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.
The annual C&I Emerging Scholars conference, sponsored by C&I’s graduate student group, CIGSA, continues to grow as it meets a need to showcase student research. This year’s conference on Friday, April 6, will offer 65 research presentations ranging from roundtables to posters to talks that highlight student research in any aspect of curriculum and instruction. Students, faculty, and staff outside of the Department of Curriculum and Instruction are also presenting and encouraged to attend.
The conference theme is “Reimagine Education: A Collective Responsibility.” Keynote speaker, Peter Demerath, an associate professor in OLPD, will kick off the conference followed by breakout sessions and a poster presentation. The day will wrap up with networking and an ice cream social.
Formerly, the C&I conference was known as C&I research day and organized in a poster presentation format. Reconfiguring the event as a conference has helped graduate students build their professional CV’s and gain presentation experience while building a student support network and research community. However, the conference is not just for graduate students. Undergraduate students are encouraged to attend and submit research. (The submission deadline has passed for this year’s event).
Registration is freeand includes a catered lunch and access to all events and presentations. The conference start at 11 a.m. and end at 4:00 p.m., but attendees are not required to be there for the entire program. Keynote is in Peik gym, poster session in Peik 45.
On Saturday, March 3, graduate students from the Department of Educational Psychology’s counseling and student personnel psychology (CSPP) program dove into Lake Calhoun’s icy waters to support Special Olympics Minnesota. Several students raised money for the plunge, including: Michael Rask, Rikki Hemstad, Drew Wandschneider, Brandon Forcier, Addison Novak, Sarah Sorenson, Shelby McCabe, and Melissa Derby (’17 CSPP alum).
Nearly all of the current CSPP student body supported this year’s Polar Plunge through donations, and many came to Lake Calhoun to cheer on their classmates. The group raised a total of $2,169 to support Special Olympics.
Congratulations and great work to all of our CSPP Polar Plunge participants!
Sung Tae Jang has been selected to receive the 2018 Outstanding Dissertation Award from the American Educational Research Association (AERA) Special Interest Group: Research on the Education of Asian and Pacific Americans (REAPA) for his dissertation, Student Experiences and Educational Outcomes of Southeast Asian Female Secondary School Students in the United States: A Critical Quantitative Intersectionality Analysis.
This award recognizes a scholar whose dissertation has had a significant impact on our understanding of Asian American and/or Pacific Islanders in education and will be presented in April at the annual business meeting in New York City.
Family Social Science Professor Steven M. Harris assumed a new role as editor of the Journal of Marital and Family Therapy for a four year term.
Published by the American Association of Marriage and Family Therapy (AAMFT), the Journal of Marital and Family Therapy is dedicated to both reflect and foster the best scholarship in the MFP field that makes a difference, moves our field forward, crosses borders, is sensitive to diversity and social justice, and is relevant to both researchers and clinicians.
Dr. Harris received his master’s and doctoral degrees in marriage and family therapy from Syracuse University. Prior to Minnesota, he was an MFT faculty member at Texas Tech University for 13 years. He has been practicing as an MFT for over 27 years. His history with JMFT includes serving as the reviews editor from 2000-2005, and he has been on the Editorial Board since 2000. Dr. Harris is the author of over 65 peer-reviewed articles and book chapters, has written four books, and has contributed a variety of other publications to the field throughout his career. He also serves as the associate director of the Minnesota Couples on the Brink Project. He and his co-author, Dr. William J. Doherty, also a professor in the FSoS Department, released the first textbook on discernment counseling last year.
JMFT, published quarterly, is the flagship scholarly journal of AAMFT and the field of family therapy. The goal of the journal is to ensure the continued development of the science, theory, and practice of marriage and family therapy. JMFT disseminates relevant, current scholarship and research that moves the field forward.
Massachusetts based Hologic, Inc. announced it has signed an agreement with the University of Minnesota to be the exclusive provider of Dexalytics:TEAMS™ in North America. Dexalytics is a cloud-based software developed by Educational Technology Innovations (ETI) in the College of Education and Human Development.
Dexalytics leverages best-in-class body composition data and more than 30 years of DXA research to provide critical measurements that extend beyond the traditional metrics of body fat percentage, total lean mass, and total fat mass used in the past. DXA—short for dual x-ray absorptiometry—is the most accurate way to determine body composition.
“A lot of time and resources are spent understanding what an athlete’s body can do, without a good understanding of what an athlete’s body is made of,” said Tyler Bosch, Ph.D., co-founder and head of research and development for Dexalytics.
The software reinvents the way data is reported, using a proprietary system to look at the measurements in new ways. As a result, pages of clinical data are transformed into a manageable athlete score that can be directly connected to sport performance.
“We’re thrilled to be working with Hologic to ensure this brand new software we’ve worked so hard to develop will reach as many athletes as possible,” said Don Dengel, professor and director of the Laboratory of Integrative Human Physiology in the School of Kinesiology.
Kristen McMaster, professor in the Department of Educational Psychology’s special education program, was recently recognized for her article, “Data-based decision-making: Developing a method for capturing teachers’ understanding of CBM graphs.” The article—led by Christine Espin, professor of learning problems and specialized interventions at Leiden University and co-authored by Stan Deno, professor emeritus in the Department of Educational Psychology until his passing in 2017 and others—received the prestigious Samuel A. Kirk award for best research article published in 2017. Named for one of the United States’ most impactful leaders in the field of special education and learning disabilities, this award is occasionally given to a journal article published in Learning Disabilities Research & Practice that exhibits excellence.
McMaster accepted the Samuel A. Kirk award on behalf of herself and her colleagues at the Council for Exceptional Children’s Annual Conference in Tampa Bay, Florida, February 7-10. In recognition of their efforts, the researchers received a plaque and a small monetary award.
Maureen Weiss, Ph.D., professor in the School of Kinesiology, was recognized with the Legacy Award, the highest honor given by Girls on the Run International at its annual Summit in Austin, TX, in January. Girls on the Run is a 501(c)(3) organization and physical activity-based positive youth development (PA-PYD) program designed to enhance girls’ social, psychological, and physical skills and behaviors to successfully navigate life experiences. The program uses running and other physical activities as a platform for teaching life skills and promoting holistic health outcomes for girls in grades 3-8. The organization’s reach is national—in all 50 states with over 200 local community councils, 50,000 volunteer coaches, and over 1.5 million girls served since inception. The organization is committed to diversity—serving girls from all walks of life and backgrounds. Nearly 50% of girls receive subsidized registration fees to enable them to attain the psychosocial and behavioral benefits of participating in each season’s 10-week program.
Weiss’ Legacy Award was based on eight years and hundreds of hours devoted to serving this non-profit organization—as a board member, consultant, speaker, and contributor to curricular development and effective coach delivery—as well as conducting an independent longitudinal evaluation study that demonstrated strong and lasting positive impact of program participation on girls’ life skills learning and psychosocial and behavioral outcomes—confidence, competence, connection, caring, character, and contribution to community and society. The study received widespread attention in a press release last August and Weiss presented the study results at the Summit meeting in a presentation titled, “How and Why Girls on the Run is an Exemplary Positive Youth Development Program.”
Congratulations to Mark Bellcourt, senior academic adviser in CEHD Student Services and CFANS Student Services, for winning a 2018 U of M John Tate Award for Excellence in Undergraduate Advising. The Tate award recognizes high-quality advising at the University and honors contributions that academic advising and career services make in helping students formulate and achieve their intellectual, career, and personal goals.
In Bellcourt’s nomination, students described his advising style as open, approachable, responsive, supportive, and welcoming. Bellcourt was also recognized for his commitment to serving and advocating for historically underrepresented students and helping students in financial crisis seek and find financial resources. One of four 2018 Tate award winners, Bellcourt will be honored at the John Tate Professional Development Conference & Awards Ceremony on March 8 at the McNamara Alumni Center.
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.
For the recent issue of the MomEnough parenting podcast, Nicole LaVoi, Ph.D., senior lecturer in the School of Kinesiology and co-director of the Tucker Center, discusses character development in sport, reflects on expectations, and parental issues. She also provides practical tips for supportive parenting.
Alexandre Ardichvili, professor, received the R. Wayne Pace HRD Book of the Year Award presented for an outstanding HRD book that advances the theory and/or practice of the profession. Several chapters in the book were co-authored by OLPD doctoral students, Loi Nguyen and Victoria Jonathan, Ph.D. candidates specializing in human resource development, and Emmanuel Osafo, a recent graduate who was doctoral student at the time of publication.
Ardichvili, A., & Dirani, K. (Eds.). (2017). Leadership development in emerging market economies. NY: Palgrave Macmillan.
Joshua Collins, assistant professor, received the Early Career Scholar Award, as an outstanding HRD scholar in the early stages of his career who has made identifiable and significant contributions in scholarly research to the field of HRD, and the 2017 Award for Outstanding Issue of Advances in Developing Human Resources.
While the path from trauma exposure, to effect, to treatment is relatively well understood for typically developing children, we know much less about this path for children with Autism Spectrum Disorders (ASD).
As part of ITR’s colloquium series, we are excited to host researchers Dr. Adriana Herrera and Dr. John Hoch to discuss their recent work on identifying trauma exposure and traumatic stress among children with ASD.
WHEN: Monday, February 26 | Noon to 1:30 p.m. WHERE: ITR Offices, 1100 S Washington Avenue, Suite 102 (map) WHO: Dr. Adriana Herrera, ITR, and Dr. John Hoch, Fraser RSVP:Register through Eventbright
Free parking is available and light refreshments will be served.
Drs. Herrera and Koch looked at currently identified prevalence and risk factors for trauma
exposure in ASD in order to understand the prevalence of trauma reporting among a clinical population.
The project aimed to improve detection of trauma exposure and traumatic stress reactions in children with ASD and to better understand their risk factors and behavioral expression of trauma. The results of the research will inform treatment of trauma among children with ASD.
The research was funded by ITR’s seed grant program, which seeks to kickstart innovative ideas that have a likely chance of becoming larger, sustained research projects with external funding to improve mental health outcomes among Minnesota’s children. Learn more about ITR’s seed grant program
The study finds an increased risk for depressive symptoms later in the postpartum phase if sleep problems with postpartum women worsen or show only minimal improvement over time. One conclusion recommends a six-week postpartum clinic visit to educate women about potential worsening of sleep patterns and to provide strategies for preventing sleep-related problems in order to decrease the risk of postpartum depression.
Professor Emeritus David Olson will deliver the 2018 Cornerstone Symposium lecture Thursday, April 5, at 4 p.m. in the McNamara Alumni Center. The event is free and open to the public. RSVP online at: z.umn.edu/cornerstone2018.
One of the pioneers in couple and marriage therapy, Olson will discuss how he bridged research, theory, and practice to create the pioneering Circumplex Model, a systemic model based on three major relationship dimensions: cohesion, flexibility, and communication. Used in a variety of settings with couples and families, the assessment provides diagnostic information that is useful for treatment planning, clinical intervention, and assessing the clinical outcome. The model has been used as the foundation for more than 1,000 research studies worldwide.
He joined the University’s Department of Family Social Science faculty in 1973, and served as Director of Graduate Programs from 1973-1987. He also served as acting head of the Department in 1989. He conducted research studies of health family systems, marital and family conflict, premarital preparation and marriage enrichment programs, mediation approaches to child custody, and family treatment of alcoholism and drug abuse. He has written or edited over 20 books and published more than 100 articles. He currently serves on the editorial boards of six family journals.
Founder and president of Prepare/Enrich (Life Innovations), Olson created a simplified version of his assessment that has been used with over 4 million premarital and married couples around the globe to improve the health and resilience of their relationships.
He is a fellow of the American Association for Marital and Family Therapy (AAMFT) and the American Psychological Association. He has served as president of the National Council on Family Relations and the Upper Midwest Association for Marriage and Family Therapists. He was honored by both AAMFT and the American Family Therapy Association with Distinguished Contributions to Family Therapy Research Awards, as well as the University of Minnesota’s Legacy and Research Excellence Awards.
Olson was honored with Professor Emeritus status in 2001. He received his bachelor’s degree in psychology from St. Olaf College, a master’s in psychology from Wichita State University, and his doctoral degree from Penn State.
More about Family Social Science
The Department of Family Social Science is in the College of Education + Human Development. Formed in 1970, the Department of Family Social Science features academic programs that are future-focused, comprehensive, and transdisciplinary. FSoS scholars not only discover new knowledge, they are committed to collaborating with families, communities, and agencies to identify challenges and create evidence-based solutions. Its multi-disciplinary focus in a research-intensive institution makes it distinctive and unique.
“You don’t have to be at the exhibit to contribute,” says LT creative director Jeni Henrickson about the interactive software that lets the visitors record and share their memories of the performer. “Visitors can view the recordings and make their own from their homes. People around the world can go to this site and add a Prince moment,” she adds.
Visitors can pin themselves on an interactive map and view stories on the video wall, either at the touch screen monitor in the museum or from their home computers equipped with video cameras. The entire interactive wall was custom-developed by the LT team.
The LT Media Lab has a track record of leveraging their technological skills to allow the public to share their stories around educational topics. In the past, they used video documentation and online learning environments to allow students to follow their expeditions into the arctic to evaluate climate change as part of the Changing Earth project and, most recently, into South America to capture stories about the science and future of agriculture as part of the AgCultures project led by Professor Aaron Doering.
The Weisman and the LT Media lab will continue their collaboration on the upcoming exhibit, “Vanishing Ice” which opens January 27, 2018 and offers a glimpse into the rich cultural legacy of the planet’s frozen frontiers.
Turner’s research will lay the groundwork for future studies and help uncover best practices for providing Native Americans with experiences, support, and encouragement to pursue engineering and consider faculty roles.
Eleven proposals from students and researchers in the Minnesota Youth Development Research Group (MYDRG) have been accepted as presentations at American Educational Research Association (AERA) and the the National Council on Measurement in Education (NCME) annual meetings, April 13-17 in New York City. The presentations reflect the group’s aim to explore methodological and substantive challenges in youth development, relying on the tenets of positive psychology, ecological perspectives of youth development, and the translation of research to practice.
MYDRG presentations accepted for AERA/NCME 2018
Mental distress: Risk and protective factors among American Indian youth. [AERA SIG – Indigenous Peoples of the Americas] Paper Session: Place, Pathways, Persistence, and Protection in Schooling. (Ozge Ersan, Youngsoon Kang, Michael Rodriguez, Tai Do, Rik Lamm)
School and community sports participation and positive youth developmental: A multilevel analysis. [AERA SIG- Research Focus on Education and Sports.] Paper Session: Youth Development through Sport in a K-12 Context. (Kyle Nickodem, Martin Van Boekel, Youngsoon Kang, Rik Lamm, Michael Rodriguez)
Social capital, self-control, and academic achievement in adolescence: A structural equation modeling approach. [AERA SIG – Social and Emotional Learning] Paper Session: Social and Emotional Learning and Academic Achievement. (Wei Song, Kory Vue, Tai Do, Michael Rodriguez)
The role of out-of-school-time positive experiences on risky behaviors. [AERA Division G – Section 1: Micro-analyses of the social context of teaching and learning] Roundtable: Qualitative Research Perspectives on the Roles of Students and Teachers in the Social Contexts of U.S. Public Schools. (Rik Lamm, Kory Vue, Kyle Nickodem, Tai Do, Michael Rodriguez, Martin Van Boekel)
Do LGB students feel safe and why does it matter? [AERA SIG – Research Focus on Education and Sports] Paper Session: Youth Development through Sport in a K-12 Context. (Rik Lamm, Kory Vue, Tai Do, Kyle Nickodem, Michael Rodriguez)
In what ways do health behaviors impact academic performance, educational aspirations, and commitment to learning? [AERA Division H – Section 1: Applied Research in Schools] Paper Session: Examining Non-Cognitive and Behavioral Outcomes. (Julio Cabrera, Michael Rodriguez, Stacy Karl, Carlos Chavez)
A pathway to resilience for students who experience trauma: A structural equation modeling approach. [AERA SIG – Adolescence and Youth Development] Paper Session: Leadership & Social Relationships in Adolescent Development. (Youngsoon Kang, Mireya Smith, Ozge Ersan, Michael Rodriguez)
Investigating socioeconomic status proxies: is one proxy enough? [AERA SIG – Survey Research in Education] Paper Session: Latent Analyses with Surveys in Education Research. (Julio Cabrera, Stacy Karl, Carlos Chavez, Michael Rodriguez)
Response processes in noncognitive measures: Validity evidence from explanatory item response modeling. [NCME]. (Michael Rodriguez, Okan Bulut, Julio Cabrera, Kory Vue)
Measurement invariance in noncognitive measures: Validity approach using explanatory item response modeling. [NCME]. (José Palma, Okan Bulut, Julio Cabrera, Youngsoon Kang)
Comprehensive partitioning of student achievement variance to inform equitable policy design. [NCME]. (Kyle Nickodem, Michael Rodriguez)
Family Social Science Associate Professor Tai Mendenhall’s project to help first responders, called “Preventing Compassion Fatigue in Disaster-Responders: Advancing and Evaluating the Effectiveness of a Mobile Self Care App,” has been selected for MN-Reach funding.
The University of Minnesota launched MN-REACH in 2015 to help researchers with new health-related discoveries navigate the complex path(s) from laboratory to market. MN-REACH is also one of three sites in the National Institutes of Health’s (NIH) Research Evaluation and Commercialization Hubs.
Mendenhall is principal investigator (PI) on a team that created a self-care app for trauma-responders, the UMN Responder Self-Care App. In 2012, providers and researchers from the University of Minnesota’s School of Public Health, Academic Health Center (Office of Emergency Preparedness), and Department of Family Social Science collaborated with colleagues at the Minnesota Department of Health (MDH) to develop the innovative self-care app for emergency responders in-the-field. They pilot-tested an early version of the app with volunteer members of the UMN’s Medical Reserve Corps (Behavioral-, Biomedical-, Veterinary-, and other teams) and MDH.
“These volunteers assisted us with understanding their use-cases, so that we can refine and revise this early version across both content and organization,” said Mendenhall, who earned his Ph.D. in Family Social Science at the U of M in 2003. “We are now working toward widespread use and rigorous (randomized) empirical testing. This is very timely and important work!”
Mendenhall’s co-investigators include Andrew Morrow, in the U of M’s Office for Technology Commercialization, and two professionals from the MDH’s Center for Emergency Preparedness and Response: Nancy Carlson, a doctoral student who also works as a behavioral health and community resilience program coordinator, and Tom Garcia, a medical countermeasures planner.
The interactive smartphone app (available for iOS and Android) engages responders in a variety of ways before, during, and after deployments. The personally-customizable tool serves to promote and aid responders’ attention to their own physical, emotional, and social well-being.
High stress – high risk
Disaster-responders are already a high-risk group for compassion fatigue and – paired with the high-risk nature of fieldwork, itself – they are also at high-risk to become impaired. This puts both providers and the families they serve at risk. A 2016 Survey conducted by the National EMS Management Association (NEMA) described in detail the current needs of the responder community, including a call to action: “There is a significant mental health and wellness problem among the EMS workforce in the United States. Insufficient data exists to fully describe the extent and impact of this problem across the 800,000+ professionals that serve around the clock each day.”
Currently organizations address compassion fatigue during after-action processing and/or debriefing sequences, which do not sufficiently address the personal health and well-being of responders. This gap is partly connected to the cultures of medical education, law-enforcement, and emergency services institutions (e.g., rigid hierarchies between classes and specializations, long working hours, and an ethos that does not support or encourage asking for help or appearing vulnerable).
The risks associated with compassion fatigue have personal consequences for emergency responders, including physical and mental illnesses, relationship stress, and professional consequences for the individuals and families that disaster response personnel serve (ranging from missing important cues, to ineffective teamwork and/or straightforward medical errors).
“The opportunity to use the UMN Responder Self-Care App in real-time – privately or in coordination with assigned team-members – will help responders with self-care during times when doing so is most needed, while also capturing much needed data to support long-term research so crucial in this field,” said Mendenhall.
Early development of the UMN Responder Self-Care App was supported by University of Minnesota: Simulations, Exercises, and Effective Education (U-SEE) funding to investigate the effectiveness of public health preparedness training methods with the goal of developing training models that build system capacity.