Printer-friendly versionCarnegie Celebrates Centennial
The Foundation began celebrating a double-year birthday on July 2005 at its Center for Teachers and Teaching in Stanford, Calif. During its first Centennial year, the Foundation convened a national conference on education and philanthropy and another on accountability and testing, and released publications on teaching and learning, the preparation of the clergy, and a revised Carnegie Classification of Institutions of Higher Education. Since Carnegie was founded in 1905 and chartered by an Act of Congress in 1906, the Centennial observance continued through 2006, when on November 16, Carnegie released Reconnecting Education and Foundations, a publication that addresses the declining relationship between education and funders, at the National Press Club in Washington, D.C. During this final week of celebration, Carnegie also convened an expert panel to discuss science and mathematics education, and hosted a centennial gala following a Centennial Lecture by Nobel Laureate Carl Wieman. Wieman spoke on "Science Education in the 21st Century: Using the Tools of Science to Teach Science" at the Library of Congress in Washington, D.C., on November 17. A former Carnegie/Council for Advancement and Support of Education U.S. Professor of the Year, Wieman is the only faculty member to hold both the highest research and teaching awards.
Highlights from 2006
Shulman Accepts Grawemeyer Award in Louisville, Kentucky
Carnegie President Lee S. Shulman accepted the 2006 Grawemeyer Award for Education in April at the University of Louisville for his career-spanning efforts to answer the complex question: What makes someone a good teacher? He was nominated for the prize for his 2004 book, The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach.
SPECC Participants Track Efforts Across Campuses
In May, institutional research representatives and selected faculty from the 11 Strengthening Pre-collegiate Education in Community Colleges (SPECC) campuses met at the Foundation to discuss statistical and design issues involved in the evaluation of their campus efforts to strengthen teaching and learning in developmental mathematics and English language arts courses. The campuses have joined a Cal-PASS consortium that allows them to share information on student learning and programmatic innovations. Cal-PASS is a database consortium of California public schools, community colleges, and four-year institutions that allows students to be tracked from elementary school through college. "One of the really promising, and not entirely anticipated, developments in the SPECC project is that we now have, possibly for the first time, faculty and institutional research offices talking to each other about substantive issues in teaching and learning in the classroom," said Lloyd Bond, a senior scholar who is part of the SPECC team at Carnegie.
Carnegie Community Event Series
Carnegie President Lee S. Shulman, Senior Scholar Bill Sullivan and Research Scholar Matt Rosin presented "A Life of the Mind for Practice: Engagement and Practical Reason as Goals of Higher Education" on October 17 at Carnegie to kick off the second-year of the Community Event Series. The event featured lessons from a Carnegie research seminar that brought together educators from the arts and sciences and the professions in a joint exploration of educating for engaged learning across the range of higher education. This was the first of four events in Carnegie's 2006-2007 Community Event Series, which focused on engagement in undergraduate education.
Higher Education: Civic Mission & Civic Effects
Carnegie Senior Scholars Tom Ehrlich and Anne Colby and associates Elizabeth Beaumont and Judith Turney-Purta participated in the development of a consensus report by 22 scholars, jointly organized by Carnegie and the Center for Information and Research on Civic Learning and Engagement (CIRCLE). The report explores the civic effects of attending college and the benefits of various approaches to civic learning in higher education. It emphasizes that colleges and universities have a civic purpose and outlines an agenda for further research.
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Carnegie Writers Propose New Doctoral Degree
In the April 2006 issue of AERA's Educational Researcher, Lee Shulman, Chris Golde, Andrea Bueschel and Kristen Garabedian write that the time has come to rethink and reclaim the research doctorate (the Ph.D.), with its strong links to practice, and to develop a distinct practice doctorate (the P.P.D.), with a distinctive scholarly base.
From Ideology to Inquiry
In an issue of Inside Higher Ed, Carnegie Senior Scholars Thomas Ehrlich and Anne Colby consider the importance of promoting thoughtful inquiry on political issues and offer guidelines for fostering political understanding and engagement in campus life.
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Carnegie Selects Participants for New Higher Education Leadership Program
Eighty-seven higher education institutions or networks of institutions were selected to participate in the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program, a three-year partnership between Carnegie and selected colleges, universities and higher education organizations with a strong commitment to, and the ability to influence, the careful examination of teaching and learning.
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Professional Development for a Changing Academy
This Carnegie online report focuses on issues surrounding changing faculty roles and rewards in keeping with an expanded conception of scholarly work, and the balance between faculty work and life. The report was developed from discussions at a March 2006 conference, held at the Foundation in partnership with the Sloan Foundation. It includes video clips, links to articles and documents, and Lee Shulman's reflections on faculty careers.
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Medical Team's New England Journal of Medicine Article Calls for Reform
The directors of Carnegie's study of medical education, Molly Cooke and David Irby, and Senior Scholar Bill Sullivan and Kenneth Ludmerer, summarize the set of challenges facing medical education and physicians-in-training, and call for a fundamental redesign of the content of medical training in the United States in the September 28 issue of The New England Journal of Medicine. This article, "American Medical Education 100 Years after the Flexner Report," lays the groundwork for the Foundation's newest study of medical education to be released in 2008.
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Carnegie and NLN Launch National Survey of Nurse Educators
In an effort to improve recruitment and retention of nurse educators in light of an increasingly worrisome national nurse faculty shortage, Carnegie and the National League for Nursing (NLN) have launched "The National Survey of Nurse Educators: Compensation, Workload, and Teaching Practices." The study will enable nursing education administrators and other decision-makers to evaluate the competitiveness of nurse faculty compensation and working conditions. The study team visited nine schools, adding information to Carnegie's current study of professional education across the disciplines, including nursing, medicine, clergy, law and engineering.
Community College Faculty Make Teaching Visible with "Windows on Learning"
As more students enter higher education unprepared, the need for powerful learning experiences has grown more acute. The good news is that many faculty members are trying new approaches and learning important lessons about how to help all students succeed. In support of these efforts, the Carnegie Foundation gathered online multimedia tools that faculty can use to document their pedagogical work. "Windows on Learning" was created by faculty participating in the Strengthening Pre-collegiate Education in Community Colleges (SPECC) program to share ideas, practices and materials that have worked for them.
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Carnegie Selects Colleges and Universities for New Elective Community Engagement Classification
The Carnegie Foundation selected 76 U.S. colleges and universities for its new Community Engagement Classification. Unlike the Foundation's other classifications that rely on national data, this is an "elective" classification—institutions elected to participate by submitting required documentation describing the nature and extent of their engagement with the community, be it local or beyond. This approach enabled the Foundation to address elements of institutional mission and distinctiveness that are not represented in the national data on colleges and universities.
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Counting and Recounting: Assessment and the Quest for Accountability
In "Counting and Recounting: Assessment and the Quest for Accountability," Carnegie President Lee S. Shulman argued that when various types of assessments produce results that tell different stories about a student's educational opportunities and accomplishments, no instrument can claim to be valid without a clear explanation of why that particular story is being told. Carnegie took over editorial responsibility for Change magazine in 2005, and features an article from the magazine on its Web site each issue.
Carnegie Elects Four New Board Members
The Carnegie Board of Trustees elected Jurgen Baumert (Max Planck Institute for Human Development), Kati Haycock (The Education Trust), Jason Kamras (John Philip Sousa Middle School) and Tom Payzant (Harvard Graduate School of Education) to the Board for four-year terms at its annual meeting in Washington, D.C., on Nov. 17.
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