RESUME

JON M. ENGELHARDT

PART I: PERSONAL/PROFESSIONAL BACKGROUND ACADEMIC PREPARATION

1972 Ph.D. The University of Texas at Austin (Austin, TX) Mathematics Education (Elementary) [ Language Proficiency: Spanish] 1969 M.A. Arizona State University (Tempe, AZ) Elementary Education (Mathematics) [graduated Summa Cum Laude] 1967 B.A. Arizona State University (Tempe, AZ) Elementary Education (Mathematics/Music) [graduated Cum Laude] ACADEMIC EXPERIENCE

Academic Positions:

1997 – Pres. Professor of Curriculum & Instruction (Mathematics) Wichita (KS) State University (Member of the Graduate Faculty)

1992-1997 Professor of Instructional Leadership

(Mathematics Education) Northern Arizona University 1988-1992 Professor of Teacher Education (Mathematics) University of Texas at El Paso (Member of the Graduate Faculty) 1981-1987 Professor of Elementary Education (Mathematics) Arizona State University 1976-1981 Associate Professor of Elementary Education (Mathematics) Arizona State University 1972-1976 Assistant Professor of Elementary Education (Mathematics)

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Arizona State University 1972 Graduate Teaching Assistant University of Texas at Austin 1970-1972 Research Associate Research & Development Center for Teacher Education Austin, TX 1967-1970 Mathematics Teacher (Grades 6-8) Tempe Elementary School District No. 3 Tempe, AZ

Other Academic Experience:

1982 Visiting Lecturer, Department of Mathematics and Science (Summer Term) College of St. Paul and St. Mary

Cheltenham, England 1979 Visiting Lecturer, Department of Mathematical Sciences

(Spring Term) Trent Polytechnic Nottingham, England 1976 Visiting Professor, Department of Mathematics & Philosophy

(Spring Term) Osnabrueck University Osnabrueck, West Germany

AREAS OF ACADEMIC/RESEARCH EXPERTISE

Mathematics Education (elementary/middle school) Children’s Mathematics Learning Difficulties Diagnostic-Remedial Approaches to Mathematics Teaching and Learning

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ADMINISTRATIVE EXPERIENCE 1997 – Present Dean, College of Education Wichita State University

Major Administrative Goals 1. Focus college programs, resources and directions around a common mission and commitments. 2. Sharpen College’s organizational focus and operation. 3. Develop a college climate and culture promoting a sense of community, positive working relationships,

communication, interdisciplinary and innovative thinking, and common vision among college members.

6. Improve documentation of program quality (e.g., candidate retention/completion, student

competencies/outcomes, systematic assessments). 7. Provide vision/leadership in the program development/redevelopment to meet high professional standards and

emerging needs of area professionals/agencies. 8. Foster and reorganize teacher education as a university-wide responsibility, with broad institutional involvement

and accountability. 9. Promote linkages with policy-makers, the practicing profession and other constituencies aimed at advancing the

profession and improving professional preparation and practice, especially through establishing college and program advisory councils, partnerships, clinical educator involvement and a broad field-orientation for professional preparation programs..

10. Improve the technology infrastructure of the college (fiscal, personnel and curricular) and promote its use as a

productivity tool as well as a vehicle for program delivery and enhancing instruction. 11. Increase diversity of students and faculty and attention to diversity as an important element in curriculum content

and delivery. 12. Develop/promote college mechanisms to improve faculty and student recruitment and retention. 11. Maintain state (KSDE) and national (NCATE, NASP, ASHA) accreditation. 12. Promote visibility and positive reputation of the College and its programs, especially for high quality

programs, faculty and leadership. 13. Position college/WSU as an advocate for children, the teaching profession, high quality K-12 education and

a catalyst for relevant initiatives in the broader community. 14. Foster a balanced perspective on teaching and scholarship, focusing on the practical challenges of policy-

makers and professional practice. 15. Ensure an adequate College resource base and sharpen alignment among resources, programs and

mission.

16. Upgrade college facilities and equipment.

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Selected Activities & Accomplishments:

Governance/Organization

secured broad-base faculty and staff support/participation to redevelop college mission statement and long range planning advocated and organized college efforts in long-range planning which eventually was integrated into university-wide efforts to implement the Accountability Planning Matrix—resulting in a set of collaboratively developed college goals, related college policy and procedures, and a progress monitoring mechanism; revised college’s central administrative structure, redefining membership and strengthening role of the Leadership Team in college decision-making, redefining roles/responsibilities for major administrative positions, altering reporting relationships (e.g., technology lab) and adding needed positions (e.g., Assessment Coordinator, technology specialist and data management specialist) to address critical emerging leadership/accreditation needs; reorganized/strengthened the college’s Office of Education Support Services (formerly Student Service Center) several times;

demonstrated value for and instituted mechanisms designed to promote a strong sense of community, mutual responsibility, and celebration in the college—e.g., regular monthly collegewide faculty meetings, semi-annual faculty/staff retreats, redefined Leadership Team role, Good Things Going On newsletter, and Staff Association; restructured dean’s office staffing (creating position of Assistant to the Dean to improve day-to-day budget management and develop resource expertise on facilities management and clerical staff matters); redefined budget tracking process/reports to simultaneously track planned expenses and actual expenditures; redefined the role and membership of the College’s advisory council, integrating it into operation of college; reinforced (and in some cases established) the principle and importance of codified policy in the operation of college departments/units; promoted the development of College technology and diversity plans; revised numerous policies and procedures to strengthen college’s organizational culture, including (for example):

Faculty Senate representation; search and selection of faculty; rank/tenure in hiring process; salary and selection for lecturers; GTAs and temporary faculty; enrollment minimums; adjunct faculty staffing targets; advisement assessment;

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annual fund campaign distribution; department chair evaluations; technology/equipt. redeployment; selection of department chairs; college framework for tenure & promotion criteria;

collaboratively orchestrated the organizational/governance redesign of teacher education as an interdisciplinary, cross-college Unit at WSU; established new Unit policy and procedure handbook (separate from College handbook, 2004);

re-vitalized College’s professional (i.e., faculty) development committee and created new technology and diversity committees to lead training and important initiatives the college (including technology, diversity and assessment training and a diversity plan); resolved long-standing dispute with Fine Arts over credit-hours for fine arts student teaching supervision (1998) and redefined working relationship between the two colleges (2003); institutionalized the Center for Physical Activity and Aging in exercise science, including securing funding for Program Director and establishing an organizational document;

reallocated resources and made adjustments in reporting lines, internal accounting processes and budgeting to bring a major speech/hearing clinic deficit under control (2000); established internal mechanisms to meet new federal (Title II) reporting requirements in teacher education;

as “senior (academic) dean” for the University, organized informal dean conversations over important university issues to improve networking/collaborative among the deans (beginning 2002); established college office for assessment, provided vision for a unit assessment plan, and initiated multifaceted data management system to support unit and program evaluations to meet accreditation requirements;

reorganized college technology lab/center reporting structure;

Instruction/Program urged/supported establishment of new secondary teacher education (Professional Development School) partnership program with a local (North) high school (1998); established personnel and mechanisms (plans and committees) to support faculty and programs on new assessment requirements; promoted practitioner-based advisory councils for all professional programs;

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met with area superintendents to identify barriers and devise plans to meet district personnel needs (1998);

orchestrated establishment of joint working group with Wichita Public Schools to revision Professional Development School partnerships—resulting in revised mission/vision and plan; promoted expansion of C&I site-based masters program as a means to revitalize enrollment and interest in graduate teacher education; challenged college faculty to address issues of diversity in curriculum content and delivery; promoted development of new degrees in Sport Administration (BS), Exercise Science (BS), Athletic Training (BA), Communicative Disorders (AuD), School Psychology (Ph.D.-- stalled in Regents approval process) and revision in the Ed.D. in Educational Administration (Ph.D. proposal); led cross-college initiative to identify common core knowledge/coursework for various masters degrees in administrator preparation programs—business, public programs, engineering, fine arts, education, etc.; called for and organized process for developing a new Unit-wide Conceptual Framework for school personnel preparation programs (to replace existing multiple frameworks); organized and politically negotiated the campus-wide collaborative revision/redesign of all school personnel preparation programs in response to changes in state licenses and standards and involving LAS, Fine Arts and Education faculty;

expanded definition of “good standing” in Education (undergraduate and graduate programs) to include “suitability for professional practice”; led development of international student teaching opportunities at DoDDS schools in Western Europe (2001); led design of overall Unit performance assessment system, including the development of program assessment plans; set the tone and message and provided primary leadership and organization for college’s national accreditation review (NCATE) and related preparations, including editorial responsibility for the institutional report; (Note: Visiting team, October 2004, indicated all standards met and recommended citing no areas for improvement.) revised program major/teaching field codes to better track students in College programs;

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Faculty/Staff Affairs

promoted a strong sense of community, mutual responsibility, and celebration in the college—see governance/organization above; raised visibility and promoted respect and role for staff in the college (establishing college Staff Association, including staff in collegewide meetings/retreats, creating staff liaison position in Dean’s Office, including staff representative on college Leadership Team); established central support for faculty/staff searches in Dean’s Office and revised policies and procedures to increase uniformity, accountability and inclusiveness in the faculty search and hire process;

re-vitalized College’s faculty development committee and provided special funding; redefined membership of College Leadership Team to include staff representative and development officer;

established “Dean’s Team” luncheons to recognize/thank those associated with the Dean’s Office, including the student services office; promoted development of a guide for the preparation of faculty review dossiers; reorganized staffing request process to promote a non-competitive atmosphere for addressing personnel needs; revised college “offer” letters for faculty and unclassified professional hires to explicitly define performance expectations and load; met one-on-one with all college faculty and staff (during first semester) to get acquainted and learn about self-perceived roles and hopes for the college (1997);

raised visibility and funding for College faculty/staff awards (ceremony, brochure, plaques); pursued interdisciplinary faculty positions to extend resources and promote cross-college collaboration(Mathematics, Foreign Language positions currently in place); raised visibility for College commitment to diversity and technology through selection criteria in faculty searches; established the principle of cross-training for personnel in the Office of Education Support Services. chaired search committee for Dean of the College of Fine Arts to demonstrate/promote close relationship between Education and Fine Arts (2002);

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conceptualized, advocated and secured funding and authorization for a new type of faculty position (Faculty Associate) to facilitate greater faculty, program and student diversity among College faculty, in program curricula and program design, and among program candidates (2004).

Student Affairs

regularly meet with students at year-opening events (e.g., orientations, picnics) and at final student teaching seminars; provided incentive funding to stimulate/invigorate student organizations—to promote professional socialization and retention of students; seed funded college journal to publish scholarly work of educational practitioners/students engaged in graduate degree study (discontinued after 5 years for lack of funding, 2004); redefined Educational Support Services roles to provide clear responsibility and activity for student recruitment, especially for diverse students;

meet annually with student leaders to promote involvement in college governance; as WSU Phi Kappa Phi chapter president (1998 – present), established Junior Scholars program to recognize academic excellence in high schools and books program for hospital newborns/parents to promote academic values; defined administrative roles to promote and support college student groups; conceptualized, established and pursued funding for special new scholarship to attract academically talented high school minority students into the teaching profession (2003); established multicultural educator award to recruit future students and raise the visibility of the teaching profession among minority communities;

Facilities/Equipment/Technology

called for establishment of a college technology vision and implementation plan; established role of College technology coordinator to provide overall technology leadership--that eventually led to creation of several technology support positions for faculty, instruction and programs); established a minimum technology platform for all College faculty and Technology Center and work to identify upgrade funding to keep that platform current (about one-third each year); facilitated creation and permanent funding for technology specialist, webmaster and data management specialist positions to support College technology needs;

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provided support and leadership to relocation of Speech and Language Clinics to new community service facility, including funding for acquisition of new audiology sound booths and other extramural support; provided leadership for planning committee to re-configure physical space for two College units (remodeling completed in 2000); facilitated planning to remodel/upgrade college Technology Center.

External Affairs

prepared numerous draft responses and on behalf of President/VPAA to external inquiries teacher education and related legislation; led development of new college brochures and common “shell” format for college low-incidence program-centered brochures; established College Awards Night as annual year-end celebration both to recognize faculty/staff/students and acknowledge scholarship donors (1998); organized search and screening process for superintendent of Wichita Public Schools (1998); meet regularly with area superintendents; organized annual WSU/public event honoring Kansas Teacher of the Year (1998); encouraged cross-institutional agreement on awarding workshop credit for teacher inservice development activities; led redefinition of Boeing/Wichita Public Schools community volunteer tutoring program in “at risk” schools; secured funding and extended community tutoring program to other county schools districts beyond Wichita Public Schools;

established notebook on recent faculty publications about WSU Education programs as browsing material for Dean’s Office visitors;

participated in “America Goes Back to School Week” activities—by speaking/reading to children in Wichita schools (1997-1999); served on Wichita-area business task force recommending strategies to improve of Wichita-area public education (1998); created and hosted regional newspaper-sponsored townhall on segregation/racism issues (1999);

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initiated a “Tips for Parents” news release series for statewide media;

established partnership with regional service center to provide no-cost office space on the WSU campus; worked with Kansas Health Foundation to co-sponsored a community forum on creating a positive climate for children--Peter Benson (2000); partnered with the Kansas North Central Association, providing no-cost university office space and allowing university credit for selected Kansas school improvement staff development activities;

established Community Forum in Education series to explore selected educational issues with the general public--technology, character education, middle schools, and math/science teaching, No Child Left Behind legislation; made several presentations to policy -makers (Kansas legislative committees/Board of Education/Regents committees) on teacher education; helped ghost-write legislation for the University on teacher education (sponsored by local House member) and gave testimony; served on numerous state education task forces to advise policy-makers (e.g., math standards, K-12 school accreditation, Title II HEA implementation) and serve on advisory committee for statewide on-line teacher education program; regularly represent the College with a variety of community and statewide groups (e.g., Kansas Teacher of the Year selection/ceremony committees, Sedgwick County Character Coalition, Wichita Multicultural Celebration Event, Business Education Success Team, Sedgwick County Superintendent’s Coalition, Wichita Public School Executive Committee);

organized meetings with members of the black Education community in Wichita to discuss common goals; promoted re-examination of the College’s School Study Council (to better meet program and staff development needs for area school administrators); serve as active member (chaired in 2002-2003) the Regents (state university) Education Deans council, establishing several joint initiatives to build community and professional connection to Regents’ Colleges of Education (2002-2003); co-chaired/facilitated district-community task force to revision Wichita Public Schools middle school education, 2003-2005.

Development (Fund/Friend-Raising)

redefined involvement of the College’s development officer, involving that person with the College’s Leadership Team and advisory council

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designed the College Awards Night celebration to recognize scholarship donors; participated in a Boeing Distance Education Project, ultimately resulting in an endowed faculty professorship in Engineering; led, promoted or wrote several efforts to secure extramural funding to establish/support alternative teacher certification program (Raytheon, Boeing and U.S. Dept. of Education—totaling nearly $1 million over several years), summer youth programs in math and engineering/technology (Raytheon and Boeing, and math and science student participation in site-based PDS secondary teacher education (Boeing, 2004-2005); wrote proposals to secure funding for assessing the community-business tutoring program in Wichita Public Schools and extending the program throughout Sedgwick County (1999-2003);

send personally signed appreciation letters/personal notes to all College donors (annual fund giving to College has increased 50 percent in 7 years); work with faculty and college leadership to generate/set priorities on potentially fundable ideas and with development officer to pursue funding from foundations, individuals and agencies (major funding secured for the College’s Center for Physical Activity and Aging, Speech and Hearing Clinic, a variety of scholarships); created resources to support faculty grant activity--grant evaluation design advisor position, later converted to a self-supporting College center for evaluation services;; served on planning groups to develop a University faculty development center (Center for Teaching and Research Excellence) and an initiative linking community needs, university research/service capacity and funding sources—(WSU Link); redefined role of College’s advisory council to foster development as well as provide feedback and advice; periodically meet with/cultivate College donors or potential donors.

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ADMINISTRATIVE EXPERIENCE

1992 - 1997 Executive Director The Center for Excellence in Education Northern Arizona University Major Administrative Goals 1. Focus college efforts around a common mission and commitments. 2. Increase state and national prominence/leadership of the Center and University. 3. Help the Center attain the next level of development in reforming the preparation

of professional educators, the profession and schooling, especially in partnership with the practicing profession.

4. Ensure Center program quality both for those at the Flagstaff campus and

statewide. 5. Revise/implement doctoral programs in curriculum and instruction and

educational administration. 6. Promote broad university-wide participation in teacher education. 7. Develop consistency and quality in the statewide delivery of programs, including

the use of distance learning technologies. 8. Focus research activity on the improvement of schooling and professional

practice. 9. Create an alumni/development program in the Center. 10. Foster an institutional climate valuing the common good, integrity, teamwork,

innovation, caring and risk-taking. 11. Address diversity in student, faculty and curricular matters. 12. Pursue connections (especially statewide) with the teaching profession, opinion

leaders and policy makers. Selected Activities & Accomplishments:

Governance/Organization: established new college Mission Statement (with broad-based consensus) to guide college directions, initiatives, operations and organization;

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revised the college’s administrative structure-- (a) to flatten the organization, (b) to develop a network structure, (c) to empower further the college's leadership team, (d) to restructure the role of the dean and associate dean, and (e) to re-orient the structure, combining management of campus and large statewide (off-campus) programs; established (and supervised) an Office for Cultural Diversity in Education to support culturally different students, sensitize faculty and staff to issues related to working with culturally diverse students, and encourage and support course/program revisions to address the needs of culturally diverse students and prepare educators to work in culturally diverse environments; created a special library focusing on diversity scholarship; relocated the Office of Research Services to the college unit focusing on service/partnerships with schools and re-oriented it to focus on grant applications/research on programs and the improvement of educational practice; reorganized the operation, membership and leadership in the college's Statewide Advisory Council; organized a college-wide review of programs and administration, with self-study and external reviewers; created a faculty task force to redesign faculty incentives/promotion and tenure criteria to be in line with the college's mission statement; instituted monthly college-wide faculty meetings and a common time each week for meetings of college committees, task forces, etc.; relocated and co-located college leadership (including chairs) to a central administrative wing to promote improved communication and cooperation; established a college development officer position to help the dean seek major gifts and help develop alumni relations; proposed several organizational alternatives to (a) revise cross-campus coordination of teacher education and (b) redesign the structure of teacher education in the university; revised a variety of college policies to promote better the college’s mission and build its organizational culture (e.g., curriculum pilots, faculty office assignment, travel, merit pay, and statements of expectation/annual performance contracts). Instruction/Program: unified planning, scheduling and management for campus and Statewide (off campus) programs offered;

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increased faculty involvement and support and program offerings involving distance learning technologies (IITV and computer-mediated); established policies and mechanisms to promote quality assurance and ease scheduling for programs on and off-campus (e.g., cohorts, faculty liaisons, part-time faculty training and approval); established eight new school-based partnership programs (in Flagstaff and statewide) for purposes of school improvement and professional preparation (more recent programs designed in collaboration with school personnel); led revision of undergraduate admission and retention criteria, including an alternate admission mechanism for non-traditional applicants; promoted a dialog around establishing performance-based program exit criteria for undergraduate and graduate programs (and associated certifications), both at the institution and state levels; called for revisions in curriculum and management of doctoral and masters degree programs in educational administration; reconstituted the Honors Week celebration in Education as modeling a two-day professional conference, including plenary addresses and presentations by faculty and outstanding practitioners in concurrent sessions; established a Private Education Fair to bring K-12 private schools to campus to recruit teachers, educate preservice teachers on opportunities and challenges of teaching in private schools, and promote networking among private educators; conceptualized and began permanently locating faculty in field locations to serve site-based programs; established an instructional support group (special task group) for faculty using emerging technologies (i.e., television, computer); promoted the use of technology in the delivery of instruction as well as an element of curriculum in undergraduate and graduate programs; promoted efforts to seek national recognition for programs (resulting in several state and national awards); stimulated discussion and some experimentation with new configurations for practicum (student teaching) supervision;

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promoted development of a cultural diversity emphasis in the elementary teacher preparation program; prepared white paper on university liberal studies from an Education perspective. Faculty/Staff Affairs: established a variety of new personnel policies and procedures; specially consulted with senior faculty in addressing major college decisions affecting faculty (e. g., facilities redesign, administrative reorganization, merit procedures); created special task force to reconsider merit and promotion/tenure criteria bringing them in line with the mission statement and the nature of a professional school; experimented with hiring master practitioners in various faculty roles in professional programs; established faculty/staff budget advisory committee; created mini-grants, brown-bag seminars, orientation sessions and travel policies to promote faculty development, especially to foster awareness and strategies for addressing diversity; established the Office for Cultural Diversity in Education to help faculty better understand and address diversity and related curricular/instructional implications; promoted a 12-month academic year and alternate faculty contracts (summer-fall, spring-summer); hired over 30 faculty and added several staff; improved (several times) the computing platform for faculty and staff; created a staff advisory council; initiated regular Centerwide faculty (and staff) retreats each semester; redesigned college newsletter as a regular communication for faculty and staff (called CORE).

Note: The college had 62 faculty, 14 staff and a large number of part-time faculty.

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Student Affairs: created a student advisory council; promoted Education student organizations and regularly attend student events; established and participated in a variety of student recognition events; established a special office (reporting to the dean) and student lounge to promote minority student retention; promoted joint faculty appointments between Education and the university's student affairs office; reduced student advisement loads in educational administration and added staff to the student advisement office; established a private education fair to expose students to the opportunities and challenges of private education; promoted the establishment of site-based programs (and school partnerships) where students have early and continuous experience in practical settings; established recruitment program for minority high school students (in connection with Honors Week) to promote career interest in Education/teaching.

Facilities/Equipment/Technology: established multimedia carts for most education classrooms; relocated dean's and student services offices to the front of the building to be immediately visible to students and visitors; established office suite to honor Education "Regents" professors and house special collection "cultural diversity" library; created faculty reading room and student lounge; redesigned IITV studio/classroom to facilitate small-group/process-oriented instruction; upgraded computer laboratory equipment, faculty computer platform and copy equipment; organized large-scale facilities renovation--$4M.

External Affairs: empowered and revised the operation of the college's Statewide Advisory Council;

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served on a variety of important state committees, including one to redesign teacher certification and teacher education standards (for institutional approvals) and explore establishing a non-autonomous professional standards board (status: outcomes-based certification standards implemented in 1999); established a variety of partnerships between the college and various institutions/agencies, including several state professional education associations; helped establish a principal-for-a-day program in the Flagstaff community (for higher education as well as K-12 schools); presented to the Board of Regents on the college's teacher education programs; instituted an on-going national teacher education conference on school-university partnership programs for teacher preparation; re-established a college monograph series; promoted a cross-college dialog on teacher education (leading to university participation in Project 30 Alliance); redesigned college’s student recognition (pre-commencement) ceremony: established an Honors Banquet (joint with the local PDK chapter) to honor students, faculty and significant state educational leaders; was prime mover in establishing a state ACTE organization and a common framework for admission/retention/exit criteria across the state's major teacher education programs; orchestrated and led joint effort to devise a university-wide mission statement for science/mathematics (teacher) education; appeared on local cable television programs to discuss teacher education; reconstituted the Statewide Advisory Council to encourage greater participation and extend mission to include development activities and planned semi-annual meetings; established process for developing teacher inservice packages (certificate programs) to promote advanced degree work as well as meet district reform goals.

Development (Fund/Friend-raising): Established the college as player in fund-raising (development); established jointly funding (with the Development office) a new college-level development officer position to cultivate alumni and major gift development;

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initiated a strategic development plan for the college; secured funding for the college’s first endowed professorship; devised a new college brochure and other venues to promote alumni relations/development; worked closely with state policy leaders to understand effectiveness of college’s programs (Note: resulted directly in line-item budget increase for partnership programs/school reform of $2M in 1998 for NAU).

1988 (Jan.) - 1992 Dean, College of Education The University of Texas at El Paso Major Administration Goals 1. Revise and implement new teacher education program (in response to severe

legislative mandates); 2. Establish/renew positive relationships with area school districts and other

colleges, including the establishment of one or more professional development schools;

3. Streamline graduate programs and initiate a doctoral degree in Education; 4. Improve college's general effectiveness and cohesiveness as an organization,

especially in areas of decision-making, morale, professionalism, sensitivity to students and clerical support;

5. Redefine teacher education as university-wide responsibility and create

supportive administrative structures. Noteworthy Accomplishments (Selected):

Governance/Organization led revision of college’s mission and goals (to reflect regional/demographic setting); revised college’s organizational and decision making structures (to be participatory and predictable); established faculty merit policy integrating individual goal-setting, differential loading and a professional view of scholarship;

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created the Council on Teacher Education as forum for campus-wide involvement (discussion and review) in professional education initiatives; redefined dean's role as coordinator of teacher education across all colleges; provided administrative supervision for federal trio programs [High School Equivalency Program (1988-1991), Project Upward Bound (1989-1991) and Youth Opportunities Unlimited Program (1990-1991)].

Instruction/Program led state-mandated revision of teacher preparation program, including cooperative developments with Arts and Science faculties and negotiations with two state agencies; organized the development of three new undergraduate degrees (interdisciplinary studies, kinesiology, child development) and two masters degrees (special education and developmental education); helped establish campus-wide remedial center for college students; streamlined graduate programs, establishing uniform graduate program policies/procedures, a graduate handbook and a revised admissions process; initiated efforts to establish a doctoral degree in Education (developed strategic plan and draft proposal; ultimately resulted in new program); initiated external review of health and physical education program (ultimately leading to the relocation and redesign of this program); initiated the integration of technology into the college’s instructional programs; initiated a variety of college changes and initiatives-- redefined college as a "professional school" (approved by VPAA and President) and initiated wide-reaching revision of college programs as outcome-based, collaborative, technology-oriented, field-centered and problem-centered -- including establishment of 3 professional development schools and completion of a grant proposal to fund PDSs and gain State approval for innovation.

Faculty/Staff Affairs – established variety of new personnel policies and procedures; provided all interested faculty with computers; increased faculty by 30%; increased representation of minority faculty from 28 to 38 percent; fostered a more caring environment for faculty, students and staff;

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computerized all college administrative offices; reorganized and secured additional clerical/administrative support in college;

Student Affairs – organized Dean’s Forum to meet once each semester with students to discuss student concerns and share recent events; established college advising office (centralizing undergraduate/certification advising and general information access in the college) and integrated with certification/student teaching offices to form a new students' services unit; regularly taught “orientation to education” course; helped establish a center to encourage retention of Hispanic students in teacher education.

External Affairs – organized Educators’ Forum luncheon to promote school university communication and discussion of educational issues; promoted faculty involvement with schools (e.g., joint Liberal Arts/Education faculty classroom adoption project); organized revision of district-college cooperative post-baccalaureate program for initial preparation of teachers (alternative certification program); reconstituted local professional standards board; emphasized practice-related faculty scholarship in college policies/ documents and through research-targeted incentives and initiated discussions with local school districts on research needs and potential collaborations; communicated regularly with area legislators on issues affecting education, especially teacher education; initiated steps toward establishing and funding several partnership (professional development) schools; sponsored relocation anxiety workshops for children of families moving to El Paso; established a college alumni organization; established Teacher Associates program with local schools to provide employment, practical experience, collaborative teacher preparation and differentiate school staffing.

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Other – established space allocation plan for more efficient classroom use (in Education Building); two new curriculum laboratories (early childhood/ bilingual and social studies/multicultural) established; computerized college’s budgetary record keeping; organized several cross-collegiate retreats on teacher education; initiated coordination of University outreach programs to local youth (e.g., Upward Bound, Mother-Daughter Program) which would eventually lead to creation of Asst. VPAA for Outreach position; facilitated resolution of cross-campus disagreements on the use of physical education facilities, ultimately establishing the Office of Physical Education Facilities Management; reorganized Learning Resource Center to improve support for students and faculty; worked with Apple Corporation to establish a Christopher Columbus program (with twin project in Juarez, MX).

1986-1987 (Dec.) College Coordinator (Director) of Teaching Centers, Arizona State University Major Administrative Goals: 1. Design and implement College-district partnerships for implementing new clinical

component of teacher education program; 2. Revise organizational and administrative support structures for clinical component of the teacher education program. Noteworthy Accomplishments (Selected):

Governance -- established administrative organization for support of all field experiences in new undergraduate teacher preparation program; identified and negotiated with local school districts to establish Teaching Centers as sites for program field experiences; coordinated establishment of governance boards in each Teaching Center to set policies and procedures for that Center; devised a plan for the long-range development of Teaching Centers;

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Instruction -- facilitated faculty consideration of curricular requirements relative to field experiences; developed policies, procedures and instruments for field experience component of program;

Faculty Affairs -- organized performance evaluation of liaison faculty for Teaching Centers; acted as supervisor, organized meetings and facilitated efforts of liaison faculty;

Student Affairs -- developed policies and procedures for placement of preservice teachers into field experiences; organized student orientation to field experiences; developed handbook on field experience;

External Affairs -- maintained public relations/liaison with superintendents and other school officials relative to field experiences/Teaching Centers; negotiated intergovernmental agreements to establish Teaching Centers;

Other -- organized staff and administrative/clerical procedures and forms in support of field experiences component; initiated computer automation of field placements and record keeping.

1985 - 1986 Assistant Dean (Acting) Professional Teacher Preparation Arizona State University Major Administrative Goals: 1. Complete development of revised undergraduate teacher preparation program; 2. Represent undergraduate teacher preparation program to external constituencies. Noteworthy Accomplishments (Selected):

Governance -- established administrative team to complete development and implement new undergraduate teacher preparation program; established interim participatory decision-making structure for new program;

Instruction -- guided development of college-wide teacher preparation program/curriculum revision; initiated collaborative effort with local schools, called Teaching Center, for practicum work in new program; collaborated with other Arizona colleges to pilot an internship/residency program for preservice teachers;

Student Affairs -- developed a plethora of procedures/policies/checksheets and other documents for the new undergraduate program;

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External Affairs -- served as major spokesperson for teacher preparation program; addressed legislative hearings on university teacher preparation; served on Arizona inter-university Education council; represented College and teacher preparation to a variety of groups.

1982 - 1985 Chair, Department of Elementary Education Arizona State University Activities & Accomplishments (Selected):

Governance -- formally introduced “consensus” as an occasional decision-making format for faculty;

Instruction -- initiated large scale revision of undergraduate program that ultimately led to a college-wide effort to revise teacher preparation; prepared materials for Graduate College’s summative review of department’s doctoral programs; initiated collaborative arrangement with local school district’s summer school to provide program assistance and observation/participation sites for university students;

Faculty Affairs -- led efforts to develop policy and procedures for identifying department doctoral advisors; negotiated early retirement arrangements with five department faculty;

Student Affairs -- developed cross-department undergraduate retention policy;

External Affairs -- organized centennial celebration activities; served as college liaison to Greater Phoenix Educational Management Council; made presentations to various State agencies on the department’s programs;

Other -- initiated effort toward computerizing department administrative functions.

1979 - 1982 Assistant/Associate Chair Department of Elementary Education Arizona State University Activities & Accomplishments (Selected):

Instruction -- developed certificate program to recognize non-degree purposive inservice graduate study-- reading, mathematics, composition; led department’s effort over several years to articulate and revise five graduate degree programs;

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led college effort to design experimental school in collaboration with local school district; prepared graduate materials for NCATE review;

Faculty Affairs -- developed department’s faculty load policy;

Student Affairs -- served as admissions officer for all masters’ degree students and advisor for all those provisionally admitted.

1974 - 1987 Coordinator, Mathematics Learning Clinic Arizona State University Activities & Accomplishments (Selected): -- prepared proposal for and established a

mathematics learning clinic; established all working procedures (administrative and curricular) for clinic; devised/managed budget; trained clerical staff; prepared public releases; devised operational procedures; procured equipment; and organized record keeping.

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PART II: SCHOLARLY PRODUCTIVITY (Selected) BOOKS

Helping children understand and use numerals. (Co-authored with R.B. Ashlock and J.H. Wiebe). Boston: Allyn and Bacon, 1984. Mathematics hierarchical evaluation of learning progress. St. Paul, Minnesota: Educational Materials Corporation, 1977. (Co-authored, with G.G. Bitter and J.H. Wiebe). One step at a time: A diagnostic/prescriptive mathematics program. St. Paul, Minnesota: Educational Materials Corporation, 1977. (Co-authored with G.G. Bitter and J.H. Wiebe). (Reviewed in Curriculum Review, February, 1979, 50-51.) Materials for mathematics instruction: A laboratory task manual. Tempe, Arizona: Arizona State University, 1974.

ARTICLES IN EDITED BOOKS

Attracting and recruiting an ethnically-diverse teaching force. (co-authored with G. Contreras) In Cuellar, E. & Huling-Austin, L. (Eds.) Achieving an Ethnically Diverse Teaching Force. San Marcos, TX: Southwest Texas State University, 1991. The development of TASP testing in order to maintain ethnic diversity at the University of Texas at El Paso. (With B. Heger) In Cuellar, E & Huling-Austin, L. (Eds.) Achieving an Ethnically Diverse Teaching Force. San Marcos, TX: Southwest Texas State University, 1991. Mathematics clinics: Organization in relation to purpose. In Cheek, H.N. (ed.) Diagnostic and prescriptive mathematics: Issues, ideas and insights. Kent, OH: Research Council for Diagnostic and Prescriptive Mathematics, 1984.

Heterogeneous vs. homogeneous item arrangements in mathematics testing (With L.O. Gemmil and L.S. Cahen). In 1983 Research Monograph: Selected papers from the sixth, eight, and ninth national conferences on diagnostic and prescriptive mathematics. Kent, OH: Research Council for Diagnostic and Prescriptive mathematics, 1983. Locus of control and feedback in diagnostic mathematics testing. (With R.K. Van Wagenen and Noel Thomas). In Beattie, I.D., Bates, T., Sherril, J. & Owens, D. (Eds.) Proceedings and research reports of the seventh

25

annual conference. Kent, OH: Research Council for Diagnostic and Prescriptive Mathematics, 1982.

(Note: Replicated with fractions by Pinchback, C.L. Computational errors of seventh and eighth grade students. In Proceedings of the Fourth International Conference for the Psychology of Mathematics Education, Grenoble, France: University of Grenoble, 1981.)

From physical activity to abstract symbols: Levels of maturity in diagnosing and instruction. In Hynes, M.E. Topics related to diagnoses in mathematics for classroom teachers. Orlando, FL: Research Council on Diagnostic and Prescriptive Mathematics, 1979. (Also appears in Romberg, T.A. Monograph: Research reports from the Research Council on Diagnostic and Prescriptive Mathematics. University of Wisconsin, Madison: Research Council on Diagnostic and Prescriptive Mathematics, 1980.) Review of this article appeared in Arithmetic Teacher, 1980, 28 (3), 51. Feedback in diagnostic testing. In Speer, W.R. (Ed.) Clinical Investigations in Mathematics Education. Bowling Green, OH: Research Council on Diagnostic and Prescriptive Mathematics, 1978. (This article is the subject of further review: Schroeder, T.L. Feedback in diagnostic testing: A critique and reanalysis of the findings of Jon M. Engelhardt. Bloomington: Indiana University, 1968, mimeograph.)

JOURNAL ARTICLES

Issues and challenges in teacher education. Focus on Learning Problems in Mathematics, 2003, 25 (4), 1-3. Research council report: Significant ideas in diagnosis. Focus on Learning Problems in Mathematics, 1998, 20 (1), 35-43. (with F. Fennell, G. Bright, G. Burton & E Uprichard)

[Note: Re-published for 25th anniversary journal issue of article originally published 1987.]

A research context for diagnostic and prescriptive mathematics. Focus on Learning Problems in Mathematics. 1998, 20 (1), 7-25. (with A.E. Uprichard)

[Note: Re-published published for 25th anniversary journal issue of article originally published 1986.]

Multidigit addition: An alternate sequence. Focus on Learning Problems in Mathematics, 1992, 14 (3), 53-62. (With V. Usnick)

When should we teach regrouping in addition and subtraction? School Science and Mathematics, 1991, 91 (1), 6-9. ? (With V. Usnick)

Attracting and recruiting an ethnically diverse teaching force. (With G. Contreras) Teacher Education and Practice, 1990/91, 6 (2), 39-42.

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Using predictor tests to strengthen ethnic diversity in teacher education. (With H.K. Heger) Teacher Education and Practice, 1990/91, 6 (2), 69-70. Basic facts, numeration concepts and the learning of the standard multidigit addition algorithm. Focus on Learning Problems in Mathematics, 1988, 10 (2), 1-14. (With V. Usnick)

Focus on teacher education in diagnostic and prescriptive mathematics: A developmental constructivist model of teacher education and diagnostic/prescriptive mathematics. Focus on Learning Problems in Mathematics, 1988 10 (2), 59-67. Research council report: Significant ideas in diagnosis. Focus on Learning Problems in Mathematics. 1987, 9 (3), 1 - 10. (with F. Fennell, G. Bright, G. Burton & E Uprichard)

[Note: Re-published in 25th anniversary issue of journal 1998, 20 (1), 35-43]

A research context for diagnostic and prescriptive mathematics. Focus on Learning Problems in Mathematics. 1986, 8 (1), 19-38. (with A.E. Uprichard) [Note: Re-published in 25th anniversary issue of journal 1998,

20(1), 7-25] Math clinic purposes: Organization or values? Focus on Learning Problems in Mathematics, 1985, 7 (2), 41-47. Mathematics clinics--the implications for children with special needs in Britain. Remedial Education, 1984, 19 (3), 101-106. (Co-authored with D.C. Blaine). Instructional strategies for the learning disabled child in mathematics--An introduction. Focus on Learning Problems in Mathematics, 1983, 5 (2), 1-3. Case study: Elementary school mathematics teacher education at Arizona State University. Journal of Research Development in Education (Topical issue in mathematics teacher education), 1982, 15 (4), 65-68. Utilizing computational errors in diagnostic teaching. Arithmetic Teacher, 1982, 29 (8), 16-19. An investigation of the underlying assumption of error analysis in arithmetic. Focus on Learning Problems in Mathematics, 1981, 3 (1), 13-24. (Co-authored with J.H. Wiebe). Cognitive style and children’s computational errors. Perceptual and Motor Skills, 1978, 46, 323-330. Cited in Zentralblatt fur Didaktik der Mathematik (like ERIC in West Germany), 1980, 1, No. C62 0376. Analysis of children’s computational errors - A qualitative approach. British Journal of Education Psychology, 1977, 47, 149-154. Reviewed in

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Investigations in Mathematics Education, 1979, 12, 24-26; response to review in IME, 1980, 13 (1), 26-27. Cited in Zentralblatt fur Didaktik der Mathematik (like ERIC in West Germany), 1979, 4, No. DK 72 1860.

(Note: Replicated with mentally retarded students by Janke, R.W. Schools, 1980, 17, (1), 30-32. Replicated with fractions by Pinchback, C.L. Computational errors of seventh and eighth grade students. In Proceedings of the Fourth International Conference for the Psychology of Mathematics Education, Grenoble, France: University of Grenoble, 1981.)

Basic facts - Alternative activities for mastery. School Science and Mathematics, 1976, 76, 371-376. On improving the mathematical preparation of elementary teachers. School Science and Mathematics, 1974, 76, 495-500. (also appeared in Education Digest, 1974, 40, 20-22.)

INSTRUCTIONAL MATERIALS

Identifying children with place value problems in mathematics. Tempe, AZ: Arizona State University, 1975. Cited in Zentralblatt fur Didaktik der Mathematik (like ERIC in West Germany), 1980, 5, No. F22 1332. Teaching mathematics: Manipulative materials in the classroom. Instructor’s guide. Austin, Texas: Research and Development Center for Teacher Education, 1972. (Co-authored with E.G. Gibb and H.L. Carter). Teaching mathematics: Manipulative materials in the classroom. Austin, Texas: Research and Development Center for Teacher Education, 1972. (Co-authored with E.G. Gibb and H.L. Carter). Teaching mathematics: A self-directed instructional program to numeration. Austin, Texas: Research and Development Center for Teacher Education, 1972. (Co-authored with E.G. Gibb.)

ERIC DOCUMENTS

Measuring diagnostic/remedial competence in teaching elementary school mathematics (With J.H. Wiebe). Tempe, Arizona: Arizona State University, 1980. (ERIC Document Reproduction Service No. Ed 177 018). So Johnny can’t add--Help from the university. Tempe, Arizona: Arizona State University, 1974. (ERIC Document Reproduction Service No. ED 091 889).

PUBLISHED PAPERS

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“A model of mathematical learning”. Occasional paper, Number 11. Magdeburg, Germany: Department of Mathematics, Otto von Guericke University 1999. (Published in English)

[Note: Paper published as part of a series of international papers honoring the retirement of Prof. Dr. Heinrich Besuden from the Department of Mathematics, University of Oldenburg]

“Mathematics Clinics: Do they have a place in the UK?” Occasional Paper of the British Society for the Psychology of Learning Mathematics. London, UK: Centre for Mathematics Education, Chelsea College, University of London, 1984. “Conservation of number: A factor in mathematics with manipulative materials.” Poster paper presented at the Annual Meeting of the International Group for the Psychology of Mathematics Education, Coventry, United Kingdom, July 1979. In Tall, D.O. Proceedings of the Third International Conference for the Psychology of Mathematics Education. Coventry, UK: University of Warwick, 1980. “Diagnosis and remediation in school mathematics: Developing continuity among R and D efforts.” Paper presented at the Third National Conference on Remedial Mathematics, Kent, OH, April 1976. In Heddens, J.W. and Aquila, F.D. (Eds.) Proceedings of the Third National Conference on Remedial Mathematics. Kent, OH: Kent State University, 1976. Cited in Zentralblatt fur Didaktik der Mathematik (like ERIC in West Germany), 1980, 4, No. D70 128 3. “The mathematics learning clinic.” Poster paper presented at the Third Annual International Congress on Mathematics Education, Karlsruhe, West Germany, August 1976. In Third International Congress on Mathematics Education - Programme Part III: Abstract of Short Communications. Karlsruhe, West Germany: International Commission on Mathematical Instruction, 1976.

TECHNICAL REPORT

Engelhardt, J.M. (1996). Untitled technical report to the Provost on organizing programs by cohorts. Flagstaff, AZ: Northern Arizona University. Warner, A.R., Engelhardt, J.M., et al (1991). Building a profession: Report and recommendations of the Texas Association of Teacher Educators task force on state program approval processes. Dallas, TX: Texas Association of Teacher Educators.

PUBLISHED REVIEWS

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Requested review of book “Mathematical disabilities: A cognitive neuropsychological perspective.” International Reviews on Mathematical Education (ZDM), 1990, 1, 1-2. Requested review of research article “Fruits and fallacies of instructional system: Effects of instructional systems approach on the concept of attainment of Anglo and Hispanic students” (in American Educational Research Journal). Investigations in Mathematics Education, 1985, 18 (1), 11-13. Requested book review “The mathematical education of exceptional children and youth.” International Reviews on Mathematical Education (ZDM), 1982, 3, 167-168. Requested review of book “Diagnosing mathematics difficulties”. International Reviews on Mathematical Educating (ZDM), 1981, 2, 58-59. Requested review of research article “Patterns in Joey’s comments on arithmetic problems” (in the Journal of Children’s Mathematical Behavior). Investigations in Mathematics Education, 1981, 14 (1), 18-21. Requested book reviews of books “Classroom test construction” and “Essentials of testing.” Education Leadership, 1973, 30, 573.

FUNDING PROPOSALS

Funded:

Recruiting Math and Science Students into a Teacher Education Professional Development School. Writer/Director. The Boeing Company, August 2004 ($30,000), March 2005 ($30,000). Mentor Support for Alternative Teacher Education Program. Write/Director. The Boeing Company, August 2004 ($25,000), March 2005 ($25,000). Targeted Tutoring Program (Sedgwick County). Writer/Director. The Boeing Company, July 1999-2002 ($25,000 each year), 2003 ($10,000). Targeted Tutoring Program Evaluation. Writer/Director. The Boeing Company, July 1998 ($25,000), 1999-2000 ($45,000 each year). WSU College of Education Advisory Council. Writer/Director. The Boeing Company, August 2000 ($1000).

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Raytheon Teaching Fellows Program (For Preparing Math and Science Teachers). Proposal Planning Team. Raytheon Corporation, Spring 2000 ($500,000 over 3 years). Comprehensive Regional Center for Minorities -- Math and Science. Project Co-Director. (With R. Elizondo and S. Riter). National Science Foundation, September 1989, ($3,500,000 (over 5 years). Attracting and Retaining Quality Candidates in Teacher Education -- Mathematics Preparation for College Success. Project Co-Director. (With S. Bernau) Texas Education Agency (Educational Consolidation and Improvement Act), January 1989 ($38,156). U.T. El Paso Participation in Project 30. Project Co-Director. (With J. Devine) Project 30/Carnegie Corporation of New York, 1988 ($11,500). Graduate School Research Assistant. Competitive program through the Vice President for Research, Arizona State University, 1987-1988 ($5400). Inservice Program for Science and Mathematics. Project Coordinator/Proposal Writer, Education for Economic Security Act (Title II), Arizona Department of Education, November 1985, $41,647, (Proposal written on behalf of the Greater Phoenix Educational Management Council.) Also: Seven small College/University research grants ranging from $500-$2250, 1972-1980, Arizona State University.

Unfunded: KGS Scholars Program: Helping Assure the High Caliber of America’s Teachers. Writer/Project Co-Director. Kansas Gas Service, July 2000, ($100,000 over 5 years).

Establishing a Network of Future Teacher Clubs in the Wichita Area. Writer/Project Co-Director. Kansas State Department of Education, July 1999 ( $114,00). Recruiting Academically Talented Education Students. Writer/Project Co-Director. Sedgwick/WSU Mill Levy Fund, 1998, ($58, 553). El Paso Partnership for Restructuring Teacher Education. Proposal Writer. Exxon Foundation, December 1991 ($66,867). College-Schools Partners Program. Project Director. Metropolitan Life Foundation, April 1988 ($33,229).

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Improving Minority Science Career Recruitment and Retention. Project Co-Director. National Science Foundation, April 1988 ($197,887). The Navajos and Geometry. Co-Principal Investigator. National Institute of Education, May 1981 ($59,702). Grouping Practices in Mathematics in the Elementary Schools: Status, Rationale and Effects. Co-Principal Investigator. National Institute of Education, January 1981 ($296,469).

OTHER PUBLICATIONS AND DEVELOPED PAPERS

“Dealing With Probation—Preparing for a Successful Accreditation Revisit”, National Council for the Accreditation of Teacher Education website article, March 2005, reposted February 2006. “Opinion Editorial—Commentary”, Wichita Eagle (Newspaper), Wichita KS, February 25, 2002. (Note: Editorial on paying student teachers) “Growing Through Professionalism”. Phi Delta Kappa Newsletter (WSU Chapter), April 2000.

“Foreword.” (With R. Ellsworth). Journal of Critical Inquiry into Curriculum and Instruction, (special edition on the educational leadership student research at WSU), 2000, 2, n.p. “Redesigning Teacher Education at WSU: A Concept Paper”. Wichita State University, February 1999. (Mimeograph) “Concept Paper: Induction School”. Wichita State University, February 1999. (Mimeograph) “Personal beliefs about the role of the dean as leader in effective higher education organizations”. Wichita State University, March 1998. (Mimeograph) “Where Are Arizona Schools Headed—School-University Partnerships”. Northern Arizona University, May 1996. (Mimeograph) “Mathematics learning clinics--Nature and structure.” University of Texas at El Paso, 1991. (Mimeograph) “Alternative teacher certification: Changing training systems to improve teacher quality” (with A. Danzig). University of Texas at El Paso, 1988. (Mimeograph)

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“Can women succeed in mathematics?” ASU College of Education Newsletter, 1982, 9 (2), 3. “Forward”. In Ashlock, R.B. Error Patterns in Computation, Columbus, OH: Merrill, (3rd Edition) 1982, (4th Edition) 1985. “Using textbook selection as the catalyst for mathematics curriculum review.” AATM Newsletter, 1980, 16 (2), 3-4. “Scope of math content K-8.” Arizona State University, 1979. (Mimeograph) “Helping children with learning difficulties in mathematics: A sabbatical report.” Arizona State University, 1979. (Mimeograph) “A proposal for generating a mathematics learning model from the analysis of student errors.” Short paper presented at the research workshop Models for Learning Mathematics. Athens, GA, May 1975. (Mimeograph) “A study of children’s computational failure strategies by cognitive style. Final report to the University Grants Committee on faculty grant #735-031-15-8.” Arizona State University, 1974. (Mimeograph) “Proposing a learning clinic for the diagnosis and remediation of learning problems in mathematics. Final report to the University Grants Committee on faculty grant #7805-920-15-8.” Arizona State University, 1973. (Mimeograph) “A measure for the development of evaluation of instructional modules (Report Series No. 74).” Austin, Texas: Research and Development Center for Teacher Education, 1972. (Co-authored with C. Gouge and G. Hall). The relationship between a dimension of cognitive style and the teacher behavior of prospective elementary teachers of mathematics, Dissertation Abstracts, 1973, 33, 7034A. Relationship of background music of math achievement and attitude. Masters thesis, Arizona State University, 1969.

PAPER PRESENTATIONS

Issues and challenges in teacher education. Paper presented at the Thirtieth Annual Research Council for Mathematical Learning Conference, Tempe AZ, March 2003. (Plenary Address) A grounded model of mathematics learning. Paper presented at the Twenty-fifth National Conference on Diagnosis and Prescriptive Mathematics, College Park MD, February 1998.

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Basic fact mastery -- What’s the professional knowledge base? Paper presented at the Thirty-first Annual Asilomar Conference of the California Mathematics Council (Northern Section), Pacific Grove CA, December 1988. Basic fact mastery -- A review of the literature. Paper presented at the Fourteenth National Conference on Diagnostic and Prescriptive Mathematics, Lake Arrowhead CA, April 1987 (with K. Litz). Diagnostic/prescriptive mathematics: Does it have a role in teacher education? Paper presented at the Fourteenth National Conference on Diagnostic and Prescriptive Mathematics, Lake Arrowhead CA, April 1987. (Keynote Address). When should regrouping in multidigit addition be taught--A follow-up study. Paper presented at the Twelve National Conference in Diagnostic and Prescriptive Mathematics, Austin TX, April 1985. (With V.E. Usnick). When should regrouping in multidigit addition be taught? Paper presented at the Eleventh National Conference on Diagnostic and Prescriptive Mathematics, San Francisco CA, April 1984. (With V.E. Usnick). Mathematics clinic purposes: Organization or values? Paper presented at the Tenth National Conference on Diagnostic and Prescriptive Mathematics, Bowling Green OH, April 1983. Mathematics clinics: Do they have a place in the UK? Paper presented to a meeting of the British Society for the Psychology of Learning Mathematics, Nottingham UK, July 1982. The effect of item arrangement on diagnostic testing. Paper presented at the Eighth National Conference on Diagnostic and Prescriptive Mathematics, Hershey PA, April 1981. Locus of control and feedback in diagnostic mathematics testing. Paper presented at the Seventh Annual Conference of the Research Council for Diagnostic and Prescriptive Mathematics, Vancouver CANADA, April 1980. Conservation of number: A factor in mathematics instruction with manipulative materials. Poster paper presented at the Third International Conference for the Psychology of Mathematics Education, Coventry UK, July 1979. Computational errors as indicators of numeration concept misunderstandings. Paper presented at the Sixth National Conference on Diagnostic and Prescriptive Mathematics, Tampa FL, April 1979.

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Feedback in diagnostic testing. Paper presented at the Fourth National Conference on Diagnostic and Prescriptive Mathematics, College Park MD, March 1977. The mathematics learning clinic. Poster paper presented at the Third International Congress in Mathematical Education, Karlsruhe GERMANY, August 1976. Diagnosis and remediation in school mathematics--Developing continuity among R and D efforts. Invited paper presented at the Third National Conference on Remedial Mathematics, Kent OH, April 1976. From physical activity to abstract symbols: Levels of maturity in diagnosing and instruction. Paper presented at the Third National Conference on Remedial Mathematics. Kent OH, April 1976. A proposal for generating a mathematics learning model from the analysis of student errors. Invited paper presented at the National Research Workshop: Models for Learning Mathematics, Athens GA, May 1975. Remediation of learning difficulties in mathematics: Promising procedures and directions. Invited paper presented at the First National Conference on Remedial Mathematics, Kent OH, May 1974.

EDITORIAL AND REVIEW ACTIVITY

Guest editor, Focus on Learning Problems in Mathematics 1983, 1987, 1993 (full issue). Editorial board, Teacher Education & Practice, 1990-1992. Section editor (Teacher Education), Focus on Learning Problems in Mathematics, 1987-88. Guest editor, March 1983 topical issue of Focus on Learning Problems in Mathematics -- on instructional activities for the learning disabled child. Associate Editor, School Science and Mathematics Journal, 1982-1988. Editor, Arizona Teachers of Mathematics Newsletter, 1973-1977.

Publishers: Journals: Allyn & Bacon Publishers Arithmetic Teacher Charles Merrill Publishers School Science and Math Journal Scott, Foresman & Co. Journal for Research in Xerox Corporation Mathematics Education

Macmillan Publishing Co. Focus on Learning Problems Harper & Row Publishers in Mathematics Reston Publishers Southwest Journal of

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Gorsuch Scarisbrick Publishers Business & Economics Lane Akers Publishers Journal of Mathematics Teacher

Education Agencies: Foundations: National Science Foundation M. J. Murdock Charitable Trust

American Educational Research Association Council for Higher Education, United Church of Christ Arizona Board of Regents

36

PART III: TEACHING AND RELATED SERVICE UNIVERSITY COURSES

Undergraduate: Teaching Mathematics in the Elementary School (Outreach, IF, PRIME and Campus Program Options), ASU Diagnosis and Remediation in Mathematics, ASU Math Laboratory, ASU Mathematics in Secondary Schools, ASU Orientation to Teacher Education, UTEP Graduate: Diagnosis and Remediation in School Mathematics, ASU Diagnostic Practices in School Mathematics, ASU Mathematics Prescriptive Practices, ASU Developing an Individualized Mathematics Program Using

Diagnosis, ASU Diagnostic Teaching of Mathematics (TTT), ASU Performance Criteria for Mathematics Instruction, ASU Mathematics Education Curriculum: Theory and Design, ASU The Psychology of Mathematics Instruction (Doctoral Seminar),

ASU Prescriptive Practices in Elementary Mathematics (Doctoral Seminar), ASU Research Working Group: Mathematics (Doctoral Seminar), ASU Faculty Development in School Mathematics Education

(Doctoral Seminar), ASU Staff Development in School Mathematics (Inservice course/project to

develop elementary school mathematics leaders/workshops), ASU DOCTORAL DEGREE COMMITTEE ACTIVITY Arizona State University: Member of 15 doctoral committees, dissertation

chair for 6.

Northern Arizona University: Member of 2 doctoral committees, dissertation chair for 1.

Wichita State University: Member of 3 doctoral committees and 1 thesis committee (Elliott School of Communication).

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PROFESSIONAL SERVICE TO SCHOOL DISTRICTS/UNIVERSITIES/AGENCIES Alhambra Elementary School District (Phoenix, AZ)

Grace Community Christian School (Tempe, AZ)

Andover (KS) Public Schools Apache County Guidance Clinic (Alpine, AZ)

Greater Phoenix (AZ) Curriculum Council (Mathematics Committee)

Arizona Board of Education (Phoenix, AZ)

Greater Phoenix (AZ) Educational Management Council

Arizona Board of Regents (Phoenix, AZ)

Herbornseelback, American Elementary School (Herbornseelback, W. Germany)

Arizona School Board Association (Phoenix, AZ)

Holbrook (AZ) Public School District

Arizona State University--Math Dept. (Tempe, AZ)

Hopi Indian Agency (Keams Canyon, AZ, Boarding School) (Polacca, AZ, Day School, Second Mesa, AZ)

Beginning Teacher Internship Program (Globe, AZ) Borrego Pass School (Crownpoint, NM)

Huran (SD) University Kansas Board of Education Kansas Wesleyan University, (Salina, KS)

California State Dept. of Education (Sacramento, CA)

Kyrene Elementary School District (Tempe, AZ)

Center for Lifelong Learning -- University of Texas at El Paso

Los Angeles City Unified School District (Los Angeles, CA)

Chandler Public Schools (Chandler, AZ)

Lutheran Distance-Learning Adult Learners (El Paso, TX) (National Workshop)

Clark County School District (Las Vegas, NV)

Madison Elementary School District (Phoenix, AZ)

Devereux Day School (Scottsdale, AZ)

Maricopa Community College (Phoenix, AZ)

Dysart School District (Phoenix, AZ)

Mesa Public Schools (Mesa, AZ) New Way School (Scottsdale, AZ)

El Paso Independent School District (El Paso, TX) Emporia State University (Emporia, KS)

Newman University (Wichita, KS Northwest Arctic School District (Kotzebue, AK)

Far West Texas (15th District) PTA

Office of Recruitment and Scholarships University of Texas at El Paso (El Paso, TX)

Globe (AZ) Public Schools

Oklahoma State University [Stillwater, OK)

38

Osborn Elementary School District (Phoenix, AZ) Prescott Public Schools (Prescott, AZ) Research and Development Center for Teacher Education (Austin, TX) Roosevelt Public Schools (Phoenix, AZ) San Diego Teacher Center (San Diego, CA) South Phoenix, Montessori School (Phoenix, AZ) Southeastern Regional Council for Educational Improvement (Based: Research Triangle Park, NC) Tempe Elementary Schools (Tempe, AZ) Tempe Union High School District (Tempe, AZ) University of Alabama (Birmingham, AL) University of Arizona (Tucson, AZ) University of Central Florida (Orlando, FL) University of Houston, Clear Lake (Clear Lake, TX) University of Pennsylvania Harrisburg (Harrisburg, PA) University of Texas at San Antonio University of Wisconsin at Eau Claire Washington Elementary School District (Phoenix, AZ) Wichita Public Schools, (Wichita, KS) Ysleta Independent School District (El Paso, TX)

48

PART IV: PROFESSIONAL SERVICE AND RELATED ACTIVITY UNIVERSITY SERVICE (Selected Samples)

Wichita State University (1997 – Present) Member: Marketing Advisory Group (2004-present)

Associate VP for Academic Affairs Search Committee (2003) Faculty Development, Recognition and Rewards Committee (1997–2000);

Note: Resulted in establishment of Center for Teaching & Research Excellence University Technology Committee (1997-present); Westside Center Advisory Board (1997- present); Tuition Refund Exceptions Committee (1998-1999); Council of Deans (1997–Present); Academic Affairs Council (1997-present); Academic Planning Council for Satellite Campuses (1999);

Institute for Rehabilitative Research Redesign Steering Comm. (1999–2000);

WSU/Via Christi Gateway Lab Steering Committee (1999-2002) College of Health Professions Strategic Plan Oversight Comm. (2002-2003)

Chair: College of Fine Arts Dean Search Committee (2001-2002) Committee on Developing a Common Core in Administrator Preparation Masters Degrees (1999);

Academic Affairs Sub-Committee: Redesigning Teacher Ed (1999-2000)

Northern Arizona University (1992 – 1997) Member/Chair: variety of university task forces and committees--e.g.,

administrative task force on part-time faculty, undergraduate PEW task force on internships and course duplication; deans’ faculty compensation committee.]

University of Texas at El Paso (1988 – 1992) Member/Chair: variety of university committee--e.g., academic development, center

advisory committee, VPAA search committee, Organizer: university-wide retreats on teacher education, educator forums for

local school leaders

Arizona State University (1972 – 1987) Elected member: Faculty Senate, Graduate Council, University Academic Affair Committee, (and numerous department committees)

Appointed Member: COE/A&S conflict resolution committee in math & science, task force to establish partnership school;

Organizer: department centennial events series; Liaison: Greater Phoenix (AZ) schools council

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CONFERENCE/COLLOQUIA PRESENTATIONS (Sample) National and International:

Annual Meeting of the Council of Academic Deans of Research Education Institutions (National), Savannah GA, October 2006. “Educating the Future Professorate in the Use of Technology in Teaching” (Panel) Annual Meeting of the American Association of Colleges of Teacher Education (National), San Diego CA, January 2006. “Unintended Consequences: Preparing for [NCATE] Probation

Conditional and Focused Visits” (NCATE Panel) “NCATE [Accreditation] Reviews Go Digital” (with Jeri Carroll)

Annual Meeting of the American Association of Colleges of Teacher Education (National), Washington DC, February 2005.

“NCATE: Dealing with Probation, Denial, Conditional & Focused Visits”

Thirtieth National Conference on Diagnostic and Prescriptive Mathematics (National), Tempe AZ, March 2003. (also paper presentation)

“Issues & Challenges in Teacher Education” (Plenary) Annual Meeting of the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities (National), Chicago IL, February 2000.

“Federal Grant Stories: Gear Up, Technology and Other Success Ideas” (Panel)

Annual Meeting of the American Association of Colleges of Teacher Education (National), New Orleans LA, February 1998.

“Policy Development and Implementation: Forum for Collaboration Between State Education Agencies and IHEs” (Panel)

“Professional Development for K-12 School Personnel” (Focus Group Facilitator) Twenty-Fifth National Conference on Diagnostic and Prescriptive Mathematics (National), College Park MD, February 1998.

“A Grounded Model of Mathematics Learning” “Future “Trends in Teacher Education”

Annual Meeting of the American Association of Colleges for Teacher Education (National), Phoenix AZ, February 1997.

“Symposium: Life After the National Education Summit: Promoting Excellence in Public Schooling” (Organizer and Panel Reactor) “Symposium--Involving Presidents and Provosts in Support of Teacher Education and Simultaneous Renewal” (Organizer-Presider) “Revising Arizona’s Professional Development Model: Certification, Teacher Education and Institutional Approval” (with Patti Horn & Caryn Shoemaker)

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Annual Meeting of the American Association of Colleges for Teacher Education (National), Chicago IL, February 1996.

“Directions for State Policy Initiatives” (with Nick Michelli)

Expanding Minority Opportunities: First Annual National Conference (National),Tempe AZ, January 1995.

“Addressing Cultural Diversity in a Teacher Education College: Organizational Mechanism” Constructing Cases for Reflective Practice Conference (National), Tucson AZ, October 1994. “Reflections on the First (Conference) Day”

Annual Meeting of the National Indian Impact School Association (National), Flagstaff AZ, June 1994.

“The Quality of American Education” (Plenary Speaker) Sixth National Conference of the Association for Schools, Colleges and Universities

Staffing (National), Tucson AZ, November 1993. “From Training to Mastery” (Panel) Twentieth National Conference on Diagnostic and Prescriptive Mathematics (National),

Melbourne FL, February 1993. “Focus on FOCUS” “Mathematics Clinics- Then and Now” (Panel, Organizer) Second International “Quality of Life on the Border Conference (International), El Paso

TX, February 1992. “Education Issues on the Border” (Panel).

U. S. - Mexico Border Conference on Education (International), El Paso, TX/Juarez, MX, October 1991. (Invited participant, U.S. delegation). Note: Informal contributions. Conference jointly sponsored by the U. S.

Department of Education and the Mexican Secretariat of Public Education.

Eighteenth National Conference on Diagnostic and Prescriptive Mathematics (National), Pomona CA, February 1991.

“Mathematics Clinics--Ideas and Developments” “Presidents’ Bookshelf” (Panel)

1990 National Education Association Conference (National), Dallas TX, April 1990. “Teacher Training/Preparation for a New Century” (Focus Session, with C. Smith, AACTE)

Seventeenth National Conference on Diagnostic and Prescriptive Mathematics (National), Washington DC, February 1990.

“Checking Strategies for Mathematics Homework Among

51

Persistent Community College Students” (with G. Newman)

1989 IBM Academic Computing Conference (National), Anaheim CA, June 1989. “Higher Education & Basic Skills: Where to with Technology” (Panel/Paper)

Fourteenth National Conference on Diagnostic and Prescriptive Mathematics (National), Lake Arrowhead CA, April 1987.

“Diagnostic/Prescriptive Mathematics: Does it have a Role in Teacher Education?” (Keynote Address).

National Council on Teachers of Mathematics (National), Washington DC, April 1986. “When Should Regrouping be Taught in Multidigit Addition or Subtraction?” (with V.E. Usnick).

Thirteenth National Conference in Diagnostic and Prescriptive Mathematics (National), College Park MD, March 1986.

“Research Translation Symposium: Behaviors/Characteristics of Effective Mathematics Teachers” (Organizer and Moderator).

Twelfth National Conference on Diagnostic and Prescriptive Mathematics (National), Austin TX, April 1985. (Three presentations)

“President’s Hour: Research Goals for the year 2000” “Research issues: Mathematics Clinics”

“When Should Regrouping in Multidigit Addition be Taught—A Follow-up Study” (with V.E. Usnick).

America Association of Colleges of Teacher Education (National), Denver, CO, February 1985.

“Plan for Revision in Teacher Education at Arizona State University” (with J.E. Bell and N. Wamacks).

Research Presentation to the National Council of Teachers of Mathematics (National), San Francisco CA, April 1984.

“RCDPM: History and Mission”

Eleventh National Conference on Diagnostic and Prescriptive Mathematics (National), San Francisco CA, April 1984.

“RCDPM in Perspective: Research Issues”

Tenth National Conference on Diagnostic and Prescriptive Mathematics, Bowling Green OH, April 1983.

“Mathematics Clinic Purposes: Organizations and Values”

Meeting of the British Psychology of Learning Mathematics, Nottingham UK, July 1982. “Mathematics Clinics: Do They Have a Place in the UK?”

National Council of Teachers of Mathematics (National), Seattle WA, April 1980. “Utilizing Computational Errors in Diagnostic Teaching”

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National Council of Teachers of Mathematics (National), San Diego CA, April 1978. “Understanding Place Value: A Critical Concept for Kids Having Difficulties in Mathematics”

Third International Congress in Mathematical Education, Karlsruhe GFR, August 1976. “Diagnosis and Remediation of Mathematics Difficulties” Padogogoische Hochschule Rheinland, Cologne GFR, July 1976. “Kolloquium: Diagnose und Therapie von Lernschwachen in Mathematik Unterricht” Trent Polytechnic, Nottingham UK, May 1976. “Helping Children with Mathematics Difficulties”

Institut fur Didaktik der Mathematik, Bielefeld University, Bielefeld GFR, May 1976. “Difficulties of Students in Learning Mathematics”

First National Conference on Remedial Mathematics, Kent State University, Kent OH, May 1974.

“Remediation of Learning Difficulties in Mathematics: Promising Procedures and Directions” Local, State, and Regional: Kansas Exemplary Educator Network (State), Topeka KS, February 2005. “Regents’ Universities Responses to Priority Needs of Kansas Schools” (Panelist and presenter) Wichita Public Schools Executive Council (Local),Wichita KS, June 2003. “Licensure Changes and Professional Preparation of Educators in Kansas”

Spring Meeting of the Kansas Association of Colleges for Teacher Education (State), Emporia KS, April 2003.

“Electronic Program Review Documents”

2003 Kansas Exemplary Education Network Conference (Sate), Topeka KS, February 2003.

“A Qualified Teacher in Every Classroom; Modern University-Based Teacher Preparation” (Panel: presenter/moderator/organizer) Business Education Success Team (Local), Wichita KS, February 2003. “New Kansas Teacher Licensure—Implications for Teachers, Schools and Colleges of Education” Invited Speaker (Local), College of Education, Texas Tech University, Lubbock TX, February 2003. “A Vision for COEs in the Next Decade” Fall Assessment Symposium (Local), Wichita State University, Wichita KS, November 2002. “Assessing Programs Through Community Feedback” (Panel)

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South Central Regional Meeting of the Holmes Partnership (Regional), St. Louis MO, October 2002.

“The Kansas Education Context” 2001 Spring Meeting of the Kansas Association of Colleges for Teacher Education (State), Salina KS, April 2001.

“Alternative Route Teacher Preparation “ (Panel)

Spring Meeting of the Honor Society of Phi Kappa Phi--WSU Chapter (Local), Wichita KS, April 2001.

“Why Be a PDK Member?”

Business Education Success Team Executive Council (Local), Wichita KS, October 2000.

“Teacher Education at WSU”

Heartland Safe Schools Conference—USDE Region VII (Regional)j, Kansas City MO, April 2000.

“Changes in Teacher Preparation Programs To Address Prevention of Violence in Schools” (Panel)

Spring Meeting of the Kansas Association of College of Teacher Education (State), Manhattan KS, April 2000.

“Success Strategies and the Gear Up Wichita Grant” League of Women Voters (Local), Wichita KS, November 1999. “Education—“What’s Going on in Teacher Preparation”

Student Teacher Banquet Speaker (Local), South Central Kansas NEA, Hayesville KS, May 1998.

“So You’re a Pro Now”

Greater Wichita (KS) Area Math and Science Collaborative (Local), Wichita KS, April 1998.

“Collaborating in Math and Science Education” (Panel)

Invited Speaker (Local), College of Education, University of New Mexico, Albuquerque NM, April 1997.

“Theoretical Model for Guiding Diagnosis, Instruction and Research on Children with Mathematics Learning Problems” “Contextual Analysis: Implications for Colleges of Education in the US?”

Invited Speaker (Local), School of Education, California State University at Fresno, Fresno CA, April 1997.

“The Future and Schools of Education”

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Invited Speaker (Local), School of Education, East Carolina University, Greenville NC, March 1997.

“Approaching the 21st Century, Where Schools of Education Must Be Headed?

Invited Speaker (Local), College of Education, Wichita State University, Wichita KS, March 1997.

“Role, Mission and Leadership for a College of Education in a Metropolitan Context”

Invited Speaker (Local), School of Education, Bridgewater State College, Bridgewater MA, March 1997.

“The Future for Schools of Education in the US”

Invited Speaker (Local), College of Education, University of Nevada at Las Vegas, Las Vegas NV, February 1997.

“Looking to a Collegial Administrative Style for Today’s Colleges of Education” “Toward a Vision for Colleges of Education in the 21st Century”

Flagstaff Principal for a Day: Luncheon Address (Local), Flagstaff AZ, May 1996. “Partnerships for Progress in Schooling”

Superintendents Fall Conference of the Arizona School Administrators Association (State), Prescott AZ, October 1995.

“Who Sets the Education Agenda and Who Should” (Panel)

Arizona Professional Development Task Force (State), Phoenix AZ, October 1995. “Teacher Education at Northern Arizona University”

Public Attitudes Toward Public Education (National Teleconference): 1994 Gallup Poll (Local), Flagstaff AZ, October 1994.

“Reflections” (Local Panel) Welcome Back Educators Dinner (Local), Winkelman AZ, September 1994. “History of the Federal Role in American Education”

Arizona School Board Association, Board of Directors Meeting (State), Phoenix AZ, March 1994.

“Teacher Education at Northern Arizona University”

Arizona Association for Gifted and Talented Students (State), Flagstaff AZ, October 1993.

“Mathematics Difficulties for Gifted Students: What Teachers Can Do” Kayenta Community Meeting on Education (Local), Kayenta AZ, February 1993. “Connecting Navajo Students to Higher Education”

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Arizona State University Student Teacher Conference, (Local), Tempe AZ, December 1992

"You’re a Pro Now" (Keynote address)

Second Annual Bilingual Education Institute (State), Phoenix AZ, December 1992. "Program Development in Bilingual Teacher Preparation Programs" (Panel) Phi Delta Kappa Chapter Meeting (Local), Flagstaff AZ, November 1992. "American Public Education -- The Wrong Problem"

Arizona School Administrators/North Central Association Fall Conference (State), Prescott AZ, October 1992.

"Vision for The Center for Excellence in Education at Northern Arizona University" Dysart Unified School District (Local), Goodyear AZ, August 1992. "Education: The Profession and The Future" (District-wide Address)

Texas Association of Colleges of Teacher Education Annual Spring Retreat (State), Galveston TX, May 1992.

"Centers for Professional Development and Technology: Issues and Concerns for Education Deans"

Spring Meeting of the American Association of University Women -- El Paso Chapter (Local), El Paso TX, April 1992.

"What's Happening in Teacher Education?" (Luncheon Address)

Spring Conference on Teacher Education (State), Corpus Christi TX, March 1992. "The Future Role of Teacher Education in Internationalizing the Curriculum: What Can We Envision?" (Panel)

Fourth Commissioners' Conference on Teacher Education: Standing at the Crossroads (State), Dallas TX, February 1992.

"Should There be Special Mathematics and Science Content Courses for Teacher Preparation Students?" (Panel)

Third Annual Diagnostic and Perspective Mathematics Association Conference (Regional), Harrisburg PA, November 1991.

“Avoiding Errors Through Alternate Teaching Sequences”

District 19 Convention of the Texas Future Teachers of America (Local), El Paso TX, October 1991.

“1000 Points of Light--Batteries Not Included” Spring Conference on Teacher Education (State), Austin, TX, April 1991. “A Model for Recruiting and Preparing Pre-teens for Higher Education: The Mother-Daughter Program at UTEP” “Commission on State Program Approval Processes Report” 15th District PTA Conference (Regional), El Paso TX, April 1991.

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“Who Governs Our Schools and How Effective Are They?”

NASDTEC Western States Certification Conference (Regional), Las Vegas NV, January 1991.

“Turmoil in Texas Teacher Education” (General Session)

4th Annual Mathematics Conference of the Texhoma Chapter of NCTM (Local), Wichita Falls TX, February 1990.

“Diagnosing Math Difficulties” (Keynote Address)

Administrators Mid-Winter Conference on Education (State), Austin TX, January 1990. “Recruitment and Retention in Teacher Education: Increasing Minority Participation” (Panel)

Benbrook-Foerster Memorial Mathematics Conference (Local), Houston TX, November 1989.

“Diagnosis for the Elementary Mathematics Teacher” (Keynote Address)

1989 Texas Association for Supervision and Curriculum Development (State), Austin TX, November 1989.

“Collaborative and Innovative Efforts in Recruitment and Retention of Tomorrow’s Teachers” (Panel) Phi Delta Kappa--U.T. El Paso Chapter (Local), El Paso TX, March 1989. “Who’s in Charge of Teacher Education?”

California Mathematics Council, Northern Section (State), Pacific Grove, CA, December 1988.

“Basic Fact Mastery -- What’s the Professional Knowledge Base?”

Phi Delta Kappa -- U.T. El Paso Chapter (Local), El Paso TX, November 1988. “Teacher Preparation in the Wake of S.B. 994”

Danforth Foundation School Improvement Project (Local), El Paso TX, September 1988. “Partnership for Educational Improvement--the Case for El Paso’s ISD’s and UTEP’s College of Education”

Danforth Foundation School Improvement Project (Local), El Paso TX, February 1988. “Staff Development for Adult Learners” Colloquium (Local), Cleveland State University, Cleveland OH, May 1987. “Developmental Constructivist Model of Teacher Education.”

National Council of Teachers of Mathematics (Regional), Phoenix, AZ, October 1987. “Basic Fact Mastery”

Conference on Critical Thinking (Regional), Arizona State University, Tempe AZ, January 1987.

“Critical Thinking in Mathematics”

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Elementary Summer Technology Training Institute (Regional), San Bernadino CA, July 1986.

“Technology and Teaching Mathematics”

Seventeenth Annual Reading Conference (Regional), Arizona State University, Phoenix AZ, February 1986.

“New Directions in Teacher Preparation at Arizona State University”

National Council of Teachers of Mathematics (Regional), Orlando FL, October 1985. “Basic Fact Mastery--How Much Mastery is Enough?” Phi Delta Kappa--ASU Chapter (Local), Tempe AZ, October 1985. “Presenting the Doctoral Dissertation Proposal”

Arizona Association of Teacher Educators Conference (State), Phoenix AZ, April 1985. “ASU Teaching Centers”

National Council of Teachers of Mathematics (Regional), San Diego CA, February, 1985. “Implications of Research: Alternate Sequencing for Instruction in Multidigit Addition and Subtraction”

Arizona Association of Teachers of Mathematics (State), Tucson AZ, November 1984.

“Teachers are the Best Researchers”

Arizona Association of Teacher Educators (State), Phoenix AZ, April 1984. “Elementary Education at Arizona State University”

National Council of Teachers of Mathematics (Regional), Phoenix AZ, November 1982. “Failure in Mathematics” Greater San Diego Mathematics Council, San Diego CA, February 1982. “What a Mathematics Clinic Has to Say to Classroom Teachers”

Arizona Council for Exceptional Children (State), Phoenix AZ, March 1979. “Conceptual Misunderstandings in Mathematics and

Computational Errors”

Conference on Diagnostic and Prescriptive Mathematics (Regional), Winnipeg Canada, January 1978. (Three presentations)

“Introduction to Diagnostic Teaching in Mathematics” (Keynote address) “D & R in Teaching Numeration: A Workshop” “Current Trends in Diagnostic/Prescriptive Mathematics” (Luncheon Address) OTHER NOTABLE TRAINING/CONFERENCE PARTICIPATION (Samples)

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Board of Examiners Training Workshop (National), National Council for the Accreditation of Teacher Education, Reno NV, July 2005.

KAL-Tech Leadership Training Through Technology (State), Kansas State

Department of Education, Topeka, KS, June/September/November 2003. Board of Examiners Training Workshop, NCATE 2000 Standards (National),

National Council for Accreditation of Teacher Education, Covington KY, June 2000.

Outcomes Assessment Workshop(National), Partnership for Excellence in

Teacher Education--AACTE, Alexandria VA, November 1999. 1999 Leadership Institute (Regional), Kansas Health Foundation, Wichita KS,

June 1999. Board of Examiners Training Workshop (National), National Council for the

Accreditation of Teacher Education, Memphis TN, July 1996. Summer Leadership Institute [for State Leaders in Teacher Education]

(National), Advisory Council of State Representatives (to AACTE), San Antonio TX, June 1996; Denver CO, July 1995; Honolulu HI, July 1994. (Institute planner and leader in 1995 and 1996).

National Teacher Education Forum and Annual Meetings of the Education

Commission of the States (National), San Antonio TX, June 1996 (Forum only), Denver CO, July 1995; Honolulu HI, July 1994.

School-To-Work and Teacher Education Teleconference (National), American

Association of Colleges for Teacher Education, Flagstaff AZ, November 1995. (State Facilitator).

Conference on Faculty Rewards (National), American Association of Higher

Education, Phoenix AZ, February 1995. Deans of Education Roundtable on Multicultural Infusion (National),

Multicultural Education Infusion Center, Washington DC, February 1995; Chicago IL, February 1994; San Diego CA, February 1993; Washington DC, February 1992.

Executive Leadership Institute (State), Motorola Corporation, Mesa AZ, June

1994. Higher Education and the Economy of the West Teleconference: Pathways

for Change (Regional), Western Interstate Consortium in Higher Education, Flagstaff AZ, November 1993.

Development for Academic Deans Conference (National), Council for the

Advancement and Support of Education, St. Louis MO, October 1993. [Navajo] Cultural Orientation for University Educators, Tsaile AZ, August 1992.

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AASCU Teach America Conference: Teacher Preparation for the New American School (National), Washington DC, June 1992. (Invited participant).

Teach America Conference (National), American Association of Schools, Colleges

and Universities, Washington DC, July 1993; Washington DC, July 1992. [Navajo] Cultural Orientation for University Educators (Local), Northern Arizona

University, Tsaile AZ, August 1992. Education Deans Leadership Academy (National), American Association for

Colleges of Teacher Education, Cancun MX, January 1992 (Selected). PROFESSIONAL MEMBERSHIPS (*indicates current membership/activity)

Advisory Council (to AACTE) of State Representatives Arizona Liaison, (1994-95), Chair-Elect/Chair/Past-Chair (1995-98), planned Summer Leadership Institutes (1994-1996); leader (1995-96) *American Association of Colleges for Teacher Education Institutional Representative (ASU, 1983-1987); *Chief Institutional Representative (UTEP, 1988-1992; NAU, 1992-1997; *WSU, 1997-Present); Member, Board of Directors (1995-98); Member, Governance Task Force (1995-96); Member/Chair, Issues and Resolutions Committee (1995-98); Member, AACTE-ATE Coordinating Council (1996-1997); Member, Planning Committee for 1997 Annual Meeting (1995-97). *Consultant, Project for Excellence in Teacher Education (1998-present). [Note: Consultants provide pro bono assistance to universities pursuing (or considering) NCATE accreditation.] Represented AACTE in focus session on teacher education at NEA

national conference (1990)]; American Educational Research Association Member, 1973-1995; occasional Conference Reviewer Special Interest Group: Research in Mathematics Education [1974-1998] Arizona Association of Colleges of Teacher Education Institutional Representative, (ASU, 1983-1986; NAU, 1995-1997),

Resurrected organization in 1995 Arizona representative to ACSR (NAU,1994-1997)--see ACSR above

Arizona Association of Teacher Educators [1985-1987] Arizona Association of Teachers of Mathematics Member, 1972-1987, 1992-1997; multiple leadership roles (Executive Board, Newsletter Editor, NCTM representative, Nominating Committee Chair

Arizona School Administrators Association [1992-1997] Member, Higher Ed Division Board Member (1993-1997)

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(Note: received award in 1997)

Arizona Small and Rural Schools Association [1994-1997] *Association of Colleges and Schools of Education in Land Grant Colleges

and Universities (now called CADREI) (1992-present) Member, Task Force on Standards (1992-1999); Member, Accreditation Task Force (1995-1999)

*Association of Teacher Educators [1983-present] Member AACTE-ATE Coordinating Council (1996-1998) Member, Association Development Committee (2000-2001) *Member, Fiscal Affairs Committee (2001- present, Chair 2007-present) *Member, Task Force on Strategic Plan for Enhancing ATE Revenue (2004-2006) Association of Teachers of Mathematics (UK) *Council of (KS) Education Deans [1997-Present] Chair (2002-2003; 2006-2007) Faculty Association of ASU (Founding Member) *Great City Colleges of Education (2005-pressent) *Great City Deans of Education Steering Committee (2006-present) Greater El Paso Council of Teachers of Mathematics [1988-1992] International Group for the Psychology of Mathematics Education [1979-

1998] *Kansas Association of Colleges of Teacher Education [1997- Present] Member,

Executive Board (1997-present) Kansas Teacher Development Coalition [Member, 1997-2000] Member, Steering Committee (1997 – 2000) *National Council of Teachers of Mathematics [1967-present] (Note: thrice nominated for Board of Directors)

*National Education Association (Life Member since 1970) Project 30 Alliance Institutional Representative/Elector (UTEP, 1991-1992; NAU 1992- 1997); Founding Board Member; Executive Committee/Board of Directors (1991-1996); Secretary-Treasurer (1991-1995)

*Research Council for Mathematical Learning (formerly the Research Council for Diagnostic and Prescriptive Mathematics). [1974-present] Founding Member Officer (President, Treasurer)

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Member, Conference Committee/Nominating Committee Conference Director (1978) Guest journal guest editor (1993) 1984 International Conference Co-Director (1984)--Melbourne, Australia;

Presidential Commission on Research Goals for the year 2000; Chair, Research Working Group on the Teacher Variables & Training (1984-1989); Chair, Mathematics Clinic Group (1990-1992) School Science and Mathematics Association [1974-1997] Associate Journal Editor (1983-1988) *Sedgwick County (KS) Superintendents Alliance [1998-Present] Texas Association for Supervision and Curriculum Development [1989-1990] Texas Association of Colleges for Teacher Education Institutional Representative (1988 – 1992) Secretary (1991-1992) Representative to state accreditation processes task force (1990-92); Journal editorial board (1990-1992) Texas Association of Teacher Educators [1990-1992] Texas Society of College Teachers of Education [1990-1992]

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OTHER PROFESSIONAL ACTIVITY (Selected samples since 1984) Board of Regents Kansas (1997 – present): Member, Council of Education Deans (1997 – present) Chair (2002-2003, 2006-2007) Arizona (1972-1987; 1992-1997) Task force on academic skills admissions test for teacher education, (1984); Eisenhower grant proposal review task force— math/science (1985, 1986); task force to devise Eisenhower grant RFP (1987);

special presentation to the Board on teacher education (1993); member, task force on minority student recruitment/graduation goals (1993-1994)

Conference Planning: Annual Meeting of the American Association of Colleges for Teacher Education (national;

planning committee, 1997; Summer Leadership Institutes, Advisory Council of

State Representatives--AACTE (national; planning committee 1994-1996, leader, 1995/1996);

Project 30 Alliance (national; all logistical arrangements/planning for annual conferences, 1992-1995;

Staffing Texas Schools with an Ethnically-Diverse Teaching Force (state: planning committee, 1990);

Annual Meeting of the Research Council on Diagnostic and Prescriptive Mathematics (national, 1978, director);

State Teacher of Kansas (1997- present):

the Year (TOY) Horizon Award Selection Committee—2002 Program (Note: new public school teacher award) State TOY Selection Committees—1997, 1999, 2001; 2005 Regional TOY Selection Committee—1998;

State TOY Banquet Committee—1999, 2000; WSU/TOY Honors Ceremony—1998-2006

(organizer, moderator). Arizona (1992-1997): Annual State TOY Award Ceremony,

1993-1996 (presenter); Host for TOY Visiting Practitioner, Honors Day Conference, TOY Banquet at NAU, 1993 – 1997.

Legislative Kansas (1997 – present): Involvements Testimony to House Education Committee on

alternative certification bill (2003)

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Invited presentations on trends in teacher education (1999) and WSU’s alternative teacher certification program (2000, 2001) to Joint Legislative Education Planning Committee) [Note: Resulted in recommendation to Board of Regents and draft legislation on alternative route teacher preparation.]

Invited presentation on WSU’s alternative teacher

certification to Reform Sub-committee/Senate Education Committee (2000)

Arizona (1992-1997):

Presentation on elementary teacher education programs to joint Education Committees of Arizona

Legislature (ASU, 1982; ASU, 1985). Member, delegation of Education deans and

Regents lobbyists meeting with chairs of Arizona House and Senate Education committees to discuss teacher education (NAU, 1993).

Orchestrated luncheon meetings between

Education deans and President of the Arizona Board of Regents to discuss perspectives/ roles for teacher education (NAU, 1996).

Texas (1988-1992): Member, delegation of Education deans, meeting

with Texas legislative leaders to urge moderation of legislation on teacher education (UTEP, 1990).

U.S. Congress: Testimony on school-university partnerships,

Elementary/Secondary/ Vocational Education Sub-Committee of the Committee on Education and Labor, U.S. House of Representatives (Mesa AZ, October 1993).

Community/School Kansas (1997-present) Involvements: Testimony, Fact-finding Site Visit U.S. Gov.

Accounting Ofc. With Wichita Public Schools (NCLB-Highly Qualified Teachers), January 2005.

Co-Chair, Wichita Public Schools Middle Schools Redesign Task Force (2003- 2004) Member, Wichita Public School Executive Council (1999-Present)

[Note: only non-district member] Member, Multicultural Celebration Event Association

(2003–present) Steering Committee (2003–present) Member, Business Education Success Team (BEST)

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Executive Council, (1997 – present) Retreat Planning Committee (2001) Task Force on Quality, (2001-2002)

Member, Wichita Area Character Coalition (2001-present)

Member, Special Committee for Naming/ Renaming Wichita Public Schools (2002, 2003, 2006) Member, Committee on Inservice Budget Reduction, Wichita Public Schools (2003) Member, Wichita Public Schools Graduation Rule Committee (1999-2000) Member, Wichita Pubic Schools Facilities Master Plan Steering Committee (1999-2000) [Note: set stage to call for school bond election—first successful bond election in 25 years]

Member, Education Task Team, Long Range Planning Task Force, City of Wichita (1998)

[Note: only non-business member] Arizona (1992 – 1997): Board member, Flagstaff (AZ) Partnership for

Educational Excellence (1993-1997) [Note: promoted education-business partnerships]

Member, Flagstaff (AZ) School Bond Election Committee, Program Sub-Committee (1993-1994).

Member, Flagstaff (AZ) Unified School District Mission Statement Planning Committee (1994-1995).

Organizer/Chair, Sinagua High School Band Boosters (Flagstaff AZ, 1994-1995).

Board member, Flagstaff (AZ) Youth Orchestra Association & Chair of Annual Concerto Festival (1995-1996).

Member, Flagstaff (AZ) Cities in School Board (1996- 1997). Texas (1988 – 1992):

Respondent/synthesizer on educational issues, Leadership El Paso (1991).

[Note: community leadership seminar series sponsored by the El Paso Chamber of Commerce]

Member, Strategic Planning Council for the El Paso (TX) Independent School District, Partnerships Committee (1990-1992).

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Church-related (sample:) Local church committee chair (1993-1995, 2000 – 2003) Congregation president (1996-1997) Youth leader (1994-1996) Regional denomination committee member (1992-1995) Regional denomination Board of Directors member (1996-1997).

Public Forums: Public Meeting on No Child Left Behind Act (Dr. Mary Cohen, US Secretary of Ed. Regional Representative), August 2003 (organizer).

Community Forum on Education Series (4 part), Wichita KS, 1999-2000 (organizer, moderator).

Community Forum on Developmental Assets for Children—Peter Benson, Wichita KS, 2000 (co-sponsor);

Community Forum on Segregation in Wichita Public Schools, Wichita KS, May 1998 (host, co-sponsor);

Created IITV in-service statewide workshop in science education, Flagstaff AZ, June 1996;

Flagstaff Town Meeting (Cable Televised) on School Bond Election, Flagstaff AZ, 1994 (organizer);

(Satellite) Forum on Charter Schools in Arizona, Flagstaff AZ, 1993 (organizer);

Community Forum on Year-Round Schooling, El Paso TX, 1991 (organizer, moderator);

West Texas Legislative Forum on educational finance reform legislation, El Paso TX, 1990

(moderator). Alumni Association/ Kansas (1997-presnt): Development Attend numerous dinners/receptions; established

Involvements college Awards Night in part to honor college scholarship donors (1998 – present); Established/maintained list of donor opportunities for the college/prepared development proposals; Established/maintained college advisory council (2000-present)

Created special funding initiative (RATES) to Support high achieving minority students in pursuing careers in Education

Arizona (1992-1997): Frequently attended alumni association functions/visited local alumni chapters/ honor

Education alumni at Homecoming (1992-1996); Participated/presented at alumni association event for new Arizona legislators (1992); Worked with donors to establish NAU endowed professorship (1995) and major gift ($2M) to university (1992-1996)

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Texas (1988-1992): Organized College of Education alumni group (1991-92). State Education Kansas (1997 – present): Board/Agency: Steering Committee, Transition to

Teaching (Distance Learning) Program (converted to Restricted License Advisory Committee in 2006), 2003-present

Special presentation to the Board on Teacher Preparation Issues in Kansas Regents

Universities (December 2002); Math Standards Committee (1997-1999), Mathematics Advisory Council (1998-2002), Special presentation to the Board on Professional

Development Schools (August 1999), Steering Council, Teacher Development

Coalition (1997- present), Special presentation to the Board on changes in

WSU teacher preparation over the past 10-15 years (January, 2000).

Standards-Setting Task Force-Mathematics, Kansas K-12 Math Assessment, (August 2000)

[Note: recommended cutting scores on state math assessments]

Quality Performance Accreditation (K- 12) Study Committee (2000 – 2001)

Ad Hoc Committee on Title II (HEA), (2000-01)

Arizona (1992-1997):

Advisory Committee member for developing Arizona State Systemic Initiative proposal to NSF (1992-1993),

Advisory Committee member for developing Governor’s School-To-Work state implementation grant proposal (1995),

Professional Development Task Force--for revision of teacher certification and preparation regulations/standards (1995),

Arizona Teacher Skills Committee-–for revision of professional standards for accreditation of teacher education programs in Arizona (1996).

Texas (1988-1992):

Commissioner’s Advisory Committee of (Education) College Deans (1992).

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Arizona (1972-1987): Task Force on Teacher Testing (1980), Item writer, (State Teacher) Professional Skills Test (1981)

Member, Advisory Committee on High School Graduation Requirements (1985-1986),

Member, Commission to Study Quality Education, Planning Committee Chair (1986)

Middle Schools Committee Chair (1987), Professional Standards and Certification Advisory Committee (1986-1988),

Member, Jury Evaluation Committee--to review/make recommendations on consolidation of Globe/Miami, AZ school districts (1987).

Boards/Advisory Councils Member, Executive Board of he National Council for the Accreditation of Teacher Education, 2006- 2010. Member, Kansas Superintendents Forum Advisory Board, 2004. Member, WSU Westside Center Advisory Board, 1997-present.

Member, Board of Trustees, Heartspring School (1998-2006). Program Committee, 1998-2001 Mission/Vision Task Force, 2001 President Selection Committee, 2002 Governance Committee, 2002-2006

Note: special non-profit school for severely disabled/autistic

Member, Risk Reduction Consortium Board (2000–2001) Member, Executive Committee, WSU School Study Council (1998 – 2003, 2005-present) Member, WSU School Psychology Advisory Council (2001-present)

Accreditation Teams: Member, Board of Examiners, National Council for the Accreditation of Teacher Education (NCATE), 1996-2002, 2004-2006: Sample of institutions visited: University of Northern Colorado, 1997; University of Florida, 1999; SUNY College at Oneonta, 2000 Middle Tenn. State University, 2000 (piloting new standards) Western Montana University, Dillon, 2002; Northern Alabama University, 2005 Shippenburg University (PA), 2006

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Visiting Team Chair, Kansas Quality Performance Accreditation, North High School (Wichita, KS), 1999-2003.

HONORARY/PROFESSIONAL SOCIETIES

Phi Kappa Phi 1965 President, NAU Chapter, 1995-1997; President, WSU Chapter, 1997-present [established PKP Junior Scholars Award, 2000 [established newborn/parent book program, 2003] [established Faculty Scholar Award, 2005] Phi Delta Kappa 1985 Executive Advisory Committee, UTEP Chapter (1989-1992); Secretary, NAU Chapter (1993-1997) Active Member, WSU Chapter (1997-

present) Golden Key 1995

HONORS/AWARDS Special Recognition Award, WSU Student Support Services, 2004. Citations in 11 “listing” publications (e.g., most recently “Lexington’s Who’s Who”,

2001) 1997 Distinguished Administrator Award (Higher Education), Arizona School

Administrators Association 1997 Arizona Circle of Excellence Award, Arizona North Central Association (for

“long history of exemplary service to quality education in Arizona” Sabbatical Leave, Arizona State University, Fall 1978 and Fall 1987 (approved

but not executed) 4-Year Academic Scholarship, Arizona

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