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Education Policy Fellowship Program

MSU President’s Education Forums

The MSU President’s Education Forums were established in 1998 and are an outreach strategy to inform policy makers and education leaders about current education policy issues and to open discussion around research and best practice in specific education policy areas.  These annual forums are sponsored by Michigan State University President Lou Anna Simon and by the College of Education through the Office of K-12 Outreach.  These forums, which are by invitation only, are well attended by state legislators and their staff members, State Board of Education members, Michigan Department of Education staff, leaders of local and intermediate school districts and association representatives.  Each year the forums provide an opportunity for continuing conversations around critical national and state policy issues. Presentations are made by key MSU College of Education faculty and national authorities who address critical policy issues.  The Michigan EPFP's affiliation with the Education Policy Center at MSU and the Office of K-12 Outreach enables the EPFP Fellows to participate in these forums.  While attendance is encouraged, these forums are optional policy experiences for the Michigan EPFP Fellows.  A luncheon is provided and reservations are required.

The specific dates and speakers for the 2015-16 forums will be listed as they are confirmed.


 Emerging Issues in Educational Policy

February 10, 2016
12:00 p.m. - 1:00 p.m.
Radisson Hotel, Lansing

In this presentation, Dr. Floden will discuss changes in the Elementary and Secondary Education Act (Formerly, No Child Left Behind and reauthorized as Every Child Succeeds Act) and new regulations for teacher preparation evaluations.

Robert Floden is the new Dean of the College of Education as well as a University Distinguished Professor of Teacher Education, Measurement & Quantitative Methods, Educational Psychology, Educational Policy, and Mathematics Education at Michigan State University.  Dr. Floden received an AB with honors in philosophy from Princeton University and both an MS in statistics and Ph.D. in philosophy of education from Stanford University. He has studies teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. He is currently working on approaches to the evaluation of teacher preparation programs and on tools for studying classroom processes that help students develop robust mathematical understanding for use in solving contextual algebra problems. In addition, Dr. Floden is member of the National Academy of Education.