Teaching and Learning
Urban education serves as the focal point for faculty instruction in the School of Education. All departments and centers have developed a program of studies attentive to teaching and learning in city schools and communities.

• The Woodrow Wilson National Fellowship Foundation, with $10 million from the Lilly Endowment, has funded a grant to the School of Education at IUPUI to support secondary mathematics and science teachers. The Woodrow Wilson Indiana Teaching Fellowship Program (WWITF) will annually provide 20 fellows with a $30,000 stipend/year for three years. Each fellow must commit to teach mathematics or science for three years in a high-need Indiana secondary school. The first cohort will begin in May 2009.

• During 2007-2008, the Office of Professional Development within the School of Education partnered with three school districts (IPS, Lawrence Township, and Wayne Township) to develop an Online University program within each district's online network.

• Special Education faculty members have been awarded a five-year, $454,982 grant from the U.S. Office of Special Education Programs to improve the dual license undergraduate program. Goals for the project include: developing stronger and more diverse student cohorts, strengthening field experiences and program assessment, and supporting first- year teachers.

Research
The Center for Urban and Multicultural Education (CUME) is the research arm of the Indiana University School of Education at IUPUI. CUME's mission is to create connections among research, theory, and practice with the ultimate aim of improving the quality of education throughout the P-20 continuum—from early childhood through graduate school levels—in  formal, alternative, and community-based education settings. The mission is furthered through sustainable partnerships created with schools and other educational organizations in communities around Indiana. Our work seeks to support inquiry, facilitate public discussion, and critically challenge stereotypes about diverse students, families, and schools. Together with our community partners and faculty affiliates, CUME continues to engage in research and evaluation leading to improved practices, assessment, leadership, and policy within and across diverse educational settings.

• The Twenty-First Century Scholars Qualitative Study is a statewide initiative that gives low-income students tuition stipends in return for following the guidelines of a pledge signed in the eighth grade. CUME collaborated with researchers at Purdue University and the University of Michigan to examine the impact of the Scholars Program on student outcomes. Results revealed that colleges provide an array of resources and services university-wide, but commit differential types and intensity of support specifically to Twenty-First Century Scholars Scholars.
• In Fall 2007, CUME partnered with the Indiana Department of Education and the Longview Foundation on Examining the State of International Education in Secondary Schools in Indiana, the first-ever comprehensive mixed-method study aimed at capturing best practices and major barriers to internationalization in Indiana’s high schools. Results of the study were presented at the state’s first annual summit on international education, sponsored by the Lilly Foundation. Our major finding indicates serious deficiencies in faculty capacity to engage in internationalization.
• CUME collaborated with several new partners on the New Tech High School in Indiana: A Case-Study and Implementation Study for Arsenal Tech, Decatur, and Rochester Schools. New Tech infuses technology across the curriculum and employs interdisciplinary courses, using project-based learning as the central pedagogical approach. CUME conducted an embedded case study examining the fidelity of implementation within and across the three schools.
• The Peace Learning Center (PLC) has been working with CUME for several years on several community-based initiatives. The Peace Learning Center Curriculum Mapping Project represents a collaborative curriculum evaluation and development effort. Working with individual project directors and the administration of PLC, CUME compiled an extensive report on current curriculum goals, instructional objectives, and connections to the existing research literature on peace education, conflict resolution, and related programs.
• CUME conducted an independent evaluation of the Project Relates 21st Century Learning Centers Evaluation: Evaluation of PROJECT RELATES, a dual-support program to assist students in seven schools within the Archdiocese of Indianapolis. The first component was a three-week summer program and the second was an academic-year after-school program. Further analysis will examine which site and system-level components hinder or facilitate effective experiences for students and families enrolled in the 21st Century Learning Centers Project.
• CUME conducted the Understanding Student Perceptions of the Campus Climate at Indiana University-Purdue University Indianapolis study to understand better the current academic and social experiences of under-represented IUPUI students. The inquiry focused on documenting perceptions of the campus climate as it pertains to race and ethnicity. Interviews and focus group discussions with over 60 students revealed that students’ perceptions and conceptual understanding of diversity differed. In general, minority students expressed dissatisfaction with the overall college environment.

Diversity
A critical analysis of issues surrounding diversity in culture, language, religion, class and gender raises concerns for social justice, equity, and inclusion. Charged with preparing future teachers, counselors, principals, and central office administrators, we have both the opportunity and responsibility to address issues of culture and gender in ways that strengthen or critique existing educational institutions.

• In collaboration with Indianapolis Public Schools, IUPUI was awarded a $1.5 million grant from the U.S. Department of Education to address the needs of English language learners (ELLs). Three demonstration schools will be set up within IPS and 45 scholarships will be awarded to IPS teachers to complete their ESL certification. Over 20 university faculty are involved in redesigning their university courses to bring more attention to the diverse learning needs of ELL students.
• Wayne Township and IUPUI have formed a partnership to offer English as a Second Language (ESL) certification courses to their teachers. Rather than traveling to the university for courses, teachers will be able to take university courses at a local school site.

Best Practices
Collaborating with cross-campus and community partners; using carefully acquired data to improve practice; ongoing professional development; reflective thinking; and effective communication are best practices in the School of Education.

• Ivy Tech Community College and IUPUI have signed an Elementary Education articulation agreement allowing credits to transfer in order for students to meet prerequisite course requirements for the Elementary Education Teacher Education program.  
• The School of Education developed shared faculty positions with University College and with Ivy Tech. Faculty members in these new positions hold joint appointments so that they can facilitate the seamless transition of students into various teacher education programs.
• The Teachers’ Resource Center in the School of Education received funding from the Lilly Foundation for the development of a sustained research agenda with the goal of empirically assessing the teaching and learning impact of TRC materials and professional development.

Civic Engagement 
Giving back to the community is an ongoing school-wide commitment.

• The School of Education received $65,000 from The Indianapolis Foundation for Project IMPACT, a community partnership between the university and 11 neighborhood centers. This initiative seeks to increase the centers’ capacity to support the learning of children in their programs through university student mentors and tutors.
• The Teachers’ Resource Center received funding from the Summer Youth Program Fund for the seventh year in a row to help neighborhood centers and their summer camps highlight math and science during the summer. This initiative received additional support from the Lumina Foundation for the first time this year. Over 300 kits were donated to area neighborhood centers to provide additional resources to these vital community organizations.

External Awards and Appointments
Several School of Education faculty members were recognized with prestigious external awards.

• The Center for Leadership Development presented Associate Professor Khaula Murtadha with the Mme. C.J. Walker Outstanding Woman of the Year Award on March 17, 2008.
• On April 17, 2008 Professor José Rosario was honored with a Hispanic Achievement Service Award for Community Leadership.
• Professor Keith Morran received the Outstanding Administrator of the Year award from the Indiana Counseling Association at the Annual ICA Conference on April 21, 2008.
• Christine Leland, Professor of Language Education, received the Frederic Bachman Lieber Memorial Award for Teaching Excellence at the Founders Day ceremony in Bloomington on March 30, 2008.