Lee S. Shulman

Lee S. Shulman's picture

Staff Information

Role
President Emeritus
Bio

Lee S. Shulman is president emeritus of The Carnegie Foundation for the Advancement of Teaching, having served for 11 years as its eighth president. After leaving the Foundation in August 2008, Shulman has begun a period of travel and writing. He will have an office at Stanford University after April 2009.

Shulman’s research and writings have dealt with the study of teaching and teacher education; the growth of knowledge among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics, and medicine; the logic of educational research; and the quality of teaching in higher education. His work has devoted special attention to the role of pedagogical content knowledge in teaching, the scholarship of teaching and learning in both K-12 and higher education, and on the role of “signature pedagogies” in education in the professions and in doctoral education. He is currently working on a book tentatively titled Professing, which looks back on a decade’s research at the Foundation on education in the professions, teacher education, the doctorate and liberal education.

Shulman is the Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University. From 1963 to 1982 he served as Professor of Educational Psychology and Medical Education at Michigan State University. It was there he founded and codirected the Institute for Research on Teaching (IRT).

Dr. Shulman holds all his academic degrees from the University of Chicago. He is a past president of the American Educational Research Association (AERA) and received its career award for Distinguished Contributions to Educational Research. He is also a past president of the National Academy of Education. He is the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education, a fellow of both the American Academy of Arts & Sciences and the American Association for the Advancement of Science, a Guggenheim Fellow, a Fellow of the Center for Advanced Study in the Behavioral Sciences and has been awarded the 2006 Grawemeyer Prize in Education.

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