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Center on Education and Lifelong Learning

Sandi Cole, Ed.D.

Center Director

email icon   email: cmcole@indiana.edu  
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Sandi came to the Indiana Institute to help develop, design, and ultimately establish the Center on Education and Lifelong Learning (CELL). Prior to becoming the Director of CELL, Sandi spent 22 years as a public school teacher and administrator at both the elementary and secondary levels. She is a faculty member in the Research and University Graduate School, teaches undergraduate courses, and directs the Special Education Leadership Program in the School of Education. Additionally, she consults extensively with school districts across the country on designing schools that welcome, include, educate and support all learners. Dr. Cole has conducted numerous program evaluations for schools and districts. Her research includes a large-scale study of student achievement and post secondary outcomes for students in inclusive settings.



Download Curriculum Vitae

Education

  • Indiana University-Bloomington | Ed.D. in Educational Leadership | 1995
  • Indiana University-Bloomington | Ed.S. in Educational Leadership | 1989
  • Indiana University-Bloomington | M.S. in Special Education | 1982
  • Indiana University-Bloomington | B.S. in Special Education | 1974

Professional Experience

  • Indiana Center for Assessment and Instruction, Bloomington, IN | Project Director | 2010-Present
  • PBIS Indiana, Bloomington, IN | Co-Project Director | 2010-Present
  • Education Advisory Board, National Down Syndrome Society, New York, NY | Member | 2009
  • Corporation for National Service Grant | Project Co-Director | 2010
  • ARC of Indiana Education Committee, Indianapolis, IN | Member | 2010

Presentations & Publications

  • Dunn, M. W., Cole, C. M., & Estrada. A. X., (2009). Referral criteria for special education: Canadian and American general education teachers’ perspectives. Rural Special Education Quarterly, 28(1).
  • Cole, C., (2006). What is the impact of NCLB on the inclusion of students with disabilities? Center for Evaluation and Education Policy: Education Policy Brief, 4(11).
  • Cole, S., Horvath, B., Chapman, C., Deschenes, C., Ebeling, D., & Sprague, J., (2005). Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher’s Desk Reference. In National Academy of Education’s Committee on Teacher Education. Preparing teachers for a changing world: What teachers should know and be able to do. New York: Jossey-Bass.
  • Cole, C., Waldron, N., & Madj, C., (2004). The academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2).
  • “So What is Happening in the Classroom? Understanding Classroom Practices and their Impact on Post-secondary Outcomes.” 13th International Conference; Council for Exceptional Children, Division on Career Development and Transition. Albuquerque, New Mexico. October 22, 2005.
  • “Attitudes Toward Inclusion”. Paper presented at 12th World Conference of the International Association for the Scientific Study of Intellectual Disabilities (IASSID), Montpelier, France. June, 2004.
  • “The Academic Progress of Students Across Inclusive and Traditional Settings”. Paper presented at the Hawaiian International Educational Conference, Jan. 5, 2004, Honolulu, Hawaii.

Areas of Expertise

  • Collaboration and Co-Teaching
  • Curriculum and Instruction
  • Educational Leadership
  • Equity and Diversity Issues
  • Inclusive School Communities
  • Participatory Research
  • School Reform

Additional Information

  • Program Evaluations and Reviews: Chappaqua School District, Chappaqua, NY; Cincinnati Public Schools-Special Education Program; Evanston-Skokie School District 65, Evanston, IL; Hinsdale Elementary and Middle School District, Hinsdale, IL; Upper Dublin Schools, Maple Glen, PA.
  • Strategic Planning: Ohio Department of Education; Monroe County Community School Corporation; Cincinnati Public Schools.