CEHD News Uncategorized

CEHD News Uncategorized

CEHD hosts first Symposium on Civic Renewal

More than 200 civic-minded Minnesotans gathered for the first Minnesota Symposium on Civic Renewal, hosted by CEHD with funding from the Spencer Foundation. Panels and discussions at the event focused on topics such as depolarization, equity in education, and immigration.

“Lots of people have good communication skills but struggle to use them in political conversations,” said family social science professor Bill Doherty, who gave a lunchtime address. Doherty cofounded the organization Better Angels, a bipartisan effort to bridge the United States’ red–blue political divide.

“We can all aspire to the habits of political friendship,” said keynote speaker Danielle Allen, a leading political theorist at Harvard. “In a democracy, people lose all the time, but the same people should not be losing again and again. We need to learn to be good losers and also to recognize that loss has weight—good winners are needed, too.”

Learn more about Bill Doherty’s work.

 

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C&I students present at curriculum theory and classroom practice conference

 

Five graduate students from the College of Education and Human Development, four of whom are Ph.D. candidates in the Department of Curriculum and Instruction , presented papers at JCT Online‘s 38th  Annual Bergamo Conference on Curriculum Theory and Classroom Practice in Dayton, Ohio last weekend. Hillary Barron, Meghan Phadke, Rachel Schmitt, Ramya Sivaraj, and Weijian Wang were joined by Professor Nina Asher of the Department of Curriculum and Instruction.

The students sat on the panel “Seeking Sites of Resistance: Engaging Identity, Culture, and Belonging in the Classroom.” They discussed the possibilities for equitable educational practices through an interrogation of their own identities and lived experiences based on research conducted with Professor Asher in a graduate seminar focusing on postcolonialism, globalization, and education.

The students presentation abstracts and panel received high praise from attendees and they were invited to return to present at future conferences.

Learn more about the doctoral programs in the Department of Curriculum and Instruction.

Ormasa Receives Alumni Service Award

On Oct. 19, Jan Ormasa was recognized with a University of Minnesota Alumni Service Award. Jan has a master’s degree in educational psychology and a Specialist Certificate in educational administration, and worked as a special education teacher and administrator for the Hopkins Public Schools for over 40 years.

Jan’s passion for education and advocacy is apparent in her daily life as well as in her past leadership of the College of Education and Human Development Alumni Society Board and the CEHD Women’s Philanthropic Leadership Circle. For both organizations, she implemented strategic planning and inspired members to do more to meet annual goals. In addition, she is a member of the National Alliance on Mental Illness (NAMI) and PACER Center boards.

The UM Alumni Service Award recognizes a volunteer who has had a major impact on the University, its schools, colleges, departments, or faculty.

Congratulations, Jan!

Dean Quam celebrates with Jan Ormasa

Owen Marciano receives Josie R. Johnson Human Rights and Social Justice Award

Owen Marciano, associate director of recruitment and admissions in CEHD Student Services, has been awarded the University’s 2017 Josie R. Johnson Human Rights and Social Justice Award. The award recognizes University faculty, staff, and students who are creating respectful and inclusive living, learning, and working environments. He will be honored at the University of Minnesota’s Equity and Diversity Breakfast on Nov. 16.

Owen has spent more than 15 years serving, supporting, and advocating for underrepresented students in higher education. He leads CEHD’s undergraduate recruitment, communications, and admissions, and brings social justice to the forefront in all of this work. For example, Owen identified and changed policies that serve as admission barriers to marginalized and oppressed individuals and groups. Colleagues noted his unwavering commitment to social justice has a far-reaching, positive impact on them personally, and impacts their work across CEHD and the University.  Owen also delivers anti-oppression training on campus and in the community, is a member of the Campus Climate Engagement Team, and a community activist.

Learn more about past award recipients.

C&I’s Linda Buturian receives Institute on the Environment fellowship

Senior Teaching Specialist Linda Buturian of the Department of Curriculum and Instruction has been awarded a fellowship to become an IonE educator with the University of Minnesota’s Institute on the Environment (IonE).

IonE’s Faculty Leadership Council selects between three and five educators for a fellowship each year. As an IonE educator, Buturian will work with other educators on a year-long project surrounding sustainability efforts. The project team will “develop curricula related to education, storytelling, art, and creativity which focuses on the Mississippi River, and local and global sustainability issues,” says Buturian.

Her team will also “forge connections with CEHD faculty, staff, and students who are addressing, researching, or interested in environmental issues in order to move toward a dialogue about sustainability issues and mission as they relate to respective departments represented in the college,” adds Buturian. During her 14-month fellowship, Buturian will have the opportunity to present on her research at the statewide Sustainability Education Summit.

For more information or to become involved with the sustainability project, contact Linda Buturian.

Consider donating to this project or continued projects in the Department of Curriculum and Instruction.

Angel Pazurek presents on eLearning in Mauritius, Africa

Angelica Pazurek, a lecturer in the Department of Curriculum and Instruction presented a workshop on “Global Perspectives on Design Thinking for Technology Supported Learning” at the annual eLearning Africa conference in Mauritius, Africa. The conference is the largest gathering of eLearning and ICT-supported education and training professionals in Africa, enabling participants to enhance their knowledge and expertise while also developing multinational and cross-industry contacts and partnerships.

Pazurek also led a panel discussion on effective practices and the importance of context in online teaching and learning.

Learn more about the Learning Technologies programs in the Department of Curriculum and Instruction.

 

Annie Mason writes op-ed challenging critics of racial justice education in Star Tribune

Annie Mason, Program Director of Elementary Teacher Education in the Department of Curriculum and Instruction, published an op-ed in the Star Tribune as a counterpoint to Katherine Kersten’s article, “Racial identity policies are ruining Edina’s fabled schools,” on the Edina school district’s new “All for All” plan, which Kersten blames for lowered test results in Edina schools.

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.”

Learn more about The Department of Curriculum and Instruction’s teacher education programs  and our commitment to equity in education.

 

Aspiring English teacher and first-generation American Quynh Van wants to reshape the discussion on race in the classroom

Quynh-Huong Nguyen Van is a senior majoring in English enrolled in the DirecTrack to Teaching program. She shares her hopes of shaping the conversation about race in America with students, becoming an English teacher, and how being a first-generation American will help her as a teacher.

What do you hope to accomplish as a teacher?

I want to be a teacher because it’s more than teaching a subject you are passionate about, but also about creating a safe space for students to be themselves and to grow intellectually. I also believe racism is a serious issue in America today and want to play my small part in helping to reshape the way we view race by incorporating discussions about racism and society into my classroom. I cannot think of a better setting to facilitate this than English classrooms; especially since many literary works can be used as a vehicle to help students see truth through fiction and to help students build empathy for other people by getting to know characters and authors.

What strengths do you think you will bring to the classroom? 

I believe one of my greatest assets as a future educator is my Vietnamese-American background. I feel my first-generation immigrant experiences have given me unique perspectives that will allow me to be a more empathetic and inclusive teacher

What has been your experience with the DirecTrack faculty?

My experience with my DirecTrack advisors over the last three years has been absolutely phenomenal. They have always been understanding and supportive of not only my academic work, but also my personal endeavors. My DirecTrack advisors have proven to be some of the strongest faculty relationships I have cultivated at the University.

Where do you see yourself in five years?

In five years, I imagine myself in a classroom, more adept at my job than my first year of teaching, and hopefully being an advisor for a school club like speech or directing the school play.

What’s been your favorite course so far?

My favorite course has been ENGL3601: Analysis of the English Language, an intro-level linguistics course focusing on the English language. It is a course that is required for my major as well as a prerequisite for the Master’s in Education and Initial Teaching license in English program. I initially only took the class because it was required, but it quickly became my one of my favorites. The class felt like I was applying chemistry or math to the study of the English language; I found the class to be a breath of fresh air!

Any other thoughts you want to share about your experience?

Through DirecTrack, I have been able to have many meaningful service-learning experiences, make great friends who are as dedicated about teaching as I am, and have found a community I feel I belong in.

Learn more about the DirecTrack to Teaching program and the M.Ed. and Initial Teaching License programs in the Department of Curriculum and Instruction.

 

Pittsburgh Post-Gazette quotes Kane on collegiate athletic directors

Dr. Mary Jo KaneMary Jo Kane, Ph.D., director of the Tucker Center and professor in the School of Kinesiology, is quoted in a Pittsburgh Post-Gazette article, “Female athletic directors at Pitt and Penn State stand out in a field still dominated by men,” commenting on the potential for women candidates for AD positions within a power differential that works against their being hired.

Elementary education majors work hands-on with students in Montpellier, France

Students interested in teaching have a once-in-a-lifetime opportunity to take part in a teaching practicum in Montpellier, France through the  Learning Abroad Center. Participants can meet their major requirements for  the Elementary Education Foundations  program while learning and teaching in the vibrant city of Montepellier, which is known for its beautiful architecture and atmosphere of political tolerance.

Engaging in a teaching practicum in France presents a wonderful opportunity for elementary education majors to flex their teaching muscles in a classroom with students of different cultural backgrounds. During this one-semester study abroad program, participants plan lessons alongside local teachers in Montpellier that explore effective ways of teaching English to students who do not speak the language.

Cynthia Zwicky, a lecturer in the   Elementary Education program in the Department of Curriculum and Instruction, recently returned from Montpellier, where she observed students working in their classrooms. “They teach in classrooms that are representative of a large immigrant population in Montpellier and learn many skills that are transferable and applicable to multicultural elementary classrooms in the United States,” she explains.

This program offers not only the opportunity to interact with students of many cultures and backgrounds, but for university students to learn for themselves what it’s like to be a new language learner.

“There is no substitute for living an experience that many of these aspiring teachers’ future students will be experiencing here in the United States,” Zwicky says. That cross-cultural understanding students can be carried with them back into their teaching practice in their classrooms.

Find out more about the  Teaching Practicum in France at the Learning Abroad Center.

Learn more about the B.S. in Elementary Education Foundations program in the Department of Curriculum and Instruction.

Aaron Doering gives keynote speech at #EdCrunch 2017 in Moscow

Professor Aaron Doering of the Department of Curriculum and Instruction recently gave the keynote to over 3,500 participants for #EdCrunch 2017 in Moscow, Russia.  Doering’s keynote, “Higher Education: Tomorrow Is Already Here,” addressed his principles aimed at transforming learning communities and improving student interaction with online learning materials.

#EdCrunch is one of the largest European conferences in the area of new educational technologies in secondary, higher and professional education. This year’s conference highlighted personalization in education technology, technological capabilities in classrooms, and teacher competency and ability to embrace change.

Doering is the Co-director of the University of Minnesota’s Learning Technologies Media Lab, and a professor in the Learning Technologies program in the Department of Curriculum and Instruction.

Find out more about the Learning Technologies degree programs  and educational technology research in the Department of Curriculum and Instruction.

International student and online learning researcher: Ph.D. candidate Fan Ouyang

Fan Ouyang, a Ph.D. candidate in the Learning Technologies program in the Department of Curriculum and Instruction, talks about the unique challenges of studying in a foreign country, her research in online and blended learning, and deep commitment to education. 

What drove you to enroll in the Learning Technologies Ph.D. program? 

I have a background in computer sciences and software theories. After graduation, I taught college-level courses for six years in my native China. I thought an intersection of education and computer technology would be a good fit for my professional interests, so I decided to pursue a Ph.D. in Learning Technologies. I’ll complete in February, 2018.

You are originally from China. How has your experience been studying in a foreign country?

It is a worthy experience, full of challenge, anxiety, hope, and joy. I came to the U.S. at a relatively mature age to purse my doctoral degree. I believe that helped because it was an age that I started to really want to know myself at a deep level, without self-judgment. Putting all the emotions aside, I believe it is the persistency of hard work that helps me not only overcome all language and research barriers to complete my degree, but more importantly, it helps me to become more open-minded, reflective, and calm in all life situations. I believe I come to the end of my Ph.D. journey as a better person.

What is your current research focus?

My research interests lie at the intersection of online and blended learning, pedagogy development, and learning analytics. Specifically, my current research focuses on three interrelated strands:

  • the research of computer-supported, network-based collaborative learning
  • the design of online and blended learning and development of relevant pedagogies
  • the application of computational methods and analytical techniques to understanding learning and instruction.

I want to better understand how students learn in online and blended learning contexts to help educators and practitioners better use this knowledge. I also hope to design innovative instructional tools to foster learner engagements.

How is the field of online teaching changing? Do you think it could replace face-to-face teaching?

At the early stage of online education, instructors tended to utilize traditional instructor-centered methods. Now, online teaching is changing to be more democratic, where instructors play a more symmetrical, participatory role with students. Students transform from the passive recipient of information and knowledge in the traditional instruction context to critical constructors of knowledge under their own autonomy.

Overall, the ultimate goal of education always stays the same, no matter the format: to nurture responsibility and initiative in learners, to build diversity and openness in the learning environments, and to help learners become self-directed and reflective. Therefore, I don’t think we need to replace one format with another. Instead, we as educators need to think about how to empower learners to view themselves as individuals who can shape their fields of interest, make action to achieve their personal and professional goals, and help people in their communities to grow and develop.

Which resources have you found through the department to help with your research?

I have benefited from department traveling funding, research workshops, involvement in research day, graduate student associations, and interactions with faculty in the department.

Any other thoughts you want to share about your experience?

During my Ph.D. study here in U.S., I have made efforts to cultivate four characteristics in myself: life-long learning (being eager to learn), capacity (being accessible, positive, and resourceful), entrepreneurship (being critical, innovative, and open-minded), and collaboration (being trustful, supportive, and collegial). I think this mindset has laid a positive foundation for my Ph.D. journey.

Learn more about the Learning Technologies programs in the Department of Curriculum and Instruction.

 

Biltz to present at Pediatric Work Physiology Meeting XXX in Katerini, Greece

School of Kinesiology senior lecturer George Biltz, M.D., will be attending the Pediatric Work Physiology Meeting XXX, October 3-8, in Katerini in Macedonia, Greece. The conference is sponsored by the European Group of Pediatric Work Physiology, which is celebrating its 50th anniversary.

On Oct. 6, Biltz will present a poster he co-authored with Kinesiology alumnus Christopher Lundstrom, Ph.D.,  titled “Time series variability of steady state RER, tidal volume and VO2 show a common response to marathon training in older adolescents.” The poster is a continuation of research on physiological time series analysis that they previously reported on at PWP 2015 in Utrecht ,Netherlands, and at the North American Society for Pediatric Exercise Medicine (NASPEM) in 2016 in Knoxville, TN. Biltz will also co-chair an oral presentation session on Oct. 7 on Physical Activity.

Kane quoted in Outside Magazine

Dr. Mary Jo KaneMary Jo Kane,  Ph.D., professor in the School of Kinesiology and director of the Tucker Center for Research on Girls & Women in Sport, is quoted in an Outside Magazine article, “The Adventure Film Industry’s Women Problem.” Kane comments on the visibility, or lack thereof, of female athletes and its impact.

Gewirtz’s ADAPT program in the news

Abigail Gewirtz, Lindahl Leadership Professor, Dept. of Family Social Science, and Institute for Translational Research in Child Development.

 

Abigail Gewirtz, Lindahl Leadership professor in the Department of Family Social Science and the Institute for Translational Research, was interviewed by WCCO-TV and KSTP-TV about her research program, ADAPT, that supports military families reintegrating following deployment. The unique program provides tools and resources to support positive parenting. A U.S. Department of Defense grant is underwriting  an online version of  ADAPT to serve more military families.

Sport Management alumnus nominated for 2017 Wuerffel Trophy

A 2016 graduate of the School of Kinesiology has been nominated for a prestigious award recognizing athletic and academic achievement and community service.

Ryan Santoso, a Gopher punter who received his B.S. in Sport Management in Fall, 2016, has been nominated for the 2017 Wuerffel Trophy, awarded to the FBS (Football Bowl Subdivision) player that best combines exemplary community service with athletic and academic achievement.

During his time at the U, Santoso has volunteered for numerous organizations– Children’s Hospital, the Boys and Girls Club, Luxton Learning Center, and with various sports camps– all while performing exceptionally in the classroom and on the field. He continues his academic and football career this year as a master’s student in the Humphrey School of Public Affairs studying nonprofit management.

Santoso’s story was featured this week in the U of M’s online News & Events section.

 

Curriculum and Instruction library launches digital catalogue and website

The Curriculum and Instruction (CI) Library, housed in 45 Peik Hall, recently launched a new website featuring an online searchable catalogue that effectively creates a digital space for patrons to search for texts that are not available in the UMN library system. The library is the only campus space that loans children’s and adolescent literature to students, faculty, and staff.

The CI Library is one of campus’s best-kept secrets. It houses a curated collection of children’s and adolescent literature and a smaller repository of academic curricular materials and texts. Library staff can partner with instructors to work on course assignments and put course materials on reserve. Students can check out books, use the space for study or meetings. Staff are happy to give a tour to interested patrons.

“We are excited to extend our reach outside of Peik Hall with the launch of our first website,” says CI Library Coordinator, Sara Sterner. “We welcome visitors to enjoy our new digital space and visit us in person.”

Learn more about academic programs in literacy education  in the Department of Curriculum and Instruction.

Search the CI library’s online catalogue.

 

Ph.D. student in STEM Education travels to Japan to research STEM equity

STEM equity researcher, National Science Foundation fellowship recipient, Ph.D. candidate, and sushi connoisseur Jeanna Wieselmann shares her research agenda as she spends the semester in Japan partnering with Shizuoka University.

What is your degree program?

I am in the STEM Education Ph.D. program within the Department of Curriculum and Instruction.  I plan to graduate in May of 2019.

What drove you to enroll in the STEM Education Ph.D. program?

I completed my undergraduate and master’s degrees from the University of Minnesota and spent several years teaching for a STEM non-profit.  As a STEM teacher, I observed students who are traditionally underrepresented in STEM fields excelling.  I wanted to learn more about how to make quality STEM education accessible to all students, through quality curricular materials and support for teachers.  The University of Minnesota has amazing faculty and an integrated STEM program that perfectly matched my research interests.

What is your current research focus?

I am currently interested in gender equity in STEM and am looking at the factors that influence whether girls are interested in pursuing STEM careers.  Girls already tend to have less interest in STEM by the time they reach middle and high school, so I’m focusing primarily on the elementary grade levels in the hopes that quality elementary STEM experiences can help foster continued STEM interest.

You are in Japan this semester working on STEM education. Tell me about your goals for the semester and how the project came about.

I am interested in international perspectives on STEM, and I decided to visit Japan because my adviser, Dr. Gillian Roehrig, has cultivated a strong relationship with Dr. Yoshisuke Kumano from Shizuoka University. I was able to study through my National Science Foundation Graduate Research Fellowship. This semester, I am working on two research projects.  The first project investigates middle school students’ perceptions of STEM and interest in STEM careers after participating in STEM activities through various programs.  The second project involves helping with teacher professional development focused on STEM and supporting these teachers as they implement STEM activities in their elementary classrooms for the first time.

What have you found surprising/challenging as an educator and researcher working across international borders?

This certainly hasn’t been a surprise, but the language barrier is a major challenge to conducting research across international borders.  I’m fortunate to be surrounded by Japanese colleagues who are willing to help me, but my ability to understand what is happening in a classroom is limited.  As a researcher, I’m also very aware of my positionality and am cautious about entering a new culture and pushing my beliefs and values on people. I’m working in collaborative groups with Japanese researchers to help ensure that the Japanese perspective is fairly portrayed in the research I conduct.

Which resources have you found through the department to help with your research?

The biggest resource that has helped with my research is the faculty within the department.  I learned a lot through my coursework, and I also have wonderful mentors who are willing to give advice and feedback on my work.  Every time I talk to another professor about my research, I leave with new ideas and new resources to explore. In addition, my fellow graduate students are irreplaceable for the support they provide.

And the key question: have you eaten the most delicious food in Japan?

The food in Japan is absolutely amazing!  There’s great, affordable sushi available everywhere, including the grocery store that’s a block away from my apartment.  One of my favorite meals was Okonomiyaki, a regional specialty of Hiroshima that features a savory pancake topped with cabbage and other veggies, noodles, meat, and a delicious special sauce.

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

Family Social Science Professor featured in CEHD Connect

Susan Walker, associate professor and director of the Family Social Science’s Parent Education program, is featured in the latest issue of the College of Education + Human Development’s magazine, Connect, for her efforts to expand the education program in Iceland.  The extended online feature details the Iceland-Minnesota exchange.

Learn more

Parent Power, CEHD Connect, June 2015