“Our college continues to reach new heights of excellence in graduate teaching, research, and outreach,” said Dean Jean K. Quam. “We are focused on improving the lives of students across Minnesota, the nation, and the world.”
Rankings methodology: U.S. News surveyed 379 schools granting education doctoral degrees. It calculates rankings based on quality assessments from peer institutions and school superintendents nationwide, student selectivity, and faculty research and resources, which includes student/faculty ratio and faculty awards as well as support for research.
Two undergraduate students conducting research with Department of Educational Psychology faculty members in the psychological foundations of education program have been invited to participate in an Undergraduate Student Education Research Training Workshop put on by the American Educational Research Association (AERA).
Nikita Salovich, an undergraduate majoring in psychology, works with Panayiota Kendeou—also a faculty member in psychological foundations of education—in the Reading & Language Lab.
Bauer and Salovich will attend the AERA workshop, April 27-29 in San Antonio, Texas. This workshop, led by early career and senior scholars, will give the students an overview of how education research is designed across disciplines, how quantitative and qualitative research methods are used in studies, and how research is applied to education policy and practice. Bauer and Salovich were selected for the workshop based on their strong academic performance, research skills and experience, and potential to contribute to the education research field.
The AERA Undergraduate Student Education Research Training Workshop is part of the 2017 AERA Annual Meeting. Leading researchers and scholars provide guidance to undergraduates as they learn about research. Attendees participate in focused lectures and discussions about education research and attend some general Annual Meeting activities.
Sashank Varma, associate professor and coordinator for the Department of Educational Psychology’s psychological foundations of education program, and doctoral student, Soo-hyun Im, recently traveled to London for the Royal Society Meeting on the Origins of Numerical Abilities, a scientific discussion about how when humans acquire numerical competence, we build upon an inherited cognitive foundation. At the meeting, Varma and Im presented their research projects entitled Mathematical insight predicts mathematical achievement in college students1and From number sense to arithmetic sense: A theoretical and empirical synthesis.2
Co-authors of Mathematical insight predicts mathematical achievement include: Purav Patel, a doctoral student in psychological foundations of education and Rachel Voit, a Macalester College student at the time of data collection and now a masters student in social work.
The Royal Society is a fellowship of many of the world’s most eminent scientists and is the oldest scientific academy in continuous existence.
Varma, S., Voit, R., Im, S.-h., & Patel, P. J. (2017, February). Mathematical insight predicts mathematical achievement in college students. Poster presented at the Royal Society Meeting on The Origins of Numerical Abilities, London, UK.
Im, S.-h., & Varma, S. (2017, February). From number sense to arithmetic sense: A theoretical and empirical synthesis. Poster presented at the Royal Society Meeting on The Origins of Numerical Abilities, London, UK.
The Center for Education Innovation allows students to send thank you notes to teachers who make a positive difference on their achievement and development. Educational psychology Ph.D. student and teaching assistant, Anthony Schulzetenber is already making a difference in his students’ lives, and received a “thank you” note from one of them in an official letter from the Center of Education Innovation. The note reads:
“Thank you, Anthony for your help and patience during the semester! You went through very important stuff covered in lectures with us and explained everything with great examples in our lab. You are the best TA I have ever had. I feel really lucky to be in your lab section. Thanks a lot!” -Yue Zuo
Since 1998, the Center for Educational Innovation has formally recognized unsolicited student feedback and praise to University of Minnesota teachers through the Thank a Teacher program.
Have you had a teacher that has made a difference in your education? Thank them here.
Specifically in Rule 3 of the article, “Persuading people with facts may not work,” Globe and Mail argues that “facts failed to stop” Trump from winning the presidency. The publication supports this argument with Trevors’ research on how new information can threaten its recipients’ sense of identity. Originally covered by the British Psychological Research Society’s Digest, Trevors’ research shows that new information can trigger negative emotions, which impair the understanding and digestion of written information.
Panayiota Kendeou, associate professor in the Department of Educational Psychology’s Psychological Foundations of Education program, recently traveled to Sydney, Australia, to present her work on the 12th biennial meeting of the Society for Applied Research in Memory and Cognition (SARMAC). Kendeou was part of a featured symposium–organized by two world-renowned experts on misinformation, Ullrich Ecker (The University of Western Australia) and Stephan Lewandowsky (University of Bristol)–on research advances that reduce the impact of misinformation and fake news. At the event, Kendeou presented her work on the conditions that promote successful change of pre-existing beliefs in the context of her Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014).
Dedicated to encouraging and promoting quality scientific research in applied domains, the SARMAC’s purpose is to enhance collaboration and co-operation between basic and applied researchers in memory and cognition.
David W. Johnson, emeritus faculty member in the Department of Educational Psychology’s Psychological Foundations of Education program, was recently awarded the American Psychological Foundation (APF) Gold Medal for Life Achievement in the Application of Psychology. Johnson received the medal in a ceremony held in Denver, Colorado in August of 2016.
Johnson has authored over 500 research articles and book chapters and over 50 books. He’s a former editor of the American Educational Research Journal and has served as an organizational consultant to schools and businesses throughout the world. His research interests include: cooperative, competitive, and individualistic efforts; conflict resolution (structured controversy and peer mediation); and social psychology of groups in general. Johnson is active in the field of organizational development and change, and in innovation in educational practice. His work emphasizes the integration of psychology theory, research, and practice.
University of Minnesota faculty members Keisha Varma (Department of Educational Psychology), Lana Yarosh (College of Science and Engineering), and Edward Downs (University of Minnesota-Duluth) supported the effort as part of a collaborative leadership team.
Currently, Varma is designing programming promoting positive mathematical mindsets, including dealing with math anxiety and supporting math learning in 3rd – 6th grade students. Parents attend monthly meetings that include presentations and small group discussions. Next semester, her workis expanding to include text messaging to support interactions between parents and teachers and encourage curriculum-informed math activities at home.
Recently, three faculty members from the Department of Educational Psychology were honored with endowed chairs and professorships. These appointments— awarded over a period of three years— recognize the professors’ professional achievements and the impact of their work.
Dr. Clayton Cook (school psychology) is the first-ever John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing. Dr. Panayiota Kendeou (psychological foundations of education) holds the Guy Bond Chair in Reading, and Dr. Michael Rodriguez (quantitative methods in education) will continue in his role as Campbell Leadership Chair in Education and Human Development. Please join us in congratulating them on their excellent contributions!
Faculty members in the Department of Educational Psychology hold a total of seven active endowed chairs and professorships.