Brenda Hartman (M.S.W. ’89), a St. Paul therapist who provides counseling to adolescents, adults, and couples, was named a 2017 Bush Fellow this week.
She and 23 other people were selected from nearly 650 applications for the fellowships. Applicants described their leadership vision and how a Bush Fellowship would both help them achieve their goals and make their community better. Each Fellow will receive up to $100,000 to pursue the education and experiences they believe will help them become more effective leaders.
With her Bush Fellowship, Hartman will study end-of-life practices from different cultures, religions, and spiritual traditions, and grow her leadership skills through coursework and consultation.
She has lived nearly three decades longer than expected after receiving a stage 4 cancer diagnosis. Over those years, she has devoted herself to addressing the social, emotional, and spiritual aspects of the cancer experience. She sees a strong need to promote a cultural shift in society’s response to death. She wants to introduce a narrative that counters fear and denial with a view of death as a healing process. She seeks new ways to incorporate end-of-life planning into training for healthcare professionals.
Theodore J. Christ, professor (Educational Psychology) and director of the Center for Applied Research and Educational Improvement; Michael Rodriguez, professor (Educational Psychology) and Campbell Leadership Chair in Education and Human Development; and Mistilina Sato, associate professor (Curriculum & Instruction) and Campbell Chair for Innovation in Teacher Development were recently featured in the MinnPost article, “Minnesota is really good at collecting student data, but not the best at using it.”
The article discusses a recent report released by the Minnesota State Office of the Legislative Auditor which found “significant time and resources” were used to administer the tests but more than half of the principals and teachers surveyed said they felt “unprepared to interpret key test score data.”
“I mean, they’re just drowning in [data],” Christ told MinnPost. “It’s all over the place. And if they don’t have the capacity to use it, they just turn away from it.”
“Schools that get useful information from those MCAs are the ones that do the deeper dives,” Rodriguez explained in the article. “They look at the variability. They look at the group differences. They look at: How are students with these kinds of experiences doing versus students who don’t have those experiences, and which kinds of experiences are we giving a kid that helps them perform better? And that requires someone who can go in and breakdown those numbers and do some analysis. Not many schools have staff that can do that.”
“Every school seems to have its own assessment culture,” Sato explained to MinnPost. “Once you enter into the school, you have to first learn about how that school is using [data].”
The article mentions a class Rodriguez and Sato are developing for all students in Curriculum & Instruction’s teacher prep program. The course will help teacher candidates interpret the data available to them to better educate their students.
MinnPost ends the piece with an important question from Christ.
“We need to make a decision: Are we going to be a state who simply has decided data is not important? And then let’s stop collecting it, because we’re spending tens of millions of dollars collecting it, but we don’t know how to use it,” Christ told MinnPost. “Or are we going to be a state who values data and research? And [then] we’re both going to collect that data and support the use of it.”
“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.
As a Distinguished McKnight University Professor, Carlson will receive a $100,000 grant for research and scholarly activities, and carry the title throughout her University career. Carlson is one of six University professors receiving the award in 2017. Three CEHD professors have earned the award previously, including Frank Symons of educational psychology, and Megan Gunnar and Ann Masten, both in the Institute of Child Development.
Through her research, Carlson has developed innovative ways of measuring executive function – or the set of skills that helps individuals pay attention, control impulses and think flexibly – in very young children. She has also made discoveries about the role of executive function in other aspects of human development, including decision-making and creativity.
Her accomplishments include co-developing the Minnesota Executive Function Scale (MEFS), a testing app that measures executive function and early learning readiness in children. The MEFS is the only early learning readiness assessment measuring executive function that can be used with children as young as two years old. To help put the tool in the hands of early educators, she co-founded the tech start-up Reflection Sciences and now serves as its CEO.
“Stephanie Carlson not only has conducted ground-breaking research that has advanced the field of cognitive development, but she also has developed practical tools for early educators,” said CEHD Dean Jean Quam. “She is an engaged professor, researcher and mentor to her students, and an outstanding asset to the college.”
Carlson and the other winners of this year’s Distinguished McKnight University Professorships will be recognized at the May Board of Regents meeting and honored at a celebratory dinner.
CEHD senior academic advisers Faustina Cuevas and Jessica Thompson presented “Becoming an Accomplice: Are You Ready for the New Wave of Allyship?” at the annual John Tate Academic Advising Conference.
Their presentation addressed how the term ally has become a buzzword, especially in the context of recent events, and must be re-envisioned in order to better serve students and dismantle systems of oppression. They presented on how advisers shift beyond allyship towards becoming accomplices in social justice work. They highlighted the importance of this concept of accomplice and its connection to advising and student advocacy.
Mark Davison, John P. Yackel Professor in Educational Assessment and Measurement in the Department of Educational Psychology’s quantitative methods in education program, was recently honored with an Outstanding Contributions to Graduate and Professional Education Award from Office of the Executive Vice President and Provost, and the University of Minnesota Alumni Association. This award recognizes excellent teachers who engage students in a community of intellectual inquiry, are significant mentors and role models, and develop and promote activities that help students understand the larger context of their intended professions.
One of a select group of University of Minnesota teachers chosen for this honor, Davison will receive a one-time $15,000 award and become a member of the University’s Academy of Distinguished Teachers, which serves the University through various activities that aim to improve teaching and learning.
“We all are very pleased to see Mark’s important contributions to graduate education recognized in such a meaningful way. His highly accomplished former students made a persuasive case for him receiving the award,” said Geoffrey Maruyama, department chair.
Davision will receive his award in a ceremony at McNamara Alumni Center on April 27, and, along with his fellow recipients, will be introduced to the University’s Board of Regents meeting May 11-12.
Please join us in congratulating Dr. Davison on this well-deserved honor!
The NAEd aims to advance high-quality education research and its use in policy and practice. The academy consists of 209 U.S. members and 11 foreign associates who are elected on the basis of outstanding scholarship related to education. Gunnar was one of 14 new members elected to membership this year.
As an NAEd member, Gunnar will play a role in NAEd’s professional development programs and serve on expert study panels that address pressing issues in education.
Gunnar will be inducted during a ceremony for new members at the 2017 NAEd Annual Meeting in November.
Five alumni from the Department of Organizational Leadership, Policy, and Development have recently won dissertation awards.
Matt Schuelka (EDPA PhD-comparative and international development education, 2014) has received the 2017 South Asia SIG Best Dissertation Award from the Comparative and International Education Society (CIES). His dissertation, entitled Constructing Disability in Bhutan: Schools, Structures, Policies, and Global Discourses, used a vertical (comparative) case study approach to explore the multiple levels of policy-making that have shaped inclusive education discourse and practice in Bhutan. This year-long ethnographic study, which involved participant-observation, interviewing, and critical policy analysis, has served as the basis for an edited book about education in Bhutan and numerous journal articles published by Dr. Schuelka during the past few years.
Anna Farrell (EDPA PhD-comparative and international development education, 2017) has received the 2017 Outstanding Dissertation Award from the Language Issues Special Interest Group from the Comparative and International Education Society (CIES). Her dissertation, entitled There Is No Nation without a Language (Ní tír gan teanga): Language Policy and the Irish Dancing Commission, raises important questions about how language policy affects cultural and political identity, particularly in post-colonial contexts like Ireland. Dr. Farrell will be honored at the CIES meeting in March in Atlanta.
Corbyn Smyth (EdD-higher education, 2016) has received the Dissertation of the Year Award from the Association of College Unions International (ACUI) for his dissertation entitled Where All May Meet on Common Ground: Elements of College Unions Evident in Campus Community. Dr. Smyth will be honored at the awards ceremony during the 2017 annual conference in Philadelphia held March 21st.
Molly Wickam (WHRE PhD, higher education, 2015) has received the Outstanding Doctoral Dissertation award from the Association for Research in Business Education (ARBE) for her dissertation entitled Enhancing Employability Skills in Graduate Business Programs: Service-Learning in Capstone Courses. Dr. Wickam will present at the 2017 Business Education Conference on April 12th.
Department of Family Social Science associate professor Tai Mendenhall was the featured speaker in a national webinar regarding working with families wherein a family member is living with chronic illness.
The webinar titled “Chronic Illness: Empowering Families in the Journey,” was offered by the Military Families Learning Network (MFLN), and is a two-part look at how families manage the challenges of chronic illness and build family resilience.
The American Educational Research Association’s (AERA’s) Bilingual Education Research SIG selects the top three dissertations in the field of bilingual education research each year as outstanding dissertations. Assistant professor in Curriculum & Instruction, Blanca Caldas was honored with the second place Outstanding Dissertation Award for her doctoral thesis, “Performing the Advocate Bilingual Teacher: Drama-based Interventions for Future Story Making.”
Caldas’s doctoral dissertation focused on exploring how critical drama-based pedagogical techniques in the development of future bilingual teachers can prepare them to become leaders and advocates inside and outside the classroom. In this yearlong study, the participants—a cohort of pre-service bilingual teachers—engaged in the re-imagining of the oral narratives of experienced bilingual teachers by physically reenacting their stories and providing alternative endings.
“My research aims to study the outcomes of pedagogical practices for the preparation of future bilingual teachers that have the potential to empower themselves to not only think critically about the issues that surround bilingual education, but also to engage in leadership and advocacy inside and outside the classroom,” says Caldas.
Caldas brings her research and pedagogical expertise to the Second Language Education program area in the Department of Curriculum & Instruction, working to advance the field of bilingual education and bilingual teacher preparation.
Using magnetic resonance imaging (MRI) in infants with older siblings with autism, researchers from around the country, including the University of Minnesota (UMN), were able to predict which infants would later meet criteria for autism spectrum disorder (ASD) at two years of age, with 80 percent accuracy.
“The findings lay the foundation for the field to move toward attempting to implement interventions before the symptoms that define autism consolidate into a diagnosis,” said study co-author Jed Elison, Ph.D., an assistant professor in the UMN Institute of Child Development.
“Typically, the earliest an autism diagnosis can be made is between ages two and three. But for babies with older autistic siblings, our imaging approach may help predict during the first year of life which babies are most likely to receive an autism diagnosis at 24 months,” said senior author Joseph Piven, M.D., the Thomas E. Castelloe Distinguished Professor of Psychiatry at the University of North Carolina-Chapel Hill.
This research project included hundreds of children from across the country and was led by researchers at the Carolina Institute for Developmental Disabilities (CIDD) at the University of North Carolina (UNC). The project’s other clinical sites included the University of Washington, Washington University in St. Louis, and The Children’s Hospital of Philadelphia. In addition to the University of Minnesota College of Education and Human Development, other key collaborators are McGill University, the University of Alberta, the College of Charleston, and New York University (see ibisnetwork.org for more information.)
For this study, published today in Nature, the team of researchers conducted MRI scans of infants at six, 12 and 24 months of age. They found that the babies who developed autism experienced a hyper-expansion of brain surface area from six to 12 months, as compared to babies who had an older sibling with autism but did not themselves show evidence of the condition at 24 months of age. Increased growth rate of surface area in the first year of life was linked to increased growth rate of overall brain volume in the second year of life. Brain overgrowth was tied to the emergence of autistic social deficits in the second year.
The researchers then took these data – MRIs of brain volume, surface area, cortical thickness at 6 and 12 months of age, and sex of the infants – and used a computer program to identify a way to classify babies most likely to meet criteria for autism at 24 months of age. The computer program developed the best algorithm to accomplish this, and the researchers applied the algorithm to a separate set of study participants.
The researchers found that brain differences at 6 and 12 months of age in infants with older siblings with autism correctly predicted eight out of 10 infants who would later meet criteria for autism at 24 months of age in comparison to those infants with older ASD siblings who did not meet criteria for autism at 24 months.
According to the researchers, the findings may have implications for early detection and intervention in children who have older siblings with autism before a diagnosis is typically established. Diagnosis of ASD typically occurs after 24 months of age, the earliest time when behavioral characteristics of ASD can be observed. Intervening early could lead to improved outcomes, as the brain is more malleable in the first years of life compared with later in childhood.
“This area of research is incredibly exciting because it provides an opportunity to understand how autism unfolds early in life,” said Jason Wolff, Ph.D., an assistant professor in educational psychology at UMN and a study co-author. “It provides new clues about the timing and specific mechanisms of brain development that precede a diagnosis. It also offers the unprecedented possibility of predicting whether or not a child will develop autism based on neurobiological data.”
“These findings not only are significant for the field of autism, but they also could inform the broader field of psychiatry and prevention science as it relates to various psychiatric conditions,” Elison said. “This research highlights the best of contemporary science. It’s collaborative, and informed by technology and multiple areas of expertise, with the common goal of helping families.”
The National Institutes of Health funded this study.
MnAEYC is a professional association devoted to representing early child care and youth programs across Minnesota. The award honors a current or former MnAEYC member who has made a significant contribution to the lives of young children in Minnesota and to the organization.
Menninga has worked in early childhood education for more than 30 years. In the 1990s, she was statewide coordinator of the Minnesota Infant-Toddler Training Initiative, which increased the quality of infant-toddler care by providing trainers with a high-quality curriculum. Menninga also has created programs, including Words Work! and Numbers Work!, and has co-authored the book, The Thinking Teacher: A Framework for Intentional Teaching in the Early Childhood Classroom (Griffin House, 2016).
“Beth is a longtime member of MnAEYC and has contributed much wisdom to MnAEYC and to the field as a past member of the board,” MnAEYC said. “Most importantly, she sees her work with young children, families and early childhood educators as a commitment to social justice, and has been a tireless advocate, spreading her influence and advancing the field across the state.”
Family Social Science (FSOS) has launched a new master’s degree program in prevention science that will help prepare family science practitioners to prevent or moderate major human dysfunctions before they occur.
The Master of Arts (M.A.) in Prevention Science will equip students to confront many of the daunting challenges facing today’s families and communities, including trauma and drug addiction. The M.A. in Prevention Science will also help students develop strategies to promote the health and well-being of families.
Core coursework for the M.A. in Prevention Science gives students a solid foundation in statistics and research methodology, family conceptual frameworks, and ethics. Students can choose the Plan A which includes a thesis, or the Plan B which includes a project and a paper.
The M.A. in Prevention Science is intended for individuals who would like to build a career that supports families and works to redirect maladaptive behaviors.
The program is currently accepting applications for Fall 2017. The application deadline is March 1, 2017.
The MAP Center was recently awarded a five year grant by the U.S. Department of Education to assist with desegregation and other civil rights issues in public schools in Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin.
Sullivan will contribute to the development of MAP products and services to facilitate implementation of culturally appropriate multitier systems of support for students’ academic, social-emotional, and behavioral development.
“I’m excited to partner with the MAP Center to support schools’ efforts to create equitable systems and support the learning and wellbeing of all learners,” she says. “This is as important now as it’s ever been and with the MAP center, we have a great opportunity to develop tools tailored to our local communities.”
The Master’s of Arts (M.A.) in Applied Child and Adolescent Development program aims to equip students with a foundation in development science that can be applied in advocacy, community, and health care settings. Through the program, students will gain knowledge in cognitive and biological development, social and emotional development, research methods and ethics. The program is entirely online, allowing students to learn from where they are.
“Children are our future — the nation’s future. At this critical time, we must ensure that children and adolescents receive the support they need to develop and grow into healthy, thriving adults,” says Megan Gunnar, Ph.D., director of ICD. “Our new master’s degree seeks to do just that by helping students build a foundation in development science that they can use in real-world situations.”
The M.A. is intended for individuals who would like to build a career working with children or adolescents or creating and implementing practices and policies that support their well-being and development. The M.A. also is ideal for professionals working in fields that serve children who are seeking to advance their career. The program currently is accepting applications for Fall 2017.
Frances Vavrus, professor in the Department of Organizational Leadership, Policy, and Development (OLPD), and colleague Lesley Bartlett (University of Wisconsin-Madison) have recently published the book Rethinking Case Study Research: A Comparative Approach with relevance across the fields of education and human development. The book is designed as a textbook for graduate students and other researchers seeking a more holistic approach to case study research, especially research with a focus on policy, and it has exercises in every chapter that guide readers through the research process.
The book is available at www.routledge.com (use the following promo code for a 20% discount: IRK69) or at www.amazon.com. Professor Vavrus will also be available in the fall term to speak in classes that might want to use the book.
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.