SOE 100: Looking Back on 100 Years of Looking Forward
The Syracuse University School of Education is celebrating its 100th year in 2006-07 with a yearlong schedule of events keyed to the School’s unique strengths. Those strengths have emerged thanks to the efforts over the years of many dedicated and talented faculty and staff members.
The School’s long and distinguished history actually goes back more than 100 years. Its origins can be traced to 1897, when Albert Lambert established a Department of Pedagogy in SU’s Liberal Arts College. Lambert’s department offered what was at the time a comprehensive inventory of courses for would-be teachers. He also brought with him his influential Journal of Pedagogy, which helped put the University’s first foray into education on the map.
As demand for formal teacher training grew, SU established the autonomous Teachers College in 1906. The new college was designed to provide professional training for aspiring secondary school teachers. The University trustees also envisioned a college that would “afford to students of advanced standing (graduate students) the fullest opportunity for studying the problems of education in their broader and more scientific aspect.” The School of Education has since been dedicated to finding ways to make education more effective through research and a vigorous graduate program.
The college took up appropriate residence in Yates Castle during this period, offering the bachelor of philosophy degree in education, and master’s and doctoral degrees in pedagogy. In 1908, the new college received a substantial financial boost in the form of a $60,000 endowment from Mrs. Russell Sage. In exchange, the college agreed to be known as the Margaret Olivia Slocum Teachers College (Mrs. Sage’s maiden name).
As the college grew, so did its curriculum: Teacher preparation in art education, music education, and manual training was introduced in 1910, followed in 1918 by physical education. An extension program to provide continuing professional education to educational practitioners expanded rapidly and by 1927 enrolled about 1,000 students in classes in Binghamton, Schenectady, Utica and Watertown.
THE GANDERS YEARS (1930-1952)
One of the School of Education’s most influential leaders was Harry S. Ganders, who introduced Ph.D. and M.S. degrees in education through the Graduate School, expanded enrollment in the teacher education programs, and restructured practice teaching. Ganders is perhaps best remembered for completely reconfiguring teacher preparation within the University.
When he became dean, Teachers College shared responsibility for teacher preparation with other units in the University—but there was no common approach to this critical mission. That changed in 1934 when the trustees approved the dean’s bold new approach. Ganders brought preparation for secondary teaching under a single roof—the “all-university” School of Education. Also during this period, a new Graduate Division of Education was established to offer graduate instruction in conjunction with the Graduate School. A doctor of education (Ed.D.) degree was introduced in 1935—bringing with it endless debate over the distinction between it and the Ph.D.
Another important development during the Ganders years was the creation of the Student Dean Program. Organized in 1931 by Eugenie A. Leonard, dean of women, this innovative program helped prepare women to work as deans of women and in other critical, administrative roles.A LEGACY OF INNOVATION AND RESEARCH
In the years following Harry Ganders’ tenure as dean, the school continued to play a leading role in developing innovative approaches to preparing educators. One such innovation, the extramural teaching program introduced in 1940, gave students opportunities to experience life and teaching in rural environments. Today, while the School of Education continues to excel at preparing elementary, secondary and special education teachers, the scope of its mission—through its graduate programs and research initiatives—has expanded to include programs that embrace diversity as an important pedagogical tool and to finding new and better ways to bring the benefits of quality education to all.
In 1971, Dean Burton Blatt established a new center that has earned a reputation for being a leading institute in the field of human rights advocacy: the Center for Human Policy. The center has since evolved to become the interdisciplinary Center on Human Policy, Law, and Disability Studies. Today’s center is a network of academic programs, centers, student organizations and affiliated faculty working together to promote the rights of all people with disabilities. School of Education students and faculty members continue to play a central role in helping the center achieve its goals.
Another far-sighted research center to emerge from the School of Education is the Facilitated Communication Institute. The institute, established in 1992 by Dean Douglas Bilken, brings people with communication disabilities and their families together with the research community and practicing professionals. The institute conducts research, public education, training and scholarly seminars on the subject of facilitated communication—an alternative means of expression for people who cannot speak or whose speech is highly limited.
While today’s School of Education continues to excel at preparing elementary, secondary and special education teachers, the scope of its mission—through its graduate programs and research initiatives—has expanded to include the support and development of programs that embrace diversity as an important pedagogical tool and to finding new and better ways to bring the benefits of a quality education to all.
Your gift helps real people do great things
“Support from our alumni and friends is more critical than ever, global and inclusive education need all of our investment,” Victoria Kohl, Assistant Dean for Advancement
For a century, the School of Education has been touching the lives of educators and students throughout the United States and the world. Your investment in the future begins with your support of the teaching and research of our faculty, in the academic initiatives of the School and the futures of our students.
We offer our heartfelt appreciation to all of the alumni, parents, friends, corporations, and foundations who have made generous gifts to SU. These gifts are crucial to the success of Syracuse because they support our vision to be the leading student-centered research university in the nation. The information provided here will help you make informed decisions about the various ways to give, how to make a gift, and how your gift will make a difference.
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