachers
among large urban districts across the
country,” said Stuart Rankin, an adjunct
I WOULD HIRE
professor and coordinator of the
Elementary Masters and Certification,
or EL MAC, program. “Our students
finish the program having had success
teaching these students.”
In order to be admitted to the MAC
program, students must have good
academic records, strong test scores
STUART RANKIN WITH STUDENT
and excellent letters of recommenda-
tion. Rankin also wants to know why
they are interested in this program,
how much exposure they have had to
diverse people, and what they see as
the value of education to society. The
program attracts both people who have
recently finished their undergraduate
degrees
I N N O VAT O R : W I N T E R 2 0 0 4
05
 continued on the next page
and people who have had careers in
business, engineering and other areas.
Typically, by the time they decide to
make the sacrifice of spending a year
in this program and beginning a new
career, they are pretty sure they want
to teach.
“When things go wrong in the teach-
ing situation, they are not so likely to
blame the society, or the culture, or the
school, or the children,” said Rankin,
who was a teacher and administrator
for 37 years in Detroit schools before
he retired in 1990. “They look to them-
selves first to see what they can do.”
Debi Khasnabis, who teaches fourth- and
fifth-grade bilingual students at Harms,
graduated along with Williams in the
first cohort of students to complete the
MAC elementary program. “My child-
Graduation, 2002-2003
192
105
30
BA/BS with MA with MA
certifica- certification
tion*
*includes kines, LS&A, music,
natural resources & environment
06 I N N O VAT O R : W I N T E R 2 0 0 4
hood ambition had always been to be a
teacher,” Khasnabis said. “I had fought
it all through college and had ignored
the voices in my head.” She majored
in Spanish and Economics at Michigan,
and then found herself hating a dream
business internship the summer before
her senior year. She attended a meeting
about the formation of the MAC elemen-
tary program and decided to apply. Once
admitted, she quickly bonded with oth-
ers in the program.
That is one of the keys to the program’s
success, Rankin said. Participants pro-
vide support to one another and share
ideas about different approaches. “We
think that in a cohort-based program
you add a lot of strength because they
live in each other’s pockets for a year,”
he said.
The success of the program has led
Patricia Diaz, principal at Harms, to
US News and World Report Rankings
UNIVERSITY OF MICHIGAN
SCHOOL OF EDUCATION
Overall
Higher Education Administration
Educational Psychology
Educational Policy
18
Curriculum/Instruction
Ph.D.
Administration/Supervision
or Ed.D.
Elementary Education
Numbers are from US News and World Report, 2003
re-evaluate the way she thinks about
teacher training. A 31-year veteran
of the Detroit school district, she has
formed collaborative efforts with
Michigan’s School of Social Work and
the College of Architecture and Urban
Planning. But she was skeptical about
the potential for a one-year program to
adequately prepare people to teach.
The graduates have proven her doubts
misplaced. This fall, Diaz hired a third
graduate of the EL MAC program,
Janice Lorkowski, who now teaches
third grade students. In addition, seven
MAC students are working with Harms
teachers for their classroom experi-
ences this school year.
“Because of the kinds of experiences
they are given through this program, I
would hire an EL MAC graduate over a
bachelor’s degree student from some-
where else,” Diaz said. “It’s kind of a
8th
1st
3rd
4th
7th
9th
10th
study + teach

W
hat if researchers used a full range of
research methods, both quantitative and
qualitative, to look closely at teaching
and learning in their complexity, over
a long period of time— say, the time
frame a child might spend in an elemen-
tary school? Could they then uncover
the critical resources needed to improve
educational outcomes for children in
America’s most disadvantaged schools?

Study of Instructional
Anticipation grows for the findings of a massive study
involving high-poverty, urban elementary schools in 40

Improvement Sets New

districts, 7 states and the District of Columbia. The
Study of Instructional Improvement, led by School
of Education faculty Brian Rowan, David Cohen, and

Standard for Research Deborah Ball, is being conducted in collaboration with

colleagues from the Consortium for Policy Research in
Education, UM’s Institute of Social Research, and an
army of graduate students, research scientists, SOE
continued on the next page

I N N O VAT O R : W I N T E R 2 0 0 4
07
 faculty collaborators, and educator/participants. The study
utilizes surveys, interviews with parents, teachers, and admin-
istrators, teacher logs, classroom observations, and student
achievement data over multiple years in its quest to capture
the complex nature of teaching and learning in American
schools and connect it to students’ academic development.
logs of their reading/language arts and mathematics instruc-
tion. Classroom observations and logs made by researchers
have then been compared and contrasted with teachers’ self-
reports. These data, when examined along with measures of
student achievement, will provide a richly detailed look at the
kinds of instruction that matter.

Two factors make this study unique in the annals of edu- David Cohen, the Dewey Chair in Education and the
cational research: its elegant, out-of-the-box conception of Annenberg Chair in Public Policy, notes, “There has been a
education “resources,” and its stunningly ambitious attempt lot of discouraging news about the weak effects of schooling
to connect the nuances of classroom instruction to students’ on student learning. However, those reports are likely based
academic growth. The on poorly designed
study will examine research studies.”
instruction and student Cohen and his col-
achievement in over 120 THE QUESTION ISN’T, leagues are concerned
high-poverty elementary
schools and also paint
“DO RESOURCES MATTER?” that decisions about
education policy at the
detailed portraits of
BUT INSTEAD, “WHAT federal, state, and local

twelve schools and three
whole school reform
programs — Success for
All, Accelerated Schools,
RESOURCES MATTER,
levels are being made
without referring to a
HOW, AND UNDER WHAT solid research base.

CIRCUMSTANCES?”
All connected with the
and America’s Choice
study express a level of
— as they work within
optimism about public
school, district, state, and
education, based on what
national contexts and
they’ve been learning.
policy environments.
Ruben Carriedo, SII’s
Normally, when people Associate Director of
talk about “resources” Outreach, says,” As
for schools, they mean a former adminis-
money spent per trator of a large
pupil, the number of urban district in
books in the library, California, I have
and the formal been heartened
qualifications of by my visits to
the teachers. Often, the schools in this
these resources are thought to be “active agents of instruction,” study, some of the most challenged schools in the country.”
so more books in the library somehow should result in better Brian Rowan, the Study Director, reports, “We’re finding
student achievement. SII investigators say the question isn’t, that these instructional interventions, on average, do affect
“Do resources matter?” but instead, “What resources matter, instruction, perhaps because they are more well-crafted and
how, and under what circumstances?” intensive than traditional approaches, and they include seri-
ous implementation strategies.”
To look very closely at the kinds of resources that matter for
classroom instruction and student learning, the researchers However, Carol Barnes, SII’s Associate Director of Qualitative
have involved a large number of teachers in data collection. Studies, cautions, “Stability may be an issue. In one school,
Teachers in these schools have been keeping detailed daily after three years of work with America’s Choice, the staff

08 I N N O VAT O R : W I N T E R 2 0 0 4
was just starting to see the effects of
their efforts. The students were under-
standing the routines, teachers were
learning and using new instructional
practices, and the school had moved
more students out of the bottom levels
of achievement than in previous years.”
During the fourth year, pressured by dis-
trict interpretations of state and federal
testing requirements, the school dropped
the program and shifted to a new district-
mandated program. She notes that this
school’s decision represents a pattern of
shifting influences and policy cycles that
is probably going to be part of formal
study findings.
According to Barnes, a series of reports
based on these case studies is in pro-
cess. The first, which will focus on
the districts’ management of school
improvement, will be out in Winter
2004. Additional reports will focus on
the schools’ management of improve-
ment, on professional education, and
on instructional practice. The SII
research team believes better policies
and decisions at all levels could result

I have been heartened by my visits to the schools

in this study, some of the most challenged schools
in the country.” — Ruben Carriedo, SII’s Associate Director of Outreach

http://www.sii.soe.umich.edu
I N N O VAT O R : W I N T E R 2 0 0 4
09
 NEW CENTER FOSTERS COLLABORATION
AMONG MATHEMATICIANS, MATHEMATICS EDUCATORS, AND PRACTITIONERS

research
+
practice

U
University of Michigan mathematics educators and
mathematicians are working to improve the mathematics
learning of K-12 students in the United States.

High-quality instruction is essential to reaching this

goal. Leading mathematics educators Deborah Ball
and Edward Silver, along with fellow UM mathemati-
cian Hyman Bass, and colleagues from the University
of Georgia, have established the Center for Proficiency
in Teaching Mathematics, to focus squarely on how to
improve the system of professional education for teach-
ers of mathematics. The center, funded by the National
Science Foundation, is no mere think tank—but instead,
an ambitious, multi-faceted research collaboration that
involves practicing teachers, teacher educators from
community colleges and various higher education insti-
tutions, professional developers, graduate students, and
representatives from professional organizations. http://cptm.us/
10 I N N O VAT O R : W I N T E R 2 0 0 4
OUR STRATEGY IS TO FOCUS ON
THE VARIETY OF PEOPLE WHO ARE ENGAGED IN
MATHEMATICS-RELATED TEACHER EDUCATION
The need for capac-
ity-building in
mathematics teacher
education is substantial:
more than a quarter of all
students of mathematics
in grades 7-12 have teach-
ers who have neither a
major nor a minor in their
teaching field. At the same
time, at Ph. D. granting
institutions, more than
half of the mathematics
education faculty will be
eligible for retirement in
two years. Nearly 80%
will be eligible in 10
years, according to NSF.
Ball explains: “We could
have tried to develop
new curricular materi-
als or to recruit new
I N N O VAT O R : W I N T E R 2 0 0 4
populations into the teach-
ing of mathematics. Those
strategies are legitimate, but
our strategy is to focus on
the variety of people who
are engaged in mathematics-
related teacher education.”
This focus has led all involved
to consciously build “com-
munities of practice” and
networks of educators across
Michigan and the nation.
Silver, who also chairs the
Education Studies Program
at the School of Education,
says, “The center is an inte-
grative force. Through the
center, there are multiple
forms of coordinated activity
involving the education of
mathematics teachers.”
continued on the next page
11
 Traditionally, mathematics educa-
tors and mathematicians have not
collaborated much. On many campuses,
institutional structures and differing
departmental cultures have kept them
apart. However, at University of
Michigan, something unique and power-
ful is going on. According to Bass, the
Roger Lyndon Professor of Mathematics,
who also holds a joint appointment in the
School of Education, UM has “groups of
unusual talent, in both mathematics and
mathematics education, collaboratively
engaged with a fundamental national
problem.”
The Center agenda is also interac-
tive with other work at the School
of Education, such as the Study of
Instructional Improvement, and Heather
Hill and Deborah Ball ‘s efforts to devel-
op new measures of teacher knowledge
of mathematics for teaching. Other
resources at SOE include the funda-
mental studies of Magdalene Lampert on
teaching and learning, and the research
of Patricio Herbst on geometry, math-
ematical reasoning and the instructional
uses of technology.
“People don’t just need more math
courses,” says Ball.
“These teachers have several years of experience
with the curriculum materials, and now they are
beginning to reflect on and inspect their practice
in order to improve it.” — Ed Silver, professor, mathematics education
12 I N N O VAT O R : W I N T E R 2 0 0 4
“We’re asking, what kind of mathemat-
ics helps teachers teach mathematics
well? How could you help people learn
this kind of mathematics?” With UM
Dearborn’s Judy Flowers, Western
Michigan University’s Kate Kline, and
Henry Ford Community College’s
Deborah Zopf, Ball helps plan and facili-
tate a monthly study group attended
by regional mathematics leaders. Zopf,
also a first year SOE doctoral student,
explains that forty percent of elemen-
tary teachers take their only coursework
in mathematics at community colleges.
“I’m learning at the same time as the
University of Michigan research group is
learning, and then I can take it back to
Henry Ford Community College, where
we revise the curriculum to respond to
new understandings.“
Similarly, Ed Silver, in collaboration with
Oakland Intermediate School District
consultant Valerie Mills, works with
middle school teachers in four districts.
Silver says, “These teachers have several
years of experience with the curriculum
materials, and now they are beginning to
reflect on, and inspect, their practice in
order to improve it. They are also consid-
ering how they can engage in this kind of
reflection with their colleagues, whether
through co-teaching, or co-planning, or
lesson study. “
Both the study group and the profes-
sional development workshops use
case study materials, video records of
children’s mathematical learning, and
samples of student work in order to keep
analyses closely connected to practice.
In either setting, observers might see
people thinking deeply and talking
reflectively about learning, about teach-
ing, or about the teaching of teachers.
Graduate students are involved in all
aspects of the work, from planning
professional development sessions to
designing and conducting research on
the impact of certain activities or cur-
ricula. “For example, some students are
using discourse analysis techniques to
examine changes in language within and
across professional development ses-
sions, while others have helped design a
survey that will be administered several
times over the life of the study,” says
Silver. The Center attracts and sup-
ports new leadership in mathematics
education by providing core funding for
full-time doctoral students.

CSHPE
A
University of Michigan center long recog-
nized for excellence in academic circles
was recently thrust into the consciousness
of the media, the public, the U.S. Supreme
Court, and national policymakers.
The Center for the Study of Higher and
Postsecondary Education (CSHPE)
has produced influential research and
nurtured higher education leaders for
nearly five decades. Research by faculty
members and students at CSHPE was
critical to the University of Michigan’s
affirmative action case, recently argued
Higher Education Center Leads Through
RESEARCH + ACTION
“Diversity is more than
just a social or moral good.
It has educational value.”
before the Supreme Court. Central
to UM’s argument: studies done by
CSHPE faculty members Eric Dey and
Sylvia Hurtado, who found that diverse
environments lead to better education
for students.
“Most of us operate on the basis of
what we already know, and we need to
be placed in an environment that chal-
lenges our theories and assumptions in
order to learn,” said Eric Dey, CSHPE
professor and associate dean for the
School of Education. “Diversity is more
than just a social or moral good. It has
educational value.” Researchers at the
University of Michigan began studying
the experiences of minorities in higher
education as early as the 1970s.
This kind of research has kept CSHPE
at the forefront of higher education
scholarship. Founded in 1957 with a
grant from the Carnegie Foundation,
CSHPE is now supported with funding
from the School of Education, supple-
mented by governmental and private
continued on page 15
I N N O VAT O R : W I N T E R 2 0 0 4
13
 “We aspire to educate
not just leaders, but
leaders who make a
difference.” — Patricia King, director of CSHPE

14 I N N O VAT O R : W I N T E R 2 0 0 4
continued from page 13
sources. The School of Education’s
graduate programs in higher educa-
tion are administered by the Center.
Graduates of the program take fac-
ulty positions, conduct research on
higher education issues, serve as uni-
versity administrators, and hold key
positions in the organizations and agen-
cies that help to shape higher education.
A review of CSHPE’s alumni database
on the center’s 40th anniversary in 1997
found that more than 70 CSHPE-asso-
ciated alumni or post-doctoral scholars
were serving as college or university
presidents. CSHPE faculty members
have frequently held top positions in
http://www.soe.umich.edu/cshpe/index.html
http://www.soe.umich.edu/highereducation/index.html
organizations such as the Society for
College and University Planning and
the Association for the Study of Higher
Education.
“We also probably have more people in
faculty positions in higher education
programs around the country than any
other program,” said Marvin Peterson,
CSHPE professor.
“When we talk about leadership here,
part of it is about educating students
so they can provide effective leadership
through these positions,” said Patricia
King, director of CSHPE. “As faculty, we
aspire to educate not just leaders, but
leaders who make a difference. Similarly,
we hope to inspire our graduates to con-
duct meaningful research that results in
the improvement of higher education.”
For Antonio Flores, a reputation for
excellence, a strong faculty and a
willingness to provide support that
made it financially possible for him
to get his degree made the program
a perfect match. Flores, president of
the Hispanic Association of Colleges
and Universities (HACU), received his
doctorate in 1990.
“I feel like I just learned so much, not
only from the coursework, but from the
interaction with peers and the campus
environment in general,” he said.
continued on the next page
I N N O VAT O R : W I N T E R 2 0 0 4
15
 “The University of Michigan
is a place that is committed
to understanding higher
education” — Heather Wathington, Ph.D. University of Michigan

Flores, who was born in Mexico, moved to the United States
in 1972. He soon was working with first-generation college
students at Hope College in Holland, Michigan. He soon real-
ized that he wanted to help bring about fundamental changes
in higher education.
“It dawned on me that to do that, I had to go into the study
of higher education in a very systematic way,” he said. Flores
considered programs at the University of Pennsylvania,
Stanford and the University of California at Los Angeles before
deciding on Michigan. At HACU, he heads an organization
with 359 member institutions, providing leadership training
to college and university administrators and scholarships
and internships to students. The organization also advocates
with Congress and the federal government for support of the
institutions it serves.
The Center’s strong history is what drew Heather Wathington
to Michigan when she decided to get a Ph.D. after earning a
master’s degree in educational policy and administration.
Wathington, who graduated in December, has spent
nearly two years as the diversity, equity and global initia-
tives officer at the American Association of Colleges and
Universities. She works with 900 member organizations on
issues of diversity, ranging from improving their campus
climates to enhancing student access. In January, she will
join the Lumina Foundation in Indianapolis, Indiana. As a
senior research officer, she will direct studies and manage
a grants portfolio. The foundation focuses on broadening
access to higher education, improving the success of people
once they are in college or graduate school, and responding
to the needs of adult learners.
“The research skills I obtained during my years at CSHPE
set me up well to be able to work at a national organization.”
Wathington said. “The University of Michigan is a place that
is committed to understanding higher education.”

16 I N N O VAT O R : W I N T E R 2 0 0 4
 SPECIAL THANKS TO ALL OF THE DONORS WHO CONTRIBUTED OVER THE LAST YEAR

DONORS 02/03

$25,000 and more

Mr. and Mrs. Arthur W. Angood
Erwin Dingman Trust
Nancy Louise Fraser Estate
William T. Grant Foundation
Howard F. and Judith Sims
The Spencer Foundation
Lloyd M. Williams Estate
Professor Frank B. Womer

http://www.soe.umich.edu/contribute/index.html

I N N O VAT O R : W I N T E R 2 0 0 4
17
 DONORS 2002–2003

$10,000-$24,999 $5,000-$9,999 $2,500-$4,999

Hewlett Packard Financial Ford Motor Company Fund Mr. Charles J. Andrews
Services Center
Martin and Linda Frank James E. and Wendy P. Daverman
The National Collegiate Athletic
David L. Huntoon and Mari J. Arno Mrs. Mary M. H. Douglas
Association
Evy Eugene Mavrellis Estate Jim and Judy Kamman
Joan Nelson and Herbert Neil
Mr. Harvey A. Wagner Mrs. Alice Fortier Paton
King and Frances Stutzman
Miss Margaret P. Sauer

Bruce A. and Janis A. Work

DONORS 02/03
$1,000-$2,499
Col. and Mrs. Arthur D. Barondes Mr. and Mrs. Thomas R. Hodgson Michael and Eleanor Pinkert

Mrs. Guido A. Binda Dennis M. and Marise A. Hussey Mrs. Waltraud E. Prechter

Mr. Dennis M. Brown Mr. and Mrs. Verne G. Istock William and Jacqueline Prins

John and Susan Brown Gilda and John Jacobs Mrs. Mary Elizabeth Rees

Fred and Sharon Brubaker Mr. and Mrs. Phillip S. Jones Virginia Richardson and Gary
Fenstermacher
Mrs. Margaret I. Gardner Christiansen Dr. Patricia King
Dr. and Mrs. Everett Newton
Diane D. Coxford Mr. William G. Kring
Rottenberg
Miss Janet E. Diehl Sarah and John Lawser Jo Anne and Ralph Rydholm
Mark F. Duffy Dr. Paul E. Lingenfelter SBC Foundation
Mrs. Irene D. Eanes Charles E. and Madelyn P. Litz Dr. Elena M. Sliepcevich
Samuel and Maryann Ellsworth Estate of John H. MacMaster Gus and Andrea Stager
John W. English Helen L. Mamarchev, Ph.D. Mr. and Mrs. Jerome Subar
Mr. and Mrs. Cornelius J. Enright, Jr. Mrs. Lila A. McMechan Mr. and Mrs. Robert W. Tanke
Exxon Mobil Foundation Motorola Foundation Mr. and Mrs. Charles H. Van Deusen
Dr. Wendy A. Gee Mr. and Mrs. William T. Muir Dr. Jonnie L. Williams
Mrs. Mary Ann Greig Mr. F. Herbert Neuman Dr. June S. Wilson

Mr. and Mrs. James T. Hegenbarth Dr. Joseph S. and Ann R. Newcomb Karen Wixson and Wiley Massingill

18 I N N O VAT O R : W I N T E R 2 0 0 4

$500-$999
Ms. E. Joyce Adderley
Hope Finegold Alper
Mr. and Mrs. Gerard A. Antekeier
Mr. and Mrs. Brent Auer
Bemis Company Foundation
Lawrence S. Berlin
Lee P. and Marguerite P. Berlin
Margaret and Roland Bixler
Mr. and Mrs. Fletcher S. Bradley
Bristol-Myers Squibb
Foundation, Inc.
Dr. and Mrs. Douglas B. Brown
Lawrence and Valerie Bullen
Jack and Marian Burchfield
Dr. and Mrs. Clifford L. Craig
David and Marilyn Cummins
Dr. and Mrs. Russell B. Driver
Mr. and Mrs. Thomas C. Evanson
Mona and Thomas Fielder
Leona and Leon Fliss
Bruce and Dale Frankel
Samuel Gaft
Mr. and Mrs. Albert F.
Gelhausen
Ione and Lowell Goodman
Louis E. Green
Ms. Barbara V. Grinke
Mrs. Laris Stalker Gross
Donald and Dagny Harris
Edward J. and Ruth Heinig
DONORS 2002–2003
Gregory L. Henry, M.D.
William and Beverly Hoglund
William and Rebecca Horvath
Houghton Mifflin Company
Robert and Gretchen Ilgenfritz
Roger and Carolyn Johnson
Russell and Mary Johnson
Alan H. and Susan Holtzer Jones
Ruth E. Kallio, Ph.D.
Warren A. Ketcham, Ph.D.
Phyllis M. Kindinger
Ms. Shirley A. Kirkland
James and Kristina Kunz
Clifford and Gloria Larsen
Mr. and Mrs. Sander Lehrer
Barbara and Elliott Levitas
Ms. Frances E. Lossing
Douglas and Ann Lund
John D. and Catherine T.
MacArthur Foundation
Bruce and Bertie Mack
Mr. and Mrs. Monroe D.
Macpherson
Dr. and Mrs. Allen Menlo
Barbara and J. Michael Moore
Prof. William and Mrs. Bernice Morse
Mr. and Mrs. Edward Narens
John H. and Catherine H. Ogden
The Pfizer Foundation
The Prudential Foundation
Margaret and Dale Raven
Patricia and Perry Remaklus
Ms. Nancy T. Reynolds
Elbert W. Rogers Foundation
John B. & Margaret M. Roll Fund
Ms. Winifred H. Rome, M.B.A.
Rosewood Capital Management
Corporation
Karen and Glenn Saltsman
Thomas and Alison Samph
Elise C. Schepeler
Carol and Alfred Schrashun
Josephine and Thomas Sebben
Robert H. Shirkey
Mary Phyllis and Allan R. Sieger
William L. and Julie Ann Skinner
John S. and Virginia C. Slavens
Malcolm Lowther and Joan Stark
Nancy and John Strom
Dorothy and James Symons
Miss Shirley A. Tucker
Ms. Karen E. Vance
Mr. Stevan VanVliet
Mr. and Mrs. Garry R. Walz
James and Bonnie L. Watson
Stephen and Susan Schwartz
Wildstrom
Donald L. Williams
Dr. and Mrs. James D. Yates
John and S. Suzanne Zinser
I N N O VAT O R : W I N T E R 2 0 0 4
19

$250-$499
American Electric Power Co., Inc.
AOL Time Warner Foundation
Neal H. and Elizabeth A. Ardahl
Joyce and Michael Asher
Barbara and Thomas Bale
Dr. T. Gregory Barrett
Pamela and Wilfred Bentley
Ms. Carita H. Bergelin
Mr. and Mrs. William C.
Blamer
Ms. Jan M. Boynton
Paul and Elaine Brubacher
John and Janis Burkhardt
William and Irene Bushaw
Lauren Bussey
Mrs. John Calhoun
Miss Susan Lee Canfield
Mr. Peter John Canzano
Jack Stanley Carberry
Robert W. and Susan Carling
David and Cara Cassard
Caterpillar Foundation
Margaret and Stanley Cheff
Miss Alice J. Chindblom
Mrs. Lottie Ritz Clark
Sandra T. Collard
Comerica, Incorporated
Consumers Energy Company
James and Dorothy Cox
Joann and William Crawford
Dr. and Mrs. Robert C. Cronin
Dr. Bobby Jean Cummings
Margaret P. Curtin
Elizabeth and Kermit Cutter
DaimlerChrysler Fund
Mary E. Dalton
Daniel and Anne Danosky
Nadine Messina and Ronald Davis
DTE Energy Foundation
Dr. and Mrs. Craig R. Dykstra
20 I N N O VAT O R : W I N T E R 2 0 0 4
DONORS 2002–2003
Miss Judith M. Ebner
Robert B. and Sara T. Evans
Dr. Colleen M. Fairbanks
Patricia and Robert Fedore
Ford J. and Virginia E. Fegert
Donna and Andrew Fisher
Denis and Carol Fitzgerald
Miss Elaine M. Galoit
Donald S. and Laurie M. Gardner
Alma Simounet-Bey and
Wilfredo Geigel
Ms. Cathleen L. Gent
Janet and William Gerhardt
GlaxoSmithKline Foundation
Dr. and Mrs. Louis A. Govatos
Mr. William Leo Gregg
Dr. Patricia L. Griffin
Mr. and Mrs. Richard B. Gushee
Dr. and Mrs. Ira M. Hanan
Alyce and Dennis Helfman
Mr. and Mrs. William C. Heller
David and Sally Hershey
Dr. James T. Heydt
Bob and Marguerite Higgins
Niles and Shirley Holland
Mr. and Mrs. Thomas Hooker
Andrew G. Hurst
Shirley B. and Charles E. Hurwitz
Ms. Joan Lee Husted
Dr. and Mrs. James F. Hyla
Indianapolis Power & Light Co.
Mr. and Mrs. Edward Kastner
C. Philip and Julia Kearney
Ms. Elizabeth S. Kimmel
Roger and Cynthia Kinnear
Howard and Mary Kirchick
Stephen G. Kitakis
Lisa and John Koegel
Kevin and Karen Kraushaar
Mrs. Barbara L. Kulkis
Dr. William E. Lakey
Rory P. and Martha R. Laughna
John and Barbara Leppiaho
Paul and Lynn Lieberman
The Rev. William S. Logan III
Mark and Joni Lohr
Milan and Zelma Marich
The McGraw-Hill Companies
William McPherson V
The Merck Company
Foundation
Lawrence and Phyllis Miller
Susan and John Morris
Dr. E. A. Jackson Morris
Samuel A. Muller
Alina and Stephen Muther
William H. Nault
Jean and Hilton Neal
Susan Nowosad
Charles and Betty J. Ortmann
William and Susan Pappas
Thomas S. Parsons
Mrs. Sally F. Parsons
Mrs. Mae Cora Peterson
R. Douglas and Judith Petrie
Mr. Paul Chester Pinto
Richard E. Popov
Dr. Doreen Poupard
Mr. Hercules G. Renda
Ms. Carol E. Rigg
John and Marilyn Rintamaki
Fred and Janet R. Rolf
Dr. Leslie W. Ross
Sara E. and David W. Ross
Mary and Howard Roth
Miss Madelon L. Rowell
Marguerite V. Schneeberger
Miss Gladys L. Schwenk
The Scripps Howard Foundation
Jon and Diana Sebaly

Howard and Nancy Serlin
Thomas W. and Myrtle J. Shultz
Jill A. Shure
Mr. and Mrs. R. Eugene Slough
John E. and Beverly Allen Smith
Miss Adele Evelyn Sobania
Mrs. Cathy D. Spano
Robert and Elizabeth Staley
Nancy and Fred Stanke
Margaret Walker-Stevens
and H. Stevens
Russell C. Still
Fred Erwin Strong
Dr. Sean M. Sweeney
Lawrence C. and
Jean E. Sweet
Nelda Taylor
Mrs. Lillian R. Teitelbaum
Ruth E. Thomas
The Rev. and Mrs. Mark C.
Thompson
Mr. and Mrs. Jack G. Tornga
Frederick and Alycemae
Townsend
James and Terry Turner
Roger VanderPloeg
Ms. Janice G. Veenstra
John Henry Veeser
Lisbeth and Walter Veghte
Mr. and Mrs. Thomas L. Verhake
Dr. and Mrs. Charles M. Vest
Mrs. Martha S. Vincent
Terence and Daphne Vogel
David and Joan Weinbaum
Ms. Avis White
Dr. Philip A. Wigent
Mr. and Mrs. G. Warner Williams
Richard V. Wisniewski
Michael W. and Marcia W. York
Maureen G. and Burgess Young
Mr. Leon P. Zukowski
DONORS 2002–2003
$150-$249
Georgia and Kevin Abbey
Jean R. Aimonovitch
Gwendolyn D. Allen
Dr. and Mrs. Todd W. Areson
Jill B. Arnold
Ashland, Inc.
Dr. and Mrs. Charles H. Aurand
Dr. Gwendolyn Calvert Baker
Dr. and Mrs. J. A. Baker
Dr. Carol P. Barnes
Patrick and Barbara Barrett
Robert H. Bates
Roger and Nancy Battistella
Thenora Hill Beard
Dr. Barbara Ann Bissot
Mrs. Joan E. Bolling
Dr. David James Bonnette
BP Foundation, Inc
Esther and Earl Bright
Mary Lee and Anthony T.
Bronzo
Nancyjo and David Brouwer
Thorne J. Brown
Mrs. Vivian Brown
Janet and C. J. Buresh
Mr. and Mrs. Everett L. Burkey
Renee S. and Frederick S.
Burstein
Mr. Thomas A. Butts
Donald and Winifred S. Byker
Mr. and Mrs. Robert D. Cahow
Mr. and Mrs. John R. Caldwell
Ronald and Elizabeth Carlson
Emanuel and Joan Carreras
Dr. Robert Carrier and
Linda Carrier
Mr. and Mrs. Richard E. Cassard
Ms. Mia K. Cho
Therese and Richard Chouinard
Miss Nancy E. Cilley
Mrs. Olga Susan Clark
Dean and Carolyn J. Cole
Mr. and Mrs. David R. Comfort
Computer Associates
International, Inc.
James P. Conroy II
Corning Incorporated Foundation
Gail and Dan Dall’Olmo
Mrs. Susan W. Danielson
Dr. and Mrs. Edward G. Dauw
Mr. and Mrs. John W. DeHeus
Dr. Delmo Della-Dora
Joan and Douglas Dodge
Lois Ann Dohner
Dr. Donald E. Douglas
Mr. and Mrs. Carserlo Doyle
Mr. and Mrs. David D. Dunatchik
Michele J. Duncan
Mr. and Mrs. George C. Earl
John D. and Ruth B. Edick
Dr. John Eisner
Gary and Marilyn Emerson
Ms. Linda I. Evans
Eileen and Garry Feldman
Mrs. Betty Sue Feuer
Dr. and Mrs. A. Lawrence Fincher
Mr. and Mrs. Norman E. Fischer
Dr. Judith M. Flowers
William and Shirley Foster
Marcia Franklin
Mrs. Victory Nebel Frantz
Mrs. Cynthia Zaborowski Freeman
Judith and Dennis Gage
Dr. and Mrs. Edward A. Gallagher
Ethan C. and Patricia W. Galloway
General Motors Foundation
Bernard J. Geyer
Dr. Judith I. Gill
John Douglas Gillesby
Mr. and Mrs. Robert L. Glazier
Mr. and Mrs. Henry W. Gleiss
I N N O VAT O R : W I N T E R 2 0 0 4
21

$150-$249 continued
Dr. and Mrs. Stewart E. Gloyer
Doris Miller and Fay Goetz
Sarah and Michael Gorodezky
Mrs. Inta Mednis Grace
Dana and Bryan Gralewski
Mr. and Mrs. Robert B. Green
Dr. Joe L. Greene
Ms. Fern A. Griffin
Mrs. Linda Jacqueline Guinn
Mr. and Mrs. Glenn W. Hamburg
Bradley and Terri Hanpeter
E. F. Harris Family Foundation
Richard and Ann Hartzell
Ms. Susan Marie Heathfield
Roger D. Herrington
Constance and David Hoogerland
Mr. Jarrett Theophus Hubbard
Matthew and Christina Hubbard
Ms. Janet C. Huber
Charles W. Hugo
Peyton and Betty Hutchison
Mrs. Margie R. Irick
Gail and Carl Janensch
Paula and Harold Jarnicki
William and Carol L. Jenness
Robert and Elinor Jereau
Edward J. Johnson
Johnson Controls Foundation
Mr. and Mrs. Donald R. Jolliffe
Ms. Janice Anne Kabodian
Don L. and Nancy L. Kaegi
Shirley and Irving Kaplan
Michelle and Jeremy Kaufman
Timothy J. Kehoe
Constance C. Kelly
Byrdell and Gilbert Kendrick
Susan and Frank Kettonen
Mrs. Dorothy P. Klintworth
22 I N N O VAT O R : W I N T E R 2 0 0 4
DONORS 2002–2003
Dr. Stanley Gerald Knepp
Ms. Betty E. Kohl
Dr. and Mrs. Norman Hai-Ming Koo
Mrs. Marjorie Jane Kucher
Carol and James Ladley
Mr. and Mrs. Richard W. Lange
Ellie and Bruce Lederman
Mr. Thomas Nathan Leidell
Nancy and Keith Libman
The Rev. Harriet Bridges Linville
Lockheed Martin Corporation
Frederick and Charann Long
Dr. Karen A. Longman
Mr. and Mrs. James R. Lozelle
Lucent Technologies Foundation
Ralph Q. and Elsa Lund
John Walter Lundeen
Mrs. Joan M. Luppino
Drs. Carla and Gordon Lyon
James G. and Lisa A. Marciniak
Dr. and Mrs. Edward T. Marquardt
Richard E. Martens
Mrs. Marilyn I.B. Martin
Mrs. Elizabeth Martin
Cynthia A. Martinez-Harner
Dr. Harriette P. McAdoo
William and Rebecca McDermott
Ms. Mary Ann McGovern
Mr. John C. McMillan
Mrs. Marian A. Meier
Pamela C. and John E. Miley
Dr. and Mrs. Richard Earl Miller
Janet and Donald Miller
Sandra and Thomas Millman
Drs. Jeffrey and Barbara Mirel
B. Michael Momany
Ms. Rachael E. Moreno-Delcamp
J.P. Morgan Chase Foundation
Dr. Helen M. Morsink
Susan Lapine and Donald Mroz
Guy and Linda Murdock
Joan and Carl Nelson
Mrs. Catherine R. Nichols
Mr. and Mrs. James M. Nield
Mr. and Mrs. Thomas E. Norpell
Northwestern Mutual Foundation
Martin E. Obed
Mrs. Jane L. O’Malley
Alan and Emelia J. Osborne
Warren and Marcia Otte
Mary G. B. Pace
Oscar Mario Padilla
Frederick V. Pankow
Richard L. and Nancy S. Pantaleo
Donald Tate, Ph.D.
Dr. and Mrs. Henry S. Pinkney
Dr. David Ponitz and Dr. Doris Ponitz
Barry K. and Yolan M. Powell
Dr. Ronald Louis Prefontaine
Dr. Sylvia C. Price
Mr. and Mrs. Russell Prince
Wallace and Barbara Prince
Dr. and Mrs. George J. Quarderer
Dr. and Mrs. Louis J. Radnothy
Henry Martin Rehn, Jr.
Miss Shirley E. Reid
Edith and Donn Resnick
Leslie K. Rosen
Monroe and Phyllis Rowland
Dr. and Mrs. William R. Rude
Lawrence Russell Rutkowski
Wendy and William Sable
Clifford and Beverly Sadler
Edwin J. Salesky, J.D.
Lynda M. Samp
Anthony and Dorothy Sargenti

Mr. and Mrs. John P. Savage
Nancy and Stephen Schewe
Dr. Bruce J. and Audrey Cok
Schuurmann
LeRoy C. Schwarzkopf
Dr. Rosalia Ann Schwem
David M. Seamon
Dr. A. L. Sebaly
Jack C. Seigle
Ms. Mary P. Sepe
Dr. Kenneth L. Shapiro
Paul N. Shaver
Don P. and Mary L. Sheldon
Dr. Nancy L. Shiffler
Thayer and Earl Sifers
Richard E. and Patricia Skavdahl
Wayne F. Smith
Dr. and Mrs. Robert L. Solari
Mrs. Rebecca J. Southwell
Elyse and Melvin Spielberg
Dr. James L. Spillan
Mr. and Mrs. John R. Spittler
Sandra and Timothy Springer
Dr. and Mrs. Donald E. Stanbury
James M. and Leona
Burton Stearns
Mrs. Betty B. Steen
Neil and Judith Steinhoff
Janice F. Stephens
Ralph and Mary Stevens
Mrs. Jean A. Stevenson
Mr. and Mrs. James J. Stimac
William J. and Jane D. Stocklin
Dr. Clarence L. and Oretha H. Stone
Ronald P. and Janet S. Strote
Mrs. Margaret M. Sursaw
Mr. and Mrs. John M. Sweet
Mr. and Mrs. Donald R. Tassie
Ellen B. and Stephen C. Taylor
DONORS 2002–2003
Elizabeth Whitney Telfer
Dr. Mark A. Templin
FULL TIME,
Dr. Yvonne R. Teske
The Procter & Gamble Fund
TENURED, OR
Carol M. and George W. Thompson TENURE TRACK
Mr. and Mrs. James W. Thomson
Donna and Allan Thorburn FACULTY, 2002–
Elaine and Norman Thorpe
Ms. Helen Beers Tibbals 2003:
Mrs. Nancy J. Tighe
Frank Legacki and Alicia Torres 65
Mr. and Mrs. Albert C. Tosto
Mr. and Mrs. John M. Tringali
Miss Thelma J. Ullrich
Mary and Willard Valpey FULL-TIME FAC -
ULTY INVOLVED
Dr. A. Roger VanderSchie
Mary Vanbeck-Voelker
and Robert Voelker
IN EXTERNAL-
Marian and Denis Walsh
Otis and Kathy Walton
Mr. and Mrs. Eric D. Warden
LY FUNDED
Ms. Anna Josephine Weiser
Mr. and Mrs. David E. Weiss
RESEARCH
Susan and Dennis White PROJECTS:
Gregg Barry Wickstrom, M.D.
Mr. and Mrs. Gary L. Wilde 44
Mary E. Wilsberg, Ed.D.
Ms. Karen M. Wilson
Dr. Nila Wilson
Miss Nancy Jane Wolf
Andrea and Lawrence Wolfe
EXTERNALLY FUNDED,
Mrs. Davina H. Wong SPONSORED RESEARCH
Wyeth
Susan and Robert Yates
2000–2001
Miss Betty E. Yonkers $15,761,262
Prof. and Mrs. John G. Young
Ms. Lucy P. Young
2001–2002
$15,324,922
Mr. and Mrs. Joseph M. Zawadzki
Kenna S. and David M. Zorn 2002–2003
$15,907,026
I N N O VAT O R : W I N T E R 2 0 0 4
23
 2002–2003
SMITHSONIAN COMPUTERWORLD HONORS

The Smithsonian Computer World Honors Program identifies

the women and men, organizations and institutions whose
use of information technology has been noteworthy for the
originality of its conception, the breadth of its vision, and
the significance of its benefit to society. From the Laureates
nominated in each of 10 categories, a distinguished panel
of judges selects five to become Worldwide Finalists.

UM Go-Girl
2002 FINALIST, PAMEL A REID
http://www.umich.edu/~gogirls/index.htm

Center for Improvement of

Early Reading Achievement
2002 L AUREATE, JOANNE CARLISLE
http://www.ciera.org

Curriculum Access System

for Elementary Science
2003 L AUREATE, ELIZABETH DAVIS
http://cases.soe.umich.edu

24 I N N O VAT O R : W I N T E R 2 0 0 4
innova+or
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I N N O VAT O R : W I N T E R 2 0 0 4
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SCHOOL OF EDUCATION
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