The Fellows of the Institute for Educational Initiatives Click on a Fellow's name to see teaching and research interests for each
Rev. Ernest Bartell, C.S.C.	Kellogg Institute, Professor Emeritus, Department of Economics
Professor John Borkowski	Andrew J. McKenna Chair, Department of Psychology; Director, Parenting and School Success
Dr. Jay W. Brandenberger	Director of Experiential Learning and Development Research, Center for Social Concerns; Department of Psychology
Professor David E. Campbell	Department of Political Science
Professor William Carbonaro	Department of Sociology, Center for Research on Educational Opportunity
Dr. Edward J. Caron	University Field Supervisor, Alliance for Catholic Education
Dr. Anne-Marie Cashmere	University Field Supervisor, Alliance for Catholic Education
Professor Jeanne D. Day	Department of Psychology
Dr. Thomas L. Doyle	Academic Director, Alliance for Catholic Education
Professor John M. Duffy	Department of English; Director, University Writing Center
Professor Nicole Stelle Garnett	Notre Dame Law School
Professor Richard W. Garnett	Notre Dame Law School
Professor Stuart Greene	The Frank O'Malley Chair, Department of English; Director, University Writing Program
Professor David S. Hachen	Department of Sociology
Professor Maureen T. Hallinan	The William P. and Hazel B. White Chair, Deparment of Sociology; Director, Center for Research on Educational Opportunity
Professor George S. Howard	Department of Psychology; Joseph Morohan Director of Arts and Letters Core Course
Dr. Joyce V. Johnstone	The Jim and Colleen Ryan Director of Alliance for Catholic Educational Outreach
Warren N. Kubitschek	Staff Researcher, Center for Research on Educational Opportunity
Marsha Kufel	Director of Special Education Initiatives, Alliance for Catholic Education
Professor Scott E. Maxwell	Department of Psychology
Professor Darcia F. Narvaez	Department of Psychology; Alliance for Catholic Education
Dr. Alven M. Neiman	Assistant Dean, Arts and Letters Core Course; Department of Philosophy
Rev. Ronald J. Nuzzi	Director, Alliance for Catholic Education Leadership Program
Professor Donald B. Pope-Davis	Department of Psychology
Professor F. Clark Power	Program of Liberal Studies
Professor Timothy Ready	Research Director, Institute for Latino Studies
Rev. Timothy R. Scully C.S.C.	Director, Institute for Educational Initiatives; Professor, Department of Political Science; Fellow, Kellogg Institute for International Studies
Richard G. Sheehan	Department of Finance
Professor David Sikkink	Department of Sociology; Center for Research on Educational Opportunity
Dr. John J. Staud	Director of Pastoral Formation and Administration, Alliance for Catholic Education
Professor Thomas R. Swartz	Department of Economics
Professor Julianne C. Turner	Program of Liberal Studies; Director, Education, Schooling, and Society Minor Program
Professor Barbara Walvoord	Department of English
Dr. John L. Watzke	Coordinator of Field Supervision, Alliance for Catholic Education

Teaching and Research Interests

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Rev. Ernest Bartell, C.S.C., Kellogg Institute, Professor Emeritus, Department of Economics I am currently in the last phase of a research project funded by the Mellon foundation to identify effects of specific institutional characteristics of feeder high schools on the academic performance of their graduates in a sample of selective colleges and universities, and, to a lesser extent, on their career and service achievements in later life, after controlling for personal and family characteristics. The project utilizes data for individual matriculants and their performance in higher education and later life from the College and Beyond data bank assembled by the Andrew Mellon Foundation for two cohorts of approximately 60,000 matriculants in 1976 and 1989 to 30 selective colleges and universities, in addition to student data provided to Notre Dame by the College Entrance Examination Board and Educational Testing Service. Institutional data for more than 7500 feeder schools attended by these matriculants have been collected at Notre Dame from a variety of public and private sources and from a Notre Dame survey instrument.

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Professor John Borkowski, Andrew J. McKenna Chair, Department of Psychology
For the past 30 years, Professor Borkowski has investigated the development of cognition and intelligence in normal, retarded, and gifted children. Of major theoretical concern has been how the concept of metacognition influences academic achievement, especially through classroom instruction of self-regulation. Professor Borkowski is currently engaged in a multi-site intervention project designed to reduce the incidence of child abuse and neglect in teenage and adult mothers. The project gathers data in four cities in an attempt to understand the factors that produce neglect, its impact on child development, the role of community agencies in preventing neglect, and the potential for developing more sensitive and responsive parenting practices that will facilitate academic achievement in early elementary school. A second prevention project focuses on single parents as they "ready" their children for Head Start; the focus is on teaching parents how to build self-regulation skills in their children. A third major longitudinal project has followed children born to adolescent mothers in the late 1980s, as they enter their turbulent teenage years; academic success, delinquency, and depression are among topics currently under investigation. We are also interested in interrelating the lives of teen mothers and their children from birth to age 14.
Faculty Homepage www.nd.edu/%7Epsych/faculty/borkowski.htm

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Dr. Jay W. Brandenberger, Director of Experiential Learning and Development Research, Center for Social Concerns; Department of Psychology
Jay Brandenberger serves as the Director of Experiential Learning and Developmental Research at the Center for Social Concerns, as a fellow for the Institute for Educational Initiatives, and as a concurrent associate professor in the Department of Psychology. He joined the Notre Dame faculty in 1991 after earning his Ph.D. and M.A., both in educational and developmental psychology, from the University of Pittsburgh and his B.A. in English from Notre Dame. A frequent presenter on issues of moral/ethical development and social responsibility, Jay's research interests also include social cognition, the development of critical thinking and cognitive complexity, youth poverty, resiliency, civic education, and alternative pedagogies. In 1995 he received the Frank O'Malley Undergraduate Teaching Award.

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Professor David E. Campbell, Department of Political Science(B.A. Brigham Young University, Ph.D. Harvard University) is a political scientist interested in the civic education offered by America's schools. Much of his research has dealt with the question: How well do our schools prepare young people for active citizenship in a participatory democracy? His work has thus explored the civic education offered by schools in the public and private sectors, as well as the civic consequences of greater school choice (whether through school vouchers or charter schools). With Paul Peterson, he is the editor of Charters, Vouchers, and Public Education, as well as an author of The Education Gap: Vouchers and Urban Schools (with William Howell, Paul Peterson, and Patrick Wolf). He is currently finishing a book on how communities and schools shape civic and political engagement for both adults and young people. He is planning on offering an upper-level undergraduate course on education policy.

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Professor William Carbonaro, Department of Sociology, Center for Research on Educational Opportunity
The relationship between education and social inequality is main theme underlying Bill Carbonaro's research agenda. More specifically, Bill's research program has four main components in which he examines(1) how student background factors are related to achievement outcomes through unequal access to learning opportunities and differential levels of student effort, (2) how school level factors (with special attention to public-private differences) are related to students' academic outcomes, (3) how students' academic and social experiences in high school affect disadvantaged students' chances of attending and graduating from a four year college, and (4) examining how skills and education are related to inequalities in occupational attainment and income.

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Dr. Edward J. Caron, University Field Supervisor, Alliance for Catholic Education
I teach the middle and high school social studies methods and assessment courses for the M.Ed. program. I would like to continue teaching courses that emphasize instructional and curricular design. I also have an interest in teaching an issues course that would address contemporary questions of particular concern for the educational practitioner. Prior research has focused on the classroom effects of educational standards and testing as well as school law. I am currently conducting research on novice teachers' implementation of progressive social studies methodologies. Future research will be remain focused on beginning teaching and teacher education.

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Dr. Anne-Marie Cashmere, University Field Supervisor, Alliance for Catholic Education
As an ACE University Field Supervisor, I am provided the unique opportunity to work in a variety of settings with beginning teachers. My interests in beginning teacher development began during my graduate work when I was working with an alternative teacher training program in Baltimore. Amidst overwhelming challenges, these new teachers met with success and helped their students achieve. I wanted to know what was at the root of their success and how much of their success could be attributed to their training and how much to their own motivation and self-concept. Thus began my research interests that have continued with my work for ACE. My research has shown, and my site visits continue to prove, that a new teacher's efficacy beliefs have much to do with their success and the achievement of their students. Teachers who believe in their ability to help students learn have better results in the classroom and are more capable of handling the pressures; consequently, they remain in the field longer. Helping new teachers to recognize and capitalize upon their efficacy beliefs is a goal of mine as these beliefs can help to inform instructional practice and overcome the pitfalls of beginning teaching to which so many fall prey. Believing in one's ability to teach is the first step to success in a classroom; teachers can't lead students if they don't believe in their ability to do so. Currently, I am working on a chapter for a post-ACE book that explores the impact of teacher preparation on ACE teacher efficacy beliefs. I continue to reflect on teacher efficacy as I visit ACE classrooms and see its many manifestations. In addition, I am interested in best practices related to teaching literature, language, and writing for K-12 English/Language Arts teachers. In particular, I seek approaches that integrate the three in thematic units with justification for the area that serves as the unifying thread.

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Professor Jeanne D. Day, Department of Psychology(Ph.D., University of Illinois, Champaign-Urbana) Dr. Day's research interests are in the area of cognitive development and educational processes. One of her primary areas of investigation currently concerns finding better ways to teach young disadvantaged children so as to improve their preparation for later school success. In addition, she studies individual differences in the ease with which children learn with an eye toward creating educationally useful profiles of ability. Recently, she has taught children attending Head Start literacy and math concepts. Finally, she has conducted research on the measurement of "social intelligence" with the eventual aim of finding ways to improve children's social skills.
Faculty Homepage www.nd.edu/%7Epsych/faculty/day.htm

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Dr. Thomas L. Doyle, Academic Director, Alliance for Catholic Education
Tom Doyle began teaching in the summer program for the Alliance for Catholic Education (ACE) in June, 1996; currently, he serves as the Academic Director for the Masters of Education. From Alabama, he earned his B.S from Spring Hill College in 1962 and his Ph.D. from Notre Dame in 1973; both degrees are in physics. For twenty-nine years he was principal of a small Catholic high school in Montgomery, AL, and Vicar of Education for the archdiocese of Mobile. In addition to teaching and administration, he developed and presented workshops for Catholic School Boards of Education at local, (arch)diocesan, and national levels and for instructional planning at the diocesan level.

The conviction that Catholic schools are an effective instrument to advance Catholic social teachings is the basis for his prior and present commitments. He has an abiding interest in issues of curricular and instructional planning and in the role that community and mentoring play in supporting beginning teachers. With local and national faculty he is developing an academic program whose transparency will model for ACE teachers the elements of sound planning and will challenge them to be excellent teachers as evidenced by their classroom performance and the results of student learning.

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Professor John M. Duffy, Department of English; Director, University Writing Center (Ph.D., Wisconsin) studies the historical development of literacy and rhetoric in cross-cultural contexts. He has published articles on the concept of "preliteracy," the uses of writing in a guerrilla army, and on literacy development in an immigrant community. He is co-editor of The Rhetoric of Everyday Life (UP Wisconsin), a volume of essays on literacy and rhetoric. He is currently writing a book on the literacy history of the Hmong, a Southeast Asian people whose language had no widely accepted written form until recently. John's interests in education include the historical conditions under which people learn to read and write, the rhetorical climates in which literacy is taught and learned, and one-one-one tutoring in literacy at beginning and advanced levels. He teaches courses in literacy theory, writing, and rhetoric, and he is the director of the University Writing Center. His research has been funded by the National Endowment for the Humanities and the U.S. Department of Education.

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Professor Nicole Stelle Garnett, Notre Dame Law School
A public-interest lawyer from 1996 until 1998, she litigated several important cases defending educational choice. She served as counsel to low-income children benefitting from school-choice programs in Milwaukee and Cleveland and represented families challenging the exclusion of religious schools from Maine's long-standing "tuitioning" program. Since joining Notre Dame's faculty in 1999, she has published a frequently cited article defending school choice (School Choice: The First Amendment, and Justice, with Richard Garnett, 4 Texas Review of Law and Politics 301 (2000)). Professor Garnett's legal scholarship focuses primarily on urban development and land use policy, and also on the connections between community renewal, urban development, and education reform.
Faculty Homepage www.nd.edu/%7Endlaw/faculty/facultypages/garnettn.html

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Professor Richard W. Garnett, Notre Dame Law School
Richard W. Garnett is Associate Professor at Notre Dame Law School, where he teaches courses in criminal and constitutional law. Before coming to Notre Dame, Professor Garnett served as a law clerk to Chief Justice William H. Rehnquist, and then as a private attorney in Washington, D.C., where he was involved in the litigation surrounding a number of school-choice and education-reform programs, including the First Amendment challenge to Cleveland's voucher program, recently adjudicated in the United States Supreme Court. He is an expert in church-state matters, and has a particular interest in the ways that the Constitution both protects and regulates school-choice experiments. In his research, Professor Garnett has focused on these experiments, and also on more general issues of civic education, religious freedom, the role of mediating institutions in civil society, and Catholic Social Thought. His commentary on constitutional-law and church-state matters has appeared in local, state, and national media. Relevant publications of his include The Theology of the Blaine Amendments, 2 First. Amd. L. Rev. ___ (2003) (forthcoming); The Right Questions About Schoo1 Choice: Education, Religious Freedom, and the Common Good, 23 Cardozo L. Rev. 1281 (2002); Common Schools and the Common Good: Reflections on the School-Choice Debate, 75 St. John's Law Rev. 219 (2001); The Story of Henry Adams's Soul: Education and the Expression of Associations, 85 Minn. L. Rev. 1841 (2001); Brown's Promise, Blaine's Legacy, 17 Const. Comm. 651 (2000) (reviewing Joseph P. Viteritti, Choosing Equality School Choice, The Constitution, and Civil Society (1999)); Taking Pierce Seriously: The Family, Religious Education, and Harm to Children, 76 Notre Dame L. Rev. 109 (2000); Francis Bacon Takes On the Ghouls: The "First Principles" of Religious Freedom, 3 Green Bag 2d 421 (2000) (reviewing John Witte Jr., Religion and the American Constitutional Experiment (2000)).

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Professor Stuart Greene, The Frank O'Malley Chair, Department of English; Director, University Writing Program
Stuart Greene's research and teaching have focused on the relationship between writing and learning in higher education, writing across disciplines, the development of expertise, the acquisition of literacy, and the uses of ethnographic research in studying literacy. This work has resulted in part in his edited publication, Teaching Academic Literacy (Lawrence Erlbaum Associates, 1999). He has also begun a new line of research, motivated by such questions as "Does the prevailing distribution of literacy conform to standards of social justice?" and "What social and educational policies might promote such standards?" Answers to these questions has required looking at current policy and law in historical context. Specifically, he has begun to examine the history of education, civil rights, and minority opportunity in the public schools. This new work has led to the publication of his edited volume, Making Race VisibleLiteracy Research for Racial Understanding (Teachers College Press, 2003), and will take him into the public schools to understand how elementary school students use literacy to construct their identity. He has taught the introduction to the interdisciplinary minor--Education, Schooling, and Society--the capstone course on research methods, perspectives on literacy, and urban schooling after Brown v. Board of Education. Stuart is currently developing two new courses The Civil Rights Movement through Literature and Film and The Color Line in American Education from 1846 to the Present.

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Professor David S. Hachen, Department of Sociology
David Hachen is an Associate Professor in the Department of Sociology. His major area of interest is in work and labor markets, including the effects that education and training have on job mobility. His current research focuses on the role that intermediaries such as staffing agencies and temporary help firms play in labor markets. David was a Lilly Teaching Fellow and has an ongoing interest in active learning pedagogies. His innovative book, Sociology in Action: Cases for Critical and Sociological Thinking (Sage, 2001) is designed to help educators activate learning in their introduction to sociology courses through discussion and analysis of decision cases.
Faculty Homepage www.nd.edu/~dhachen/

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Professor Maureen T. Hallinan, The William P. and Hazel B. White Chair, Deparment of Sociology; Director, Center for Research on Educational Opportunity
I am presently engaged in a five year longitudinal study involving a comparative analysis of best practices in Catholic and public schools. The aim of the study is to identify educational practices in both school sectors that are particularly successful in promoting student learning. A comparative analysis enables us to determine how school sector interacts with practice and policy to facilitate learning. One goal of the study is to provide models of successful school practices that can be adapted and implemented in both Catholic and public schools.

Through the CREO graduate seminar which I direct, faculty and students interested in education issues discuss and analyze educational research and obtain input from seminar attendees on research projects. My work with the National Academy of Education's fellowship program enables me to contribute to the professional formation of young scholars in the field of education. Faculty Homepage www.nd.edu/~hallinan/

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Professor George S. Howard, Department of Psychology; Joseph Morohan Director of Arts and Letters Core Course
Faculty Homepage www.nd.edu/%7Epsych/faculty/howard.htm

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Dr. Joyce V. Johnstone, The Jim and Colleen Ryan Director of Alliance for Catholic Educational Outreach
Joyce Johnstone serves as the Ryan Director of ACE Educational Outreach for the Institute for Educational Initiatives at the University of Notre Dame. Her primary role involves administering all programs concerning outreach to local schools and teachers, directing the ACE replication project with 14 other universities, seeking funding for projects which will add depth and breadth to the core mission of ACE, overseeing a new principals' leadership project, and serving as the liaison for all state and national initiatives. At present she controls $4.52 million in funded projects.

Dr. Johnstone has held several leadership roles in teacher education at both the state and national level, and is highly involved in Indiana's efforts to implement the recommendations from the National Commission on Teaching and America's Future. She has concentrated her efforts in preparing teachers to understand and honor the role of parents and families in the education of children. She is also concerned about the preparation of teachers in Catholic schools to serve children with diverse learning needs.

She has been an elementary and a special education teacher. She holds degrees from The Catholic University of America, Butler University, and Indiana University.

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Warren N. Kubitschek, Staff Researcher, Center for Research on Educational Opportunity Assistant Professional Specialist in the Center for Research on Educational Opportunity, Institute for Educational Initiatives, University of Notre Dame. His current research studies school organization, educational achievement, and models and methods for examining achievement. For the past 15 years, he has served as research associate, statistical consultant, analyst, and data manager on research projects for Professor Hallinan and others in the Center. He has taught statistics courses in the Department of Sociology, and computer skills and techniques to faculty, staff, and students in the Center.

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Marsha Kufel, Director of Special Education Initiatives, Alliance for Catholic Education
Current Activities: Coordinator of Educational Program for several students with disabilities at Notre Dame; Instructor for summer module for the ACE Program with emphasis on Diverse Learners/Special Education; Field Supervisor/Professional Developer for the Alternative Teacher Assistance for Catholic Kids (ATACK) Program/Grant, Warren P. Powers Charitable Foundation. Future Activities: Work collaboratively with ACE Academic Director and Special Education Team to enhance course offerings for the ACE teachers dealing specifically with learning issues of diverse learners in the regular classrooms. Specific issues would include instructional methodology, teaching routines, teaching tools/devices, critical teaching behaviors, strategic instruction, alternative assessment/evaluation methods, and curriculum modifications/accommodations. Expand the ATACK Program through the Powers Grant to additional Elementary Catholic Schools. The teacher assistance teams are critical in order to ensure an appropriate educational opportunity for students with learning issues in the regular classrooms. Explore additional funding sources (Grant writing or Foundations) to expand the teacher assistance teams in Catholic Schools throughout the United States, initially targeting schools in states with ACE Teachers then eventually expanding to all Catholic Schools. Explore the possibility of funding professional development opportunities to include Content Enhancement Routines for Middle/High Catholic School Teachers. These routines would have a direct impact on the learning process for students with diverse needs/learning issues in the regular classroom as well as the instructional methods and teaching routines of the classroom teacher. Initially targeting schools in states with ACE Teachers then eventually expanding to all Catholic Schools.

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Professor Scott E. Maxwell, Department of Psychology
My interests in educational research pertain to methodology. I am interested in methodological aspects of measurement, experimental design, and data analysis in education and psychology. Much of my recent work has focused on methods for assessing change in longitudinal randomized designs. My teaching interests reflect my general interests in methodology. Relevant courses include Advanced Statistics (at the undergraduate level) and Experimental Design and Longitudinal Data Analysis (at the graduate level).
Faculty Homepage www.nd.edu/%7Epsych/faculty/maxwell.htm

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Professor Darcia F. Narvaez, Department of Psychology; Alliance for Catholic Education
Professor Narvaez studies moral cognition, moral development, and moral education. Before earning her Ph.D. in Educational Psychology, she was a K-12 teacher of classroom music, a middle-school Spanish teacher, a small-business owner, a church musician, and earned a masters of divinity degree. She grew up living partly in Minnesota and partly in Spanish speaking countries.
Faculty Homepage www.nd.edu/%7Epsych/faculty/narvaez.htm

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Dr. Alven M. Neiman, Assistant Dean, Arts and Letters Core Course; Department of Philosophy
I am a student of the philosophy of education. I have written papers on a whole lot of things, including indoctrination, authority in education, the aims of education, education and democracy, etc. I have taught courses for IIPS in the educational philosophy of Gandhi and Paulo Freire., "Education, Democracy and Multiculturalism," and the philosophy of liberal education. and Monastic conceptions of spiritual education.

My major (scholarly) interest at the present moment is in the idea of "the spirituality of education." (Relatively) recent works include the following "Democracy and the Education of the Heart Nel Noddings on Spirituality and Schooling," Religious Education 98 pp. 216-230 and "Self Examination, Philosophical Education and Spirituality," Journal of the Philosophy of Education 34, 571-591. I am co-author, with James Garrison, of the section on "Pragmatism and Education," in the recently published Blackwell Companion to the Philosophy of Education (New York, 2002). There I discuss the philosophy of spiritual education inherent in William James' Varieties of Religious Experience.

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Rev. Ronald J. Nuzzi, Director, Alliance for Catholic Education Leadership Program
Teaching interests include educational administration and pastoral leadership, with a particular focus on the spiritual dimensions of leadership, exploring the intersection of the Catholic theological tradition and current leadership theory. Church documents, sacramental theology, and church history figure prominently here.
Research interests include Catholic identity, spiritual development for leadership, use & abuse of power, church governance models and the congruence between operational aspects of administration and Catholic theology; multiple intelligence theory; inclusion, comprehensive school reform.
Projects Works already in progress-Two-volume Encyclopedia of Catholic Education, due in 2004; Church documents on Catholic Education w/Commentary; Sector Effect Study (Collected Conference papers in collaboration with Maureen Hallinan et. al.; Post-ACE Opportunities (John Watzke); Works being planned Encyclopedia of Moral Education-publisher requested proposal by April 2004 (collaborative effort with several IEI fellows); textbook for Catholic school administration; Heroes & Heroines of Catholic Education.
Recently published works include Catholic School Still Make a Difference; Handbook of Research on Catholic Higher Education.

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Professor Donald B. Pope-Davis, Department of Psychology
Faculty Homepage www.nd.edu/%7Epsych/faculty/pope_davis.htm

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Professor F. Clark Power, Program of Liberal Studies
I am interested in all aspects of moral development and education. I have for some time been working on the relationship between school culture and moral development. In the least few years, influenced by Emile Durkheim, I have begun to write about school discipline as a means of moral education. I have also done research on how experiences of democracy and community in school influence students' moral reasoning and sense of moral responsibility. I am just beginning to study the influence of such experiences in the context of sports teams. My work in democracy and education has led me into some new research on developing civic engagement in schools and athletics. I have done some research and writing on the relationship between moral and religious thinking, and in the future, I would like to explore the educational implications of that relationship.

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Dr. Timothy Ready, Research Director, Institute for Latino Studies
In March 2003, Timothy Ready was appointed Research Director at the Institute for Latino Studies. Immediately prior to coming to Notre Dame, he was Senior Program Officer in the Division of Behavioral and Social Sciences and Education at the National Academies in Washington, DC, where he directed three projects having to do with the education of minority and disadvantaged students. The first two books based on these projects are (1) Achieving High Education Standards for All - a conference report reviewing progress and continuing problems in the education of minority students since Brown v. Board of Education, and (2) Improving Measures of Access to Equal Educational Opportunity - an examination of the effectiveness of the biannual civil rights survey of K-12 schools administered by the US Department of Education. The report from the third study, an examination of factors affecting the engagement and motivation of urban high school students, is forthcoming.

Dr. Ready also directed a ten-year national campaign to increase racial and ethnic diversity in the health professions while serving as Assistant Vice President for Community and Minority Programs at the Association of American Medical Colleges. The successful campaign, known as Project 3000 by 2000, created a nation-wide network of educational partnerships to increase the number of minority students interested in and academically prepared to pursue careers in the health professions. The campaign was supported by more than $11 million in grants from the National Institutes of Health, the Robert Wood Johnson Foundation and the W.K.Kellogg Foundation.

An anthropologist by training, Dr. Ready's own research has focused on the education of Latino adolescents in South Texas and in Washington, DC. While on the anthropology faculty of The Catholic University of America, he also developed and taught a required course on diversity for teachers in training. Among his current projects at the Institute for Latino Studies is the development of a model data system that will make available information intended to inform and motivate educators, students and family members to engage in a range of behaviors and practices that research suggests will lead to improved educational outcomes. He is not currently teaching but looks forward to returning to the classroom. Current interests include: the meaning of equality of educational opportunity at the start of the 21st century; strategies to dramatically increase the number of very high achieving students from underrepresented minority groups; building learning communities in Catholic schools and themed public schools; strategies to improve educational outcomes for Latino students; and, the integration of qualitative and quantitative research methods in education research.

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Rev. Timothy R. Scully, C.S.C., Director, Institute for Educational Initiatives; Professor, Department of Political Science; Fellow, Kellogg Institute for International Studies
Fr. Scully is a Professor of Political Science and serves as Director of the Institute for Educational Initiatives. His research and teaching deals principally with themes related to institution building in relatively young democracies, especially in Latin America. He has published numerous articles and three books, Rethinking the Center: Party Politics in Nineteenth and Twentieth Century Chile, 1992, Building Democratic Institutions: Parties and Party Systems in Latin America, (co-edited with Scott Mainwaring),1995, and Christian Democracy in Latin America: Electoral Competition and Regime Conflicts, (co-edited with Scott Mainwaring.), 2003, all with Stanford University Press. He has additional research interests in the area of Catholic education, and has recently contributed several book chapters on the subject of spirituality and the work of Catholic education. Fr. Scully's continuing research and teaching efforts follow two broad directions. First, he is a principal investigator in three separate research projects concerning social, cultural, and political change in contemporary Latin America. Secondly, he is teaching in the areas of school choice, as well as researching topics in spirituality, religious sponsorship, and the future of Catholic education in America.

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Richard G. Sheehan, Department of Finance
My interests in education are most easily captured by two factors, my training in economics and serving on the South Bend school board. As a school board member and former board president in an urban district, I have first-hand knowledge of most of the pressing issues in education today, for example, the role of No Child Left Behind, the importance of parental involvement, the chasm that exists between urban and suburban school districts, and the lack of adequate funding and the implications for how that lack impacts the programs that we can offer and the children who directly lose because we cannot fully address their needs. My specific research in the area has focused on economic issues and has tried to address some quantitative issues dealing both with performance and with finances. First, what factors do school systems actually control that makes a positive impact on standard measures of academic performance? Unfortunately, using Indiana data, the evidence strongly suggests that "controllable" variables have relatively little impact in comparison to "uncontrollable" variables. For example, teachers' salaries, class size and professional development play minor roles in influencing ISTEP scores in comparison to socioeconomic factors. Second, one standard perspective on public schools is that they should be run more like a business. While there is some logic to that statement, I have tried to analyze exactly what that statement means and what it implies from an incentive perspective. For example, a business takes steps to address the needs of its customers; how can or how does a school attempt to address the needs of its students/customers and what features are inherent in the system that preclude running a school like a business?

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Professor David Sikkink, Department of Sociology; Center for Research on Educational Opportunity
David Sikkink is an Assistant Professor of Sociology at the University of Notre Dame and a Fellow in Center for Research on Educational Opportunity. He received a doctorate in sociology from the University of North Carolina at Chapel Hill in 1998. His dissertation, Public Schooling and Its Discontents, funded by the National Science Foundation, examined the relationship of religion, schooling choices for children, and civic participation.

Sikkink's areas of interest in the field of education include the politics of education, race, religion, and school choice, and religious schools and democratic citizensship. At Notre Dame, he has taught three courses in the sociology of education, including a graduate class that provided an overview of the field of sociology of education, and undergraduate classes on schooling, democratic education, and civic participation, and religion, race, and schooling choices for children.

His current work in the field of education includes a continuing project on the determinants of schooling choices for children-with particular attention to the role of race and religion-which began during his tenure as a National Academy of Education Postdoctoral Fellow. This research has investigated the relation of educational level of parents and schooling choices for children, and, provided a longitudinal analysis of the influence of racial distributions in schools and residential mobility on schooling choices of families. Other current projects include a national survey of adolescents that will allow an in-depth look at the relation between religion of family and child and schooling outcomes, such as identification with school, and educational aspirations and achievement. In addition, this project will include an analysis of civic participation of teenagers, and the mechanisms through which school sector shapes volunteering, community service, and political action of American teenagers.

Sikkink's research interest in religion, schools, and democracy will be pursued through a Lilly Endowment grant on the role of religion in everyday life. That grant will fund a national longitudinal study of religion-the first of its kind-and will eventually include other grant applications for further data collection on youth religion and educational experiences. This longitudinal project will provide an unprecedented window into the ways that democratic citizenship and academic success are shaped by the interaction of religion, family, and school.

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Dr. John J. Staud, Director of Pastoral Formation and Administration, Alliance for Catholic Education
John Staud has worked with Alliance for Catholic Education (ACE) program since coming to Notre Dame in 1996, and he currently serves as its Director of Pastoral Formation and Administration and as Concurrent Associate Professor of English. Born and raised in Pittsburgh, Staud has spent his entire life in Catholic schools (except for graduate school at the University of Michigan, where in 1992 he earned his doctorate in English). Staud did his undergraduate work at Notre Dame, receiving degrees in Chemical Engineering and English in 1987. After completing his Ph.D., he taught British and American literature for four years at Jesuit High Schools in Chicago (St. Ignatius) and Denver (Regis) before returning to Notre Dame to help lead ACE and to teach in the English department.

Staud has deep interest in the history, mission, and advancement of the American Catholic school system as a response to the Church's social teaching. His work in ACE enables him to pursue the question of how best to recruit and prepare talented and committed teachers who are motivated to lead change in under-served schools. In addition, he is organizing a longitudinal comparative study of the spirituality of ACE teachers. In the field of English, Staud's teaching and research interests focus on American literature, especially of the 19th century, and also include the Bible, Shakespeare and the Renaissance, and religion and literature (he currently serves as Book Review Editor for Notre Dame's Journal of Religion and Literature).

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Professor Thomas R. Swartz, Department of Economics
Professor Swartz has been trained as an economist in the area of public policy. In his early career he publish a number of articles in the field of economic education and in recent years his interests have shifted to the field of the economics of education. He has maintained an interest in the former field and periodically offers a graduate seminar on "teaching at the University Level." In the latter area, for the past six years he has participate in research project supported by the Mellon Foundation. This study which utilizes the College and Beyond data set is in the process of examining the impact of high schools on the success of students attending a sample of elite colleges and universities.
Faculty Homepage www.nd.edu/~economic/"

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Professor Julianne C. Turner, Program of Liberal Studies; Director, Education, Schooling, and Society Minor Program
My interests in education are focused on how classroom instruction influences students' motivation to learn, and in how children learn, especially in reading and mathematics. In addition, I am interested in how social and emotional factors contribute to the classroom learning experience. In fall of 2003 I began a new project with IEI Fellow Darcia Narvaez investigating the influence of classroom context on students' motivation and moral development in Catholic elementary schools in South Bend and Elkhart. Therefore, my research has led me to use classroom observation, discourse analysis, interviews, and surveys to study the relationships between instructional practices and students' engagement in learning. My teaching has included courses in motivation to learn, educational psychology, psychology of reading, interdisciplinary approaches to education, and research methods in education and psychology.
Faculty Homepage www.nd.edu/%7Epsych/faculty/turner.htm

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Professor Barbara Walvoord, Department of English
Barbara E. Walvoord's research interests focus on teaching and learning in higher education, including the forces and reform movements, such as assessment and writing across the curriculum, that affect higher education. Her publications combine broad qualitative research projects with guidance for practitioners. They include Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education (Jossey-Bass, 2004); Academic Departments: How They Work, How They Change (Jossey-Bass 2000); Effective Grading: A Tool for Learning and Assessment (Jossey-Bass, 1998); In the Long Run: A Study of Faculty in Three Writing Across the Curriculum Programs (NCTE, 1997); and Thinking and Writing in College: A Study of Students in Four Disciplines (NCTE, 1991). A documentary-style video for faculty, Making Large Classes Interactive (1995), of which she is executive co-producer and co-writer, won two national awards in 1995. Named Maryland English Teacher of the Year for Higher Education in 1987, she has consulted or led workshops for faculty on teaching, learning, assessment, writing across the curriculum and classroom productivity at more than 250 institutions of higher education and serves on a number of national advisory boards.

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Dr. John L. Watzke, Coordinator of Field Supervision, Alliance for Catholic Education
Dr. Watzke's teaching and research interests include K-12 teacher education, foreign language education and educational history and policy. He coordinates the supervision and performance assessment of graduate students and teaches the foreign language methodology and assessment course sequence in the ACE M.Ed. Program. His study of teacher education practices in Catholic higher education documented the relationship between K-12 and higher education (Journal of Catholic Education, 2002, vol. 6 no. 2). His current research in teacher education includes a two-year study of teaching within the ACE programmatic model exploring developmental theory and change in pedagogical practices. Results of this work have been presented nationally (AERA, 2002 and 2003) and several journal articles are under review. Dr. Watzke is editor and contributor to a book currently under development in cooperation with the University of Notre Dame Press entitled Beyond Alternative Teacher Education, a volume of studies that will explore the impact of the experience of teaching and service on the lives and institutions of teachers, schools, and students. In the area of foreign language education, his publications include the books Lasting Change in Foreign language Education A Historical Case for Change in National Policy (Praeger, 2003) and The Russian Reference Grammar (Kendall/Hunt, 1997). His current research explores the longitudinal development of pedagogical practices in beginning foreign language teachers. Dr. Watzke is a founder of the International Society for Language Studies and is book reviews editor for its journal Critical Inquiry in Language Studies An International Journal (Lawrence Earlbaum and Associates).