Heidi A Ross
Professor and Director, East Asian Studies Center; adjunct, East Asian Languages and Cultures
W.W. Wright Education Building Room EDU4238
Phone : (812) 856-8389
Fax: (812) 856-8394
Send me an e-mail
Department:  Educational Leadership and Policy Studies
Affiliations:  Education Policy Studies, History, Philosophy & Comparative Education
My website:  http://www.indiana.edu/~harweb/
Vita:  Click to View
About Me | Degrees | Publications | Presentations | Grant Funding | Awards


We are mourning the loss of our beloved colleague, friend, and mentor who passed away on Sunday, February 28, 2016. Please see the below obituary.
If you wish to leave a message for Heidi’s family or have questions, please contact the department chair, Luise McCarty, lmccarty@indiana.edu.

Heidi Ann Ross

January 3, 1954 – February 28, 2016

Heidi Ann Ross passed away at her home on February 28, 2016, from complications of pancreatic cancer. She is a world-renowned professor of comparative and international education who taught at Colgate University (1986-2002) and Indiana University (2003-2016). Professor Ross earned a B.A. in Chinese Language and Literature at Oberlin College, an M.A. in Education/Applied Linguistics at the University of Michigan, and a Ph.D. in Educational Foundations, Policy, and Administration at the University of Michigan. During her distinguished career, she taught and consulted at numerous institutions in East Asia, served as president of the Comparative and International Education Society, and several editorial positions for the Comparative Education Review. At Colgate University Professor Ross served as Chair of Educational Studies Department and Director of Asian Studies Program. At Indiana University, she served as Director of the East Asian Studies Center and codirected the Australian National University—Indiana University Pan Asia Institute since its founding.

Professor Ross published extensively on Chinese education, gender and schooling, and qualitative research methodology. Her best known books include: China Learns English (Yale), The Ethnographic Eye (Garland), and Taking Teaching Seriously (Paradigm). She received several teaching and service awards at Indiana University, including the prestigious Presidential Award for excellence in teaching and the John W. Ryan Award for Distinguished Contributions to International Programs and Studies.

During her career, Professor Ross obtained several million dollars to support research, teacher training programs, and students. These include annual grants from the Freeman Foundation to support the National Consortium for Teaching About Asia, which educates teachers of American middle and high schoolers about East Asian studies, and Title VI grants from the State Department to support student training in languages, student travel grants, and outreach programs about international education. This and other funding initiatives reflected her commitment to support students and integrate them into her research and teaching. However, global awareness, inequality, and social mobility issues beyond the university were also important to her and she frequently worked with private, nonprofit organizations to better the lives of young women in rural China.

Professor Ross believed that a university administrator is first and foremost an educator and must strive daily to create with staff, students, and colleagues learning communities with shared missions. She summarized her career: “One of the most important characteristics of my approach to scholarship and teaching is collaboration. The longer I am in academe the more I have felt that living as a scholar, teacher, and occasional administrator demands vigilance about the ends of education, to understand what is crucial to our work—and what we are willing to give up. I realize the two things I can’t give up are collaboration and inter-disciplinary research. Both are crucial to my health as a scholar and human being. Trying to redress problems collaboratively, comparatively, and globally—well, that is a kind of hope in the possibility of taking a journey of solidarity.”

Heidi always lived her life with humility, gratitude, and grace. Her four year struggle with cancer never displaced her need to walk on the sunny side of life. She continued to embrace life and refused to stop traveling, working, teaching, or mentoring. She loved travel, her gardens, her art, her family, and each of her students. Heidi affirmed life through these daily examples. She will be missed by the scores of students she mentored during her career and by all those who knew her. She is survived by her husband, Bill Monaghan, her brother, Tim Ross, and many nieces, nephews, and brothers and sisters in laws.


PhD Educational Foundations, Policy and Administration, July 1987, University of Michigan

MA Education, Applied Linguistics, December 1978, University of Michigan

  • invited essay for 2015 Comparative and International Education Society annual conference
  • Yajing Chen is first author of article: in Journal of Current Chinese Affairs (see vita)
  • EU-China DOC Conference and Workshop Series. The Preparation of Future Scholarrs: Rethinking Quality Assurance in Doctoral Education. Shanghai Jiaotong University, Shanghai, China.
  • Ross, H. and Cen, YH in 2013 China Handbook Education in China, Berkshire Publishing, 160-162.
  • in 2013. China Handbook: Education in China, Berkshire Publishing, 188-195.
  • Wang, YM, and Ross, H. 2013. Looking Forward: Rethinking the National Education ReformBlueprint. Chinese Education and Society (46)1. 87-96.
  • Ross, H and Wang, YM. 2012. Discourses of the National and the Global: A Case Study of CrazyEnglish. In Chilton, P., Cao, Q., Qian, H. (Eds.)Reinventing Identities: The Poetics ofLanguage Use in Post-reform China.Tianjing: Nankai University Press, 97-117.
  • Ross, H. Wang, Y. Wang, L. .Re-connecting Spring Bud, Yucai, and McTyeire Girls:Reflections on the Promise and Challenges of Transnational Support for GirlsEducationCIES Gender Education Committee Newsletter, 2013.
  • Ross, H. Senior Advisor and Editor, China Handbook: Education in China by Berkshire Publishing, 2013.
  • Wang, L and Ross2013. (guest editors). Vocational Education, 1: Current Issues and Challenges ChineseEducation and Society, 46(4).
  • Ross, H. and Wang, Y. 2013. (guest editors) Challenges of the Chinese Entrance Examinations. InChinese Education and Society, Part II. 46(1).
  • Ross, H and Cen YH. China Handbook, Education in China. Berkshire Publishing, 175-177.
  • Ross, H. Wang,Y.HumanizingGlobalization:SixScholars BridgeEastand West through Comparative andInternational Education. Education and Global Cultural Dialogue:A Tribute to Ruth Hayhoe. Eds. K. MundyandQ.Zha. New York: Palgrave Macmillan, 2013. 83-104.
  • Ross, H. 2011. Challenging the Gendered Dimensions of Schooling in Eds. Tamara Jacka and Sally Sargeson. Rural Women, Gender and Development in China. Edward Elgar Pub, pp. 143-170.
  • Ross, H and Wang, YM. 2011. Reforming the College Entrance Examination: Epicenter ofTension, Change and Resistance. In Wiseman, A. W. Huang, T. D.(Eds.)The Impact andTransformation of Education Policy in China (Volume 16 in the International Perspectives onEducation and SocietySeries) (pp. 209-236). Bingley, U.K.: Emerald Publishing.
  • Ross, H., Cen, Y.H., and Zhou, G. 2011. Assessing Student Engagement in China: Responding to Localand Global Discourse on Raising Educational Quality Current Issues in Comparative Education, Vol. 14(1): 24-37.
  • Ross, H., Shah, P., and Wang, L. 2011. Ross, H., Payal Shah and Lei Wang. 2011. SituatingEmpowerment for Millennial School Girls in Gujarat, India and Shaanxi, China. FeministFormations Journal23, 23-47.
  • Ross, H. and Wang, YM. 2010. Guest Editors Introduction to the College Entrance Examination in China: An Overview of Its Social-Cultural Foundations, Existing Problems, and Consequences. Chinese Education and Society 43:4 (July-August), 3-10.
  • Ross, H. 2010. Challenging the Gendered Dimensions of Schooling in Eds. Tamara Jacka and Sally Sargeson. Rural Women, Gender and Development in China. Edward Elgar Pub. (in press).
  • Ross, H., Zhang, R. and Zhao, W. 2010. The Reconfiguration of State-University-Student Relationshipsin Post/socialist China. in Silova, I. (Ed.). Post-socialism is not dead: (Re)reading the global in comparative education. Bingley, UK: Emerald Publishing.
  • Wang, Y.M. and Ross, H. 2010. Experiencing the Change and Continuity of the College EntranceExamination: A Case Study of Gaokao County, 1996-2010. Chinese Education and Society. 43: 4 (July-August, 75-93.
  • Ross, H. and Wang, YM. 2010. Between the Discourses of the Global and the National: A Case Studyof Crazy English in John Benjamins, (Ed.)Discourse and Social Transformations in Contemporary China. (in press).
  • Luo Y, Ross, H. and Cen, YH. 2009. Viewing the Development of the NSSE-China Survey Tool from an International Comparative Perspective: Cultural Adaption and Reliability [guoji bijiao shiye zhong de gaodeng jiaoyu celiang NSSE-China gongju de kaifa wenhua shiying yu xinxiaodu baogao] Tsinghua Journal of Education.
  • Ross, H. and Cen, Yuhao. 2009. Fudan University. Berkshire Encyclopedia of China. Berkshire Publishing Group, 876-877.
  • Ross, H. and Jingjing Lou. 2009. Education in Rural Areas. Encyclopedia of Modern China. Detroit: Charles Scribners Sons, 473-476.
  • Ross, H. and Cen, Yuhao. 2009. St. Johns University. Berkshire Encyclopedia of China. Berkshire Publishing Group, 2093-2095.
  • Heidi Ross and Yuhao Cen, (Co-editors) Chinese Higher Education Assessment and Evaluation Chinese Education and Society (November and December) 42.1, 3-7 and whole special issue.
  • Tom Gieryn, David Hakken and Heidi Ross. 2008 Cross-cultural Challenge in THinking about Innovation and Creativity. Georgia Tech Conference on Challenges and Opportunities for Innvation in the Changing Global Economy.
  • Heidi Ross, Yan Luo and Yuhao Cen. 2008. A Comparison of Educational Quality: Student Engagement in U.S. and China. [tsinghua daxue he meiguo daxue zai xuexi guocheng zhibiao shang de bijiao: yi zhong gaodeng jiaoyu zhiliang guan] Tsinghua Journal of Education. 2, 36-42.
  • Ross, H. and L. Wang. 2008. Educating Girls as Community Leaders: Contradictions in one Spring Bud Project in Rural Shaanxi, China Girlhood Studies: An Interdisciplinary Journal. 1:1, 81-113.
  • Ross, H. and Lou, J. 2008 Pathways to Peace: Imag(in)ing the Voices of Chinese and American Middle School Students in Jing Lin and D. Christa Bruhn (EDS) Educators as Peace Makers: Transforming Education for Global Peace (New York: Teachers College Press), 3-21.
  • Ross, H., Lou, J.J. and Wang, L. 2008. Keeping the Promise: Lessons from the 1990 Institute Spring Bud Project 1990 Institute Newsletter, 3, 8-11.
  • Jingjing Lou and Heidi Ross (Co-editors) The Road to Free Compulsory Education in China: Policy Formation and Implementation. Chinese Education and Society. (January-February) 41:1.
  • Ross, H, Lou, Jingjing, Wang, Lei, Zhang, Ran and Cen, Yuhao. 2007. ChildhoodChina. In IrvingEpstein (Ed) The Greenwood Encyclopedia of Childrens Issues Worldwide, 99-122.
  • Seeberg, V Ross, H., Tan, G. and Liu, J. 2007. The Case for Prioritizing Education For Girls Left Behind In Remote Rural China. In David Baker and Alexander Wiseman, (EDS) International Perspectives on Education and Society, Volume 8,Education for All: Global Promises, National Challenges, (Oxford: Elsevier Science Ltd)Vol. 8, 111-158.
  • Bjork, Christopher, D. Kay Johnston, and Heidi Ross (Eds) 2007. Taking Teachers Seriously: What we can learn from Educators at Liberal Arts Institutions(Paradigm Press).
  • Ross, H. 2007. Generally Educated Teachers: Engaging the Friction between Local and Global Knowledge in Bjork, et al (Eds) Taking Teachers Seriously: What we can learn fromEducators at Liberal Arts Institutions.(Paradigm Press), pp. 132-148.
  • Ross, H. 2007. review of Limin Bai, Shaping the Ideal Child, Children and Their Primers in LateImperial China. (The Chinese University Press) The American Historical Review. (October)112:4, 1148-1149.
  • Ross, H. 2007. Policy as Practice, Agency as Voice, Research as Intervention: Imag(in)g Girls Education in China in Mary Ann Maslak, (Ed.) The Agency and Structure of Female Education (SUNY Press), 233-252.
  • Ross, H. and R. Zhang. 2006, (guest editors) The Changing Landscape of Rule of Law and StudentsRights in China, Chinese Education and Society, (May-June) 39:3.
  • Ross, H. 2006. The Pathways to Peace Project: Visual Voices from Xi He Middle School. 1990 Institute Newsletter, 17:1, 5, 8-9, 14-15.
  • Ross, H. and Wang, L. 2006. A Report on the Girls Middle School Principals Survey. Tao Xing Zhi Research Group, Beijing, September.
  • Ross, H. 2006. The Girls Left Behind. Guanxi, the China Letter. (June) 1:1, 1, 8-11.
  • Ross, H. and Ran Zhang. 2006. The Changing Landscape of Rule of Law and Students Rights in China,Introduction. Chinese Education and Society (May-June) 39:3, 3-9.
  • Zhang, Ran and H. Ross 2006, (guest editors) The Changing Landscape of Rule of Law and Students Rights in China (II) Chinese Education and Society. (July-August) 39:4.
  • Ross, H. 2006. Schools and Gender Stratification: The State, NGOs and Transnational Alliances in Gerry Postiglione (Ed.) Education, Social Change, and Stratification in China, Inequality in a Market Economy. Armonk, NY: M.E.Sharpe, pp 25-50.
  • Ross, H. 2006. Girls Education Discourse and Practice in China: Conceptualizing the Sources andOutcomes of Reform, (in Chinese) Soong Qing Ling Foundation and the Ministry of Education, Beijing, 56-83.
  • Ross, H. and Jing Lin. 2006. Social Capital Formation through Chinese School Communities in EmilyHannum and Bruce Fuller, Eds., Childrens Lives and Schooling Across Societies, Research in the Sociology of Education Vol. 15, Elsevier, Ltd., pp 43-69.
  • Ross, H. with contributions by Jingjing Lou, Lijing Yang, Olga Rybakova, and Phoebe Wakhunga. 2005. Where and Who are the Worlds Illiterates: China. A Background Paper Submitted to UNESCO Global Monitoring Report. See:http://portal.unesco.org/education/en/ev.php-URL_ID=43542URL_DO=DO_TOPICURL_SECTION=201.html
  • Ross, H. 2005. review of Ka-Ho Mok, ed. Centralization and Decentralization, Educational Reforms and Changing Governance in Chinese Societies. (Hong Kong: Comparative Education Research Centre, The University of Hong Kong, Kluwer Academic Publishers, 2003) for Comparative Education Review, 49:2, 289-292.
  • Ross, H. and Jingjing, Lou, 2005. Glocalizing Chinese Higher Education: Groping for Stones to Cross the River. Indiana Journal of Global Legal Studies. (Winter) 12:1, 227-250.
  • Lin, J. and H. Ross, 2005. Addressing Urgent Needs: The Emergence of Environmental Education in China, China Environment Series Issue #7, Woodrow Wilson Center, Washington, D.C. pp. 74-78.
  • Ross, H. and Jing Lin. 2005. Social Capital Formation through Chinese School Communities in Emily Hannum and Bruce Fuller, Eds., Research in the Sociology of Education, Childrens Lives and Schooling Across Diverse Societies Vol. 15.
  • Carnoy, Martin, David Post, Erwin Epstein, Heidi Ross, Clementina Acedo, Lesley Bartlett, Patrick McEwan, Suet-ling Pong, Robert Arnove. 2005. Benefits of Education for Dominicans of Haitian Origins: A Review of the Evidence. Amicus Curiae Brief in Support of the Inter-American Commission for Human Rights and Original Petitioners in Yean and Bosico v. Dominican Republic.
  • Lin, J. and H. Ross, 2004. Guest Editors Introduction Chinese Education and Society (July-Agust) 37:4, pp. 5-10.
  • Lin, J. and H. Ross. 2004. Context and History of the Rise of Environmental Education in China and the Green Schools: an Introduction. Chinese Education and Society.(May-June) 37:3, pp. 3-9.
  • Lin, Jing and H. Ross 2004., (guest editors). Environmental Education in China, Part I: Environmental Crises, Governmental Policies, and Green Schools in China. Chinese Education and Society (May/June) 37:3.
  • Zhou Minglang and Ross, H. 2004. The Context of the Theory and Practice of Chinas Language Policy, in Zhou Minglang (ed) Language Policy in the Peoples Republic of China, Theory and practice since 1949. Dordrecht, Netherlands: Kluwer Academic Press, pp. 1-18.
  • Ross, H. 2004.Foreword to Shi Jinghuan (Ed.) Zoujin jiaocai yu jiaoxue de xingbie shijie, [Entering the Gendered World of Textbooks and Teaching] Beijing: Education Research Publishing, i-v.
  • Ross, H. and Lou, JJ, Editors. 2013. Rural Schooling in China. Routledge Press, Critical Studies inChinese Education Series (forthcoming). This is STILL not published.
  • Learning and Teaching (see vita)

  • Lei Wang and Heidi Ross co-presented: Metnorship as Informal Education: changing perspectives from a longitudinal girls educational scholarship project in Shaanxi, China
  • IFLE and study abroad: How can the various methodologies and structures more efectively work together to instill global competence" Internationalization of U.S. Education in the 21st Century....
  • I served as panel discussant (and faculty mentor for the student presentations): CHiense College Student Experience in the U.S. and China
  • Stem Education in Asia:A Comparative PerspectiveI was responsible for framing the conference and our two days of deliberation, charting out theoretical and methodological challenges, as well as the spaces for transnational research.
  • I was asked to participate in an informal workshop in Paris, OECD, on post-Millennium Development Goals 2015 world aims for girls and female education. This was a fascinating learning opportunity, providing me with much food for thought regarding how to teach this subject in my comp education course in the spring and how to conceptualize work I am donig in a paper on nonformal education and rural female development in China.
  • I was the developer and chair and it turned out discussant for this panel on REforms in Higher Education in China in a Global Era: Comparative Perspectives on Innovations, New Missions and Partnerships. This included scholars from HK, Taiwan, PRC, Singapore, and the U.S. and was quite a significant challenge to organize. I also provided visa logistics of colleagues.
  • This keynote talk, which was the wrap up in a series of EA related events at UIUC, was titled Educational Reform with Chinese (and Global) Characteristics: reaching for quality, worrying about inequality. The worrying was a rift on a recent presidential address at the Assoc for Asian Studies which was the subject of much conversation.
  • I spoke a bit about the panel and event for which the paper was a part in another entry: Survey Research in Chinese Higher Education Literature, 1990-2012. This separate paper, written with doctoral student Yimin Wang, was presented at the same conference andprovided the substantive and conceptual literature review section for the whole project.
  • This paper, Why Does Innovation Matter in Higher Education Institutions": A content analysis on national policies and academic discourses in China and the U.S., was written with doctoral student Yimin Wang. It has since been accepted with significant revisions as a chapter in a volume by Shifao Guo.
  • This paper, Between Advocacy with Chinese Characteristics and Foreign Agendas: Changing Relationships between NGOs and Girls Education in CHina was on a panel that doctoral student Yimin Wang and I organized.
  • This paper was presented with doctoral student Yimin Wang. Between the State and the People: NGOs and Girls Education in China. This paper formed the basis of a discussion with 5 other scholars on the same panel. Yimin Wang and I are working on taking all of our contributions and condensing them into one paper! It has not been an easy task, but the collaboration with other scholars has been invaluable. This paper also sparked the interest of OECD, where I gave an informal talk/workshop this November in Paris on post 2015 goals for girls education worldwide.
  • I was both panel organizer and chair for this event, which included both a panel talk and a plenary key note for Heidi Ross and Adam Maltese. I also chaired one of the featured sessions at the symposium on Higher Education Sudent Learning and Development in a Globalizing Time. Our 3 part presentation was called, Assessing Multinational Interest in STEM: Implementing a Cmparative Survey Research Project in China. We are working on the final edits for a paper of the same name to be published by Tsinghuas journal.This work laid the groundwork for the NSF REAL proposal turned in just yesterday by Adam Maltese, for which I serve as Co-PI.
  • Ross, H. panel organizer, The Ecology of Rural Education in China. 2012. Chinese Education Facing theFuture Conference, the University of Hong Kong, June.
  • Ross, H. 2012. Invited Presentation. The Empowerment Revolution" Chinas Millennial Schoolgirls,Center for East Asian and Pacific Studies, University of Illinois Urbana Champaign, Feb 8.
  • Ross, H, Yimin Wang and Lei Wang. 2012. Rights to and Rights in Education: Vertical Case Studies onGirls and Sustainability Education in Rural China paper presented at thePoynter Center 40thAnniversary onHumanitarianism and Human Rights in the 21st Century, Indiana University,Bloomington, October 10-12.
  • Ross, H. 2012. Discussant, Internationalizing in the age of Planetarity, Comparative and InternationalEducation Society annual meeting, San Juan, Puerto Rico, April.
  • Ross, H. 2012. Invited presentation, Engaging Students with/in Asia. Symposium on Engaging Studentsin International Education, St Johns University, New York, October 4.
  • Ross, H. 2012. Discussant, Global, National and Local Influences on Education for SustainableDevelopment: Voices and Evidence from UNESCO, India, and China. Comparative andInternational Education Society annual meeting, San Juan, Puerto Rico, April.
  • Heidi Ross, 2012, Engaging Chinese Undergrate Teachers and Students in Curriculum Reform: a retrospective part of the Ford Foundation China Research Grant, Agency, Participatory/Creative Learning and MultipleIntelligences: Approaches for Students Sustainable Development in Private Universities in China
  • Ross, H. 2012. Chair and Discussant. The Empowerment Revolution" Millennial Girls in Chinaand South Asia. Comparative and International Education Society annual meeting. SanJuan, Puerto Rico, April.
  • Ross, H. 2012. Invited presentation, Chinese Overseas Students, Chinese Consul-General awardceremony for self-funded doctoral students, Purdue University, September 21.
  • Ross, H. 2012. invited presentation, Symposium on The Entrepreneurial University, Zhejiang University,Hangzhou, China, Nov 2.
  • Ross, H. 2012. Student Engagement and Learning in Chinese Higher Education: From NSSE-China toCCSS invited address at the Chinese Education Facing the Future Conference, the University of Hong Kong, June.
  • Ross, H. 2012. Chair, Presenter. Educating Students and Teachers about East/Asia:Models of EffectiveLanguage Teaching, Institutional Partnerships, Overseas Study, and Collaborative Research. Midwest Conference on International Education, Indianapolis, Februrary.
  • Ross, H. 2012. Chair and Discussant, Education for Sustainable Development across India, China,Japan: Are Competitive Schooling and Environmental Education Compatible" Association for Asian Studies, Toronto, March.
  • Lin, Jing, Zhang Ai, and Ross, H. 2012. Teaching Reform as a Complex and Whole SystemChange: What We Learn in an Action Research. Comparative and InternationalEducation Society annual meeting, San Juan, Puerto Rico, April.
  • Ross, H. and Wang, YM. 2011. Reforming the College Entrance Examination: Epicenter of Tension,Change, and Resistance. Presentation at the Association for Asian Studies annual conference, Honolulu, Hawaii, April.
  • Ross, H. 2011. Chair, The Rise and Global Impact of the Chinese Academy: Does the EducationBlueprint Matter" Association of Asian Studies annual conference, Honolulu, Hawaii, April.
  • Ross, H. 2011. The Shaanxi Spring Bud Project, 2000-2010: Longitudinal Research on the Impact ofScholarship Support, Schooling and Transnational Collaboration on Rural Girls Lives, Learning,and Future. Comparative and International Education Society annual meeting, Montreal, May.
  • Ross, H. 2011. What Motivates Students to Learn in What Settings: diverse findings from the NationalSurvey on Student Engagement-China. Chair and discussant, Comparative and International Education Society annual meeting, Montreal, May.
  • Ross, H. 2011. Greening Chinese Schools: Voices and Evidence from Taiwan, Hong Kong, andMainland China. Chair, Comparative and International Education Society annual meeting,Montreal, May.
  • Ross, H. 2011. Defining and Measuring Quality in Chinese Higher Education. Invited lecture atAustralian National University College of Asia and the Pacific, March.
  • Ross, H. and Wang, YM. 2011. Invited Keynote Address. The Meanings of Green: EE and ESD inRural Shaanxi: a vertical case study analysis. Fourth World Forum on Comparative Education,Beijing Normal University, October 22.
  • Ross, H. 2011. Humanizing Globalization: Five Scholars Bridge East and West through Comparativeand International Education. Keynote presentation, Conference on Education and Global Cultural Dialogue, A One-day Conference in Tribute to Ruth Hayhoe, Ontario Institute for Studies in Education, Toronto, May 6.
  • Ross, H. 2011. Cultivating Global Perspective for Global Scholars. IU-BNU doctoral dissertationroundtable presentation, Fourth World Forum on Comparative Education, Beijing Normal University, October 23.
  • Ross, H. 2011. Invited participant, China Radio International Today Show broadcast discussion on theChallenges of Rural Education in China, August 15, Beijing.
  • Ross, H. 2011. Co-chair, Opening Students Mind and Improving Creative Thinking throughMulticultural and International Education. Statewide Education Conference, Indianapolis Convention Center, July 14.
  • Anderson, Kent and H. Ross. 2011. Unprepared for the Next Strategic Challenge in Asia": SomeLessons from the Past. Invited Ambassadorial Lecture, Australian Embassy, Washington, D.C. April.
  • Ross, H. 2011. Time, Space and Power: The Dynamics of Acculturation and Identity for InternationalGraduate Students. Chair and discussant, Comparative and International Education Societyannual meeting, Montreal, May.
  • Yang, L., Zhang, A., and Ross, H. 2011. Students Voices and Facultys Dilemmas: The Conflicts ofTradition and Innovative, Participatory Learning in Chinese Universities. Comparative andInternational Education Society annual meeting, Montreal, May.
  • Ross, H. 2010. If We Truly Want Learning Societies: A Student-centered Perspective on Qualityand Relevance. Invited presentation, Peking Forum, Peking University, November 6.
  • H. Ross, 2010. Co-chair and Discussant. Globalizations impact upon Internationalization of East Asian Higher Education. AERA, May, 3, Denver, winner of AERA 2010 International Education SIG Best Symposium Award.
  • Lin, J., Xuan Weng, Lan Yang, Yan Fengqiao, Ai Zhang and Heidi Ross. 2010. Innovativeand Participatory Education: An Exploration of Theories and Practice. Invited speeches and workshops at three private universities, Yingcai College, Jinan; Shuren University, Hangzhou, Zhejiang; Biaobang College, Chengdu, Sichuan, October.
  • H. Ross 2010. Rural Girls Expectations, Aspirations, and Empowerment: Three Pathways of Educational Access, Attainment, and Development, invited lecture to Department of Political and Social Change seminar series, Australian National University, Feb 8.
  • Wang, YM and H. Ross. 2010. Groping for Stones to Cross the River: the Challenges and OpportunitiesFacing Chinese Education in the Next Decade. National Consortium for Teaching about AsiaChina Study Tour Meeting. Bloomington, September 11.
  • Ross, H. 2010. Examination and Engagement: Two case studies putting students at the center of higher education research, practice, and policy reform. Invited presentation, The InternationalConference on The Mission of Educational Research in the Changing Societies, PekingUniversity, November 4.
  • Ross, Heidi, Ren, Y and Wang, YM. 2010. Globality, Bifocality, and In/ternationality in the Field(S")of Comparative Education: Rethinking the Training, Experiences, and Significance of ChineseCIE Doctoral Students.Invited presentation, The 15th Annual Conference of China ComparativeEducation Council, Zhejiang University, October 9.
  • H. Ross and L. Wang. 2010. Rural Girls Expectations and Aspirations: Three Pathways of EducationalAccess, Attainment, and Development AERA, May 3, Denver.
  • H. Ross. 2010. A Decade in the Making: Three Paths for Rural Chinese Girls invited presentation, Peking University. January 5.
  • H. Ross. The 3-Es Challenge for Spring Bud Girs: Education, Expectations, and Empowerment. Keynote address for 1990 Institute, San Francisco.
  • H. Ross. Indiana University East Asian Studies and Indiana-China Principals Shadowing Program. Indiana Association of Public School Principals.
  • H. Ross. Globalization--Teacher Education. invited speaker and workshop participant, Globalizing Pre-service Teacher Education Workshop, University of IL Urbana-Champaign.
  • H. Ross. Student Engagement in Chinese Higher Education, Comparative Data. International Symposium on Assessment and Evaluation in Chinese Higher Education, Tsinghua University, Beijing.
  • H. Ross. Helping the Worlds Endangered Children. Meadowwood Great Decision Series.
  • H. Ross. Educational Globalization Trends in China. invited talk NAFSA annual conference, Washington, D.C.
  • H. Ross. Chair and Discussant. Challenges to Civic Responsibility and Community Engagement for Rural and Minority Secondary School Students and their Schools in China. Association of Asian Studies annual meeting.
  • H. Ross Chinese Education in a Global Age. Invited keynote for the National Committee on U.S. China Relations, National Seminar, Richmond, IN.
  • Seeking Confucius in 21st Century Chinese Education Keynote at opening of the Confucius Institute Indianapolis.
  • H. Ross and L. Wang. 2008. Challenges of Leadership Training in Girls, Education, and Development Programs. annual meeting of the Comparative and International Education Society, New York City.
  • H. Ross, Chair and Discussant. Gender and Peace Education. annual meeting of the Comparative and International Education Society, New York City.
  • H. Ross. NSSE in China: Assessing Quality Education from the Student Perspective. annual meeting of the Comparative and International education Society. New York City.
  • J. Lou and Heidi Ross. Chinese and American students Learning about Each Other. annual meeting of AERA.
  • H. Ross Chair and Discussant. Challenges to Civic Responsibility for Secondary School Students and their Schools in Northwestern China. AERA.
  • H. Ross, Student Engagement and E(quality) Education in Chiense Higher Education. annual conference of Comparative and International Education Society. March, New York City. (chair of panel and persentation with research collaborators, Yuhao Cen and Yan Luo)
  • H. Ross. 2008 Complementarity in Chinese and U.S. educational Systems. Presentation to Freeman Foundation Indiana-China School Partnership Initiative Workshop, Bloomington, IN, January 13.

  • Agency, Participatory/Creative Learning and Multiple Intelligences: Approaches for Students? Sustainable Development in Private Universities in China
  • Educating about East Asia across the Curriculum
  • National Consortium for Teaching about Asia, Year 13
  • Title VI FLAS Fellowship
  • Title VI: (FLAS-East Asian) Foreign Language and International Studies Program and Foreign Language and Area Studies Fellowships Program
  • Title VI: (NRC-East Asian) National Resource Centers Program for Foreign Language and Area Studies

  • Chang Jiang Scholar nomnee, Beijing Normal UniversityThe Changjiang Scholars program is a higher education development program in the People's Republic of China provided by the Ministry of Education and Li Ka Shing Foundation (Ai?I?I>u??>a). It was started in August 1998, and provides scholarship funding to allow well-known professors from China and other countries to collaborate on research and exchange projects.
  • elected to educational review panel (see service) to evaluate contributions and impact of govt supported research from 2006-2012
  • I have been nominated as a Chang Jiang Scholar by Beijing Normal University, in recognition of my work in Chinese education.
  • I was selected as one of 10 international "experts" to serve on the HK government University Grants Committee Research Assessment Exercise, to evaluate ALL education research publications supported by the HK government (which are given as block and individual grants to 8 universities) for the years 2006-2013. This was a massive undertaking of blind review and evaluation that took one year and tremendous collaboration with international colleagues. I was honored to be selected as a result of what was described as my world class research record and deep understanding of the East Asian research context.
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