Susan Walker, associate professor, and Seonghee Hong, a Ph.D. student in Family Social Science, will receive the Family & Consumer Sciences Research Journal Best Paper Award in Family and Consumer Sciences Education for 2017.
The award will be presented at the 109th Annual Conference of the American Association of Family and Consumer Sciences (AAFCS) in Atlanta in June. Dr. Sharon DeVaney, editor of FCSRJ, will present the award.
The paper, “Workplace Predictors of Parenting Educators’ Technology Acceptance Attitudes,” was published in the June 2017 issue of FCSRJ.
The AAFCS Best Paper award recognizes work for the importance and originality of the topic; strength of the methodology and results; and the potential for a lasting contribution to family and consumer science.
In their article, Walker and Hong investigated the technology adoption of non-formal parenting educators in Minnesota. They found that attitudes toward technology use was directly related to the perceived ease of use and perceived usefulness of the technology. They recommended that organizations that employ parenting educators foster a climate that encourages technology use and provide ongoing and effective training.
The Family and Consumer Sciences ResearchJournal publishes original research in all areas of family and consumer sciences. AAFCS, the sponsoring organization of the journal, is the only national not-for-profit 501(c) (3) organization that provides leadership and support to family and consumer science professionals in education, research, business, and not-for-profit organizations.
Congratulations on winning the teacher candidate grant award. Did the college provide any support to help you apply for the award?
CEHD reached out to me about the teacher candidate grant award. The process was really simple and I had timely responses from the faculty members that I reached out to about it.
What drew you to enrolling in the M.Ed. and Initial Teaching License program (ILP) in elementary education?
I decided to apply for the ILP program after an incredible four years in the undergrad program here at the U of M. I was challenged to think about elementary education in a whole new light, where diverse cultures are infused with current research to reach every child’s needs.
What do you think will be the biggest challenge of being a teacher?
I think there are a lot of challenges that come with being an educator, but I think the biggest challenge for me will be trying to advocate for change in my school, the district, and ultimately the system. It’s no secret that the education system is slow to change, but the change is necessary. I’ve spent the last four and a half years of my schooling learning about how schools should be making an impact in students’ lives and how they continually fall short. I know it will be challenging to be the voice that speaks out and the one who pushes back, but leaning into this tension is the only way we can make effective change.
What do you most look forward to?
The kids! That’s what excites me most about teaching. I love building relationships with my students and seeing their growth throughout the year, not only academically, but socially and emotionally too. One of the most important things for me as a teacher is the relationship that my students have with school; I want them to enjoy learning and feel empowered to use what they’re learning to better themselves and their communities.
Where do you plan to teach?
I plan to teach in an urban public school, preferably Minneapolis. I love the rich cultural environments that these schools have and feel passionate about serving students who live in my city.
Has anything surprised you about the program?
I wasn’t expecting to build such close relationships with my peers. We’ve truly become a family; They’ve supported me in more ways than I could have ever imagined. I owe a lot of my success in the program to their constant encouragement and guidance.
What is the major different between undergraduate and graduate education in your experience?
The major difference between undergrad and the ILP program is the schedule. It’s a tough transition to go from having a few classes spread out across your day to teaching on a full-time schedule (and then occasionally attending night class afterwards). I’ve had to become really disciplined in my daily routines to make sure I’m prepared and can keep up with the work load.
How has your experience been with the faculty?
The faculty have been extremely supportive and understanding throughout this entire journey. I feel as though they’ve invested in me as a future educator by challenging me and getting to know me personally.
Anything else you want to add?
This program is one of the most challenging, yet rewarding things I’ve done. I’ve learned more about myself as a person and as an educator throughout this journey. And for that, I am truly grateful.
Founded in 2014 by Institute of Child Development professors Stephanie Carlson, Ph.D., and Phil Zelazo, Ph.D., Reflection Sciences provides professional development, training, and tools for assessing and improving executive function skills. Executive function is the set of neurocognitive functions that help the brain organize and act on information. These functions help us pay attention, control behavior, and think flexibly – skills that are key for school readiness.
Through the new collaboration, researchers will be able to track the development of executive function skills over the course of childhood and beyond using Reflection Sciences’ Minnesota Executive Function Scale (MEFS™) App. The MEFS App is a scientifically valid and reliable game-like tablet measure of executive function for ages 2 and up.
“The research literature clearly points to the critical role that early executive function plays in children’s academic and social success, so we need to make sure the study effectively captures children’s skills in this area,” said co-principal investigator Stephanie Jones, Ph.D., a professor of education at Harvard. “MEFS combines the strength of a trusted measure of executive function with the power of big data, allowing us to view the findings from our study within the context of the thousands of other children who have used the app.”
For the Early Learning Study at Harvard, which is supported by the Saul Zaentz Early Education Initiative and led by Jones and Nonie Lesaux, Ph.D., researchers will follow a sample of 5,000 randomly selected families with children ages 3 and 4 years from more than 100 communities throughout Massachusetts. An estimated 40 percent of the children are in an informal childcare setting, such as family care; the other 60 percent are enrolled in a formal setting, such as an early childhood education center. Across four years, researchers will document each child’s early learning experiences and measure outcomes including language, executive function, and academic and social-emotional skills.
This study aims to address important questions about how formal and informal early learning environments impact learning outcomes and developmental gains. The researchers hope to achieve a better understanding of which early education features have the greatest benefits for children, which models of Pre-K work best, why they work, for whom they work, and under what conditions. The team hopes their findings will inform public policy efforts and decisions regarding opportunities and challenges facing early childhood education.
“The Early Learning Study at Harvard is setting the standard for research on early childhood education practices and we are delighted to be able to help them achieve results using our measure,” Carlson said.
Hsakushee Zan is a political science major and Racial Justice in Urban Schooling (RJUS) minor committed to creating a more equitable schooling system. As a refugee immigrant from Myanmar (formerly Burma), she has a deep understanding of the challenges immigrant children face. As a parent, she wants a more equitable education for her children and using her education to make that happen.
Why did you enroll in the RJUS minor?
I am interested in and educational equity and the educational side of public policy. This minor will help me to go on to graduate school in education policy and will also help me to advocate for my fellow immigrant families in public schools with knowledge I gained from my urban education class.
I went to school in refugee camp on border of Thailand and Myanmar due to the conflict in Myanmar. I moved to the U.S. in 2007. My kids were born in this country and are U.S. citizens, but still face inequities in our school system. I am especially interested in immigrants and immigrant education and am part of a parent advisory group in my community.
What issues do immigrant children face in the schools?
We talk a lot about equity and shortages in teachers of color. There is only one person from our community that speaks our native language that is licensed to teach. The Karen [an ethnic group living on the border of Myanmar and Thailand] community in the Twin Cities is about 12,000 people. This creates a problem when a parent is new and doesn’t know the language.
What has been the most valuable experience in the minor so far?
I love working with every student from diverse backgrounds, especially my service learning experience with the Early Childhood Family Education Program. My assignments included parent involvements in schools. I worked in family literacy with immigrants from all over the world.
What do you hope to do as a career?
My first goal is to advocate for the quality and the equity of public education for every child. As a refugee immigrant, I always hope to stand for the children of minority and immigrant backgrounds and be the voice for the voiceless as all children have the right to education.
Participating in an intensive early childhood education program from preschool to third grade is linked to higher educational attainment in mid-life, according to a new study by researchers in CEHD’s Institute of Child Development (ICD).
The study, published inJAMA Pediatrics, tracked the progress of more than 1,500 children from low-income neighborhoods in Chicago, from the time they entered preschool in 1983 and 1984 in Child-Parent Centers (CPC) until roughly 30 years later. The children were part of the Chicago Longitudinal Study, one of the longest-running follow-ups of early childhood intervention.
“Children from low-income families are less likely to attend college than their higher-income peers,” said lead author Arthur J. Reynolds, Ph.D., a professor in ICD and director of the Chicago Longitudinal Study. “A strong system of educational and family supports in a child’s first decade is an innovative way to improve educational outcomes leading to greater economic well-being. The CPC program provides this.”
The JAMA Pediatrics study is the first of a large-scale public program to assess impacts on mid-life educational attainment and the contributions of continuing services in elementary school. The study’s co-authors include Suh-Ruu Ou and Judy A. Temple of the University of Minnesota’s Human Capital Research Collaborative.
For the study, which was funded by the National Institutes of Health, the researchers followed the progress of 989 graduates of the Chicago Public School District’s CPC program, which provided intensive instruction in reading and math from preschool through third grade as part of a school reform model.
The program provides small classes, intensive learning experiences, menu-based parent involvement, and professional development. The children’s parents received job skills training, parenting skills training, educational classes and social services. They also volunteered in their children’s classrooms, assisted with field trips, and attended parenting support groups.
The authors compared the educational outcomes of those children to the outcomes of 550 children from low-income families who attended other early childhood intervention programs in the Chicago area. The researchers collected information on the children from administrative records, schools and families, from birth through 35 years of age. More than 90 percent of the original sample had available data on educational attainment.
On average, CPC graduates—whether they participated in preschool only, or through second or third grade—completed more years of education than those who participated in other programs.
For children who received an intervention in preschool, those in the CPC group were more likely to achieve an associate’s degree or higher (15.7 percent vs. 10.7 percent), a bachelor’s degree (11.0 percent vs. 7.8 percent), or a master’s degree (4.2 percent vs. 1.5 percent). These differences translate to a 47 percent increase in an earned associate’s degree and a 41 percent increase in an earned bachelor’s degree.
CPC graduates through second or third grade showed even greater gains: a 48 percent increase in associate’s degree or higher and a 74 percent increase for bachelor’s degree or higher.
“Every child deserves a strong foundation for a successful future, and this report provides more concrete, compelling evidence that investments in early childhood education pay dividends for decades,” said Chicago Mayor Rahm Emanuel. “Chicago is expanding access to early childhood education so every child, regardless of their zip code or parents’ income, can have the building blocks for a lifetime of success.”
According to the study’s authors, successful early childhood programs not only may lead to higher adult educational achievement, but also to improved health. The authors note that adults with less education are more likely to adopt unhealthy habits like smoking and to experience high blood pressure, obesity, and mental health problems than those who complete more schooling.
“This study shows that a well run early childhood intervention program can have benefits well into adult life,” said James Griffin, Ph.D., Deputy Chief of the Child Development Branch at the Eunice Kennedy Shriver National Institute of Child Health and Human Development at the National Institutes of Health.
In previous studies, the researchers showed that CPC program participants have attained higher incomes, and experienced lower rates of serious crime, incarceration, and depression than participants of other programs. CPC has also shown a return on investment: cost-benefit analyses have shown economic returns of 7 to 10 dollars per dollar invested.
The CPC program expanded beyond Chicago beginning in 2012. The program is now also in parts of Minnesota, Illinois, and Wisconsin.
Funding for the study is from the National Institute of Child Health and Human Development. To read the full research paper titled, “A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age,” visit the JAMA Pediatrics website.
Vanessa Goodthunder, an M.Ed. candidate in the Department of Curriculum and Instruction, and has gone on to make major strides in tribal issues advocacy and language revitalization in Minnesota and beyond. Governor Mark Dayton heard Goodthunder speak about her work to revitalize the Dakota language and asked her to serve as assistant to the chief of staff focusing on tribal issues, reports the Redwood Falls Gazette.
“During the seven months I was in the governor’s office I learned a lot about government and what it means to be a leader,” said Goodthunder. “I never imagined I would work in government, and even though the role was a short one I think I was able to make a difference for the tribes.”
Dayton recognized her work by declaring December 8 as Vanessa Goodthunder Day in Minnesota. Gooddthunder tweeted in response to the honor, “Happy Vanessa Goodthunder Day in the State of Minnesota. Pidamayaye Governors Office for helping me grow my confidence in my voice and perspective. I’m so honored to have been on this team and now to help open up a 0-3 Dakota Immersion School at the Lower Sioux Community. Wopida.”
Goodthunder will continue her work in the Lower Sioux Indian Community as director of the Head Start program where she received a $1.9 million grant to launch an early childhood Dakota language immersion aimed at revitalizing the Dakota language.
In addition, Goodthunder, helped to launch a Dakota language app with a grant from the Minnesota Indian Affairs Council, which is expected to be launched publicly this year, according the Star Tribune.
“My language is part of me,” she said. “Without it I am not whole.”
Family Social Science doctoral candidate Corey Yeager successfully defended his Ph.D. dissertation in a mid-December session attended by a supportive crowd of faculty, friends and family. But the most unique facet of Yeager’s doctoral candidacy is the distinction of being Professor Bill Doherty’s last advisee.
Doherty, who joined the Department of Family Social Science in 1986, says he will continue to serve on graduate student committees, but he feels he’s at an age where taking on new students for the doctoral degree process (normally around five-years) would not be a good idea for the student.
“I couldn’t be more delighted that Corey was my final student,” said Doherty. “He learned and grew tremendously, and is already making wonderful contributions to the practice and theory of family social science.”
Doherty says Yeager is a prime example of the Department of Family Social Science’s focus on developing community partnerships. That’s a big change he’s noticed over his 30 years of advising doctoral candidates. They enter the program seeking to understand the bigger picture of issues affecting families across the lifespan, and finding their unique research path to make an impact.
He has also observed that some candidates often must cope with the anxiety of their family and community about their doctoral ambitions. “Especially in communities of color, there’s apprehension that if someone gets their doctoral degree, they’ll abandon their community,” said Doherty. “That’s not true with Corey—he’s thoroughly engaged.”
Addressing community challenges
Yeager has worked since 2013 in Minneapolis Public Schools’ Office of Black Male Student Achievement (OBMSA) that addresses the achievement gap in the district’s black male students – the largest demographic group in the district.
He steps into a new role as Educational Equity Director that will focus on professional development for administrators, teachers, and support staff to address the gap. According to OBMSA, black male students lag behind their white male counterparts in every achievement indicator, and have a 39 percent high school graduation rate, compared to white male students’ 65 percent.
“My graduate work and the ability to access, understand, and use meaningful research to support OMBSA’s work has been very helpful,” said Yeager.
As part of his doctoral work, Yeager and Doherty collaborated with black male students at South High School to create the “Relationship Project.” Using the framework Doherty has developed with his Families and Democracy Project, the two researchers listened and learned from the young men, who chose to work on improving their relationships with teachers and their female peers as a way to address their achievement gap.
The two helped the young men improve their communication skills to interview teachers and learn more about them, while the students organized a peer panel of young women to understand the behaviors they display that create discomfort, and what they could do better. Yeager says the work has been powerful for all involved and achieved positive results for the students.
Communities as co-producers
Doherty says this democratic approach builds credibility and trust with individuals, families and partnering organizations. He has spent his career honing this framework that recognizes a community as a base of both knowledge and action.
The temptation of academia he says, is to go into a partnership with a top down mindset as the “expert deliverer of new knowledge.”
“But when you access both the academic knowledge and the knowledge that resides in those communities – that’s dynamite,” he says. Being able to implement that kind of approach requires developing communication and facilitation skills that foster open community engagement.
“Never start with a powerpoint,” says Doherty. Doherty advises dialogue – ask those in the room to share what they know, what they’ve observed, and how they feel about the issue at hand.
“I call it ‘being on tap’ rather than ‘being on top,’” he says. “The dialogue builds trust and appreciation for listening and we – the academics – become resources.”
Yeager expressed his own appreciation for Doherty’s mentorship in attaining his doctoral degree.
“Dr. Doherty was a guide, trainer, motivator, therapist and confidant for me through this doctoral journey,” he said. “I am ever indebted to him and will work diligently to repay him for all he has become to me…”
Kersten alleges the new plan shifts the district leaders’ educational philosophy from “academic excellence for all” to ensuring “that students think correctly on social and political issues.” She argues that the new racial justice-geared agenda creates a hostile environment for students with “nonconforming views,” and does nothing to improve test scores or foster high academic performance in the district.
Mason challenged these ideas in her op-ed, ” Counterpoint: Edina schools: why it’s crucial to unlearn racism.” She discusses the way white privilege has shaped our country’s education system since its conception, the learning limitations placed on students of all races, and the importance of maintaining a dialogue about race in our schools. “[Students] know that to change the future, we have to reckon with the past,” Mason writes. “To unlearn racism, we have to be willing to face what it is, what it has created and how we are all implicated in it.”
The summer institute is a community event hosted by the University of Minnesota’s Center for Spirituality and Healing. The 3-day event aimed to bring together teachers, researchers, clinicians, and practitioners to discuss mindfulness research and ways to promote practices that support wellbeing in school communities.
For the event, Zelazo delivered a keynote address that focused on how mindfulness practice has been shown to promote reflection and executive functions in children and adults.
Semenov’s presentation highlighted findings from curriculum evaluation conducted this past year. The novel curriculum, developed in collaboration with the Center for Spirituality and Healing, introduced mindfulness practice to a cohort of elementary school teachers in an effort to improve teacher wellbeing and promote mindful approaches to student-teacher interactions.
On June 20 and 21, roughly 500 of Minnesota’s education leaders, researchers, policy makers, and nonprofit organizations gathered at Educational Equity in Action II. This was the second convening hosted by the University of Minnesota. Its focus: improving educational equity by “Working across schools and communities to enhance social emotional learning.”
Dr. Martin Brokenleg, Co-author of the book Reclaiming Youth at Risk: Our Hope for the Future and co-developer of the Circle of Courage model,explained that trauma from oppression, like that experienced by the American Indian community, can span generations.
“Our culture is plagued by intergenerational trauma,” said Brokenleg, whose mother’s family was among those imprisoned at Fort Snelling. He cited the incredibly high suicide rate among Native people, especially in the 18-30 age group, and among people in Ireland and Scotland after generations of oppression by the British, whose methods not coincidentally were adopted by the U.S. Bureau of Indian Affairs. “We’ve had a normal human reaction to an abnormal history.”
Brokenleg described his Circle of Courage model which supports character building or “teaching the heart” through generosity, belonging, independence, and mastery. Brokenleg finished his talk with practical strategies from Circle of Courage attendees could take back to their schools and communities to help young people—especially those suffering from intergenerational trauma—learn and grow.
Dr. Michael Rodriguez, professor of educational psychology at the University of Minnesota, Jim and Carmen Campbell Leadership Chair in Education and Human Development, and co-director of the Educational Equity Resource Center and the covening, led a plenary discussion on the results of the Minnesota Student Survey (MSS).
Rodriguez explained, although at a high-level the MSS tells a positive story about the developmental skills and supports of Minnesota youth, a closer look at the data demonstrates the reality of the inequities some students experience in Minnesota’s education system. This is particularly apparent for students identifying as lesbian, gay, or bisexual (LGB); students who skip school; students who receive disciplinary action in school; and students who have experienced trauma.
“Ninety-nine percent of our youth say their goal is to graduate from high school—and 65 to 85 percent across demographic groups also want to go to college,” said Rodriguez. “That’s a lot higher than our state’s high school graduation goal for them, which is now about 90 percent by 2020!”
He emphasized that students’ own goals are higher than those we’ve set as a state.
Following the plenary, students in Rodriguez’s Minnesota Youth Development Research Group (MYDRG) led detailed discussions on the MSS results for some of these groups, including: American Indian students, Hmong students, students in special education, LGB students, and students experiencing trauma.
Throughout the convening, participants selected from 28 smaller group breakout sessions on social-emotional learning led by University of Minnesota researchers, youth engagement groups, school districts, the Minneapolis Department of Education, and more. Several sessions included youth as presenters and/or focused on youth participatory action research projects.
Small group discussions
Before the final keynote, attendees participated in a process called TRIZ. They met in small groups—dividing themselves up based on the different developmental skills and supports students need to be successful (identified in Rodriguez’s work). Participants started with the unusual task of listing actions communities might take to destroy the skill being discussed in youth. Then, they shared opportunities they had to remove some of these destructive activities and developed action plans for their schools, communities, and organizations.
Dr. Muhammad Khalifa, associate professor in Organizational Leadership, Policy, and Development, closed out the convening by challenging the group to practice culturally responsive school leadership (CRSL). He asked that school leaders promote schooling that addresses the specific cultural and learning needs of students by focusing on the perspectives of parents, students, and community members.
“Change in schools can be promoted and fostered by ‘leaders,’ but culturally responsive school leadership is practiced by all stakeholders,” said Khalifa. “Community-based based knowledge informs good leadership practice.”
In this statement, Khalifa connected his keynote to Rodriguez’ and Brokenleg’s work. Each of the speakers stressed the importance of listening to all members of our community to improve educational equity.
Khalifa ended his talk by sharing strategies to help attendees to achieve CRSL in their own schools, organizations, and communities.
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.
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.
C&NN aims to connect children, families, and communities to nature through innovative ideas and evidence-based resources. The theme for the 2017 conference was, “Kids Need Nature, Nature Needs Kids.”
During the conference, Williams Ridge spoke about tailoring outdoor learning opportunities to children’s specific developmental needs, depending on their age. She also moderated a panel about best practices for nature-based learning in the early childhood field.
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.
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.
The IAS is a University-wide interdisciplinary center, and a resource for scholars, artists, professionals, and students who are engaged in a wide variety of study and practice. It also serves as a bridge between the University and the wider community as a place where people meet and ideas are exchanged.
The Historical Injustices Working Group also includes Yuichiro Onishi from the Department of African American & African Studies, Catherine Squires from the Department of Communication Studies, Hana Maruyama from the Department of American Studies and John Matsunaga from Asian American Studies. “We are interested in tracing the University of Minnesota’s ties to both slavery and Japanese wartime resettlement,” says Joubert. “In particular, I am looking at developing a curriculum based on our research.”
Joubert also notes that the working group is hoping to tie their research findings to the movement of slaves up and down the Mississippi river. “Part of project is to increase students’ of color engagement in the river itself,” says Joubert, adding that all school-aged children in Minnesota study African American history as part of the curriculum and ethnic studies are now offered as an elective in the state of Minnesota where he sees the curriculum he is developing as a good fit.
“Almost all universities have an invisible history related to colonialism and racial injustice,” says Joubert. “Whether it was the removal of indigineous people off lands or racial injustices related to civil rights.” He adds that he hopes the Historical Injustices Working Group can shed light on some of these issues.