Lee S. Shulman, president of The Carnegie Foundation for the Advancement of Teaching, announced today that he will leave the presidency of the century-old independent education research and policy center effective August 2008.
As part of his extensive legacy, Shulman, who has served as president since 1997, has expanded the role of the scholarship of teaching and learning in higher education, confronted challenges of assessment, advocated for moral and civic education, and championed appropriate principles of formation in professional education.
When Shulman accepted the Carnegie presidency in October 1996, he presented the Board with an ambitious set of plans. He envisioned the first advanced study center for teachers from the worlds of both higher education and pre-collegiate education. He outlined a 10-year program of research on education in the professions that would build upon a century-long legacy of Carnegie studies beginning with the Flexner Report, and he imagined a significant study of the future of doctoral education and serious contributions to the challenges of teacher education. These plans have come to fruition in addition to many that could not have been predicted a decade ago.
Shulman will stay fully engaged in the work of the Foundation until next August, and the Foundation will stay fully engaged in ongoing programs. "The agendas we have been pursuing are long term," Shulman said. "And during the remaining period of my presidency we will continue to look for opportunities to advance those agendas, building on our ongoing work."
Shulman noted that although deciding to retire was difficult, he knew the time was right. "I always intended to leave the presidency after 10 or 12 years, when the work we had planned was nearing completion, and when I might still have the energy and inclination to engage in new activities as well," Shulman said. "The fact that the Foundation is in great shape and I will be nearing my 70th birthday a year from this summer helped me to conclude that 2008 was the right year to make way for new leadership at this extraordinary institution."
Judge David S. Tatel, chair of the Carnegie Board of Trustees, said the Foundation grew in national and global influence under Shulman's tenure and benefits greatly from his legacy.
"Lee Shulman has been one of education's most energetic spokespersons," said Tatel. "He has been a voice of reason and objectivity in times of great debate, and has been able to bring to the forefront much needed scholarly knowledge and practical understanding. He also crafted a research agenda and plan of work for the Foundation that now provides the academic community with tools and information from which to improve and change."
Shulman created the advanced study program for teachers at all levels in order to "invite the richness, complexity and beauty of teaching out of the closet by making it visible and accessible, as is the case with other scholarly and creative work." The Carnegie Academy for the Scholarship of Teaching and Learning, begun in 1999, continues to engage faculty members in critical analysis and investigation of their classroom practice. To support this work, the Foundation has pioneered the development and use of new forms of electronic technology to ensure that examples of examined teaching and learning can be shared, critiqued, discussed and built upon, making teaching more visible from kindergarten through graduate school.
Under Shulman's watch, the Foundation has engaged in a 10-year comparative study of education in the professions "on the shoulders" of the influential 1910 Flexner Report on medical education. By 2008, the Foundation will have published studies of professional preparation in law, the clergy, engineering, nursing, medicine and K-12 teaching.
The Foundation has looked critically at the future of the doctorate as the wellspring of American creativity and scholarship as well as "the teacher training program" for higher education. The final report of that national study—The Formation of Scholars—will be released in late 2007, and additional work is underway to strengthen the professional practice doctorate in education.
Under Shulman's leadership, Carnegie scholars have initiated influential programs on the role of undergraduate education on the development of political engagement as well as moral and civic responsibility.
And during Shulman's presidency, the Foundation was able for the first time to build a facility designed specifically for its work. Located on Stanford University land overlooking the San Francisco Bay, the building, designated a Center for Teachers and Teaching, shares a hillside with the Center for Advanced Study in the Behavioral Sciences.
"In addition, Lee has made the Foundation a place where disparate factions can come for honest brokering and where ideas can be shared and expanded," Tatel said. "It is also a place where distinctions between pre-collegiate and post-secondary education erode."
Shulman is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where he was also professor of psychology (by courtesy). From 1963 to 1982 he served as professor of educational psychology and medical education at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT).
He is past president of the American Educational Research Association (AERA) and received its career award for Distinguished Contributions to Educational Research. He is also 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 received the University of Louisville 2006 Grawemeyer Award in Education.
In 2004, Shulman's collected writings on teacher education and higher education were published by Jossey-Bass in two volumes: The Wisdom of Practice (for which he earned the Grawemeyer Award) and Teaching as Community Property. His research has dealt with the quality of teaching and teacher education; knowledge growth 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.
Shulman plans to take a full-year sabbatical beginning in fall 2008, during which he and his wife, Judy, will travel extensively and collaborate with other educational institutions. For nearly 25 years, Judy Shulman has been a staff member of WestEd, an education non-profit in San Francisco, where she has served as director of the Institute for Case Development as well as the National Board Support Network. Recipient of AERA's 2002 award for Contributions Relating Research to Practice, Judy is the author or editor of eight books and many articles. Her latest book, Mentoring Teachers Toward Excellence, was published by Jossey-Bass in 2005.
The Shulmans have three children—Allen of Northbrook, Illinois, Dina of Santa Monica and Daniel of San Diego—and five grandchildren.
"Serving as president has been the best job in the world," Shulman said. "And I am confident that the Foundation's second century will be just as fruitful as was its first."