ASU offers new graduate certificate in institutional research and policy analysis

February 6, 2014

Data is everywhere, and education professionals are increasingly being asked to interpret and make decisions about it. Whether working in schools, districts, nonprofits or other education-oriented organizations, it is essential for these professionals to become skilled in data analysis – and Mary Lou Fulton Teachers College is providing them a solution.

The college’s recently launched Certificate in Institutional Research and Policy Analysis offers degree-seeking and non-degree-seeking graduate students at Arizona State University the opportunity to increase their abilities to understand and analyze educational data and gain a marketable credential. Download Full Image

“People working in school settings are bombarded with data that they need to prioritize and decipher,” said Jeanne M. Powers, an associate professor in Teachers College. “This certificate offers them hands-on training in how to systematically analyze and interpret data to inform their practice.”

The program is designed to help participants present reliable and pertinent data to administrators, glean insights from that data to make effective decisions and improve student achievement and other outcomes.

Students in the program solve real problems by critically assessing education programs and policies, and engaging in data-driven decision-making. They are encouraged to draw upon data from their schools or organizations to make lessons more meaningful. 

This approach offers educators an important and relevant professional development experience. “It helps them understand and work with the massive amounts of data they encounter every day in their professional lives,” said David Garcia, an associate professor in Teachers College.

The certificate program, which is accepting applications for fall 2014, is offered on ASU’s Tempe campus. It may be completed within two semesters through a series of five hybrid courses that include both online and face-to-face instruction. It does not lead to a professional certification or endorsement by the Arizona Department of Education.

ASU's engineering schools merge to enhance, expand opportunities

February 7, 2014

Move will strengthen Polytechnic campus; increase campus enrollment

Arizona State University is merging its two successful engineering schools. The move will enhance and expand engineering education opportunities, lead to growth in the number of engineering and technology graduates, strengthen and increase the impact of research and simplify engagement for industry.   Download Full Image

This is a natural next step for ASU’s successful College of Technology and Innovation (CTI) and the Polytechnic campus, where the college is located. Both are now about a decade old.

CTI will be renamed the Polytechnic School, and will be housed within ASU’s Ira A. Fulton Schools of Engineering. The school will continue to have unique programs, and the engineering and technology programs will be expanded at the Polytechnic campus.

The Arizona Board of Regents approved the change Feb. 5.

“For ASU to pursue its mission of innovative education and research, there needs to be continuous evolution and improvement of the university’s schools and campuses,” said ASU President Michael M. Crow. “By incorporating the Polytechnic School within Fulton Schools of Engineering, a top 50 nationally ranked engineering school, Poly will attract more students and expand research possibilities faster than could have been done otherwise. The Polytechnic School brings to Fulton a number of high-quality applied engineering programs and additional research facilities and programs.”

In recent years, ASU has constructed new academic facilities at Poly, built a residential life academic village, and added new recreation facilities. The goal remains to have 15,000 to 20,000 students there.

"The merger of CTI and the Fulton Schools represents a logical fusion of two very successful programs,” said ASU Provost Robert Page. “It will provide our students with a better-defined set of program options and allow new synergistic connections among our faculty."

Both CTI and the Fulton Schools share a strong interest in innovative, experiential education, student success and use-inspired research directed toward solving societal challenges in areas such as energy, health, sustainability, education and security.

The Ira A. Fulton Schools of Engineering is one of the largest engineering schools in the United States, with more than 10,000 students. CTI has more than 3,500 undergraduate and graduate students. The Fulton Schools undergraduate program ranking from U.S. News & World Report puts them in the top 25 percent of ranked programs. Both schools have faculty that have been honored with the highest awards in their fields.

Mitzi Montoya, who has served as vice provost and dean of ASU’s College of Technology and Innovation since 2011, has been promoted to vice president for entrepreneurship and innovation in the Office of Knowledge Enterprise Development and university dean for entrepreneurship and innovation. In this new role, Montoya will synthesize activities across campuses and continue to enrich the entrepreneurship and innovation ecosystem.

During her time as dean of CTI, Montoya spearheaded several initiatives designed to promote and support entrepreneurship. She was pivotal in bringing TechShop – a membership-based, do-it-yourself workshop and fabrication studio with locations nationwide – to the ASU Chandler Innovation Center. She also launched iProjects, which connects ASU students with industry to solve real business problems.

Sharon Keeler