Lee Shulman of the Carnegie Foundation will be speaking at a faculty forum on Wednesday, January 11, 2006. The forum takes place in the Strong Common Room in Bergin Hall from 12:00 noon – 1:00 p.m.
Lee S. Shulman is the 8th President of The Carnegie Foundation for the Advancement of Teaching, a policy center created by Andrew Carnegie in 1905. The foundation’s mission is “to do and perform all things necessary to encourage, uphold and dignify the profession of teaching.” He is the first Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University. The Ducommun Chair was endowed in early 1989 to support a senior member of Stanford’s education faculty “whose research and teaching activities focus on improving teaching and the education of teachers both in pre-collegiate schools and in colleges and universities.” He was previously Professor of Educational Psychology and Medical Education at Michigan State University, serving as a member of that faculty from 1963 to 1982. He was the founding co-Director of the Institute for Research on Teaching (IRT) at Michigan State University from 1976.
Shulman is past president of the American Educational Research Association (AERA) and received its highest honor, the career award for Distinguished Contributions to Educational Research. He is a member of the National Academy of Education, having served as both vice-president and president. He is the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education.
Shulman’s research and writings have dealt with the study of teaching and teacher education; the growth of knowledge among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics, and medicine; the logic of educational research; and the quality of teaching in higher education. His most recent studies emphasize the importance of “teaching as community property” and the central role of a “scholarship of teaching” in supporting needed changes in the cultures of higher education.
