Category Archives: Centers

Learning Technologies Media Lab releases climate change documentary on PBS

Professor Aaron Doering and his team of explorers and educators trek across the unforgiving arctic landscape by dog sled in order to deliver a real-time educational program to millions of students who follow along on the adventure. Their efforts have been captured in a documentary, “The Changing Earth: Crossing the Arctic,” co-produced by the Department of Curriculum and Instruction’s Learning Technologies Media Lab (LTML) and Twin Cities’ Public Television (TPT).

The Changing Earth project was conceived and led by Doering as a way to engage students in a real-world adventure by broadcasting from wherever they find themselves along the journey—on sleds, in tents, and across frozen treks to Inuit villages. “We focus on a culture, we focus on an environmental issue, and now we focus on a social issue,” says Doering of each new adventure-learning expedition.

The first arctic expedition in 2004 took six months. By the end of the trip, Doering was excited to see that they had over three million learners watching from around the world. The program introduces students and viewers to the challenges of the Arctic and the impact of climate change on its indigenous people in a way that resonates with young learners.

The Changing Earth documentary is now available for free on PBS for anyone interested in learning more about the hardships and thrills of crossing the arctic.

Consider supporting the work of LTML to continue the work of documenting the impact of climate change for all learners.

Find out more about the degree programs available in Learning Technologies in the Department of Curriculum and Instruction, which houses the LT Media Lab.

Promoting employment for people with disabilities

ICI's Jeffrey Nurick speaking at a conference.
ICI’s Jeffrey Nurick speaking at a conference.

Employment for people with disabilities is a growing trend and researchers and staff from the College’s Institute on Community Integration are spreading the word. For example, on June 19-22, Kelly Nye-Lengerman presented four sessions at the National APSE (Association of People Supporting EmploymentFirst) conference in Portland, Oregon. They were: “Full Speed Ahead: Promoting Youth Readiness for Employment and Education with PROMISE”, “How Are We Doing with Implementing Good Practice in Employment Supports?”, “Power of 5: Moving the Needle: The Words We Use Matter”, and “Bringing Employment First to Scale: State of the Science.” Meanwhile, on June 22, Jeffrey Nurick (pictured) was in Duluth as a panelist on the discussion, “Living the Dream: Employment First in Action,” at the Minnesota Age & Disabilities Odyssey conference.

ICI’s Gulaid among panelists for Voice of America town hall on autism and vaccines

 

ICI's Anab Gulaid (in blue headscarf) is interviewed on camera at the University of Minnesota's Humphrey School of Public Affairs on July 8, 2017.
ICI’s Anab Gulaid (in blue headscarf) is interviewed on camera at the University of Minnesota’s Humphrey School of Public Affairs on July 8, 2017.

Anab Gulaid, a public health expert at the College’s Institute on Community Integration, was a panelist for Vaccine and Autism: Myths and Facts, a recent town hall forum held to address Somali parents’ concerns about the Measles, Mumps, and Rubella (MMR) vaccine, autism, and the measles outbreak affecting the Twin Cities’ Somali community. Held on July 8 at the University of Minnesota’s Humphrey School of Public Affairs, the forum was hosted by the Humphrey School and the Voice of America news network, which broadcast the two panel discussions – one in Somali and one in English – to its worldwide audience. The gathering, which was covered by numerous media (e.g., Minnesota Public Radio,  Fox 9 News), was prompted by the measles outbreak tied to low MMR vaccination rates among Minnesota’s Somali community.

CEHD alumni honored with Outstanding Achievement Award

David Metzen, Eric Kaler, and John Haugo

 

CEHD alumni John Haugo and David Metzen received the University of Minnesota’s Outstanding Achievement Award (OAA)  on June 19 at an evening reception at Eastcliff.  They were recognized for their significant contributions to Minnesota’s educational system and given their awards by President Eric Kaler. The OAA is the University of Minnesota’s highest award for graduates.

John Haugo was an innovative tech entrepreneur before it was cool. After working as a teacher for many years, Haugo went on to earn an M.A. (’64) and Ph.D. (’68) from CEHD. He had a specialty in information systems and, after finishing his doctorate, led the implementation of computer networks across Minnesota State University campuses.

He was later appointed to a governor’s task force to study the potential use of computers in education, which led to his position as executive director of the Minnesota Educational Computing Consortium, or MECC. Early on, Haugo realized the educational potential of personal desktop computers and the importance of teaching students how to use them. Because of his efforts at MECC, all public schools in Minnesota had Apple computers with instructional software, and teachers were trained how to incorporate them into their lesson plans. Haugo eventually moved on to launch his entrepreneurial career and founded several software companies focused on health care delivery and resource management. One of his colleagues said, “John could have used his entrepreneurial skills in any type of business, but he wanted to improve the world.”

David Metzen went from being a U of M hockey standout to having an exemplary career in the field of public education. Metzen has a B.S. (’64), M.A. (’70) and Ed.D. (’73) from CEHD. He started his career as a teacher in his hometown of South Saint Paul, soon advancing to the position of principal and later superintendent. A parent from that time shared, “On the first day of school, Dave took our daughter by the hand and walked her to her classroom, all the while telling her how great school was going to be. She not only believed him then, she is now a 9th grade English teacher in the Minneapolis public schools.” As a lifelong resident and passionate supporter of his community, Metzen realized the importance of strong public schools as a civic point of pride. To ensure the ongoing health of the district, he established one of the first school foundations in Minnesota, the South Saint Paul Educational Foundation.

The University of Minnesota was influenced by Metzen’s thoughtful leadership as a Board of Regents member for 12 years, including two years as chair. He wanted to ensure that college education remained affordable for all students. During his time as a regent, the board oversaw the reorganization of General College and the College of Human Ecology, bringing together several programs under the umbrella of the new College of Education and Human Development. After his regents term ended, Metzen continued his leadership for college affordability as Minnesota’s Commissioner of Higher Education.

In their acceptance remarks, both Haugo and Metzen acknowledged the importance of the University of Minnesota to their lives and to the state. We are proud to have such distinguished alumni affiliated with CEHD!

All college alumni are invited to stay connected through the CEHD Alumni Society.

Ambit Network Fall Conference: The importance of parenting in highly stressed children and families

A growing body of research has shown how working with parents can improve mental health outcomes for children exposed to traumatic stress, and an upcoming half-day conference from the University of Minnesota’s Ambit Network and Center for Resilient Families will highlight cutting edge work in this field. Reserve your spot at z.umn.edu/parenting.

The conference will take place the morning of Friday, Sept. 15, at U.S. Bank Stadium in Minneapolis. Titled The importance of parenting in highly stressed children and families, it will feature keynote presenter Dr. Marion Forgatch, a key developer of Parent Management Training – the Oregon Model (PMTO), a landmark evidence-based prevention intervention that has been implemented around the world. Center for Resilient Families Director Abi Gewirtz and clinical psychologist Dr. BraVada Garrett-Akinsanya will also present.

Dr. Forgatch and her life partner, Minnesota-native Dr. Gerald Patterson, developed PMTO based on analysis of thousands of hours of footage documenting parent-child interactions to understand what leads children astray. PMTO is based on 40 years of research and has been shared with more than 50,000 families from all socioeconomic backgrounds, cultures, and family types throughout the world. It has been adapted by other researchers to serve more specific audiences, including military parents, Latinx immigrants, and parents of traumatized children. Dr. Forgatch is Senior Scientist Emerita at Oregon Social Learning Center and founder of Implementation Sciences International, Inc.

Dr. Abi Gewirtz, director of both Ambit Network and Center for Resilient Families, is one of the many researchers influenced by PMTO and is the lead developer of After Deployment: Adaptive Parenting Tools, a PMTO-based prevention intervention for military families. Dr. Gewirtz will present on her use of mindfulness research in parenting prevention interventions.

Dr. BraVada Garrett-Akinsanya, a licensed clinical psychologist and Executive Director of the African American Child Wellness Institute, will present on an innovative culturally-specific parenting program she is involved in. The program, called Project Murua:  A Pre-meditated Parenting Boot Camp, is a 10-week intensive Afrocentric violence prevention and wellness promotion parent education and training program.

Minnesota Department of Human Services Commissioner Emily Piper and Minnesota House Representative for District 60B, Ilhan Omar, will make opening remarks.

The conference will take place from 8:30 a.m. to 12:30 p.m. in the Hyundai Club room at U.S. Bank Stadium in downtown Minneapolis. Accessible parking is available near the stadium. Refreshments will be served and an optional stadium tour will take place afterward. The registration fee is $25 and space is limited – reserve your spot today at z.umn.edu/parenting

The conference is part of the Center for Resilient Families’ mission to implement parent-focused interventions and raise awareness about the importance of parenting in children’s mental health. Both the Center for Resilient Families and the Ambit Network are part of the Institute for Translational Research in Children’s Mental Health at the University of Minnesota. Learn more at http://itr.umn.edu.

Announcing ITR summer fellowship recipients

The Institute for Translational Research in Children’s Mental Health (ITR) is pleased to announce the recipients of our 2017 Translational Summer Research Fellowships. The four (corrected from an earlier e-mail, which stated three) fellowships help graduate students pursue collaborative research projects involving the development or expansion of evidence-based prevention or treatment interventions in children’s mental health.

The fellowship program supports ITR’s mission to bridge the vast gap between research and practice in children’s mental health. The range of the four projects reflects ITR’s commitment to bringing together researchers from across disciplines to solve problems.

One project will look at the effects of the “Early Risers” intervention on homeless families and identify which family characteristics predict differential responses. In another researchers will examine parents’ cognitive emotion regulation and its impact on child functioning. Using data from the military-parent-focused ADAPT intervention, one fellow will examine how parents’ inhibitory control might boost or lessen benefit from the intervention. A fourth project will investigate how treatments for major depressive disorder affect brain circuits.

Parenting trajectories of homeless parents in Early Risers intervention
Student: Sun-Kyung Lee | ITR faculty advisor: Timothy Piehler

Background: Homeless parents’ life stressors include negative parenting and high risk of exposure to child maltreatment, violence, mental illness and substance use (Gewirtz, Hart-Shegos, & Medhanie, 2008). The behavioral and emotional problems of children in homeless families are greater than children with low socioeconomic status and those in permanently housed communities (Lee et al, 2010). The purpose of this study is to examine intervention effect and identify what family characteristics predict differential responses to the parenting practices outcome in a preventive intervention. (Full proposal)

Parent self-regulation, parenting quality, and child behavioral outcomes in homeless families
Student: Alyssa Palmer | ITR faculty advisor: Daniel Berry

Background: The goals of the proposed project are to determine (1) whether parent adversity is related to parent cognitive emotion regulation and parenting quality in families experiencing homelessness, (2) whether parent cognitive emotion regulation moderates the relationships between adversity and observed parenting quality, and (3) whether the aforementioned associations impact child functioning in addition to the predicted direct influences of parent emotion regulation. This project involves secondary data analysis and behavioral coding of parent child interactions. The sample includes 105 caregivers and their 4- to 7- year old children who were recruited over a summer from two urban homeless shelters for a study on parenting and school readiness. (Full proposal)

Effects of a military parenting program: Inhibitory control as moderator
Student: Jingchen Zhang. ITR faculty advisor: Abi Gewirtz

Background: The goal of this study is to examine how parents’ inhibitory control might boost or lessen benefit from a military parenting program. Children in military families in which a parent has been deployed may be at increased risk of depression, anxiety and externalizing behavior problems (Chartrand, Frank, White, & Shope, 2008). After Deployment, Adaptive Parenting Tools (ADAPT; PI: Abigail Gewirtz) is a parent training program tailored to the specific needs of military families whose goal is to enhance effective parenting practices, thus reducing children’s adjustment problems (Gewirtz, & Davis, 2014). (Full proposal)

Pre-post medication brain functional network changes in adolescent MDD
Student: Shu-Hsien Chu. ITR faculty advisor: Bonnie Klimes-Dougan

Background: Major depressive disorder (MDD) is a serious illness that occurs in 11% of adolescents (Avenevoli, Swendsen, He et aI JAACAP, 2015) and is associated with tragic outcomes including chronic adult disability and suicide. While some evidence-based treatments are available such as antidepressant medication and cognitive behavioral therapy, these interventions are only successful in reducing depression in about half to two-thirds of cases. Research is urgently needed to better understand the biological roots of adolescent depression and to develop improved treatments. This project will explore functional network changes exerted by currently-standard treatments. (Full proposal)

STEM education group forms partnership with educators in Japan

Gillian Roehrig, professor in the Department of Curriculum and Instruction (C&I), led a team of STEM educators to Japan for a one-week visit funded by 3M to initiate STEM education partnerships in Japan. The team included Assistant Professor Julie Brown, Ph.D.; candidate in STEM education Jeanna Wieselmann; Doug Paulson, Minnesota Department of Education STEM Specialist); and Tom Meagher, Ph.D. , the Owatonna K-12 STEM Coordinator and C&I alumni in Science Education.

The group was hosted by Professor Yoshisuke Kumano and Dr. Tomoki Saito of Shizuoka University. Dr. Saito spent time as a Ph.D. student in the Department of Curriculum and Instruction as a visiting scholar last year. Professor Kumano’s team had recently visited the STEM education center to learn about K12 integrated STEM curriculum and research. This visit cemented the partnership, as the STEM education experts from the department presented research on integrated K-12 STEM education and provided a K-12 STEM workshop for principals and teachers from local schools.

The UMN STEM delegation also visited the RuKuRu STEM student camp at the Shizuoka Children’s Musuem,  the Shizuoka Prefectural High School of Science & Technology, and Sagano Super Science and Global High School Kyoto to explore possible exchange opportunities for STEM high schools students and teachers.

This fall, Wieselmann will spend three months studying at Shizuoka University as a visiting scholar, where she will be extending her research on gender issues related to STEM teaching and learning at the elementary level in Japan. Roehrig will also be returning in August to present with the Shizuoka STEM group at the Japan Society for Science Education. In addition, a research project has been established with Dr. Takahiro Kayano that explores argumentation in K-12 STEM classrooms in Shizuoka and Owatonna, cementing the fruitful partnership between the two the STEM education area in the Department of Curriculum and Instruction and their colleagues in Japan.

Learn more about the STEM education Ph.D. program in the Department of Curriculum and Instruction.

Consider making a gift to support ongoing partnerships in STEM education.

CEED to establish international center for reflective practice

The Center for Early Education and Development (CEED) in the Institute of Child Development has received a $1 million grant from the Lynne & Andrew Redleaf Foundation to establish a center that will focus on reflective practice in infant and early childhood mental health.

Reflective practice is a professional development approach that encourages individuals to pay attention to relationships as they examine behavior and their responses to behavior. In the infant and early childhood mental health field, reflective practice asks practitioners to explore how they relate to the children and families they work with, who may be facing multiple challenges and risks. Practitioners engage in reflective practice in partnership with a supervisor or consultant.

The new CEED center will serve as an intellectual home for high-quality, cutting-edge research in reflective practice. It will also disseminate knowledge about reflective practice, help professionals incorporate reflective practice principles into their work, and inform policy dealing with infant and early childhood mental health. The center will be the first of its kind internationally.

“We are grateful to the Lynne & Andrew Redleaf Foundation for their support as we work to impact infant and early childhood programs and providers, both in Minnesota and across the country,” says Christopher Watson, Ph.D., IMH-E®[IV], director of the new center at CEED. “This generous gift will allow CEED to bolster its work in reflective supervision and to better support staff who serve families facing complex challenges. We look forward to carrying out this work in an effort to improve developmental outcomes for infants and young children.”

C&I PhD candidate Jeanna Wieselmann receives WPLC award

Jeanna Wieselmann2

Jeanna Wieselmann, a doctoral candidate in STEM Education in the Department of Curriculum and Instruction was selected for the 2017 Women’s Philanthropic Leadership Award (WPLC) as a “Rising Star” graduate student.

Wieselmann’s research is focused on gender equity in STEM education at the elementary school level. She is interested in gender equity in STEM, particularly in maintaining girls’ interest in STEM in the elementary years and beyond.

Wieselmann will be traveling to Japan this fall to work with colleagues there as they begin to introduce integrated STEM instruction in the classroom.

“I’ll help with STEM curriculum development and implementation, and I’ll study student perceptions of self and STEM, likely examining differences across contexts,” she says, including both different settings within Japan and as compared to the U.S.”

“I’m fortunate be at institution where women are well represented in the STEM fields, in my department in particular,” Wieselmann says of Department of Curriculum & Instruction where both of her advisors, Gillian Roehrig and Julie Brown, are female STEM faculty. “I would like to be a professor at a research institution, so seeing women in that role has definitely inspired me.”

Find out more about the Department of Curriculum & Instruction and the doctoral program in STEM Education.

ICD hosts community symposium on play

ICD faculty member Stephanie Carlson, Ph.D., presents at the community symposium.On May 15, the Institute of Child Development (ICD) hosted a community symposium on the importance of play for learning.

For the symposium, which was co-hosted by the Minnesota Children’s Museum, ICD faculty and staff presented cutting-edge research on play and discussed why it is critical to child development.

Presentations covered topics including play’s impact on a child’s understanding of math, how play influences the development of executive function, and how the Children’s Theatre Company is incorporating research into a preschool storytelling program. Each presentation was followed by a play-based activity that asked participants to explore what they learned.

Experts from the Minnesota Children’s Museum also provided a sneak peek of their new facility and exhibits, which will open to the public on June 7.

To learn more about why play is critical to learning and child development, read the following articles from Connect, the College of Education and Human Development’s alumni magazine.

  • The power of play:” Play is essential for learning and growing, but it doesn’t get the respect it deserves. New research is changing that.
  • Play lab:” Children lead at the U’s laboratory preschool
  • Setting the stage for learning:” Supporting early literacy through theater arts

2017 UMAI Day highlights current ASD research

The University of Minnesota Autism Initiative (UMAI) welcomed an audience of 250 people for the third annual UMAI Day: Research to Practice Update. The event, held May 5 at the Masonic Children’s Hospital, featured current University of Minnesota research collaborations relating to autism.

Veronica Fleury, assistant professor in the Department of Educational Psychology, and Tami Childs, MN Autism Project coordinator, spoke on implementing evidence-based practices in school settings. ICI’s Jennifer Hall-Lande and Anab Gulaid led a presentation titled ASD Prevalence Research and Community Engagement with Somali and Immigrant Families. See complete list of speakers.

UMAI represents an interdisciplinary collective of researchers, educators, and providers focused on improving the lives of individuals with autism spectrum disorder in the state of Minnesota. Their mission is to unify stakeholders toward the ultimate goals of collaborative research, excellence in education and training, and community partnerships.

Registration open for MCRR 2017 Summer Literacy Workshop

MCRR 2017 Summer Literacy Workshop
Systematic Literacy Improvement: Putting the Pieces Together

Monday, August 7, 2017
8:15 AM – 3:00 PM | U of MN St. Paul Campus

Registration open now!

Cost: $89 early-bird registration through June 30! ($99 after June 30, $55 student rate)
(Includes breakfast, lunch, materials & CEU’s. Parking & lodging not included.)

Keynote Address

Kim Gibbons, Associate Director of Innovation & Outreach, CAREI, University of Minnesota
On the topic of systematic literacy improvement

Overview

MCRR hosts this annual workshop for teachers, staff, and educational leaders, and others who work with PK-12 students in their literacy instruction. Sessions throughout the day connect participants to the latest literacy research findings and their applications to direct work with students.

The workshop will feature a keynote address along with breakout sessions led by U of M faculty and staff from the College of Education and Human Development. Workshop presenters share findings from their recent literacy reserach projects.

Workshop Goals

  • This day-long professional learning event provides an opportunity for educators to:
    find ways to put research into practice
  • get new ideas and set productive goals for the 2017-18 school year
  • re-group, re-focus, and reflect on classroom and schoolwide instructional practices
    network with other literacy professionals
  • learn about resources to help your school move forward in student achievement in literacy

Target Audience

K-12 teachers, ELL and special education teachers, principals, literacy coaches, reading specialists, and teaching support staff. Others might include community-based literacy program coordinators or volunteers, K-12 education students, district literacy personnel, or staff and faculty from other colleges or universities with a Teacher Education / Reading Licensure program.

Click here for more info & registration

CE+HD Connect Magazine highlights CEED research on children’s theater program

A recent article in CE+HD Connect magazine discussed research by the Center for Early Education and Development that is examining the effectiveness of a children’s theater program. The story is one of three articles about play that appear in the magazine’s Spring/Summer 2017 issue.

Early Bridges is a preschool theater arts outreach program developed by the Minneapolis-based Children’s Theatre Company (CTC). Early Bridges aims to build early literacy through interactive storytelling and theater arts.

Through a research collaboration with CTC, CEED evaluates Early Bridges’ impact, such as whether students show improvement in certain areas. CEED also has helped develop new measures and rubrics for the program, which incorporate both theater arts and child development theory.

To learn more about Early Bridges and CEED’s research, read the full story, “Setting the stage for learning,” or register for ICD’s Community Symposium on “The Importance of Play for Learning.” The symposium will take place on May 15 at 8:30 a.m. at the University of Minnesota McNamara Alumni Center.

Ambit Network releases simple, accurate trauma screening tool

The Ambit Network works to improve access to quality care for traumatized children by giving practitioners the skills and resources they need to address mental health issues with evidence-based practices.

One of the common requests Ambit receives from practitioners is a tool to quickly and accurately screen children for possible child trauma. With that in mind, Ambit developed and released the University of Minnesota Traumatic Stress Screen for Children and Adolescents (TSSCA) that:

  • Has high sensitivity (it screens in those children and youth with trauma symptoms)
  • Has high specificity (it screens out those children and youth who do not have trauma symptoms)
  • Is brief and easily administered by professionals and paraprofessionals in child serving systems.

The screening tool is already in use at agencies within and outside Minnesota. It is available to clinicians, case workers, educators, and any other staff who work with children ages 5 to 18 that may have experienced a traumatic event and are in need of services. Learn more and download the tool here.

An extensive review of existing trauma instruments went into developing the tool, combining common criteria and distilling down into the five most powerful and predictive items. For more information on the methodology behind the tool, contact ITR’s Chris Bray at bray0021@umn.edu or (612) 624-3748.

Ambit Network is housed within CEHD’s Institute for Translational Research in Children’s Mental Health, one of the several ways ITR is working to bridge the gap between research and practice in children’s mental health.

Billington collaborates on NSF-funded grant to create interactive science education games

Barbara Billington, a science lecturer in the Department of Curriculum and Instruction, will collaborate with University of Minnesota colleagues and educational technology company Andamio Games on a project funded by the National Science Foundation to produce a series of tablet-based lessons and challenges to help high school students master concepts related to photosynthesis and cell respiration. This project will enable students to learn difficult science concepts using a collaborative gaming approach that aims to significantly increase student engagement and understanding.

As part of the grant, Billington will partner with life science teachers from Saint Paul Public Schools to conduct a classroom study in the second year of the project. Lessons will be designed and research directed by both Billington and her colleagues Sehoya Cotner, associate professor in the College of Biological Sciences, and Christopher Desjardins, research associate at the Center for Applied Research and Educational Improvement.

“Science teacher feedback in Phase I of the project reconfirmed the value of our multi-player approach and also led us to the addition of a virtual biology lab,” said Andamio Games president Adam Gordon. “Teachers wanted their students to get a practical experience of scientific experimentation — including when it doesn’t go quite as expected — independent of the usual costs and time commitments for conventional lab experiments.”

Billington has a unique understanding of science classrooms after seven years teaching high school biology. She earned both her teacher licensure and Ph.D. in science education from the Department of Curriculum and Instruction, where her current research focuses on training pre-service teachers and gender equity in STEM education.

Find out more about the science education programs in the Department of Curriculum and Instruction.

 

 

Hewitt accepts University’s Innovation Award

Amy Hewitt, holding the award, accepting it on behalf of the DirectCourse team, who are also in the picture.
Amy Hewitt (fifth from right) accepted the award on behalf of the DirectCourse team (pictured).

Crediting her colleagues at DirectCourse, the Institute on Community Integration’s Amy Hewitt accepted a Committee’s Choice Award at the University of Minnesota’s 2017 Innovation Awards on March 28.

Hosted by the University’s Office of the Vice President for Research and the Office for Technology Commercialization, the event at the McNamara Alumni Center recognized 220 University inventors whose technology had been licensed or patented between July 2014 and June 2016. Hewitt’s award was one of only four Innovation Awards presented, all of which recognize the accomplishments of outstanding University innovators who have demonstrated an entrepreneurial spirit, are actively engaged in developing new innovations and transitioning those technologies to the commercial market, and have made an impact on society.

DirectCourse is an online training curriculum designed to empower support and care professionals to help people with intellectual, developmental, physical, and psychiatric disabilities, and older adults, lead meaningful lives within their communities. During last year alone, it provided more than 6 million hours of training to over 500,000 learners in 41 states and abroad.

Hewitt has led the research, development, and management of DirectCourse over the past 15 years, working with a team of staff at ICI, its business partners at Elsevier, and its community roots. “I am delighted that this award recognizes an ‘invention’ that was created by and for the community in alignment with our university’s land grant mission to promote education and collaboration that advances knowledge which benefits communities, the state, and the world,” Hewitt told the gathering. “DirectCourse was not created in a laboratory on campus: the community was its laboratory and this has made all the difference. The learning provided by DirectCourse has had an immediate and lasting effect on hundreds of thousands of direct support professionals and the people with disabilities they support.”

Image of Amy Hewitt in a short video about DirectCourse.
Amy Hewitt speaks about DirectCourse in this short video.

The photograph (at top of post) was taken at the awards ceremony. Pictured, from left to right, are Bill Waibel (Elsevier), Barb Kleist, Jennifer Hall-Lande, Macdonald Metzger, Mark Olson, Barbara Cullen (Elsevier), Merrie Haskins, Susan ONell, Claire Benway, Kelly Nye-Lengerman, Amy Hewitt, Dan Raudenbush (Elsevier), Kristin Dean, David R. Johnson, and Bill Tapp (co-founder). Click here for more information about the awards and a short video.

CEHD experts quoted in MinnPost on use of student data

Theodore J. Christ, professor (Educational Psychology) and director of the Center for Applied Research and Educational Improvement; Michael Rodriguez, professor (Educational Psychology) and Campbell Leadership Chair in Education and Human Development; and Mistilina Sato, associate professor (Curriculum & Instruction) and Campbell Chair for Innovation in Teacher Development were recently featured in the MinnPost article, “Minnesota is really good at collecting student data, but not the best at using it.”

The article discusses a recent report released by the Minnesota State Office of the Legislative Auditor which found “significant time and resources” were used to administer the tests but more than half of the principals and teachers surveyed said they felt “unprepared to interpret key test score data.”

“I mean, they’re just drowning in [data],” Christ told MinnPost. “It’s all over the place. And if they don’t have the capacity to use it, they just turn away from it.”

“Schools that get useful information from those MCAs are the ones that do the deeper dives,” Rodriguez explained in the article. “They look at the variability. They look at the group differences. They look at: How are students with these kinds of experiences doing versus students who don’t have those experiences, and which kinds of experiences are we giving a kid that helps them perform better? And that requires someone who can go in and breakdown those numbers and do some analysis. Not many schools have staff that can do that.”

“Every school seems to have its own assessment culture,” Sato explained to MinnPost. “Once you enter into the school, you have to first learn about how that school is using [data].”

The article mentions a class Rodriguez and Sato are developing for all students in Curriculum & Instruction’s teacher prep program. The course will help teacher candidates interpret the data available to them to better educate their students.

MinnPost ends the piece with an important question from Christ.

“We need to make a decision: Are we going to be a state who simply has decided data is not important? And then let’s stop collecting it, because we’re spending tens of millions of dollars collecting it, but we don’t know how to use it,” Christ told MinnPost. “Or are we going to be a state who values data and research? And [then] we’re both going to collect that data and support the use of it.”

Read the full article.

Gunnar to participate in UMN’s first annual Research Ethics Day on March 9

Dr. Megan Gunnar

Megan Gunnar, Ph.D., director of the Institute of Child Development, will participate in the University of Minnesota’s (UMN) first annual Research Ethics Day conference.

The conference, which will take place on Thursday, March 9, will consist of training sessions and workshops that aim to foster a dialogue about how the university can strengthen human research protections. The morning portion of the conference will focus on informed consent, with afternoon sessions covering a variety of topics, including partnering with community members and managing conflicts of interest.

As part of the morning portion of the program, Gunnar is scheduled to moderate a panel at 9:30 a.m. that will discuss frontier issues in seeking pediatric or adolescent assent and parent or guardian permission.

Learn more about the event.

CEED partners with Reflection Sciences to offer training on Minnesota Executive Function Scale

The Center for Early Education and Development (CEED) has partnered with tech start-up Reflection Sciences to conduct on-site trainings on the Minnesota Executive Function Scale (MEFS) in Minnesota.

The MEFS is a testing app that early educators can use to measure executive function (EF) and early learning readiness in children. It is the only early learning readiness assessment measuring executive function that can be used with children as young as two years old. The MEFS was developed by Institute of Child Development Professors Stephanie Carlson, Ph.D., and Philip Zelazo, Ph.D., who started Reflection Sciences.

“Executive function skills are vital for children’s school readiness and later achievement, and we now have a way to quickly and validly measure EF against national and local norms,” Carlson says. “We are delighted to be collaborating with CEED, the state’s premier training organization for public and private early education providers, to help others learn to use the MEFS in their organizations.”

“Early educators who are looking for new, effective ways to promote children’s learning and social skills will appreciate the ease of using the MEFS,” says Amy Susman-Stillman, Ph.D., a research associate at CEED. “It provides information about children’s development that no other assessment tool does and makes it simpler to understand a child’s individual needs.”

Click here to request a training on the MEFS.

C&I’s Gillian Roehrig appointed President of the Association for Science Teacher Education (ASTE)

Professor Gillian Roehrig has been elected to the prestigious role of President of the Association for Science Teachers Education (ASTE), a non-profit professional organization composed of over 800 members from countries around the globe.

Gillian Roehrig with past ASTE president, Malcolm Butler

The mission of ASTE is to “promote excellence in science teacher education world-wide through scholarship and innovation.” Members include teacher educators, scientists, science coordinators and supervisors, and informal science educators who prepare and provide professional development for teachers of science at all grade levels.

As both a professor of science education and the Director of Graduate Studies in the Department of Curriculum & Instruction, Roehrig’s professional focus is on advancing science teacher education and preparation.

She writes that her “research and teaching interests are centered on understanding how teachers translate national and state standards into their classrooms. Of particular interest is how teachers, from preservice through induction and into the inservice years, implement inquiry-based teaching and how different induction and professional development programs can influence teachers’ knowledge, beliefs, and classroom practices.”

Roehrig’s brings her considerable experience and expertise to help steer ASTE in advancing science education practice and policy through scholarship, collaboration, and innovation in science teacher education.

Learn more about the science teacher education and research programs in the Department of Curriculum & Instruction.