The Department of Curriculum and Instruction is thrilled to launch the Racial Justice in Urban Schooling undergraduate minor, a program that examines the intersections of race, social class, language status, gender or sexual orientation, and how those impact educational equity and social justice.
The program supports undergraduates from any major to explorae their interest in graduate studies in education or activism on educational issues. The minor is designed for students who are deeply interested in education as a social issue, whether or not they want to become a classroom teacher.
Participants will learn to recognize educational practices that marginalize students who are diverse in terms of their race, class, language or gender status, and learn how to support educational equity through alternative approaches. Students will reimagine teaching materials and techniques that hold the possibility for a more equitable and just society.
Learn more, see the curriculum requirements, and read about the educational experiences involved with the minor in Racial Justice in Urban Schooling. Accepting applications now!
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!
The College of Education and Human Development (CEHD) created the Teacher Education Redesign Initiative (TERI) in 2010 to better prepare teachers for the challenges they face in a 21st century classroom. In the seven years since TERI began, CEHD has made important changes to the teacher preparation curriculum. One of these changes is a new emphasis on teaching “dispositions,” which describe the relational skills that teachers need to connect with their students, families, and communities.
By teaching relational skills, helping teachers understand the impact of their own racial identity on their students, CEHD helps teacher candidates develop the knowledge, skills, and mindsets they need to foster educational equity in their classrooms.
Sara Strother, M.Ed. in Arts in Education candidate (2017) writes in the CEHD Vision 2020 blog about the important role arts education can play in the academic and social development of special education students.
She writes that, “research has shown that the practice of “mainstreaming” special education students (placing them in general education classrooms with an inclusive curriculum) can be beneficial to their academic and social development.” Strother notes that this is particularly true in arts education.
As part of her M.Ed. coursework, Strother is developing an art curriculum that benefits both special education students and their general education peers while building a mutual understanding and trust among classmates. Read the full article.
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.
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.”
The Expanding Literacies in Education series features books that highlight the changing landscape and explore new directions and theoretical tools in literacy studies as it is transforming education—including material, embodied, affective, and global emphases; digital and virtual worlds; and transcultural and cosmopolitan spaces. These books engage researchers, graduate students, and teacher educators with new and emerging theoretical approaches to literacy practices in all of their complexities, challenges, and possibilities.
Reading Students’ Lives: Literacy Learning Across Time documents literacy practices as children move through school, with a focus on issues of schooling, identity construction and how students and their parents make sense of students’ lives across time. It is the final book in a series of four that track a group of low-income African American students and their parents across a decade. This is a free-standing volume that breaks new ground both theoretically and methodologically and has important implications for children, schools, and educational research.
Literacy and Mobility: Complexity, Uncertainty, and Agency at the Nexus of High School and Collegefollows students from different tracks of high school English in a “failing” U.S. public school through their first two years after high school. The work illustrates how students help constitute and connect one scene of literacy with others in their daily lives; how their mobile literacies produce, maintain, and disrupt social relations and identities with respect to race, gender, class, language, and nationality; and how they draw upon multiple literacies and linguistic resources to accommodate, resist, and transform dominant discourses.
Lewis’s research draws on critical sociocultural theory to study the relationship between classroom discourse, social identities, and learning in English/Language Arts. She holds the Emma Birkmaier Professorship in Educational Leadership and serves as the Department Chair.
Vanessa Goodthunder, and M.Ed. candidate in Social Studies Education in the Department of Curriculum and Instruction, was profiled in the University of Minnesota’s Legacy magazine for her commitment to her Native American community on the Lower Sioux Indian reservation in southwestern Minnesota.
Goodthunder was inspired to earn her initial teaching license in social studies education because she noticed that even though many of the students in her school were Native American, none of the teachers were. She ultimately hopes to teach the Dakota language, which she has been studying on campus, and high school social studies in the Twin Cities or on the Lower Sioux reservation.
“Education really helped me thrive,” says Goodthunder. She hopes to inspire the next generation of American Indian students to speak their native language in order to preserve their heritage while reaching their potential as students. Read the full story in Legacy magazine.
The award recognizes Oziewicz’s many and significant contributions to Honors education at the University of Minnesota—Twin Cities. Those contributions include teaching an Honors Seminar, anchoring UHP’s first curated Honors experience, and offering samples of Honors teaching at recruitment events.
“Professor Oziewicz’s Honors Seminar, ‘Fantasy: A Ghastly Wicked Introduction,’ has quickly become a student favorite,” says UHP Director, Matt Bribitzer-Stull, adding that Oziewicz anchored the program’s “Dracula in Multimedia” Honors Experience and taught mini-seminars at spring recruitment events to give prospective students a taste of what UHP has to offer.
Oziewicz studies the transformative power of literature for the young reader and teachers. He teaches several courses within the literacy education program area in the department, covering topics such as speculative fiction (especially fantasy), global and multicultural books, and literature-based cognitive modeling for moral imagination, global citizenship, environmental awareness, and justice literacy.
Bulman, who has been a language arts teacher at Mound Westonka High School in Mound, MN since earning his teaching license 17 years ago, was inspired by his high school teachers to reach his potential after years as a struggling student. He wrote in his Teacher of the Year portfolio, “This educational experience taught me an important lesson: education is a gift that is renewed every time it is shared. This fact has driven me to give to others what I was so graciously given all those years ago.”
“Even after 18 years, I still remember this outstanding student,” said Richard Beach, Professor Emeritus of English Education who advised Bulman during his time in graduate school. Beach notes that Bulman is the third graduate from the English education program to receive the Teacher of the Year award.
Bulman told the Star Tribune that his students remain a constant source of inspiration. “I’m so incredibly proud to be their teacher,” he said. “They make me think every single day, they challenge me, they keep me young, they keep ideas fresh and vibrant. I’m very fortunate to be their teacher.”
A former student of Bulman’s, Sara Strother, who is finishing her M.Ed. in Arts in Education this May from the Department of Curriculum and Instruction, wrote in support of Bulman’s nomination, “When I was in high school, it mattered a great deal to me how adults treated me. Corey was an adult who showed me he believed I was smart and cared about my ideas. He was honest, funny and made me believe in myself.” She adds, “Corey doesn’t just care about the people in his classroom. He cares about how to make them better people, thinkers and leaders of thoughtful lives.”
Fadumo Mohamed, a senior in the Elementary Education Foundations program in the Department of Curriculum and Instruction received the CEHD Student Multicultural Recognition Award this year. The award is given to a candidate who has made outstanding multicultural efforts to the CEHD community in community outreach as part of their extracurricular or professional work.
Mohamed was nominated by her McNair Scholars program advisor, Lori Helman, on the strength of her many outreach activities. She worked as a literacy mentor in Pratt Community School as part of the America Reads program where she became interested in creating an effective mentoring program for Somali-American youth in the Cedar Riverside neighborhood.
The existing government programs designed to support positive extracurricular activities were transforming into programs to monitor youth for potential future terrorist threats. This was creating a divisive and mistrustful atmosphere in the community, so Mohamed urged the community school to not take the government funding for these programs that offered tutoring and instead to let her provide tutors with the support of the Young Muslims Collaborative (YMC).
In support of that effort she trained almost 40 mentors over two years that were paired with unmotivated or disconnected students. By training mentors who have had similar life experiences, the students are given emotional and strategic support for setting life goals. This is in contrast to programs that attempt to see these youth as potential deviants.
“Fadumo shares the importance of knowing who you are- the values of dual identity, dual language, and works to develop a curriculum that highlights this,” says Helman. “It has been my great honor to work alongside her and learn from her as she gives her full effort toward ensuring equity and positive identity formation for Somali Americans.”
The Fulbright scholarship is meant to foster mutual understandings between people from the United States and other countries through the exchange of knowledge and skills. Baxter will use the Fulbright scholarship to spend a year in Bavaria working as an English teaching assistant with a local teacher. She is looking forward to the opportunity to experience ESL classes in Germany, improve her language skills, and gain a deeper understanding of the German culture after earning her teaching license in both German and English as a second language (ESL) this summer through her M.Ed. program.
“I hope that when I come back, I can bring these experiences with me and use them to be a better teacher for my future students,” said Baxter who plans to teach ESL or German classes in the States upon her return.
Mistilina Sato, Associate Professor in the Department of Curriculum and Instruction, authored the recently released book, Empowered Educators in China: How High Performing Systems Shape Teaching Quality, part of the “Empowered Educator” series published by Jossey Bass (A Wiley imprint). This work is part of a three-year policy study that produced a series of international case studies and books based on high performing jurisdictions that examines how provincial and national policies support teaching quality from recruitment through preparation and hiring, to ongoing career development and leadership opportunities.
Sato is also co-author of the cross-case book Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the Worldwith Linda Darling-Hammond, Dion Burns, Carol Campbell, A. Lin Goodwin, Karen Hammerness, Ee-Ling Low, Ann McIntyre, and Ken Zeichner.
Gaimain, who has roots in the Midwest, says “I couldn’t have written [the book] without living in Wisconsin, and Minneapolis and St. Paul being the nearest big cities. It just wouldn’t have worked.”
Oziewicz, who teaches several courses on children’s and adolescent literature says of Gaimain, “His ideas are absolutely unique when it comes to speculative fiction, adding “Asking me to describe him in two sentences is like asking me to describe J.R.R. Tolkien in two sentences,” Oziewicz said. Read the full article in theStar Tribune.
Erin Baldinger, Assistant Professor of Mathematics Education in the Department of Curriculum and Instruction leverages her experience as a mathematics teacher and educational researcher to prepare aspiring mathematics teachers to effectively communicate their knowledge of math to their students.
“I’ve found that most teachers come into the field with a deep background in math. The problem is that the understanding of mathematics gained through advanced university mathematics courses is not well-connected to the mathematics in the work of teaching,” Baldinger explains.
She distills her experience into five teaching strategies to effectively support all students to engage in mathematics:
Five Techniques for Better Math Teachers
Improving math education and preparation programs for math teachers is a complicated task, but through my experience and research I’ve learned some general principles and strategies that are effective in helping support all students to engage in mathematics.
Believe that all students can learn math. You must believe that every one of your students – no matter their background or current level of knowledge – is capable. Look for each student’s individual strengths and how you can leverage those strengths in the classroom. To me, this is the fundamental underlying principle of being a good teacher.
Use rehearsals as a preparation tool. The most important things that I do in teacher preparation classes is helping my students connect the ideas that we read about to their own practice as teachers. One of the ways I do this is through “coached rehearsals.” One student will lead a discussion while the other members of the class act as the “kids.” During the rehearsal, we have the chance to stop, ask questions, and give feedback, so the discussion leader can get an idea of the kinds of dilemmas they’ll face in a classroom – without the pressure of being in front of a classroom of kids. Later, we use the process of recording video of novice teachers in the classroom and give them the opportunity to analyze their own performance and give feedback to one another.
Explore multiple solutions to math problems. Doing math with my students is critical. When I’m teaching aspiring math teachers, we’ll do math problems that I would then have them do with their own students. During this process, we analyze the problems, looking for multiple solutions strategies. This helps them gain perspective on how their students might approach a problem. It also highlights that there are often multiple mathematically valid ways to approach a task, and the teacher’s role is to help students make connections among the different solution strategies.
Listen. Secondary math teachers must be committed to listening to their students and understanding what they have to say about mathematics. By valuing all student contributions and building on them, you’ll help them cultivate a deeper mathematical understanding.
Understand that there’s no quick fix. With my students, I use multiple strategies to help them learn about teaching. Sometimes it’s rehearsals, sometimes it’s doing math tasks, sometimes we’re watching video or reading and analyzing various aspects of teaching. Having all those touchpoints is critical for me. It’s counterproductive to try and have a quick fix or to think that there’s one technique that will work all the time. Teaching is tough, complex work – but with the right approach I’ve seen my aspiring math teachers – and their pupils – make tremendous strides. Read the full article on the CEHD Vision 2020 Blog.
Joubert’s dissertation looks at the effects of economic migration on black Americans and what role educational opportunity played in altering the routes of the descendants of the Great Migration. Joubert’s family was part of the Great Migration that settled in Southeastern Michigan in a small cluster of rural and semi-rural townships and small cities forged by industrialization and transformed by black migrants in search of economic opportunities and safety from the Jim Crow South. Years later, this area experienced a wave of intrastate migration due to deindustrialization and disinvestment in cities such as Detroit.
“As a descendant of the Great Migration and a child of parents who left Detroit, I noticed a number of challenges facing these black residents: increasing concerns over contaminated land and water, a loss of economic opportunity in semi-rural or rural areas and most important to my study, public school closures and mergers and school of choice which has forced families to choose between traveling long distances to get their children to school or to uproot their families completely,” Joubert said, which helped him focus his research of understanding the effects of requiring students, particularly children of color, to involuntary and voluntary cross racial, economic, political, and regional borders.
Vichet Chhuon, C&I associate professor the Department of Curriculum and Instruction, wrote about the crucial need for more teachers of color and native american descent in Minnesota classrooms in an op ed in the Star Tribune, “Counterpoint: Teachers of color and American Indian descent in Minnesota are crucial.”
Chhuon underscores the reasons that a diverse teaching force is imperative for students. “Minnesota has had some of the worst academic and opportunity gaps in the nation,” he notes. “Developing trusting and affirming relationships with diverse students and families is crucial to closing equity gaps.”
Chuuon believes that the Minnesota teaching force should reflect the population of its students and its inhabitants. He argues that research has shown that students of all races benefit from being taught by diverse teachers. In addition to simply seeing diversity of adults in professional roles, all students will receive exposure to diverse backgrounds and perspectives.
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.
On April 7, the first annual C&I Emerging Scholars Conference was held in Peik Hall to recognize undergraduate and graduate students engaged in projects and research. Organized by the C&I Graduate Student Association (CIGSA) this conference (formerly named C&I Research Day) was reimagined this year in a conference format to highlight the research scholarship of students. The theme for the conference was “examine everything” based on a call to action from our Department Head, Dr. Cynthia Lewis in the Fall to “denounce supremacy, confront hatred, and build socially just classrooms and communities”.
Special thanks to the organizers, Tracy Leitl, Sara Sterner, Lana Peterson, Dan Bordwell, Jeanna Wieselmann, Jeff Henning-Smith, and Ryan Oto, who serve as CIGSA leadership. To see highlights from the event search#ciesc17 on twitter.
C&I students are encouraged to get involved by serving on the planning committee for next year by emailing email@example.com.
Kay Rosheim, a Ph.D. candidate in Literacy Education in the Department of Curriculum and Instruction, received the 2016-17 Robert Schreiner Reading Dissertation Fellowship. The $2,500 fellowship is designed to support the candidate’s dissertation research in reading education. Awardees are selected based of the importance of the research, the clarity with which it is described, the potential the work has for making a significant contribution to the field, and the probability that the research will be completed in a timely manner.
Rosheim is pursuing her Ph.D. while working as a K-6 Literacy Specialist at Forest Hills Elementary in Eden Prairie, uniquely positioning her dissertation research. Rosheim’s dissertation explores the continuum of quiet in the K-6 classroom, recognizing that the role of silence is a complex process. Through an inquiry of designing and implementing curriculum and pedagogies for an extremely quiet student, Kay aims to acquire new knowledge and practices of instruction that promotes self-efficacy in quiet learners.