Students in a Sport Management course in the School of Kinesiology had a real-world opportunity to help a K-12 school in Forest Lake consider ways to develop and expand an athletic program for their students in grades 6-12.
The students in SMGT 3881W, a capstone course for undergraduates taught by Lisa Kihl, Ph.D., associate professor in the School, collaborated with Lakes International Language Academy (LILA) to come up with best practices for an athletics department operations manual that covered areas such as policies, recruiting and training coaches, facilities, and marketing. The students worked in groups and presented their plans to school director Shannon Peterson and athletics and activities director Jenni Muras.
“This is the students’ opportunity to demonstrate that they are prepared academically and professionally as graduates to contribute meaningful work for real-world sports concerns,” said Kihl. “I set the expectations high. And every time, these students amaze me,.”
“We were thrilled to participate in this capstone project,” Muras said. “With Dr. Kihl’s expert guidance, the University students provided useful information that reflects our school’s mission, values, and International Baccalaureate focus. We’re looking forward to continuing the relationship with the U.”
LILA is a public K-12 Mandarin and Spanish language immersion school.
Over winter break, Daheia Barr-Anderson, Ph.D., assistant professor in the School of Kinesiology, is teaching a Global Seminar course in Nairobi, Kenya, as part of the U of M’s Learning Abroad programs. The course, titled “Empowering Girls Through Sport,” explores how in the Kenyan culture physical activity is used as a gateway to many aspects of life and how it can empower youth, especially girls.
Students in Dr. Yuhei Inoue‘s KIN 5421 Sport Finance class presented their final Revenue Generation Projects to three staff members of the non-profit organization Beyond Walls: Jazmin Danielson, Executive Director; Sammy Loeks-Davis, Program Director; and Karen VanderBosch, Board Member. Each group presented research and recommendations about how the organization can spread awareness for its campaign and build revenue.
Beyond Walls is a program that supports students in finding and graduating from their best-fit post-secondary pursuit using squash, academics, mentoring and life skills development. Their goal is to become a Twin Cities leader in promoting academic excellence, healthy lifestyles, and access to meaningful opportunities for all youth.
The U.S. Department of Education Office of Special Education Programs recently awarded associate professors Robin Codding and Amanda Sullivan with a$1,192,606 leadership development grant (over five years from 2016-2021). The project, Leaders Enhancing Evidence-based Practices (Project LEEP), funds fellowships designed to prepare future faculty in school psychology with expertise in applying and sustaining evidence-based practices to schools. Five students in the Department of Educational Psychology’s school psychology program were awarded LEEP fellowships: Jordan Thayer, Alaa Houri, Aria Fiat, Kourtney McNallan, and Madeline Larson.
Project LEEP fellows are trained in: data-based decision making; development and evaluation of evidence-based practices; prevention and intervention using evidence-based practices, and consultation and translation of interventions; as well as leadership competencies in instruction and mentoring in higher education, and research and dissemination. Students receiving the award must complete a variety of experiences—coursework in research methods and statistics, research related to multi tier systems of support (MTSS), and apprenticeships with faculty with related research interests.
In addition, fellows attend monthly pro-seminars that provide professional development opportunities for pursuing a career as a faculty member. Past pro-seminar topics have included: finding your “fit” in a faculty position based on professional values and goals; types of faculty positions available in the field of school psychology; and what is tenure and how to successfully achieve it. Future Project LEEP pro-seminars will help fellows identify their professional goals and structure training plans to meet the benchmarks needed to obtain a faculty position upon graduation.
Anna Solfest, a undergraduate student in the School of Kinesiology, has received a U of M Undergraduate Research Opportunities Program (UROP) award. Anna’s UROP project will examine body composition, bone density, and visceral adipose tissue in male and female NCAA Division I basketball players. The project is under the direction of Donald R. Dengel, Ph.D., professor in the School of Kinesiology and director of the Laboratory of Integrative Human Physiology (LIPH).
The UROP Award offers financial awards to full-time undergraduates for quality research, scholarly, or creative projects that are judged to contribute to the student’s academic development and which are undertaken in collaboration with a faculty sponsor.
Experiencing negative events and living in a high-stress environment can inhibit a child’s brain development and lead to negative health consequences later in life. Through her research, Brown aims to uncover the factors that may help children overcome adversity and lead to positive long-term outcomes.
Brown is especially interested in research centered around children and their families. “Working with the entire family really opened my eyes to see why kids were acting in certain ways,” Brown says.
One of her goals is to inform researchers, advocates, and social support networks about the tools they can use to help victimized children and adolescents. “The experience that you have in childhood doesn’t have to define you for the rest of your life. You can overcome it, and you can emerge resilient,” Brown says.
Asha Jitendra, professor in the Department of Educational Psychology’s special education program, and four of her Ph.D. students, Gena Nelson, Alison Kiss, Sandra Pulles, and James Houseworth, recently were published in the Council for Exceptional Children’s Special Education Today publication. Their article, “Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties?” evaluates the quality of the research and evidence base for representation of problems (characters, images, or objects that symbolize an abstract idea) as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for math disabilities. Read the full article.
Juan Telles, CEHD Student Services student employment development coordinator & front desk manager, presented this month at the National Student Employee Association conference in Pittsburgh, PA. The title of his presentation was “Connections Between Universal Instructional Design and Supervision of Student Workers.” His presentation focused on ways to develop student employees using a Universal Instructional Design (UID) approach. UID provides theories, tools, and approaches to teaching that caters to different learning styles. Using this type of an approach with student employee professional development caters to the different needs of students and also provides support for their holistic supervision.
The U of M TRIO programs in CEHD are celebrating their anniversaries this year: Upward Bound, 50 years; Student Support Services, 40 years; McNair Scholars, 25 years. The federally funded programs ensure equal opportunity and equitable access to higher education for underrepresented students. Watch this video highlighting the impact of their work and a tribute video to Bruce and Sharyn Schelske, who worked with U of M TRIO programs for over 40 years.
Bic Ngo, associate professor in the Department of Curriculum & Instruction, and Josephine Lee of the College of Liberal Arts received a five-year grant from the U.S. Department of Education to increase services for Asian American students at the University of Minnesota Twin Cities (UMTC) campus. The $1.75 million grant is specifically aimed at providing “assistance to Asian American and Native American Pacific Islander-serving institutions to enable such institutions to improve and expand their capacity to serve Asian Americans and Native American Pacific Islanders and low-income individuals,” according to the award letter.
“The project seeks to provide our Asian American students with culturally relevant learning environments and programs in ways that nurture cultural integrity and academic success,” said Ngo.
The implementation of the grant at UMTC will be called the “Asian American College Excellence (AACE) Project.”
Ngo and Lee plan to roll out the AACE Project via several avenues, including a resource center (with computer lab and tutoring space), a teaching and learning library, an increased number of Asian American Studies classes, a speaker series, a youth summit, a teaching pathways program, and a tutoring and mentoring program among others.
One of the major tasks for the first year of the grant is to establish the resource center that will provide a place for many of the project activities as well as a dedicated space for the students to study, hang out, and build community.
Dr. Ngo is committed to analyzing issues relating to educational equity and cultural identity in immigrant students’ education. She teaches in the Ph.D. program for Culture & Teaching.
Young Ho Kim, a doctoral student in the field of sport management advised by Dr. Lisa Kihl, gave a presentation at the 28th International Sport Science Congress in commemoration of the 1988 Seoul Olympic Games. His presentation, “We are All Innocent, but Socialized into Being an Offender: Why Do We Believe School Violence Occurring in the Sport-Related Departments is a Form of Discipline?” consisted of preliminary data findings from his research on violence in schools. The purpose of the study was to examine how innocent freshmen may become offenders as time goes by, and how the practices of school violence are transferred with each grade. To analyze the collected data, multiple theoretical frames were applied, such as the Stanford prison experiment, obedience to authority theory, social learning theory, and differential association theory.
The gathering provides an excellent forum to display the research efforts of these exceptional McNair Scholars along with their faculty mentors.
Jayson has been working with faculty mentor Douglas Hartmann, Ph.D., to present data from his project, “Parent Understanding of and Involvement in Organized, Out-of-School Activities.” The project is part of the Kids Involvement and Diversity Study (KIDS) in the Department of Sociology. Jason is advised by School of Kinesiology adviser Alyssa Maples and CEHD advisers Tracey Hammell and Chinh Truong.
All are invited to attend the event from 1:30 p.m. to 3:30 p.m. in Coffman Memorial Union – Mississippi Room. Refreshments will be served.
The U.S. State Department has presented the School of Kinesiology and its partner, Tianjin University of Sport (TUS) in China, with the American Center for Cultural Exchange Network’s 2016 Excellence Award.
This is the first year of the award, created to recognize members of the American Cultural Center (ACC) for outstanding work in fulfilling the mission of the organization.
The ACC has twelve centers funded by the U.S. State Department, each focused on a particular area of American culture. The School of Kinesiology and partner Tianjin University of Sport is the only ACC focused on sport. The partnership’s goal is to “foster and deepen the appreciation for American culture through sport among Chinese students and people in the Tianjin metropolitan area.” The partnership sponsored educational lectures and visits, on-site programs, and collaboration with other ACC network members. A number of School of Kinesiology faculty and staff as well as the U of M community were involved during 2012-2016 in presenting lectures, hosting visiting scholars and delegations, and providing consultation at Tianjin University and other member universities, funded through a grant from the State Department.
Li Li Ji, Ph.D., director of the School of Kinesiology, accepted the award. He says,
“We are truly honored to receive this inaugural award from the U.S. State Department. It is the result of years of dedicated and creative work done by over a dozen School of Kinesiology faculty and supporting staff, many who traveled to China to deliver the programs. TUS has shown tremendous commitment to support the ACC. We thank the U of M China Center and GPS Alliance for guidance and support and will continue to make the ACC a bridge for Sino-US cultural exchange.”
The award includes a $2500 prize to be used for ACC future programming.
Doctoral student Lauren Billing has received a grant from the Association for Applied Sport Psychology to support her dissertation work. Her research project is: “The Efficacy of Affective Behavioral Strategies for Increasing Physical Activity: Implications for Harnessing the Dual-Mode Model.”
The primary function of these awards is to provide support to early career professionals or students for their research endeavors. Her award totals $3,579, much of which will go towards incentives and mailing/equipment costs.
Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, associate professor in Literacy Education in the Department of Curriculum & Instruction and the director of the Minnesota Center for Reading Research, Lori Helman, co-authored Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms, just out from the Teachers College Press. The book presents key foundational principles in language and literacy development for linguistically diverse students, providing access to a broad range of research-based approaches in teacher-friendly language.
Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a “big picture” and an “up-close and personal” look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students.
To read the book visit tcpress.com. Find out more about the Department of Curriculum & Instruction’s programs in Literacy Education.