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    ANNUAL REPORT 2003–2004
      Submitted by W. Charles Read, Dean

                 July 1, 2004
                         SCHOOL OF EDUCATION
                       ANNUAL REPORT 2003–2004

                                                July 1, 2004

                           Key Accomplishments in Support of
                                the University’s Priorities

I. Promote Research
   Progress for 2003-04

   The School of Education houses three major research centers: the Wisconsin Center for
   Education Research (WCER), the Center on Education and Work (CEW), and the Wisconsin
   Center for the Advancement of Postsecondary Education (WISCAPE). Research conducted
   in these centers touches on all aspects of education, from the improvement of first-grade
   mathematics to the effects of career education on student achievement to the study of equity
   and diversity in higher education.

   In terms of external project funding, WCER ranks among the largest research centers on the
   UW-Madison campus, and is one of the nation‟s oldest and most productive education
   research centers. The center:

           Received $23.65 million in external project funding during the past year – with 62
            percent from the National Science Foundation, 22 percent from the U.S. Department
            of Education, 9 percent from other federal sources, 6 percent from private sources,
            and 1.5 percent from the state of Wisconsin.

           Houses approximately 50 active projects spanning the scope of education, from infant
            childcare and after-school programs to undergraduate curriculum reform.

   WCER disseminates research news and information through:

           A popular website, which was accessed by about 37,500 distinct users during the first
            five months of 2004 and ranks sixth on Google‟s ranked search results when
            “education research” is entered as a search term. This website serves as a gateway to
            an array of individual project websites, which are created to make research findings
            and resources widely available. The WCER site holds other information resources,
            such as the working papers series, now totaling 17 documents, which describes
            interim or preliminary research findings. [http://www.wcer.wisc.edu/]

UW−Madison School of Education Annual Report 2003–04                                     2
           WCER Today, a monthly e-mail newsletter launched in November 2003, which now
            reaches 973 subscribers at 534 institutions in 28 countries.

           WCER Highlights, a quarterly newsletter, mailed to 8,500 subscribers worldwide.
            Issues during the past year featured 17 projects led by 15 professors and researchers.

   Initiatives of the School‟s Center on Education and Work (CEW) are designed to “produce
   and collaboratively implement new knowledge about learning and career development.” For
   example, CEW:

           Completed a study funded by the U.S. Department of Education on Charter High
            Schools and Real-World Practices. Conducted in 21 sites across the nation, this study
            identified innovative practices used to foster connections between students and the
            world beyond the classroom. CEW is disseminating the findings in digital and print
            formats, including a handbook and case studies.

           Worked with the Wisconsin Department of Public Instruction on several initiatives,
            including the evaluation component of a federally funded effort to improve services
            to students with disabilities; a study on the effect of career and technical education
            courses on academic achievement in selected Wisconsin high schools; and an
            evaluation of the Alcohol and Other Drug Abuse (AODA) Peer Program.

   To advance its research mission, WISCAPE:

           Published the first two papers in a planned series of working papers on contemporary
            higher education issues. Emeritus Professors Jacob Stampen, Educational Leadership
            and Policy Analysis, and Lee Hansen, Economics, surveyed 200 key participants in
            the higher-education policymaking process about programs designed to increase
            student access and success in college and, in their papers, analyzed the ideas for
            improving the system through amendments to the federal Higher Education Act.

           Moved forward on two research projects: Pathways to Alumni Involvement, a two-
            year study examining the motives and patterns of alumni support for UW-Madison;
            and Staffing the Research University, an ongoing exploration of the role of academic
            staff at a major research university.

   A variety of research conducted by individual School of Education faculty members
   promises to help improve the quality of life for a wide range of individuals. For example:

           Professor Mary Schneider, Occupational Therapy, is a national leader in her ongoing
            studies of the effects of prenatal exposure to alcohol and stress, supported by the
            National Institute of Alcohol Abuse and Alcoholism, one of the National Institutes of
            Health. The most recent findings by Schneider‟s research team suggest that alcohol
            exposure may reset the chemical balances in fetuses so that these individuals react
            more to stresses in later life.

UW−Madison School of Education Annual Report 2003–04                                       3
           Associate Professor Kreg Gruben, Kinesiology, and colleagues, in research supported
            by the National Institutes of Health, have focused on leg coordination in people who
            have suffered strokes, and identified a single control malfunction that may be
            responsible for most walking difficulties in stroke survivors. This finding could lead
            to therapies that correct this problem, address other behavioral deficits, and improve
            the mobility of millions of people.

           Professor M. Elizabeth Graue, Curriculum and Instruction, received a $300,000 grant
            from the Wisconsin Department of Public Instruction to conduct an evaluation of the
            Student Achievement Guarantee in Education (SAGE) program, a state initiative to
            increase achievement by reducing class sizes in grades K-3. Graue‟s study will
            examine the instructional and administrative practices in nine schools that are
            participating in SAGE.

           Associate Professor Brian Bottge, Rehabilitation Psychology and Special Education,
            received a three-year, $1.05 million grant from the U.S. Department of Education for
            his project Advancing the Mathematics Skills of Low-Achieving Adolescents in
            Technology-Rich Learning Environments.

           Professor Leonard Abbeduto and Assistant Professor Jee-Seon Kim, Educational
            Psychology, received a $2.1 million grant from the National Institute of Child Health
            and Human Development (NICHD) to study the development of children with fragile
            X syndrome, the leading inherited cause of retardation.

   The School is home to a number of rising faculty stars, as evidenced by some of the major
   grants and awards received by several assistant professors. For example:

           David Williamson Shaffer, Educational Psychology, received a five-year, $585,000
            Early Career Grant from the National Science Foundation to analyze learning
            environments in which students gain science, technology, engineering, and
            mathematics skills by employing professional practices that are not usually part of
            conventional education programs.

           Richard Halverson, Education Leadership and Policy Analysis, received a five-year,
            $792,590 Early Career Grant from the National Science Foundation to study how
            local school leaders develop the capacity for improving instruction through the use of
            student achievement data.

           Andrea Mason, Kinesiology, received a five-year, $498,901 Early Career Grant from
            the National Science Foundation to study human interaction with virtual
            environments – specifically, what sensory information users require to move
            effectively in computer-generated environments, when that information is required,
            and how best to present it.

UW−Madison School of Education Annual Report 2003–04                                      4
           Two assistant professors have been selected as 2004-05 Spencer Postdoctoral Fellows
            by the National Academy of Education, each with a $50,000 stipend:

                    John Rudolph, Curriculum and Instruction, for a historical case study of
                     laboratory materials used in classrooms during the early to mid 1960s.

                    Jee-Seon Kim, Educational Psychology, for her study Testing the Impact of
                     Omitted School Variables in Hierarchical Linear Models and Obtaining
                     Robust Statistical Estimators.

   Plans for 2004-05

   1. Alleviate the shortage of research space, which constrains our ability to compete for
      grants. In the short to medium term, identify suitable leased space. For the long term,
      advance our proposal for an additional research building.

II. Advance Learning

   Progress for 2003-04

   In 2003-04, the School improved facilities and secured private funding for a major building
   project – efforts that will greatly improve the environment for teaching and learning:

           In May, the School announced the largest individual private donation ever made to
            the University for a single project. Tashia Morgridge, a 1955 graduate of the School
            and an emerita member of its Board of Visitors, and her husband, John, pledged $31
            million to renovate and expand the Education Building on Bascom Hill. While
            preserving historic elements of the building, the reconstruction will provide modern
            spaces for student services, instruction, and activities, and promises to be a model for
            future renovations in the Bascom Hill Historic District.

           The Department of Art‟s new warehouse facility for its foundry and glass lab will be
            ready for classes in the fall of 2004. Fire-arts programs that were previously housed
            in two decrepit buildings – including a Quonset hut behind the Education Building –
            are now under one roof, significantly improving the facilities, while enhancing
            collaboration and creativity among students and faculty in these areas.

           The Instructional Media Development Center (IMDC) unveiled four remodeled state-
            of-the-art multimedia classrooms to the UW-Madison community last fall. Located
            in the Educational Sciences Building, the classrooms support face-to-face, online, and
            distance-education instruction.

UW−Madison School of Education Annual Report 2003–04                                        5
   In 2003-04, the School sponsored conferences and symposiums that provided learning
   opportunities for UW faculty, staff and students, as well as for K-12 educators and other
   professionals from around the state and beyond. For example:

           “Fifty Years after Brown v. Board of Education,” a conference sponsored by the
            Departments of Educational Policy Studies and Curriculum and Instruction, examined
            race and equal educational opportunity in the United States, and attracted members of
            the campus community and the general public.

           Nearly 200 educators, artists, and community members attended the first Conference
            on Arts, Curriculum, and Community, which used quilts to illustrate the integration of
            art in education. The conference was organized by the Office of Education Outreach
            in collaboration with the Wisconsin Arts Board and subsidized by a grant from the
            National Endowment for the Arts.

           Garrison Roots, an artist-in-residence sponsored by the Department of Art and School
            of Landscape Architecture, hosted a public symposium, “The Madison Project:
            Challenging the Public Art Paradigm,” sponsored by the Madison Museum of
            Contemporary Art and Dane County Cultural Affairs Commission. Participants
            included Art Department faculty, and artists from the East and West Coasts.

           The Dance Program‟s Somatics Arts Festival offered three days of master classes for
            dance students, along with free lectures and workshops on body-mind practices that
            also drew members of the general public. Nationally known somatic practitioners,
            scholars, and educators led sessions on dance medicine/science, kinesiology, body
            therapies, and various body-mind education practices.

           The Department of Counseling Psychology held its third annual Social Justice
            Through Counseling Conference, titled “Common Threads: A Community
            Connected Through Its Diversity.” The two-day gathering, which drew more than 100
            participants, focused on culturally relevant mental health care.

           The 18th annual Careers Conference, sponsored by the Center on Education and Work
            (CEW), drew 1,017 educators, career professionals, administrators, and others, from
            37 states and three other countries. Considered the premier conference of its kind, the
            event is designed to serve all practitioners concerned with career development and
            education for work.

           The annual Conference on Distance Teaching and Learning, organized by the
            Graduate Program in Continuing and Vocational Education, marks its 20th year in
            August 2004. The event annually attracts more than 1,000 participants from more
            than 500 organizations representing education, business and industry, the military,
            government, health care, and non-profit groups.

UW−Madison School of Education Annual Report 2003–04                                      6
   In the area of higher education, public events and professional forums organized by
   WISCAPE during 2003–04 contributed to several important areas of discourse, and brought
   together education leaders and policymakers, community and government leaders,
   researchers, faculty, staff, administrators, and others. Among its programs:

            “Latest Court Decisions for Today‟s Campus Leaders,” a professional education
            course, provided a general overview for those who do not regularly discuss the legal
            aspects of higher education. In addition, the course looked at the implications of the
            U.S. Supreme Court‟s recent decisions on admissions policies.

           “The Use and Abuse of College Rankings” featured national leaders in a discussion
            of the importance of institutional rankings, how universities use rankings, the
            interplay between rankings and admissions systems, and how students and parents use
            the rankings.

           Representatives from local media outlets joined with nationally-recognized scholars
            for “The Media and Higher Education,” which explored the media‟s role in shaping
            public debate about postsecondary education.

           In “Funding Public Higher Education: Where To From Here?” – part of WISCAPE‟s
            series on the changing relationship between states and public universities –
            participants examined the economic trends influencing future public spending for
            postsecondary education and how institutions of higher education are responding to
            these trends.

   The Center for Instructional Materials and Computing (CIMC) supported technology
   integration in the School of Education by offering workshops and tutorials for students,
   faculty, and staff. The CIMC also partnered with the University‟s Division of Information
   Technology (DoIT) Learning Technologies and Distance Education program to develop and
   present workshops for faculty campus-wide. In addition, it presented five workshops as part
   of the University‟s Teaching and Learning Symposium, May 18-21, 2004.

   In February 2004, The Office of Testing and Evaluation Services collaborated with the UW
   Teaching Academy to offer a four-week workshop series on assessment, covering topics such
   as design principles, scoring rubrics, and security. The office also partnered with the College
   of Engineering‟s Teaching Improvement Program to offer workshops on psychometric
   aspects of grading and assessment of student learning.

   The School fostered the academic development of pre-college youth through a variety of
   programs. For example:

           The Advanced Placement Distance Learning Consortium, based in the Center on
            Education and Work (CEW), completed its pilot year of classes in 2003-04. This fall
            it will provide 19 different “real time” Advanced Placement courses via state
            teleconferencing facilities at 33 Wisconsin school sites to 258 high school students,
            many of whom did not previously have access to AP classes.

UW−Madison School of Education Annual Report 2003–04                                       7
           School of Education faculty, staff, and graduate and undergraduate students play
            central roles in the PEOPLE program, which prepares minority and disadvantaged
            middle and high school students for college. They provide curriculum designs,
            academic assessments, and instructional and logistical support. In 2004, the program
            is serving 320 middle school students from Madison and 398 high school students
            from Madison, Milwaukee, Waukesha, Racine, and the Ho-Chunk and Menominee
            Nations. Thirty-nine graduates of the program will enroll at UW-Madison this fall.

   Two departments completed important structural changes during 2003-04.

           The Department of Educational Administration completed approvals to change its
            name to Educational Leadership and Policy Analysis, which better reflects the
            department‟s learning goals and faculty strengths. The department also completed
            approvals to incorporate the Continuing and Vocational Education (CAVE) standing-
            degree program into its higher-education strand, beginning in fall 2004. This adds a
            critical focus on adult learning to the department.

           The Department of Kinesiology completed approvals to phase out its bachelor‟s
            degree in Occupational Therapy and replace it with an entry-level master‟s degree.
            The new degree will meet the standards of the Accreditation Council of the
            Occupational Therapy Association, which requires, by 2007, all entry-level
            occupational therapists to be prepared at the post-baccalaureate level.

   Faculty and staff continued to foster the advancement of learning through their service to the
   University and to national organizations.

           Professor Laurie Beth Clark, Art, has been appointed UW-Madison associate vice
            chancellor for faculty and staff programs.

           Professor Gloria Ladson-Billings, Curriculum and Instruction, has been elected
            president of the American Education Research Association (AERA), with her term to
            begin at the end of AERA‟s 2005 annual meeting.

           Professor Cheryl Hanley-Maxwell, chair of Rehabilitation Psychology and Special
            Education, co-organized and co-sponsored the Capacity Building Institute on Reform
            and Inclusion in High Schools in July 2003, for the U.S. Department of Education‟s
            Office of Special Education Programs.

           Librarian Megan Schliesman, Cooperative Children‟s Book Center, has been
            appointed to the 2005 Newbery Award Selection Committee. The prestigious
            Newbery Medal is awarded each year by the American Library Association to the
            author of the most distinguished contribution to American literature for children.

UW−Madison School of Education Annual Report 2003–04                                      8
   US News & World Report’s guidebook Best Graduate Schools 2005 ranked the School sixth
   in the nation among peer institutions, with eight of the School‟s programs rated among the
   top three nationwide. Ranked No. 1 were programs in educational psychology, curriculum
   and instruction, and printmaking. Ranked No. 2 were educational administration, elementary
   education, secondary education, and rehabilitation counseling. Ranked No. 3 was
   educational policy.

   Plans for 2004-05

   1. Continue to move toward a new Art facility, setting up committees for planning and for
      funding. Move the renovation of the Education Building through the Regents and the
      state approval process, so that consultants can research the historic structure in the fall of
      2005. Continue planning for a renovation that will serve our students well.

   2. Find additional ways in which our extensive research expertise can enrich our teaching at
      the undergraduate, as well as the graduate, level. Begin by identifying more of the forms
      that this enrichment already takes.

   3. Initiatives in teacher education: form a council to promote teacher education as a
      university-wide responsibility, start a First-year Interest Group (FIG) for entering
      students who aspire to teaching as a profession, and review the mathematics course
      sequence for prospective elementary and special education teachers.

III. Accelerate Internationalization

   Progress for 2003-04

   The UW-Madison School of Education has joined in a faculty exchange with the Institute of
   Education at the University of London and the Faculty of Education at the University of
   Melbourne in Australia. Faculty from the three institutions gathered in Madison in October
   2003 for an intensive three-day symposium on “Education, New Technologies and Learning
   in New Environments: Local and Global Challenges.” A 2004 meeting is scheduled in

   Faculty members from a range of disciplines in the School are engaged in international
   initiatives. For example:

           Professor François Tochon, Curriculum and Instruction, organizes student-teaching
            abroad programs with sites in Argentina, Ecuador, France, and Germany. He also has
            worked with the Fulbright Association of Wisconsin to offer videoconference
            workshops with teachers in Quebec and the French West Indies as part of the annual
            International Education Conference: Education Across Six Continents (co-sponsors
            include the School of Education, and its Departments of Educational Leadership and
            Policy Analysis and Curriculum and Instruction).

UW−Madison School of Education Annual Report 2003–04                                        9
           Professor Robert Enright, Educational Psychology, has taken his forgiveness
            education initiative to schools in Belfast, Northern Ireland, in a long-term effort to
            ease tensions in the strife-torn region.

           Professor Peter Hewson, Curriculum and Instruction, coordinated a U.S.-Thailand
            collaborative scholarship in science education, and helps to manage collaborative
            efforts of the South Africa National Research Foundation and the U.S. National
            Science Foundation.

           Assistant Professor Kimberly Howard, Counseling Psychology, is collaborating with
            a school district in Italy to implement her developmental guidance program.

           Professor Andreas Kazimias, Educational Policy Studies, chairs a government
            commission to study the educational system of Cyprus and serves as editor of the
            Greece-based journal Comparative and International Education Review.

           Associate Professor Amy Stambach, Educational Policy Studies, serves as the U.S.
            representative to the United Kingdom-based Gender and Education Association, was
            an invited participant in the prestigious Joan B. Kroc Institute Conference on
            Religion, Peace, and Conflict, in April 2004 in Jinja, Uganda, and did field work in
            Kenya during the summer of 2003.

           Professor Marianne Bloch, Curriculum and Instruction, has worked with Julie
            McLeod, professor in the School of Education at Deakin University‟s Melbourne,
            Australia campus, on a yearlong international exchange using distance-learning
            technology. McLeod brought a group of Australian graduate students to Madison in
            April 2004 for sessions focusing on feminist theories and studies of education,
            childhood and youth.

   More than 40 faculty and graduate students in the Department of Art participated in Centro
   Oestes: Nucleo Madison, a summer 2003 exhibition in Brasilia, Brazil, where Professor
   Laurie Beth Clark, Associate Professor Derrick Buisch, and graduate student Cristina Rosa
   also lectured. Rosa organized the project for the University of Brasil and the Casa Thomas
   Jefferson. Planning is underway to host Brazilian artists in Madison.

   Three students in Educational Policy Studies received prestigious fellowships to support their
   international studies: Kristin Phillips, Fulbright Award for research in East Kenya; Penelope
   Miller, a Tinker-Nave Pre-Dissertation fellowship to study in Latin America; Jennifer
   Coburn, Princeton University award to study at the American Research Institute in Turkey.

   Plans for 2004-05

   1. Establish the newly-approved Ph.D. Option A minor in international education. Consider
      a lecture series on international education.

UW−Madison School of Education Annual Report 2003–04                                        10
   2. Begin our collaboration in the new Resource Center for French Teaching.

   3. Expand our special relationship with the Institute of Education at the University of
      London and the Faculty of Education at the University of Melbourne, with a second
      faculty seminar and with benchmarking exchanges.

IV. Amplify the Wisconsin Idea

   Progress for 2003-04

   The School expanded its professional education opportunities for school practitioners around
   the state through capstone certificates and degree programs:

           Development of the Certificate of Completion in Mentoring New Teachers was
            completed and enrollment begun. The certificate is a collaborative effort of the
            Department of Curriculum and Instruction and the Office of Education Outreach.

           The Department of Educational Leadership and Policy Analysis piloted a Master
            Administrator Capstone Certificate program. Blending research with practice, the
            program is designed to help K-16 administrators develop the knowledge and skills
            needed to obtain Master Administrator licensure from the Department of Public

           The Department of Counseling Psychology and the Office of Education Outreach
            began development of a Certificate of Completion in Psycho-Social Factors in
            Student Achievement. K-12 educators participating in the program will examine non-
            academic factors that affect student achievement, and will explore approaches to
            closing the achievement gap.

           The first cohort of students in the Master of Science for Professional Educators
            (MSPE), which is delivered primarily through distance education, graduated in May
            2004. The second and third cohorts are going strong.

   Individuals and units within the School have formed key partnerships with local, state, and
   national organizations to share advances in education across Wisconsin and beyond:

           The Department of Educational Leadership and Policy Analysis collaborated with the
            Wisconsin Association of School District Administrators and the Association of
            Wisconsin School Administrators to develop and launch the Wisconsin Partnership
            for Learning. The partnership engages University faculty to teach courses as part of
            professional-association conferences throughout the year – outreach efforts that
            support mentoring and relicensure for K-12 administrators under PI 34.

           Professor Hardin Coleman, Counseling Psychology, collaborated with the
            Department of Public Instruction (DPI) to implement a cultural identity program for

UW−Madison School of Education Annual Report 2003–04                                   11
            Hmong adolescents in Wausau. He also prepared a report for the DPI that examined
            over-representation of ethnic minorities in special education.

           Assistant Professor Diana Hess, Curriculum and Instruction, has worked with the
            Wisconsin Supreme Court and the State Bar of Wisconsin to develop a program for
            middle and high school teachers about state courts and contemporary constitutional
            issues. She also co-teaches the United States Supreme Court Summer Institutes in
            Washington, D.C., one of the nation‟s premier professional development programs
            for high school law and government teachers.

           The Center for Instructional Materials and Computing (CIMC) partnered with the
            Madison Metropolitan School District to develop the “Let‟s Play Meta Tag” project,
            which provided opportunities for educators to explore the role of learning objects –
            reusable instructional components delivered via the Internet – in K-12 education.
            Participants included teachers and staff from Madison, Waunakee, and Sun Prairie
            schools, CESA 6 administrators and staff, and faculty and staff throughout the
            University of Wisconsin System and Fox Valley Technical College.

           As an outgrowth of its Wisconsin Careers program, the Center on Education and
            Work (CEW) was engaged by the Wisconsin Department of Public Instruction to
            develop the new web-based Wisconsin Career Assessment (WCA), which now
            enables Wisconsin students in 8th and 10th grades to explore career choices, education,
            and training related to their personal interests.

           The Cooperative Children‟s Book Center (CCBC) began working with the
            Department of Public Instruction‟s Child Care Information Center to extend the
            CCBC‟s services to early-childhood teachers by providing bibliographies of
            recommended books and developing an independent-learning course in early
            childhood literature.

   Throughout the year, the Office of Education Outreach (OEO) offered numerous programs
   for the K-12 school community. Among its activities:

           The office organized a conference on “Dialogues with Democracy: Civic Engagement
            in Wisconsin‟s Classrooms,” which introduced teachers, administrators, and school
            board members to research-based approaches to civic education, and featured a
            luncheon dialogue between Chief Justice Shirley S. Abrahamson and Justice Ann
            Walsh Bradley. The conference was co-sponsored by the Wisconsin Educational
            Communications Board, the Wisconsin Historical Society, the Law-related Education
            Committee of the Wisconsin State Bar, and the Wisconsin Supreme Court.

           OEO presented a series of workshops on assessment, attended by nearly 400 school
            psychologists, counselors, teachers, and administrators, as well as workshops on
            reading and literacy, attended by more than 400 educators.

UW−Madison School of Education Annual Report 2003–04                                     12
           In collaboration with the Department of Counseling Psychology, OEO sponsored a
            conference on “Truancy: Principles and Practices of Effective Interventions.”

           The office also launched the Regional Consortium for Education Outreach, which
            consists of 10 regional sites and is designed to deliver programs via distance-
            education to educators in regions of Wisconsin not previously served by UW-
            Madison. Three such programs were delivered in the first year.

   The Cooperative Children‟s Book Center (CCBC) provided outreach to educators, librarians,
   parents, and others interested in children‟s and young adult literature. For example:

           In 2003, the CCBC helped to plan and launch a children‟s book festival in
            northwestern Wisconsin, modeled after the popular Children‟s Book Fest in
            Rhinelander, now in its 17th year, described as an event to “import the CCBC to
            Rhinelander once a year.” The CCBC also is involved in planning similar children‟s
            book festivals in the Milwaukee area and in south-central Wisconsin.

           CCBC librarians write a monthly book review column for the Wisconsin State
            Journal, as well as a monthly column about trends in children‟s literature in a
            national professional magazine, LibrarySparks. CCBC librarians also appear
            monthly on WISC-TV‟s early morning news show to promote outstanding new books
            for children and teens.

   As part of his Dance and Community project, Associate Professor Jin-Wen Yu, chair of the
   Dance Program, brought 2,500 K-12 students to Lathrop Hall for 10 lecture-demonstrations.
   Yu and dance students also conducted two workshops and seven lecture-demonstrations at
   schools in Milwaukee and Dane County as part of the project, which is funded by a Baldwin
   Wisconsin Idea Endowment.

   Art education students studying urban design with Professor Doug Marschalek completed a
   multiyear analysis of and developed a plan for Madison‟s Allied Drive Neighborhood, which
   they presented to local officials, including Madison Mayor Dave Cieslewicz, and community

   Tandem Press, a printmaking studio affiliated with the School‟s Art Department, welcomed
   visiting artists Jane Rosen, Suzanne Caporael, Judy Pfaff, Sam Gilliam and Gronk. Each
   artist critiqued student work and/or gave public lectures that were videotaped and archived at
   the Art Department and the UW library. Tandem also continued its extensive exhibiting
   program, with shows in New York, San Francisco, Chicago, Milwaukee, Des Moines, and
   Kansas City.

   Various School units sponsored free public lectures during the year that offered information
   on education-related issues to broad audiences:

           The Cooperative Children‟s Book Center sponsored public lectures on campus by
            poet Naomi Shihab Nye and Caldecott Award-winning artist Eric Rohmann.

UW−Madison School of Education Annual Report 2003–04                                    13
           A presentation by Harvard University professor Sara Lawrence-Lightfoot on “The
            Essential Conversation: What Parents and Teachers Can Learn from Each Other”
            drew nearly 300 people from campus and the community. Lawrence-Lightfoot
            presented the keynote speech for the School‟s annual American Education Week
            celebration, which is organized by the External Relations Office.

           The School‟s May Alumni Weekend program featured a public address by alumni-
            award recipient Curtis J. Bonk, professor of education and technology at Indiana
            University. A video of his address, “The Perfect E-Storm: Emerging Technology,
            Escalating Demands, and Enhanced Learning,” is posted on the School‟s website.

           Assistant Professor Diana Hess, Curriculum and Instruction, discussed democracy
            education with about 50 educators and community members at an “On the Road”
            program in Appleton, jointly organized by the School‟s External Relations Office and
            the Wisconsin Alumni Association.

   The External Relations Office updated and expanded communications to more effectively
   engage with the School‟s alumni and other key external audiences. For example, the office:

           Redesigned the School‟s thrice-yearly publication, now called Campus Connections,
            which goes to more than 41,000 alumni and other key constituencies and reflects
            alumni preferences by featuring articles on current research and issues in education,
            showcasing the arts in the School, and promoting access to information and resources.
           Redesigned the SoE Online News and expanded its audience, through use of the
            Wisconsin Alumni Association‟s database and server, from 300 to more than 12,000
            alumni and friends.
           Redesigned as a self-mailer the School of Education Update, a series of one-page fact
            sheets about the School and its initiatives, and further broadened its use as a
            cultivation tool by expanding the mailing list from about 1,400 to nearly 5,500, which
            includes nearly all donors to the School and key state legislators.

   Plans for 2004-05

   1. Inaugurate our innovative consulting service for school districts with at least one
      successful pilot project. Donors have committed support for the service.

   2. Strengthen our outreach certificate programs. Complete development of the new
      Certificate of Completion in Psycho-Social Factors in Student Achievement. Increase the
      number of students enrolled in the Mentoring New Teachers program from the current
      21. Deliver two additional sessions of the IT Update series and continue developing
      programs to address the new PI 34 licensing requirements for current and future IT

UW−Madison School of Education Annual Report 2003–04                                    14
V. Nurture Human Resources

   Progress in 2003-04

   Special efforts by Education Academic Services (EAS) staff have resulted in significant
   increases in the number of students-of-color applicants and admissions to the School of
   Education. For example, in 2002-03, 61 students of color applied to the School and 34 were
   admitted. In 2003-04, 103 students of color applied and 55 were admitted.

   Education Academic Services formed a Students of Color Advisory Council for the Minority
   Student Services Program. This group of six undergraduates of color from several School of
   Education programs will be asked to provide general feedback about the School‟s support
   services and climate.

   In the fall of 2003, UW-Madison launched the Multicultural Learning Community (MLC), a
   residential-based initiative co-sponsored by the School of Education, College of Letters and
   Science, and University Housing Services. The MLC, a diverse community of 56 first- and
   second-year students living on one floor of Witte Hall, offers a broad range of social and
   cultural activities. Professor Carl Grant, chair of the School‟s Department of Curriculum and
   Instruction, serves as faculty adviser.

   The Center on Education and Work collaborated with the McBurney Disability Resource
   Center to assist faculty and staff in creating and maintaining websites that will meet the
   University‟s accessibility standards. Thus far, project associates have trained or given
   presentations to more than 500 faculty, staff, and students, the majority from the Madison
   campus (services are also available to UW System institutions, technical colleges, and
   others.) The Web Accessibility for All project also offers many resources, including online
   tutorials, user-friendly accessibility analysis tools, and a training CD-ROM.

   The School‟s Equity and Diversity Committee provided one of the models for the new
   campus requirement for faculty exit interviews, a practice the School has followed for more
   than 20 years. Associate Dean Mariamne Whatley serves as co-chair of the campus-wide
   Committee of Equity and Diversity Committee Chairs.

   The Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)
   provided professional development opportunities to UW faculty and staff through
   professional education courses and forums, such as “Leadership Strategies for Center
   Directors,” “Diversifying Academic Leadership,” and “Gauging Campus Climate.”
   WISCAPE also partnered with the Office of the Provost and the Academic Staff Executive
   Committee to offer an Academic Staff Institute in April 2004.

   The Wisconsin Center for Education Research provides support for students with an interest
   in research by employing approximately 300 graduate students from a wide range of
   disciplines each year and providing facilities for the Spencer Foundation Doctoral Research
   Program. WCER remains committed to mentoring graduate students and new faculty. For

UW−Madison School of Education Annual Report 2003–04                                   15
   example, newcomers submitted 10 of the 34 proposals made in the past year, including three
   submissions by graduate students to the Student-Initiated Research Projects competition, held
   by the Office of Special Education and Rehabilitative Services of the U.S. Department of

   The School‟s Testing and Evaluation Services has collaborated with UW-Madison‟s
   McBurney Disability Resource Center to offer proctoring for non-standard tests when
   instructors cannot make such arrangements. To guide students in revealing to instructors
   their need for such arrangements, Testing and Evaluation Services has produced a video that
   demonstrates how to self-disclose in a positive, matter-of-fact manner.

   The School‟s Division of Recreational Sports stepped up its promotion of health and fitness
   for the university community by launching a new personal fitness-training program, called
   PHYSIQUE, and increasing hours at recreational facilities. The division also has joined with
   University Health Services (UHS) to launch a new drop-in sports medicine clinic at the
   Gymnasium/Natatorium that provides injury evaluation and self-care advice for students
   participating in recreational, intramural, and club sports or workouts who incur minor

   Events organized by the School‟s Office of External Relations build goodwill by recognizing
   the achievements of faculty, staff, and students. For example, seven outstanding faculty and
   academic and classified staff members were honored at the School‟s annual Distinguished
   Achievement Awards Reception in April. In May, privately funded scholarships totaling
   more than $300,000 were presented to 179 outstanding students at this year‟s Undergraduate
   Honors Banquet. The School‟s Commencement Reception and Hooding Ceremony for Ph.D.
   and M.F.A. candidates, now in its second year, has become a popular event, with more than
   400 people – graduates, their family members and friends, and School faculty and staff –
   attending this year‟s celebration.

   Plans for 2004-05

   1. Finish designing new admission requirements and processes for each of the teacher
      education programs, in line with the policy adopted by the School last year.

   2. Continue our progress in enrolling a more diverse group of highly-qualified
      undergraduates to majors in Education. Among other techniques, explore articulation
      agreements with quality „feeder‟ institutions.

   3. Conduct successful searches for new faculty in areas that have proven difficult, such as
      Spanish education, music education, and dance. Use these and other searches to renew
      our progress toward a more diverse faculty and staff.

   4. Identify additional ways to recognize and reward outstanding service to the School. For
      example, enhance the School‟s annual awards reception to recognize 25-year veterans in
      all three categories of faculty and staff.

UW−Madison School of Education Annual Report 2003–04                                   16
                             Appendix: List of Faculty Changes
                          NEW TENURE TRACK FACULTY, FALL 2004

Craig Albers (Asst)                                    Educational Psychology
Eric Camburn (Asst)                                    Educational Administration
Erik Carter (Asst)                                     Rehab Psychol & Special Education
Catherine Compton-Lilly (Asst) [fall 2005]             Curriculum and Instruction
Amy Ellis (Asst)                                       Curriculum and Instruction
Victoria Hand (Asst) [fall 2005]                       Curriculum and Instruction
Stephen Hilyard (Asst)                                 Art
Mitchell Nathan (Assoc) [hired in 2003]                Educational Psychology
Sara Rab (Asst)                                        Educational Policy Studies
Pimjai Sudsawad (Asst)                                 Kinesiology
Hirofumi Tanaka (Asst) [January 2005]                  Kinesiology
Edd Taylor (Asst)                                      Curriculum and Instruction
Audrey Trainor (Asst)                                  Rehab Psychol & Special Education
Paula Wolfe (Asst)                                     Curriculum and Instruction

                           FACULTY WHO ARE LEAVING, FALL 2004

Thomas Carpenter (6-30-04)                             * Curriculum and Instruction
Stephen Elliott (6-30-04)                                Educational Psychology
Chere Gibson (6-30-04)                                 * Continuing and Vocational Education
Stanford Goto (5-23-04)                                  Curriculum and Instruction
Philip Hamilton (5-23-04)                              * Art
Gary Kraemer (5-23-04)                                 * Kinesiology
Mariama Ross                                             Art
Walter Secada (5-23-04)                                  Curriculum and Instruction
Clark Wambold (5-23-04)                                * Rehab Psychol & Special Education

                            RETENTION EFFORTS DURING 2003-2004

Hardin Coleman                                         **Counseling Psychology
Sharon Derry                                           **Educational Psychology
Gloria Ladson Billings                                 **Curriculum and Instruction
Walter Secada                                            Curriculum and Instruction
Amy Stambach                                           **Educational Policy Studies
Deborah Vandell                                        **Educational Psychology


UW−Madison School of Education Annual Report 2003–04                                    17
**successful retention

UW−Madison School of Education Annual Report 2003–04   18

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