|
|
The second issue of a new semi-annual journal, Chronicles of the University of California, published by the Center for Studies in Higher Education, features an article by Geraldine Jonçich Clifford. The article is called, "'No Man and No Thing Can Stop Me': Fannie McLean, Woman Suffrage, and the University." Clifford examines the difficulty that men had in accepting women at Cal as equals. She tells the fascinating story of Fannie McLean, Cal class of 1885, who taught English at Berkeley High School for nearly fifty years, much of the time virtually running the school as its vice-principal. Under McLean's leadership, other Cal alumnae in Northern California, many of them also schoolteachers, organized to persuade the state's exclusively male electorate to amend the California constitution to give women the vote. The effort succeeded in 1911. Chronicles is available from the Center for Studies in Higher Education or at the Cal Student Store. |
|
After an extensive national search, Anne Cunningham was named the UC Berkeley head of the Joint Doctoral Program in Special Education, with the title of associate professor. Cunningham researches literacy development, particularly the interplay of context, instruction, and disability in reading acquisition. She has received the International Reading Association's Outstanding Dissertation of the Year Award, a Spencer Fellowship, and a McDonnell Fellowship. |
 Anne Cunningham |
 Christine Cziko |
Christine Cziko, newly approved as coordinator of the English credential program, was recently named a Carnegie Scholar in the Carnegie Academy for the Scholarship of Teaching and Learning's Program for K12 Teachers and Teacher Educators. Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, stated that, "Christine Cziko is part of a distinguished group of 20 scholars chosen from a highly qualified, national pool..." Over the next two years, the Carnegie Scholars will be carrying out research and helping the foundation to establish a national network dedicated to the scholarship of teaching. The CLAD/English credential curriculum has recently been expanded to a two-year program, including a master÷s degree, and is now called MUSE, the Multicultural Urban Secondary English Master's and Credential Program, under the direction of Professor Sarah Warshauer Freedman. |
| Andrew Furco has been chosen to serve as chair of the University of California Service-Learning Committee. This is a new systemwide committee that will produce a status report on service-learning at the University of California, explore issues regarding mandatory community service (as proposed by Governor Gray Davis), and work towards the development of a strategic plan that will address critical issues regarding academic service-learning on UC campuses and links with the California State Universities, community colleges, and K-12 schools. In addition, Furco has recently been named an Engaged Scholar by Campus Compact, the only higher education organization whose primary purpose is to support community-based public and community service. As an Engaged Scholar, Furco will lead Campus Contact's national effort to study the institutionalization of service-learning among colleges and universities participating in six Campus Contact institutes over the next four years. |
 Andrew Furco |
 Pedro Noguera
|
Three major presenters were from the GSE at a Ford Foundation
conference in New York City in March 1999 on "Social Capital and Poor
Communities: Building and Using Social Assets to Overcome Poverty." Pedro
Noguera spoke on "Transforming Urban Schools through Investments in Social
Capital." Carol Stack and SCS Master's graduate Lisette Lopéz teamed
up to give a talk on "Social Capital at the Crossroads." |
| Dan Perlstein, affiliated with POME and SCS, was awarded the annual conference paper prize by the International Standing Committee for the History of Education. The award was announced at the organization's yearly meeting in Sydney, Australia in July. Perlstein's winning conference paper was entitled, "Imagined Authority: Blackboard Jungle and Educational Liberalism." The paper will appear in the conference book, set for publication in spring 2000. |
 Dan Perlstein |
Students
|
|
Eric Crane and Sonja Martin, both doctoral students in Policy, Organization, Measurement, and Evaluation (POME), were honored with an invitation to attend the National Science Foundation's Summer Institute for Program Evaluation, from June 7-25, 1999. Crane and Martin were among only 18 participants chosen nationwide to take part in two to three weeks of intensive study at The Evaluation Center at Western Michigan University. "It was a unique opportunity to take part in a thoughtful conversation about evalution theory and practice," said Crane. "The quality of the discussions was high, and the work sessions were practical learning experiences. I also appreciated the access we were given to Daniel Stufflebeam and the rest of the folks at The Evaluation Center." |
|
|
|
Kristen Ghodsee, a Ph.D. candidate in Social and Cultural Studies, received a Fulbright Fellowship for the 1999-2000 academic year to conduct research in Bulgaria. Her topic is "Women and Tourism as a Strategy for Economic Development in Post-COMECON Economies." She also was awarded an IREX (International Research and Exchanges) Fellowship to do intensive language study in Sofia, Bulgaria, prior to beginning her research this fall. |
|
Noel Enyedy, a doctoral student in Education in Mathematics, Science and Technology, received a 1999 Spencer Dissertation Fellowship for Research Related to Education. He was one of only 36 fellows chosen by the Spencer Foundation from among 600 applicants nationwide. The Dissertation Fellowship Award is "part of the Spencer Foundation's effort to encourage outstanding new scholars from many disciplines to bring their insights to bear on issues related to education," according to Patricia Albjerg Graham, Spencer Foundation president. The award comes with a $20,000 stipend. Enyedy's dissertation is on "Trajectories of Representational Practices: An Analysis of Conceptual Change in the Probability Inquiry Environment." |
|
Staff
|
|
Mary Sue Ammon received a Distinguished Service Award for her work as staff research associate at the Service-Learning Research and Development Center. Ammon has worked at the center since March 1998, playing a lead role in a number of research projects on service-learning in K-12 and higher education. In particular, she has played a major role on the center's statewide study of California's K-12 service-learning activities. The three-year project involves more than 100 school districts throughout the state. In addition, Ammon also has played an important part in a statewide study of service-learning in California's teacher education programs. The study investigated the degree to which teacher education programs are preparing future K-12 teachers to use service-learning. |
|
Lloyd Nebres gave one of two keynote addresses at the annual faculty meeting of the Academic Talent Development Program (ATDP), the School's summer enrichment program for highly motivated students K-12. Nebres is a staff member in the ATDP office, and teaches well-loved courses on the Internet to ATDP students, but is perhaps most esteemed for his informal role as a counselor to many of the students in the program. His topic was "My Life as a Mentor," and he focused on the ways in which working with young people has sparked his life. He quoted one of his students, who referred to, "... your job of having hope in my generation." For the full text of Nebres's talk and the moving stories of his students, you can visit his web site at: http://www-atdp.berkeley.edu/9931/mentoring.html. |
|
