David Bills, associate dean of academic affairs and graduate programs in the University of Iowa College of Education, was a Fulbright scholar in Berlin in 2003. Ten years later, the institution he researched with then invited him back to continue his work.

A few of my main academic adventures over the last year include: serving as editor of the journal Sociology of Education, attending several conferences, and working (slowly) on a forthcoming book.

I am integrating the fields of history and political science to determine how political elites have attempted to frame or “sell” the issue of education to voters, what factors influence whether education “makes the agenda” during a particular presidential election campaign, the influence of campaign discourse on federal educational policy reform, and the role public opinion plays in these interactions.

The paper Gleidson Gouviea (Ph.D. student) presented, “Teaching Metaphysical and Epistemological Problems of Perception to Grade School Children” is an attempt to answer questions such as whether children should be exposed to the metaphysical/epistemological problems of perception, and if so, when and why these problems should be taught to school children

A Princeton, Penn, and Syracuse graduate, Pascarella has been breaking new ground in education for decades. He’s authored more than 130 journal articles and coauthored the 1991 book, How College Affects Students, which received the Research Achievement Award from the Association for the Study of Higher Education.