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CREDITS Deborah Stipek, Dean Marguerite Rigoglioso, Erica Gilbertson, Elaine Ray, Stanford Design Group, Rebecca Tseng Smith, and Rebecca Tseng Smith , Design & Production Associate Dean for External Relations Contributing Writers Amy Yuen, Editor

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INSIDE PAGE Bridging the Gender Divide 1–4 Stanford Schools Corp. Launches New Charter 5 Forum Question: Technology and Learning 6–7 The Stanford Challenge Special Section 8–11 Gumport Named Vice Provost for Graduate Education 12 Faculty News 13 –14 Alumni News 15 –17 Student and Staff News 18 –19 School of Education Website Launch 20 Stanford EDUCATOR

STANFORD UNIVERSITY SCHOOL OF EDUCATION ALUMNI NEWSLETTER FAL‘L 06 http://ed.stanford.edu

MBridging the Gender Divide BY MARGUERITE RIGOGLIOSO

chool of Education Researchers Help Girls SBecome Tech Savvy

When Stephanie was 11, she Brigid Barron . It ’s also about YouthLAB (Youth Learning stumbled into computer providing resources and Across Boundaries). She and programming the way many girls encouragement outside of school School of Education students do—through her friends. They in the form of computer clubs, Ugochi Acholonu, Karin showed her how to design web after-school programs, and Chapin , Rachel Fithian , Sarah pages using HTML, and before informal networks where children continued on page 2 long she decided it wouldn ’t be a can have access to bad idea to take the the ideas, tools, programming, web design and mentoring, and even industrial technology courses time they need to predominantly attended by boys create real hands- at her middle school. By the end on projects. of seventh grade, the young Barron, the SiliconValley teen knew that she beneficiary of a wanted a career in computer five-year National technology. By eighth grade she Science was using on-line learning Foundation communities to develop her skills (NSF)-sponsored and was invited to design the CAREER award website for her father ’s start-up and co-leader of company. the NSF-funded Stephanie ’s story illustrates Learning in how early experiences can make Informal and all the difference in helping girls Formal cultivate the prowess and Environments confidence they need to be Center, has been successful in computer science researching the into adulthood. But encouraging “gender divide ” in girls to become players in the the high-tech influential world of technology is world for the past PHOTO: A middle school student films materials for a web site about more than just offering three years in development project at a community-based after-school pro - gram in Silicon Valley. Associate Professor Brigid Barron is courses in school, says School of collaboration with researching how the “gender divide” may be bridged through Education Associate Professor her research group, out-of-school learning activities. M

continued from page 1 the doctoral graduates, and 10 than the girls report themselves. Lewis , Emma Mercier , Kathleen percent of professors in the field. With boys at an advantage early O’Connor , Colin Schatz , Sarah That also means fewer female on, they are much more Walter , and Susie Wise , and hardware and software confident than their female alumna Caitlin Kennedy Martin programmers, designers, and counterparts about taking (MA ’99) have been conducting engineers. Why don ’t more computer courses and pursuing research that demonstrates how women go further? According to technology-related careers once the “gender divide ” may be Barron, the reasons are they get to college. bridged in the area of high tech, complicated. In fact, Barron ’s own data and suggests how various aspects Through a series of surveys reveal that just as many pre- of a young person ’s “learning and interviews of students and college girls as boys are broadly ecology ”— the total environment their parents, Barron has found involved in computer-related of home, school, peers, and virtual that one factor possibly activity. “Some girls are highly spaces that provide opportunities discouraging junior and senior engaged in computer -related for learning—may be enhanced high school girls is the prevailing activities,” she stresses. “What we and lead to the development of stereotype of the computer need to understand is how girls new interests. expert as an anti-social or nerdy become engaged and excited. ” male. Even more significant, Therefore, the task of educators, however, is the fact that parents she says, is to provide early Tackling the treat male and female children experiences that will be “Incredible Shrinking differently when it comes to interesting to both genders—and exposing them to computer to recognize that such Pipeline” technology and instruction. interventions can take place in a “Fathers seem to involve sons multiplicity of fertile settings. The field in which Barron has more than daughters in design What ’s at stake is not just focused her studies, computer and technology from an early equity for individuals, but also the science education, currently age,” Barron observes. “More boys health of the technological and suffers from the phenomenon are given unlimited access to human design fields—if not the commonly known as the health and well-being of humans IMAGE: The computer more broadly. “Technology is science field has long suf - changing our lives, the way the fered from the shrinking disciplines operate, and the way pipeline problem, as shown in Tracy Camp’s 1997 innovation happens in every Communications of the ACM single field,” she explains. “You article, “The Incredible want girls and other Shrinking Pipeline.” underrepresented groups to Although females comprise 50% of high school com - understand the computer as a puter science (CS) classes, tool that can address all kinds of the percentages of women problems so they can bring new who attain CS degrees and become CS faculty mem - ideas to the table. And you want a bers plummet through the broader group of people academic ranks. designing tools and hardware so that a wider range of values, needs, and concerns can be incorporated into computer solutions.You also want people from different perspectives to be able to critique technology and influence its designs.” Computer games and applications often reflect the machines, learning opportunities, interests of their creators, she “incredible shrinking pipeline. ” and books, while girls are less elaborates. Most of today ’s “You see women participating in likely even to be given a computer games, for example, decreasing numbers as they computer of their own.” mirror the personal penchants of proceed up the academic ladder, ” Other research by University their designers—young males in she explains. Specifically, women of Michigan researchers has their twenties. In contrast, Barron make up only 28 percent of shown this may be because describes Maria, a sixth grade college majors in computer and parents perceive their daughters student and recent immigrant information science, 15 percent of to be less interested in computers continued on page 3

2 STANFORD EDUCATOR FALL 2006 M

from Mexico she interviewed . online club or community. “All of enacting active interventions. In “When I asked her why she was these contribute to what we call several cases, this has involved so interested in learning to design the ‘learning ecology ’ of the establishing computer courses for web sites , she spoke of the need student, ” says Barron. young adolescents—and to have sites that would help “Game playing can be a observing the ripples. Her team ’s newcomers to the country learn significant spark, especially for six-year longitudinal project to communicate in English and boys, to learn programming conducted in Bermuda in help English-speaking teachers themselves,” she says. Since girls collaboration with Professor Eric understand words in Spanish ,” says are less frequently encouraged to Roberts of the Stanford Barron. pursue computer-related activities Computer Science Department, at home, connections with peers for example, proved enormously

Moving Girls from and informal networks are what influential in the learning and tend to draw them to a deeper career trajectories of a number of PHOTO: YouthLAB is study - ing how interest and tech - Googling to engagement with technological young Bermudians, who are now nological fluency develops activities. “One girl I interviewed entering their twenties. among youth. Researchers Programming and developed an interest in coding Among them is Monica, who include (L to R) School of through an online math club, ” she took advantage of all the Education students Rachel Design Fithian, Emma Mercier, says. “She noticed people were computer electives Barron ’s team Maryanna Rogers, Ugochi So how do you get more girls chatting about their favorite helped implement, often staying Acholonu, Associate to move from email, chat groups, programming languages and says after class to learn new concepts Professor Brigid Barron, and Googling activity to the she got ‘jealous ’ because she had and applications from her teacher. Sarah Walter, alumna hard-core work of program Caitlin Kennedy Martin, and no idea what they were talking The young teen leveraged an student Sarah Lewis (not coding, designing robots, working about.” Soon after, she found a assignment in a work experience pictured: students Karin out 3-D models with computer- free online tutorial on the class to set up an opportunity to Chapin, Kathleen O’Connor, assisted design, or creating programming language C++ , “shadow ” an independent Colin Schatz, and Susie simulations and models? “There Wise). took a class in her middle school, computer consultant; from there are many pathways by which a and later sought out additional she used her connections to student can develop an interest in opportunities to code using a 3 -D secure a technology internship design -related activities,” Barron graphic arts program suggested by and eventually a full-time job. says. members of an online math Monica now plans to pursue Through surveys and case community. higher education in software studies conducted in SiliconValley Providing students with writing and game design. “This is and the country of Bermuda over opportunities for teaching others a girl who probably would not the past six years, Barron and her is another way to help them have followed a high-tech path colleagues have found that the develop technology competency. had it not been for a series of entry point for student interest “When young people teach courses offered at school with the can be a personal passion for others, they ’re more likely to see first course required by all computer games or art, a child- themselves as competent,” Barron incoming students,” Barron says. parent activity, a school course, a says. “It boosts confidence. ” In other studies, Barron ’s summer camp, an after-school Barron ’s group is not just group focused outside the program, a peer network, or an collecting data, but is also continued on page 4

STANFORD EDUCATOR FALL 2006 3 M

continued from page 3 Expanding the Future technology alone. “We ’re hoping traditional classroom, teaching to show general processes that young people game design during of Learning lead to learning across settings, not only in school, ” she says. summer school and contributing Barron recently received a “This area has not been studied to a youth community-based three-year grant from the very much, and yet the way we clubhouse with high-end MacArthur Foundation to study learn outside the classroom is computing tools and software, but the enrichment of “learning highly important because it ’s no formal instruction, to see how ecologies ” for inner-city children where we spend most of our students would take charge of participating in after-school time.” their own learning. “Since technology programs and clubs For now, her research on the children and teens learn developed by Nichole Pinkard of development of technological everywhere, it ’s important to offer the University of Chicago ’s fluency is uncovering valuable activities, people, and resources in Center for Urban School information about how young people can better cultivate their IMAGE: Karin Chapin , a YouthLAB researcher and own inner techie. She and her doctoral student in the colleagues at theYouthLAB are Learning Sciences, not only discovering where girls, Technology and Design program, teaches game boys, and minority students design to two middle currently fall on the spectrum of school students attending a technology fluency, but are also summer school in Silicon enhancing the future for such Valley. This was the first time either of the two girls youth through innovative, had done any type of pro - interactive design experiments. gramming. “Our field is increasingly aware that out -of -school activities can offer powerful developmental opportunities that engage young people in the arts, sciences, and community service. Our goal for this research is to define design principles for creating engaging learning environments inside and outside of school that we believe Improvement . Sites in California can be self-sustaining and multiple settings,” she says. “For will also be identified for synergistic. It ’s very rewarding to non-school environments, the comparison. Barron and a be a part of research that ’s making challenge is to provide a balance research team in Chicago headed a difference,” says Barron. between structure and freedom so by University of Chicago that students have the learning Education Professor Kimberley opportunities that get them Gomez will follow the students to started and the time and understand how their developing autonomy to create real projects.” technological fluency is expressed One technique she has found that and developed in school, at home, spurs learning in extracurricular and in the broader community. spaces is presenting opportunities Barron ’s work also has for children to gain public implications for the field of recognition for their work education that go beyond helping through contests and special young people develop events. sophistication in the area of

4 STANFORD EDUCATOR FALL 2006 M Stanford Schools Corporation Opens New Elementary School

Partially excerpted from the the Ravenswood School enrolled 20 students per class and August 28, 2006 Stanford Report District —an opportunity to work two sixth-grade classes have article By Elaine Ray collaboratively with teachers and enrolled 25 students in each. The administrators throughout the dis - school will add two grades each On Tuesday, August 29, the trict to meet the educational year, next year adding second and Stanford Schools Corporation needs of the children in the East seventh grade. By 2010, the launched its first public charter Palo Alto community. We hope school will enroll 450 students in K-8 elementary school in East that our new elementary teacher- grades K-8. Palo Alto, CA. Doors opened to preparation According to Principal Nicki PHOTO: Nicki Smith , pic - program also Smith, the goal of the elementary tured here with sixth will serve as school is for every child who graders Bridgite Jones (L) and Laura Carlos-Soto (R), is a pipeline of enters the school in kindergarten the principal of the newly well-trained to be proficient in literacy and launched East Palo Alto teachers for mathematics by the end of third Academy: Elementary Ravenswood grade. Similarly, eighth-grade School. Smith most recently served as principal of Slater Schools,” said graduates will be readied for a Elementary in Mountain School of rigorous high school program and View, CA and was a princi - Education planning for college. pal in Arlington, VA for Dean East Palo Alto Academy will seven years. Deborah serve as a “teaching school” —a Stipek . The site for training STEP elementary elementary student teachers and for develop - school, locat - ing and assessing educational ed at 2033 innovations. “Our goal is for the Pulgas Avenue, shares a campus school to become a resource for 150 kindergarten, first- and sixth- with Edison Charter Schools. Its professional development for grade students at East Palo Alto first students were admitted practicing teachers and adminis - Academy: Elementary School. through a public lottery on May trators throughout the Bay Area,” “Stanford sees this as the 9. Three kindergarten and two Stipek said. beginning of a partnership with first-grade classes have each Friends Help Launch East Palo Alto Academy

A few benefactors bear special men - lishment—also stepped forward with a Hill School, a private school for devel - tion for gifts that made the launching of gift for the new elementary school. opmentally challenged children in the East Palo Alto Academy: Elementary Tashia Morgridge, who is a Stanford Marin City, CA. School possible. Mike Wood (BA ’74) , Schools Corporation board member, The children of the new elementary founder and former president of commented, “It is our hope that this school are also enjoying several new LeapFrog and member of the Stanford school will give the students in “Bookcase Libraries” in their classrooms Schools Corporation board, made a Ravenswood a positive learning experi - thanks to the generosity of the Bring generous unrestricted gift in support of ence that may provide an opportunity me a Book Foundation. The donors of elementary education to the School of for them to better their lives.” Lastly, these bookcases include Donna and Education in 2004, before plans to Scott Fearon (BA ’81) , president of Channing Robertson (MS ’68, PhD launch a K-8 school developed. Dean Crown Capital Management in ’70) ; Jeff and Gary Dunker (AB ’68) ; Deborah Stipek designated a portion of Greenbrae, CA, made a generous five- and Paula Powar . A fifth bookcase was a his gift to fund the start-up of the new year commitment in support of the new gift from the foundation in honor of school. Tashia and John Morgridge elementary school. This is not his first Dean Stipek and in appreciation for her (MBA ’57) —who have supported East school “start-up;” he and a small group support. Palo Alto High School since its estab - of parents helped to establish the Oak

STANFORD EDUCATOR FALL 2006 5 M M Forum Question M

How can technology support a a a learning between diverse settings in?the future?

Knowledge is ronments, explore “what ifs” with simulations, even create their own microworlds. the Natural Cyberspace’s most important property is its Currency ability to afford social mediation. Digital envi - ronments already generate a genuine peer-based of Cyberspace knowledge economy in which like-minded stu - dents can gather and interact with peers over Neo-millenial issues important to them. Knowledge and students—digital expertise are the natural currency of such an natives—regularly environment. Such peer-to-peer knowledge exchange information with each other in tech - exchanges naturally increase one’s status within nologically-mediated environments. Truth is, the knowledge community. The more you WAYNE GRANT, MA ’87, PhD ‘94 what goes on in schools today represents only a know about a relevant issue, the more you are fraction of a digital native’s social interaction recognized and sought out by peers for your Chief Education Officer, and learning experience. Public schooling, knowledge. In turn, the more you teach some - PASCO Scientific informal learning, work, and play already hap - one what you know, the deeper and richer [email protected] pen within a digital universe. Just to name a becomes your understanding. few interactions, students today exchange email, Certainly we should examine how technolo - text message, download and share music, gy can support learning between diverse set - exchange digital pictures of events in real time, tings. Much has already been said about this. use sensors to collect and visualize “extra-senso - However, a more pressing question to explore ry” data, solve problems within online commu - is, “How can schools leverage technologies that nities, compete and collaborate in distributed already extend the face-to-face interactions that games, assume aliases and roles in virtual envi - classrooms naturally provide?”

* In every issue, the Educator poses a question about a timely topic. Selected members of the community (alumni, faculty and students) are invited to respond. If you have a suggestion for a future Forum Question, or would like to be a respondent for a particular topic, please contact Editor Amy Yuen at [email protected].

6 STANFORD EDUCATOR FALL 2006 Becoming • Use tools like Skype to practice French, Japanese or Hungarian with Part of the native speakers; and, Solution • Create multimedia essays about their own lives. In schools, a packed curriculum, antiquated We vacillate between computers and little or no technical support celebrating the oppor - limits use of these approaches. Success is more tunities offered by common in summer, after-school, and museum modern technologies programs. For example, in science, schools feel and trying to limit their pressured to rush through the 40 to 60 stan - impact on students. We dards-mandated topics in each course rather can do more to shape than encouraging students to follow their inter - new technologies to ests. In contrast, students in science centers can support learning, as suggested by the feature select a personal question, start their investiga - MARCIA C. LINN, MA ’67, article about Brigid Barron’s work in this issue. tion, and often continue using resources provid - PhD ‘70 Schools often confiscate cell phones and pun - ed by the institution. Unfortunately, access to ish students using personal digital assistants on Professor of Cognition these out-of-school programs is not equitably and Development, tests. On the home front, families limit access to distributed. UC Berkeley games like World of Warcraft, and wonder Graduate School of We need to find ways to connect home, whether sites like MySpace or YouTube leave Education school, and informal learning opportunities to young children open to exploitation. take advantage of modern technologies and to [email protected] As educators we have the chance to harness engage all students in personally relevant and student interest in mobile and Internet tech - meaningful learning activities. nologies to improve learning–but this will not For further information on my vision, please happen without a coordinated, sustained effort. visit the Technology Enhanced Learning in In my vision, students can: Science website at http://TELSCenter.org. • Develop their skill in argumentation by authoring blogs and critiquing alternative views of contemporary controversies such as sharing video and music files; • Use technologies to minimize vision, hearing, and mobility problems; • Use visualizations and data representa - tion tools to investigate personally rel - evant science problems such as airbag safety or sport equipment design; • Engage in collaborative activities sup - ported by cell phone technologies, a a a wikis, and multimedia tools to solve community, school-based, or personal problems such as transportation plan - ning;

STANFORD EDUCATOR FALL 2006 7 M The School of Education and The Stanford Challenge

Stanford Launches The Stanford Challenge to Seek Solutions to World’s Problems School of Education Integral to Campus Effort to Improve K –12 Education On October 10, the Stanford The campaign is organized schools and districts on school University Board of Trustees around three themes: Seeking reform, promoting connections approved the launch of “The Solutions, Educating Leaders, and between schools and communities Stanford Challenge,” a five-year Sustaining a Foundation of to support youth development, fund raising campaign aimed at Excellence. The School of and informing education policy. educating leaders for the com - Education is most involved in the According to Dean Deborah plexities they will face and seek - university’s initiative, Improving Stipek , the school prepares its stu - ing solutions for society’s most K-12 Education, which is a part dents to be education leaders-as formidable problems, from of the “Educating Leaders” theme. researchers, policy makers and improving human health to pre - School of Education Professor practitioners-in the U.S. and serving the environment to pro - Kenji Hakuta and Stanford around the world. moting peace and security world - Linear Accelerator Center “Effective and accessible edu - wide. Professor Helen Quinn are lead - cation will help all societies solve ing a campus-wide effort which their biggest challenges. Therefore, brings together scholars from the School of Education’s research School of Education Priorities for The Stanford Challenge: across the university to develop and programs fit comfortably with • Faculty: Cultivating a Community of Excellence strategies to improve the out - the goals of The Stanford • Charter Schools: Promoting School Improvement comes of elementary and second - Challenge,” explained Dean ary education. A steering commit - Stipek. “I am thrilled that the • Stanford Teacher Education Program (STEP): tee involving faculty from the School of Education is playing a Educating Teacher Leaders schools of education, business, law, leadership role in this unprece - • The John W. Gardner Center : SupportingYouth engineering, earth sciences, medi - dented campus-wide effort.” Development cine, humanities and sciences, the The “Seeking Solutions” • The Institute for Research on Education Policy Hoover Institution, and the theme of The Stanford Challenge and Practice: Advancing Meaningful Change Stanford Linear Accelerator includes three key initiatives to • Graduate Fellowships Center, will oversee this initiative. address global problems: The “Since being asked to co-chair Initiative on Human Health, the initiative I have had many focused on preventing, treating, According to Stanford conversations with faculty and and curing disease and improving University President John staff across the Stanford campus, human health; the Initiative on Hennessy , “As creators of knowl - and I am convinced that this ini - the Environment and edge and as educators who will tiative will bring together talented Sustainability, focused on promot - produce the next generation of individuals at Stanford who value ing an environmentally sound and leadership, universities can play a and are committed to improving sustainable world; and the critical role in helping our global education,” said Hakuta. “This ini - International Initiative, focused on community address these issues. tiative will demonstrate the value pursuing peace and security, Stanford in particular has the of a university-wide, collaborative improving governance at all levels, opportunity to be at the forefront effort focused on addressing the and advancing human well-being in this search for knowledge and serious challenges in K-12 educa - around the world. solutions, as well as in the educa - tion.” School of Education faculty tion of future leaders who are The School of Education has are involved within the equipped for the challenges already been working to improve International Initiative through its ahead. This is our mission.” education in the nation’s schools preeminent International and in numerous ways: through man - Comparative Education Program. aging charter schools, preparing Through the School of elementary and secondary teach - Education’s K-12 science educa - ers, working collaboratively with continued on page 9

8 STANFORD EDUCATOR FALL 2006 M The School of Education and The Stanford Challenge

Angela Nomellini and Ken Olivier Help the School of Education Rise to The Stanford Challenge

By Erica Gilbertson The fellowships gift is designed to democracy—both because we attract eight new donors who need educated voters to make Continuing their history of have the opportunity to each informed decisions and because generous support to Stanford , endow a $1 million graduate fel - education is the way to move out Angela Nomellini (BA ’75) and lowship with a gift of $500,000, of poverty. I am very excited Ken Olivier (BA ’74) have made which will be matched by about the School of Education ’s a leadership commitment of $5 Nomellini and Olivier ’s gift. charter elementary school in East million to The Stanford When all gifts are assembled, their Palo Alto and the School ’s com - Challenge campaign for the $5 million gift will result in $14 mitment to creating effective million for the School of strategies for instructing kids that PHOTO: Angela Nomellini can be replicated across the coun - and Ken Olivier (center), pic - try to create positive change. I tured here hosting a gath - want to support that. ” ering to celebrate the Dean Deborah Stipek said , donors and recipients of fellowships in the School of “Angela and Ken ’s faith in the Education, have made a work of the School of Education leadership commitment of is inspiring and incredibly gratify - $5 million to The Stanford Challenge campaign for the ing to me personally ; their sup - School of Education. port will make all the difference in our ability to sustain the work we are doing with teachers and in o

l schools. ” l i t s a

C Nomellini is a member of the e v e t Stanford Challenge Campaign S : o t

o Steering Committee, the School h P of Education Advisory Council, School of Education , one of the Education. the Stanford Schools Corporation largest in the school ’s history. Half Nomellini explained that they Board, the Stanford Athletics of the gift ($2.5 million) will be made the gift because they Board, and was a Major Gifts Co- matched by believe that education is critical Chair for her reunion. Olivier has President John Hennessy to create to the future of a democracy . also served on the Major Gifts the Olivier/Nomellini “Since my kids started school, I Committee for the Campaign for Professorship and half will be became more involved in educa - Undergraduate Education and on matched by Hennessy to create tion and aware of the importance the Major Gifts Committee for endowed graduate fellowships . of education to the success of his reunion .

The Stanford Challenge continued from page 8 top faculty; increasing financial aid For questions or to make a gift, M tion program, faculty are partici - available to our talented students, contact Rebecca Tseng Smith at pating in the Initiative on the most of whom can expect to gar - [email protected] or Environment and Sustainability. ner modest salaries once they (650) 723-1383. In addition to the K-12 initia - become education practitioners; For more information and updated tive, the School of Education’s and revitalizing the annual giving news, visit education-thestanfordchal - campaign priorities include fun - program in order to have a source lenge.stanford.edu damental needs, such as increasing of flexible funds that can be the number of faculty chairs avail - directed at programs connecting able to recruit, honor, and retain research and practice.

STANFORD EDUCATOR FALL 2006 9 M The School of Education and The Stanford Challenge

Eamonn Callan named as recipient of The Pigott Family School of Education Endowed Professorship

In early 2006, Mark Pigott undergraduate and graduate higher education curriculum and (BS ‘76, MS ‘84, BA ‘98) gener - teaching curriculum by recogniz - instruction.” ously endowed a Chair for the ing the superb faculty in the Chair holder Eamonn Callan is School of Education by establish - School. Dean Stipek ’s leadership is a philosopher of education whose ing The Pigott Family School of providing an invigorated environ - work draws heavily on contem - Education Professorship. On June ment in which Stanford teachers porary moral and political theory. 14, the Stanford University Board and students are encouraged to His principal interests are in civic of Trustees approved the establish - deliver their very best . and moral education and in the ment of the chair and Professor “It is a real honor to have application of theories of justice Eamonn Callan as the inaugural Professor Callan selected as the and democracy to problems in chair holder . first chair for the endowment ,” he educational policy and practice. He has been a Professor of PHOTO: Mark Pigott (L), Education at Stanford since 1999 pictured here after a recent meeting with Professor and served as Associate Dean for Eamonn Callan, has estab - Academic Affairs from 2000 to lished The Pigott Family 2006. A native of Ireland, Eamonn School of Education said of being named to this chair, Professorship. Callan is the inaugural chair holder. “Being selected as the inaugural Pigott Family Professor is an extraordinary and unexpected honor, and I am deeply grateful to Mark Pigott for his support in making this endowment possible. Given the many exceptional scholars in the School of Education who might have received the new Chair, I must assume that the luck of the Irish was with me when I was chosen. ” In 2003, Mr. Pigott established “Stanford University has pro - added. “A fellow Irishman, The Mark Pigott OBE vided a superb education for over William ButlerYeats declared Professorship in the School of 100 years for thousands of stu - ‘Education is not the filling of a Humanities and Sciences , which dents who have delivered breath - pail, but the lighting of a fire .’ supports a scholar of U.K. 16 th taking advances in countless fields That is the energy and scholarly and 17 th century literature as well worldwide, ” shared Mr. Pigott. commitment that Eammon brings as the Pigott Fund for Drama — “The art of nurturing a student ’s to his daily lessons at the School allowing the University to name interest in learning is enhanced by of Education.” the Pigott Theater—an expression great teachers. The School of Dean Deborah Stipek com - of his great love of the Arts. Education ’s innovative approach mented , “ Mr. Pigott ’s commit - Mark Pigott is the Chairman to strengthening the teaching ment to high quality teaching and CEO of Inc, a platform through STEP and the melds perfectly with the School global technology leader in the East Palo Alto public school pro - of Education ’s mission and our design, manufacture and customer gram is impressive. In conjunction goals for improving education support of high-quality light-, with Paccar ’s Centennial, it is a nationwide . He understands that medium-, and heavy-duty trucks privilege to endow the Pigott we need to practice what we under the , Peterbilt and Family Professorship in the preach—teach our own Stanford DAF nameplates. He and his fam - School of Education as a means of students well, while we assist oth - ily reside in . enhancing the comprehensive ers in K-12 through improved

10 STANFORD EDUCATOR FALL 2006 M The School of Education and The Stanford Challenge

Maddy Stein: From the Classroom to the Board Room Interviewed by Amy Yuen

Madeline (Maddy) Stein (MA ’70) became the inau - gural chair of the School of Education Advisory Council in February 200 3 and co-chaired the successful Cosby on Campus: Celebrating Teachers benefit comedy performance event with Linda Meier in spring 2004. Stein previously taught preschool, kindergarten, and first grade in East Palo Alto, CA , and has since been involved with a wide variety of community organizations. At Stanford, Stein also serves on the Haas Center for Public Service ’s national advisory board .

How did you become they are leaders in understanding involved with the School of what is needed to educate chil - What is the School of PHOTO: Maddy Stein (MA st ‘70) pictured here with hus - Education? dren in the 21 century. Education ’s role in improving band Isaac Stein (MBA/JD I self-selected. I received my What is the role of the education? ‘72) has been the inaugural master ’s degree from the School Advisory Council at the School It is a big, complex, critical chair of the School of of Education and taught full-time of Education? role. Over the next few years, Education Advisory Council in East Palo Alto, and I am drawn The Advisory Council acts as a we ’ll be educating children from since the council’s incep - tion in 2003. to the school ’s primary mission to sounding board primarily for the K-12 through our charter schools improve education both in the Dean and the senior staff mem - in East Palo Alto. The elementary United States and the rest of the bers. It ’s comprised of people school and the high school will world. I have always believed that with diverse backgrounds and serve as places where we can train providing a quality education for experience, all of whom have a teachers, analyze curriculum, and all our children is one of the most passion for education and a com - make sure our theories about best important responsibilities of any mitment to the School of practices work in a complex, country, let alone a democracy . Education. urban school environment. What excites you most What are your top priorities The School of Education ’s about the school ? as chair? outstanding faculty will continue I have a great respect for Dean Well, I like to run interesting to move forward with the theory Stipek and the faculty. Dean and productive meetings (laughs). of education by thinking about Stipek has emphasized that , in Clearly we want the Advisory very complex issues that do not order for the School of Education Council to provide useful feed - have simple solutions. The school to be effective , we need to be back and information and advice also has a role to play in interna - involved with what ’s going on in to Dean Stipek and senior staff tional education. Developing the field, i.e., in the actual practice members . We are also developing democracies and countries is of educating real children. Our a group of deeply knowledgeable extremely important work, and theories need to inform our prac - supporters of the School of we have some amazing faculty tice and our practice needs to Education who can speak in members doing work in that area. inform our theories. Classrooms depth and with passion about Furthermore, we have a role to are certainly very different today what ’s happening at the school play in how other professions than they were when I taught and why what ’s happening at the think about their relevance in more than thirty years ago. The school is important to Stanford education . The joint MA/MBA School of Education ’s faculty has and ultimately to our nation and program at Stanford is highly shown over and over again that the world . continued on page 12

STANFORD EDUCATOR FALL 2006 11 M Gumport Named Vice Provost for Graduate Education

Excerpted from the August that further ensure the success of work of the commission and the 28, 2006 Stanford Report article these recommendations. The vision articulated in the report. by Elaine Ray focus and quality of her research, This is essentially a collaborative her experiences as a graduate stu - agenda. Many thoughtful individ - Patricia Gumport , School of dent at Stanford, her leadership of uals and groups contributed, and Education professor and director the Stanford Institute for Higher I look forward to working with of the Stanford Institute for Education Research and the high them directly when I come on Higher Education Research, has regard she has earned from her board in January. ” been chosen to fill the new posi - colleagues make her an ideal “The challenges are both tion of vice provost for graduate choice for this new position.” exciting and daunting, and we education, Stanford University need to proceed in stages. Among Provost John Etchemendy the areas that need immediate announced on August 24. attention, it is vitally important Gumport will assume the new for us to make further progress in post on January 1, 2007. our efforts to enhance diversity. I In recent years, oversight for also understand that graduate stu - graduate education has been part dents seek an advocate on several of the portfolio of the vice academic and student support provost and dean of research and issues that span the schools. On graduate policy. The creation of the programmatic side, I am the new position was one of the intrigued by the enormous edu - main recommendations in the cational potential of initiatives to report of the Commission on cultivate leadership skills and fos - Graduate Education in December ter interdisciplinarity.” 2005. The commission assessed PHOTO: Professor Patricia Gumport is Search committee chair the state of graduate education at the new vice provost for graduate Malcolm Beasley , the Theodore education at Stanford. the university and suggested and Sydney Rosenberg Professor reforms to enhance the graduate Gumport said she considered of Applied Physics, said student experience at Stanford. it an honor to serve in the new Gumport’s rare blend of qualities “At the time the commission position at this point in Stanford’s made her a perfect choice for the issued its report, President history. job. Hennessy and I immediately “We already have much “As a scholar of graduate understood that the success of strength in our educational pro - education and change in universi - many of the innovations recom - grams, many opportunities for ties, Gumport is uncommonly mended in the report would innovation and tremendous talent qualified to become the vice depend on quickly creating the in our students, faculty and staff,” provost for graduate education,” new vice provost position,” she said. “Yet, I believe Stanford Beasley said. “She will bring a Etchemendy said. “In Patti has the institutional capacity to high degree of understanding, Gumport, we have found a won - do better in graduate education. I dedication and energy to this derful combination of qualities want to build on the extensive new position.” M Maddy Stein continued from page 11 to all children regardless of their standard by which other educa - competitive and this reflects well socioeconomic circumstances. I tional institutions will judge their on the accomplishments of the think our success with the charter success. We are far ahead of the School of Education and our suc - schools will elevate the national curve. There ’s a lot of work to be cess in training future leaders with debate on how to deploy done, but the payoff is immense if interdisciplinary skills. resources to create educational we can do it right. It is a wonder - Describe the School of opportunities for all children. ful time to be a part of the School Education ten years from now. Second , I believe that how our of Education. Number one: our charter faculty develops and researches schools are going to be models of theories and works in an interdis - the best education we can deliver ciplinary mode will become the

12 STANFORD EDUCATOR FALL 2006 M M

Faculty News M M

Jennifer Adams received a grant on Research in Language and Bill Damon joined leading edu - from the China Fund of the Literacy. Her book Multicultural cators, researchers and policy - Freeman Spogli Institute for Strategies for Education and Social makers on September 8 in a International Studies to examine Change: Carriers of the Torch panel discussion with the Dalai the connections between where (Teachers College Press, 2006) Lama on the themes of cultivat - children in China live and their was published in March. ing compassion and educating educational outcomes. Adams Multicultural Strategies examines the heart, as part of a three-day will conduct in-depth interviews teacher change and teacher edu - series of events inaugurating the with teachers, parents, and stu - cation in the United States and Dalai Lama Center for Peace JENNIFER ADAMS dents throughout China about South Africa, and proposes new and Education in Vancouver. the conditions in their schools ways to prepare teachers for a and communities that promote rapidly changing global society. Linda Darling-Hammond gave or hamper local schooling. the American Educational Brigid Barron received a Research Association ’s Third Arnetha Ball was recently elect - $750,000 grant from The John Annual Brown Lecture in ed to several posts: trustee of the D. and Catherine T. MacArthur Education Research, “The Flat Research Foundation of the Foundation to document the Earth and Education: How National Council of Teachers of design and implementation of an America ’s Commitment to English, vice president for after-school media literacy pro - Equity Will Determine Our Division K of the American gram in Chicago, and of com - Future, ” in October in Education Research Association parison cases in California (see Washington, D.C. She also gave for 2007-2010, and president related feature article on page 1) . the invitational DeWitt-Wallace ARNETHA BALL elect of the National Conference continued on page 14

Returning Faculty Kenji Hakuta and Christine Min Wotipka

Motivated by a desire to resume his research in the areas of educational access, Kenji Hakuta has returned as a professor at the School of Education after serving for three years as the founding Dean of the School of Social Sciences, Humanities and Arts at the new University of California at Merced. At UC Merced, Hakuta played an instrumental role in developing the campus, hiring nearly 20 founding faculty members, building the opening academic programs, and linking the university and its scholarship with key issues facing the CentralValley. Back at Stanford, he has resumed teaching in both the Psychological Studies in Education and Stanford Teacher Education programs, focusing on the areas of bilingualism and the acquisition of English in immigrant students. In addition, Hakuta is working with Stanford Linear Accelerator Center Professor Helen Quinn in leading a campus-wide effort to develop The Stanford Challenge’s initiative on Improving KENJI HAKUTA K-12 Education. For more information about the initiative and The Stanford Challenge, see page 8.

Christine Min Wotipka became an assistant professor in Social Sciences, Policy and Educational Practice in September. Min Wotipka ’s current research focuses on women in higher education, and on factors impacting women ’s participation in science, engineering, and women ’s studies activities in countries belonging to the Organization for Economic Cooperation and Development. Her scholarly interests include women in sci - ence, international human rights, women’s studies, globalization, and higher education. A 2001 graduate of the International Comparative Education doctoral program, Min Wotipka served as a visiting scholar and acting assistant professor for the School of Education and as director of the International Comparative Education master ’s program. She most recently was an assistant professor in the Comparative and International Development Education Program at the University of Minnesota.

CHRISTINE MIN WOTIPKA STANFORD EDUCATOR FALL 2006 13 M

continued from page 13 John Krumboltz was honored tion, and barriers to curriculum lecture, “Securing the Right to with the Outstanding reform. Learn: Developing Policy and Achievement Award from his alma Practice for Powerful Teaching and mater, the University of Aki Murata was awarded a Learning, ” at the American Minnesota, on March 29. The Wallenberg Global Learning Educational Research Association ’s award, granted by the University ’s Network planning grant for the Annual Meeting in April. Her Board of Regents, is conferred on study, “Conceptually-sounded book, Powerful Teacher Education: graduates of the University of Curricular Design Framework: Lessons from Exemplary Programs , Minnesota who have attained Teaching and Learning of Place was published in February by unusual distinction in their chosen Value and Multi-Digit Subtraction Jossey-Bass. Powerful Teacher professions, and who have demon - in Elementary Schools. ” LINDA DARLING-HAMMOND Education describes the strategies, strated outstanding achievement goals, content, and processes of and leadership on a community, Woody Powell received an hon - seven highly successful and long- state, national, or international orary PhD (honoris causa ) from the standing teacher education pro - level. Helsinki School of Economics in grams - Alverno College, Bank May. Street College, Trinity University, David Labaree ’s book The Trouble University of California at with Ed Schools (Yale University Francisco Ramirez was selected as Berkeley, University of Southern Press, 2004) was published in a 2006-2007 Fellow at the Center Maine, University of Virginia, and paperback in September. His new for the Advanced Studies of the Wheelock College. book Education, Markets, and the Behavioral Sciences. He plans to Public Good: The Selected Works of continue his research linking the Michael Kirst was honored with David F. Labaree , was released in rise of an international human October (Routledge Press, 2006). rights regime and human rights JOHN KRUMBOLTZ the Politics of Education Lifetime Achievement Award from the The book covers such topics as: education with the expansion of American Education Research the structure of the educational the rationalized university as a Association . system, conflicting purposes of broadly accessible, socially useful, education, core problems of prac - and organizationally flexible tice in teaching and teacher educa - domain.

Meyerson and Powell Establish Stanford Center for Research on Philanthropy and Civil Society

Debra Meyerson and Woody Powell were awarded a $600,000 grant from the Hewlett Foundation to launch the Stanford Center for Research on Philanthropy and Civil Society. The Center identifies and financially supports doctoral students who conduct research on issues relevant to the nonprofit and philanthropic field. The mission of the Center is to engage students, fac - ulty and practitioners in scholarship and dialogue that examines ways in which philanthropic institutions, nonprofit organizations, and other key ele - ments of civil society work to address public interests, both in the United States and abroad. The Center is housed in Stanford’s School of Humanities and Sciences and facilitates a year-long seminar on civil society research. Meyerson and Powell are the Center’s co-directors. For more information PHOTOS: Debra Meyerson and Woody Powell are co-directors of the about the Center, visit www.stanford.edu/group/iriss/philancivilsociety. newly established Stanford Center for Research on Philanthropy and Civil Society.

14 STANFORD EDUCATOR FALL 2006 M M

Alumni News M

*Share your latest news by mailing the form M on page 19 or submitting your update at: http://ed.stanford.edu/suse/alumni/keep-in-touch.html

J. Theodore Repa, MA ’66, PhD He retired as Professor of 1950s ’71 , has been appointed by Touro Education from San Jose State College as professor in the University two years ago, but con - Harold J. Cornacchia, EdD ’51 , Department of Administration and tinues to teach applied philosophy has been enjoying life since his Instructional Leadership and as there in the spring semesters. Katz retirement as Professor Emeritus of research scientist in the Lander currently focuses his research on Health Education at San Francisco Center for Educational Research at the ethics of teaching. State University in 1979. As an the School of Education and educator, he spent five years as a Psychology. He will help launch a Murry Nelson, PhD ’75 , began school administrator in El Dorado doctoral program in educational his seventh year as department County and Modesto, CA.; administration and instructional head of Curriculum and instructed and produced the first HAROLD J. CORNACCHIA, E dD ’51 leadership, and will establish a Instruction at Penn State ever televised first aid programs for research center focused on improv - University. In 2005, Greenwod the San Francisco Red Cross; and ing educational opportunity. Repa Press published his biography of created “Learn Not to Burn, ” an retired from New York University basketball great Bill Russell, and elementary school curriculum that (NYU) in 2001 after thirty years, will release his new biography of has saved countless lives since its most recently as the chair of the Shaquille O ’Neal this December. 1981 publication. He also authored Administration and Technology Nelson also wrote a history of the a number of college texts, includ - Department in NYU ’s School of National Basketball League from ing Heath in Elementary Schools , Education. 1935-1949, which will be pub - Consumer Health , and Drugs in the lished in 2007 from the University Classroom: A Conceptual Model. Marlaine Lockheed, PhD ’72 , has of Nebraska. been a Visiting Fellow at the Marilyn Tower Oliver, MA ’58 , MARILYN TOWER OLIVER, MA ’58 Center for Global Development in has published the biography Attila 1980s Washington, D.C., working with the Hun (Lucent Books, 2006), her Senior Fellow Maureen Lewis on Barbara J. Brown, MA ’81 , ninth book for teens. two books related to excluded girls recently moved from Eugene, OR 1970s and education in developing coun - to start her new position as direc - tries. The first book , Inexcusable tor of Menlo School, a middle Robert Madgic, MA ’62, PhD Absence: Why 60 Million Girls Are school in Atherton, CA. She is ’71 , retired from a career in public Still Not in School and What to Do delighted to work next door to education in the early 1990s and About It, is scheduled for publica - Stanford. has taken up a second career as a tion by the Brookings Institution writer. He has authored the book this fall. She teaches education pol - Christian Faltis, MA ’81, PhD Shattered Air (Burford Books, icy for developing countries at ’83 , will publish a new book titled ROBERT MADGIC, MA ’62, P hD ’71 2005), an account of a 1985 Harvard, and will teach a related Teaching English Learners and episode in which hikers were course next fall at Princeton Immigrant Students in Secondary struck and killed by lightning University ’s Woodrow Wilson School (Merrill, 2007) and co- while hiking on the summit of School. She retired in 2004 after authored Teaching English Learners Half Dome in Yosemite National nearly twenty years working in the and English Speakers Together Park. Madgic is busy touring education sector of the World (Heinemann, 2007) with Carole libraries, outdoor groups, and Bank. Between teaching and writ - Edelsky and Karen Smith. Faltis is bookstores to promote his book. ing, Lockheed enjoys spending entering his sixteenth year as a Those interested in purchasing an time with her husband and young professor in the College of autographed copy are encouraged granddaughters. Education at Arizona State to visit his website at www.bob - University . He gave a keynote madgic.com for more information. Michael Katz, MA ’67, PhD ’74 , speech last June at the University BARBARA J. BROWN, MA ’81 was recently voted in as President- of the Americas in Puebla, AZ on Elect of the North American the topic, “The Art of Spanglish, ” Philosophy of Education Society.

STANFORD EDUCATOR FALL 2006 15 and traveled to China in August to between academic historians, social 2006), which explores how educa - work with English teachers in scientists, and high school social tional research from a comparative Beijing. An oil painter, Faltis will studies teachers. perspective has been instrumental have his first art showing at Texas in broadening and testing hypothe - Tech University in May 2007. Stephen Mahoney, MA ’94 , ses from institutional theory. Book moved to Springfield, MA after contributors include Professor Philip Hallinger, MA ’80, EdD seven years as a suburban high Francisco Ramirez and John W. ’83 , left his faculty position at school principal in Massachusetts Meyer , Stanford Professor Emeritus Vanderbilt University in 2000 to and four years as an assistant prin - of Sociology. Nova Science pursue new challenges. Now a cipal at Santa Monica High School Publishers is currently publishing Professor and Chief Academic in Santa Monica, CA. He recently his book The Employability Officer at the College of earned a doctorate from Boston Imperative: Schooling for Work as a Management at Mahidol College in educational administra - National Project, which focuses on University in Bangkok, he is work - tion, and is currently helping to how schooling for work has ing with Professor Emeritus Ed open a Gates Foundation-funded become a global policy phenome - Bridges on their third book middle-high school designed in non . addressing problem-based leader - partnership with Expeditionary ship development. Learning Schools Outward Bound. 2000s CHRISTIAN FALTIS, MA ’81, P hD ’83 More information about the Heidi Naylor, MA ’85 , is current - school can be found at Chris Osmond, MA ’00 , received ly deputy head teacher of a sec - www.sps.springfield.ma.us/el . his PhD in curriculum theory ondary school in Lincolnshire in from the School of Education at the , and hopes to Mona Engvig, MA ’96, PhD ’97 , University of North Carolina at become head teacher in the next has published the book Online Chapel Hill. He is currently two years. She has a strong interest Learning: AllYou Need to Know to Associate Director of the Office of in how changes in information and Facilitate and Administer Online Educational Development at the communication technology will Courses (Hampton Press, 2006). UNC-Chapel Hill School of translate into fundamental changes Medicine. in teaching across the globe. Eva Allison Frank, MA ’99 , directed a three-part DVD series Kristina Gossard, MA ’01 , is start - EVA ALLISON FRANK, MA ’99 John W. Young, PhD ’89 , has for the Coalition of Essential ing her sixth year at Gunn High recently joined the Educational Schools that captures the ten com - School in Palo Alto, CA, teaching Testing Service in Princeton, NJ as mon principles in today ’s most suc - English and remedial classes for a senior research scientist. He has cessful and innovative small students in need of academic sup - been a faculty member of the schools. The project is a joint effort port who do not qualify for special Department of Educational between the Coalition, Harvard education. A budding screenwriter, Psychology at Rutgers University Smithsonian Center for Gossard is adapting Thomas for 17 years. Astrophysics Science Media Group, Hardy ’s novel Tess of the and the Annenberg Foundation. d’Urbervilles for an independent 1990s The DVD series, titled CES film company. EssentialVisions , are now available at Theron Cosgrave, MA ’90 , has www.essentialschools.org . Meredith Honig, PhD ’02 , has ALEX WISEMAN, MA ’99 worked with high schools and edited the book New Directions in educational organizations nation - Karen Hammerness, PhD ’99 , Education Policy (SUNY Press, wide since 2001, providing techni - published “From Coherence in 2006). This book presents original cal assistance in project-based Theory to Coherence in Practice, ” work by a new generation of learning, small school/small learn - an article documenting the STEP scholars who define education pol - ing communities design, and cur - program ’s efforts to become a more icy implementation as the product riculum development. coherent teacher education pro - of the interaction between policies, gram, in the July issue of Teachers people, and places. She is currently R. Todd Laugen, MA ’93, is College Record . an assistant professor in Educational working under a Teacher Quality Leadership and Policy Studies at Enhancement grant from the U.S. Alex Wiseman, MA ’99 , co-edit - the at Department of Education to ed the book The Impact of Seattle. MEREDITH HONIG, P hD ’02 redesign secondary teacher training Comparative Education Research on and create new partnerships Institutional Theory (Elsevier/JAI,

16 STANFORD EDUCATOR FALL 2006 Treena Joi, MA 02 , was awarded a mental kits, produce a video adver - Michelle Reininger, PhD ’06 , has $10,000 grant from the BP-spon - tising a source of renewable energy, accepted a position as an assistant sored A+ for Energy program to and create a cartoon guide. Those professor in the School of teach renewable energy to her interested in learning more about Education and Social Policy at sixth grade students at Corte the grant can contact her at Northwestern University. She also Madera School in Portolla Valley, [email protected] . will be a faculty fellow at CA. Students will work with inno - Northwestern ’s Institute for Policy TREENA JOI, MA 02 vative texts and hands-on experi - Research.

Alumni Obituaries

Howard B. Altman, PhD ’72 , died on July 17, 2005 after a year - grants for innovation, including the Safe Start grant from the long bout with cancer at the age of 64. Altman developed a love National Center on Disease Control to address early intervention of foreign language methodology and received his doctorate in for violence prevention. Burson recently completed coursework in Foreign Language Education from the School of Education in the School of Education’s Administration and Policy Analysis doc - 1972. While at Stanford, he pioneered work in individualizing for - toral program, focusing on preschool education and public policy . eign language instruction and served as deputy director for the Burson is survived by her daughters Anne Burson of Takoma Park, first funded national conference on this topic. In 1972, Altman MD, and Erin Burson of Rockville, MD; sister Arlene Young of accepted a promotion to Associate Professor in Linguistics and was Stockton, CA; and mother Ardice Joy of Santa Rosa, CA. challenged to build a statewide foreign language organization at the University of Louisville in Kentucky. During his 32-year Rebecca L. Carver, MA ’89, PhD ’98 , died of breast cancer on tenure at the university, he served as the youngest president of the April 29 in Chapel Hill, NC. A graduate of both the American Council on the Teaching of Foreign Languages; lectured Administration and Policy Analysis master ’s and doctoral programs, and led workshops in Thailand, Egypt, Yugoslavia, East Germany, Carver served as an assistant professor in the Department of and Italy; and taught linguistics and English language teaching in Educational Leadership and Cultural Foundations at the University summers at Cambridge University. Altman developed an interest in of North Carolina at Greensboro, focusing on experiential learn - faculty development, and founded and directed both Louisville ’s ing. She wrote about experiential education as a mechanism for Center for Faculty and Staff Development and Kentucky ’s supporting youth development, effective service-learning pro - statewide faculty development consortium. Upon retirement in grams, youth-led research, and urban community-based organiza - 2004, Altman was appointed professor emeritus and moved to tions that support youth development. Carver is survived by her Longwood, FL, where he continued to work in faculty and parents, Drs. David and Patricia Carver of Princeton, NJ; her department chair development as a writer and consultant. brother Randy Carver of Kirtland Hills, OH; and her sister Lesley Brovner of Brooklyn, NY. The Rebecca L. Carver Fund has been Mary Roberts Burns, MA ’73 , died in her sleep on February 22 established at UNC in her memory to continue her legacy of in Oakland, CA. A native of Louisiana, Burns graduated from Mills teaching, research, and service work related to experiential educa - College in 1972 and taught in the San Jose Unified School tion. Checks can be made payable to The University of North District for 33 years. A longtime and beloved English teacher at Carolina at Greensboro, noting that the gift is for the Rebecca L. San Jose High Academy, Burns won over students with her kind - Carver Fund, and sent to: Rick Reitzug, Chair of the Department ness, attention, and sense of humor , and advised the Afro- of Educational Leadership and Cultural Foundations, Curry American Student Union, helping seniors plan dances and gradua - Building, PO Box 26170, University of North Carolina at tion activities. She retired in 2005 but worked as a substitute Greensboro, Greensboro, NC 27402-6170. teacher until her death. Burns is survived by her son Daryl of Fremont, CA; daughters Cynthia Burns Hemphill of Jesse Earl Rathbun, MA ’35, EdD ’51 , died of natural causes on Germantown, MD and Jennifer Burns of Columbia, MD; sisters May 30 at the age of 97. A forty-year veteran of the California Ida Wellington of Oakland, CA and Addie Henry of Los Angeles, public school system, Rathbun taught in Santa Barbara County, CA; six grandchildren; and several nieces and nephews. and then moved on to the San Francisco Unified School District, where he served as a teacher, counseling assistant, and junior high Kathleen Ardice Burson, MA ’01 , died on June 23 in Woodside, school principal for 36 years, and directed the industrial arts edu - CA at the age of 60 after a 10-month battle with pancreatic can - cation program for 22 years. After retiring in 1972, Rathbun lived cer. A longtime advocate for young children and early childhood in Santa Rosa, CA, where he worked for several youth welfare education, Burson began her career as a kindergarten teacher, then groups, including the Boy Scouts of America, YMCA, Junior Red founded and directed the Learning Tree, a beloved preschool in Cross, and as a Methodist church youth group leader. Rathbun is San Jose, CA. She went on to direct and later serve as dean of De survived by his sons J. Earl, Jr., MD and J. Edwin, DDS; daughters- Anza College ’s Child Development Center, expanding it into a in-law Kathy and Gwen; and numerous nieces, nephews, grand - thriving center that served hundreds of children. During her children, and great grandchildren. tenure, De Anza ’s Child Development Division received numerous

STANFORD EDUCATOR FALL 2006 17 M Student News

Rashad Bartholomew , a master’s student in the With assistance from the Roosevelt Institution, MA/MBA program, launched www.powerlearn - Laura McCloskey , a doctoral student in the ing1.com, a website for teachers that locates individ - Administration and Policy Analysis program, and ual student learning gaps. The site enables teachers to Lizet O’Campo, MA ’06 , published the op-ed, RASHAD do data-driven instruction and share files, motivating “Improving California’s Exit Exam for English BARTHOLOMEW them through recognition of their contributions. Learners” in the San Francisco Chronicle in June.

Christa Compton , a doctoral candidate in the Piya C. Sorcar , a doctoral student in Learning Curriculum and Teacher Education program, was Sciences & Technology Design and International CHRISTA COMPTON awarded the 2006 Lieberman Fellowship from Comparative Education programs, launched Stanford’s Office of the Dean of Research and Interactive Teaching AIDS, an animation-based Graduate Policy. The fellowship honors young scho- health curriculum to teach HIV/AIDS awareness lars who demonstrate outstanding qualities in scho- and prevention in a culturally sensitive manner to larship, teaching, and university service. Compton, young adults in developing countries. Two initial who is researching English Education, is examining versions of her application are in production – an SU JIN GATLIN how people learn from experience and how supervi - Indian research version led by a US-based develop - sion plays a role in the learning process. ment team and a general Asian version sponsored by Medical Research Information Center in Korea. Su Jin Gatlin , a doctoral candidate in the More information about the project can be found at Administration and Policy Analysis program, has www.InteractiveTeachingAIDS.org. Sorcar also LAURA MCCLOSKEY been awarded a three-year renewable Association for recently spoke at an AIDS education consortium the Study of Higher Education/Lumina Foundation held at Tsinghua University in Beijing, and was Dissertation Fellowship to research the role of family elected to the board of directors for XRI Inc., a wealth in students’ college choice process and its California-based non-profit specializing in Internet- interactions with race and ethnicity. based medical education. PIYA C. SORCAR M New Staff

Gay Hoagland is the new Executive Director of Jorge Ruiz de Velasco joined the School of the Stanford Educational Leadership Institute. She Education as Director of the Institute for Research chairs the Department of Educational Leadership at on Education Policy and Practice in September. California State University, Hayward, where she also Previously, he served as Senior Program Officer for GAY HOAGLAND serves as an associate professor. Her work in educa - youth programs at the James Irvine Foundation, and tion has centered on school reform, starting with her as Education Program Officer at The William and own experience as a teacher and program initiator. Flora Hewlett Foundation. He has also served as a She has served as Associate Director of the Center Senior Research Associate at The Urban Institute in for Educational Leadership; and as Executive Washington DC (1997-2002), and as a lawyer and JORGE RUIZ DE Director of the Network for Educational policy analyst for the United States Department of VELASCO Development in St. Louis and the Bay Area Education's Office for Civil Rights (1987-1991), Coalition of Essential (now changed to Equitable) where he concentrated on civil rights enforcement Schools, where she helped launch the Bay Area matters involving elementary and secondary schools. School Reform Collaborative. She has served on the His career has focused on the implications of educa - School of Education’s Advisory Council since 2003, tion reform for disadvantaged students, the effect of and has been a trustee for the Stanford Alumni immigration on schools and communities, and on Association, Partners in School Innovation, and the civil rights and youth policy. Pacific Graduate School of Psychology.

18 STANFORD EDUCATOR FALL 2006 M New Staff— continued

Heather Trippel joined the School of Education Peter Williamson is the new Director of in August as Associate Director of Development. In Stanford’s Teachers for a New Era (TNE) project, a her role, she works with high-level annual givers, teacher education reform initiative sponsored by the planned giving donors and prospects, and corporate Carnegie Cooperation of NewYork. A 2006 gradu - HEATHER TRIPPEL and foundation supporters. In addition, she provides ate of the Curriculum and Teacher Education doc - staff leadership to the School of Education's toral program, he previously served as the TNE Advisory Council and leads and coordinates fund Induction Coordinator for STEP and is currently a raising for the two new East Palo Alto charter public STEP educator. His research interests include new schools operated by Stanford Schools Corporation. teacher induction, teaching methods, urban educa - PETER Trippel comes to the School of Education with tion, and language acquisition. Williamson has WILLIAMSON extensive experience in university development, extensive experience teaching and leading Bay Area having served as Associate Director of Major Gifts at schools, including San Lorenzo High School in the Santa Clara University and the University of East Bay and San Francisco Educational Services’ Chicago. She received her BS in political science Aria School for Exceptional Children. He has also from Santa Clara University and an MA and PhD in worked on multiple literacy and school reform ini - political science from Purdue University. tiatives.

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