Claremont Graduate University has a number of distinctive resources that are particularly pertinent to those interested in the field of education:

Bowen Institute
The Bowen Institute for Policy Studies in Higher Education exists to facilitate academic activity in the area of public studies, understood broadly to span both public policy and system/institutional policy in higher education. The Institute supports conference attendance and research opportunities for students in higher education. It sponsors the annual Howard R. Bowen Lecture and the Sally Loyd Casanova Lecture presented by an outstanding higher education alumnus. Administrative internships in higher education may be arranged through the Institute to provide opportunities for full-time students and for those on leave from regular positions to gain additional administrative experience in different college settings.The Institute also supports Higher Education Abstracts, published quarterly by Claremont Graduate University. This is a compilation of abstracts from journals, conference proceedings, and research reports that focuses on college students, faculty, and student services. The Higher Education Abstracts Office serves as a permanent repository for the originals of articles and reports abstracted in the publication and, accordingly, is a resource for students and faculty, as well as a respected resource nationally and internationally.
Jack H. Schuster, Professor, Co-Director
Daryl G. Smith, Professor, Co-Director

The Community Learning Network
The CLN was established to bring together faculty, graduate and undergraduate students, and community residents to work jointly on educational, social, and environmental issues. It operates learning centers in low-cost housing developments in the cities of Ontario and Pomona. The Network received the 1998 Edison International Award in Higher Education.

Institute of HeartMath
Dr. Arguelles is Co-principal investigator, Dr. David Drew is Senior Researcher, and twelve of School of Educational Study doctoral students are research associates in a national congressionally funded intervention and research project to improve student achievement.

Higher Education Abstracts (HEA)
HEA is a leading national and international research tool for scholars, has been published at CGU since 1966. Issued quarterly, HEA compiles abstracts of books, journal articles, conference proceedings, and monographs pertaining to college students, faculty, administration, and related topics in higher education. The HEA office, which serves as a permanent repository for the originals of articles and reports included in the publication, is an invaluable resource for CGU students and faculty. 

The Institute of Development Studies 
Established in 1991 with a million dollar grant from the Kluge Foundation, the Institute seeks to increase dialogue among public school teachers, administrators, students, parents, and the CGU Faculty in Education in order to advance the equitable and ethical transformation of the classroom. Using participatory research methods, knowledge of cultural differences that impact the teaching-learning process, and sound principles of student and teacher growth, the fundamental goal of all its projects is to promote just and rigorous education for all children and youth. The Institute produced the popular report on schooling in America, Voices from Inside the Classroom, which has now sold over 50,000 copies.

Institute at Indian Hill 
The Institute at Indian Hill is committed to integrating responsible scholarship and best practices in serving the continuous improvement of educational institutions and organizations through research, coaching and evaluation. The institute prides itself on its ability to design and conduct high -quality educational research, an area in which it has amassed a wealth of experience at all levels of P-16 education. As external partner or evaluator, the Institute has supported educational institutions and related organizations in meeting their educational performance goals.

The Institute for Social Justice and Accountability
There are important conversations and efforts occurring nationally about linking equity issues with accountability. We have done some important work in this area and are tracking success efforts in schools that serve largely minority and poor populations (known in some areas as "90/90/90" schools). In addition to focusing on interrupting patterns of failure in schools, we now have a number of faculty interested in resilience - that is the factors that facilitate the success of individuals in spite of challenges in their environment. Work on institutions from K-16 and individuals that break the usual cycles of failure will form the core of the Institute's work. The Institute will not only sponsor additional research in this area, but also will have a website that brings together national and state efforts. We expect the site to be a location for work around the country and for data-bases that develop the emerging knowledge base and best practices for interrupting the cycle of failure in schools. The Institute will also convene groups to discuss current issues and future directions related to practices and research concerning success in schools. We are in the process of designing the website and bringing together work being done at CGU and nationally on this important and exciting topic. Research is under way and being developed and we anticipate a series of meetings that we will convene at CGU on relevant topics.

IRIS-West
IRIS-West at Claremont Graduate University is responsible for two major projects: The IRIS Center and the Special Educational Faculty Needs Assessment (SEFNA) project.

IRIS Center
The IRIS (IDEA '04 and Research for Inclusive Settings) Center at http://iris.peabody.vanderbilt.edu develops and provides online materials to faculty of pre-service school personnel and to professional development providers for in-service training with the intent of improving the learning of student with disabilities in inclusive settings. 

Special Education Faculty Needs Assessment (SEFNA)
The SEFNA Project involves an evaluation effort to provide information about the nation's capacity to produce a sufficient supply of qualified special education teachers. The primary focus of the evaluation is on the production of new special education doctoral graduates who assume faculty positions.  Please visit the SEFNA web site at www.cgu.edu/sefna for more information.

The Ontario Community-University Partnership (OCUP)
OCUP is comprised of representatives of community-based organizations, schools, city agencies, private businesses, and residents who work together to promote a livable community, healthy lifestyles, and household economic self-sufficiency in low-income diverse communities that comprise Ontario. Partnership members work together on projects designed to encourage systemic and lasting change for the betterment of the entire community. The Ontario Community-University Partnership group currently works on three areas: health care, housing, and education.

Pettus Archival Project

MindWorkers

School of Educational Studies, Harper Hall 202, 150 East Tenth Street, Claremont, CA 91711
Education questions, contact Jeanine Kraybill, Director of External Affairs, call (909) 607-8493,
fax (909) 621-8734
For Information about the Teacher Education Internship Program, contact Ann Lara,
Teach Ed Recruitment / Placement Coordinator, call (909) 607-3692, fax (909) 607-7793