New Faculty and Staff:
Shaunna Cari, clerk, Office of Professional Preparation and Licensure Lindsey Ford, office assistant, Office of Professional Preparation and Licensure James Freeland, visiting faculty, EDST/ELCF Danielle Gilbert, clerk, Office of Advising and Recruiting Nathalia Jaramillo, faculty, EDST/ELCF, Aditya Teja Josyula, webmaster, Minchi Kim, faculty, educational technology Ann Koci, limited term lecturer, Department of Curriculum and Instruction Dianne Kolzow, secretary, special education Eric Mann, faculty, educational psychology vicki Parker-black, clerk, Office of Graduate Studies Janet Payne, temporary clerk, Office of Professional Preparation and Licensure Anita Roychoudhury, faculty, science education Ruby Sanny, faculty, literacy and language Angela Schoenbeck, clinical instructor, literacy and language Patricia Love Staver, visiting faculty, foreign language education Johannes Strobel, faculty, educational technology (.25) and engineering education (.75) William Watson, faculty, educational technology
“Ed is a very dedicated member of the Office of Field Experiences team,” said Linda Austin, Office of Field Experiences director. “He works diligently to secure schools, teachers and placements for the numerous Teacher Education early field experiences. He accomplishes the tasks necessary to fulfill the demands of his position as Early Field Experience Placement Coordinator.”
Ed Wiercioch, early field experience placement coordinator, has an important and vital responsibility in the College of Education. He is responsible for helping students prepare for their teaching by placing them in local schools for observing, tutoring, grading, and even teaching lessons. It’s a lot to organize as each Purdue teacher education student participates in multiple field experiences. Wiercioch works to see that each Purdue student has diverse field experiences by sending them to different schools and varying the grade levels they observe.
“The students gain invaluable knowledge from interacting with experienced teachers in the field and getting a chance to practice their teaching skills,” said Wiercioch.
Wiercioch puts the pieces of the field experience puzzle together by locating schools interested in collaborating with Purdue, recruiting host teachers and ultimately placing a Purdue teacher education student in a classroom.
“We truly rely significantly on the partnerships that we have with area schools,” explained Wiercioch. “We are fortunate to have many superintendents, administrators and teachers who are very supportive of our teacher education program. I thoroughly enjoy the challenge of my job and I am extremely grateful to all of the teachers in our area who are willing to host our students for early field experiences courses in our local schools.”
Austin noted, “Ed’s effort on the job is above and beyond no matter how big or small the task. His quiet demeanor and gentle spirit show the strength of his character.”
college of education magazine FALL 2007
Educational technology—a cutting-edge College of Education graduate program—may invoke an initial thought of computers, software, hardware, bytes, pixels, processors, and operating systems. While all of these things are tools that educational technologists use, at the core of the educational technology field is learning. “Our field is one of the few in education that produces professionals for jobs outside of schools. A number of educational technology graduates go into positions as instructional designers and trainers in corporate training environments,” said James Lehman head of the Department of Curriculum and Instruction and professor of educational technology. “The principles of learning design that are the foundation of the field apply equally well to school and non-school learning environments.” “Educational technology deals with the physical learning space as well as the learners themselves. There are motivational and emotional issues to learning,” said Tim Newby, professor of educational technology. “We prepare our graduates to find the smartest way to achieve learning—to create an enhanced learning experience.” Throughout its many iterations and name changes, educational technology has graduated more than 400 Master’s, Ed.S. and Ph.D. students with 41 enrolled this semester. After earning their degrees, graduates have gone on to work for schools, universities, military agencies, industries, and corporations. Program Origins The learning component of the program stems from its origins in the media sciences program. This program originally prepared graduates for careers as librarians or media specialists—each of which are important elements of learning in schools. “Our graduates are highly successful in all areas,” said James Russell, professor emeritus of educational technology and part-time faculty consultant at Purdue’s Center for Instructional Excellence. “The hallmark of our program is our caring faculty. The faculty genuinely care for the students and are concerned about their success. The students then take this care and concern on into their careers after Purdue.” “Our field is one of the few in education that produces professionals for jobs outside of schools.” Over the years the media specialist program evolved to include elements of technology and instructional design. In the early 70s, Franz Frederick, then an assistant professor in the Department of Curriculum and Instruction, began introducing computers to his students. An emphasis on instructional design was added to the program after discussions among Carolyn Whitenack, media sciences program chair, Sam Postlethwait, professor of biology and founder of the Audio Tutorial System, and James Russell, a junior faculty member with an interest in instructional design. —Jiames Lehman Continuing to Evolve As a reflection of the desire to provide effective learning experiences that incorporate technology, the educational technology program will continue to evolve and change. Upcoming for the program is an online Master’s program which, pending approvals, will be available starting fall of 2008. In 1983, an official emphasis on computers was added and the program was renamed educational computing and instructional development. The new emphasis on computers enabled the graduates of the program to branch out to other sectors such as business, industry and government. “This is one of the best educational technology programs in the country,” said Russell. “It’s not the biggest, but we are more interested in quality than quantity.”
In the late 90s the degree programs were redesigned and the educational computing and instructional development became the educational technology program.