CEHD News ZZ Special Use – College Internal

CEHD News ZZ Special Use – College Internal

New graduate program trains students to analyze behavior, improve lives of people with disabilities

The new master’s degree will help meet the state and national need for Board Certified Behavior Analysts.

Approximately one in every ten people or 11.2% of people in Minnesota and 13.1% of people in the United States are living with some kind of disability according to the Minnesota Department of Employment and Economic Development.

It’s with that in mind that Jennifer McComas, associate chair and professor in the Department of Educational Psychology, developed the new master’s degree in special education with an emphasis in applied behavior analysis (A.B.A).

Jennifer McComas

“The new program is designed to teach students about the principles of behavior,” explains McComas, “how to recognize the influence of social interactions and other environmental variables and recommend changes to improve the day-to-day lives of people with disabilities.”

Now approved by the national Behavior Analyst Certification Board, the A.B.A. program is designed prepare students to sit for their Board Certified Behavior Analyst (BCBA) exam and to work with people with disabilities, such as autism spectrum disorder and developmental disabilities.

“The M.A. is a good fit for psychology and education majors and those interested in applied research who want to make a difference in the world around them,” McComas says.

A full-time, on campus program, the M.A. in special education with an emphasis in A.B.A. is currently accepting applications for fall 2018. Students who enroll in the program will be required to complete 36 total credits (nine credits in four semesters), including three semesters of practical experience working alongside a BCBA. They’ll also complete a final research project, guided by University of Minnesota faculty and staff, like McComas, who are experts in the area of applied behavior analysis.

“We’ll approach applied behavior analysis from a scientific perspective,” McComas says. “Students will be challenged to become consumers of research and prepared for the real world through supportive supervisory experience, which is essential when working with people with disabilities.”

Amy Hewitt

Amy Hewitt is a senior research associate with the Institute for Community Integration at the University of Minnesota and has worked for over 30 years to improve community inclusion and quality of life for children and adults with disabilities and their families.

“This new program is timely and responds to a critical need in Minnesota. With newly implemented policies that fund early intensive behavioral intervention for people with autism and the focus on positive behavioral support in the MN Olmstead Plan there is a high need for qualified professionals,” Hewitt says. “This program will help to ease the high demand to grow this workforce.”

Graduates of the program will help meet the state and national need for BCBAs who work with people with disabilities to identify opportunities to make positive behavior changes leading to more fulfilling lives.

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.

Cook, colleagues receive $2.8 million in grants to support teachers

Clayton Cook head shot
Clayton Cook

Clayton Cook, John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and associate professor in the Department of Educational Psychology’s school psychology program, and his colleagues from the University of Washington have recently been awarded two grants by the Institute of Education Sciences (IES).

The first, led by Cook, is a three-year, $1.4 million project entitled Development and Evaluation of the Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T). The goal of BASIS-T is to revise and refine a feasible and effective implementation enhancement intervention that helps motivate elementary school teachers to adopt and deliver evidence-based classroom practices (EBPs) with fidelity to better meet the social, emotional, and behavioral needs of students.

The second, Cook is a co-project investigator on with a colleague from the University of Washington. The four-year, $1.4 million project, Development of RELATE (Relationships to Enhance Learners’ Adjustment to Transitions and Engagement), focuses on developing and testing an intervention that builds off Cook’s research on the Establish-Maintain-Restore approach to promote teacher-student relationships. Specifically, RELATE will be developed and pilot tested as a dropout prevention strategy for 9th grade students as they transition into high school—a critical transitional period that is associated with the greatest amount of students dropping out of school.

Congratulations to Dr. Cook and his colleagues on the recognition and support of this important work!

FSOS alum wins national award

Ashley Landers Lace in 2013.

University of Minnesota Alum Ashley Landers Lace won the best dissertation award at the American Association for Marriage and Family Therapy’s 2017 annual conference. This award is given by the AAMFT Research & Education Foundation to recognize scholarly achievement by recent graduates whose research study related to couples and family therapy or family therapy training.

Lace, an assistant professor at Virginia Polytechnic Institute and State College (Virginia Tech or VPI), graduated with a Ph.D. in Family Social Science in 2016. During her U of M academic career, she was honored with a President’s Student Leadership and Service Award, a M. Janice Hogan Fellowship, a Family Process Institute’s New Writers Fellowship, and a Waller Summer Fellowship (twice), as well as a AAMFT Graduate Student Research Award from American Association for Marriage and Family Therapy. Her peer-reviewed presentations included national and regional conferences on child welfare, the impact of trauma on relationships, and diversity. Following graduation she served a post doc at the University of Calgary.

Gao publishes book chapter in Traditional Chinese physical activities

Rodriguez appointed chair of Department of Defense Advisory Committee for Military Personnel Testing

Michael Rodriguez head shot
Michael Rodriguez

Michael Rodriguez, Campbell Leadership Chair in Education and Human Development and professor in the Department of Educational Psychology’s quantitative methods in education program, was recently appointed chair of the Department of Defense’s Advisory Committee for Military Personnel Testing. Rodriguez has been a member of the committee since 2012.

The Advisory Committee for Military Personnel Testing exists within the Office of the Under Secretary for Personnel and Readiness. The committee’s duties vary over time, but the primary focus is on the design, development, and validation research of the Armed Services Vocational Aptitude Battery and related tests, including non-cognitive assessments addressing readiness for military life.

According to Rodriguez, “These assessments serve important roles in the identification, selection, and placement of individuals interested in serving in any of the six branches of the military or seeking military careers.”

In addition to its work developing and evaluating tests for the armed services, the committee reviews the efforts of the ASVAB Career Exploration Program used by many high schools across the nation. The program provides free access to many resources for students, parents, and educators—including the aptitude test, interest assessment, and career exploration tools.

 

 

Family Social Science Professor Marlene Stum honored

L to right: U of M Extension Senior Associate Dean Brent Hales, Family Social Science Department Head Lynne Borden, Professor Stum, and Extension Dean Beverly Durgan.

 

Professor Marlene Stum was honored by the Association of Public and Land-grant Universities Board on Human Sciences, Inc. (BoHS) Monday. The Board on Human Sciences Awards are annually presented to honor national leaders working to advance human sciences in higher education.

A professor in the Department of Family Social Science and Extension, Stum was the winner of the BoHS 2017 Outstanding Engagement Award. The award recognizes a campus-based or a state-level faculty member with exceptional creativity and scholarship in the development, application, and evaluation of outreach, extension, and public service programs.

Driven by a social justice perspective, Dr. Stum’s research and extension work focuses on improving financial literacy and decision-making in families facing later-in-life issues, including health care directives, transfer of personal property and inheritance decisions. Her scholarship and outreach also focuses on family dynamics and behaviors around long-term care, and her work has contributed to public and private policies impacting the long-term care risks facing the country’s aging population. Stum is an early innovator in the use of technology to increase access to the consumer information materials for various audiences.

More about the BoHS awards

The awards are part of the broader BoHS mission of advancing the intellectual integrity and stature of the human sciences at APLU-member institutions. The awards are aimed at supporting the development and stewardship of academic excellence in human sciences; advocating for visibility and leveraging resources to support human sciences research, extension and teaching programs; and educating leaders regarding the capacity of the human sciences to solve human problems.

 

DeJaeghere conducts presentations on new book “Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods”

Joan DeJaeghere,  professor in the Department of Organizational Leadership, Policy, and Development (OLPD), recently presented her new book, Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods, a publication resulting from the MasterCard Foundation project on youth livelihoods, to several audiences in South Africa. She presented at an author meets critic session at the Human Development and Capability Approach annual conference in Cape Town. She then presented to a group of graduate students at Nelson Mandela University in Port Elizabeth, a group affiliated with the Chair for Youth Unemployment, Employability and Empowerment. Finally, she presented her work to graduate students at the Institute for Social Development at the University of Western Cape. The issue of entrepreneurship education that Joan critically takes up in the book is of great interest to scholars, practitioners and policymakers in South Africa because the government is engaging in many entrepreneurship initiatives to address unemployment and poverty.

Special education bachelor’s degree program ranked third in nation

The special education bachelor of science degree and academic and behavioral strategist (A.B.S.) licensure program in the Department of Educational Psychology within the College of Education and Human Development has been recognized as the number three special education undergraduate program in the nation.

The results are produced by Best Education Degrees, whose mission is to provide information on the best schools specializing in educational degrees and to enable, empower, and enhance the careers of education professionals and education students alike.

According to Best Education Programs, special education programs were ranked based on their reputation, tuition, academic support per student, and average early salary ten years after graduation. Scores were determined by examining specific data points from organizations such as the National Center for Education StatisticsU.S. News and World Report, and the National Council on Teacher Quality (NCTQ). Payscale was used to determine average salaries. Best Education Degrees collected the data and assigned a total score for each school based on the criteria.

The special education bachelor of science degree and A.B.S. licensure program was launched in fall 2014. The program is unique in that graduates earn their degree and teaching license in just four years and have the opportunity to study alongside leaders in the field of special education.

Scholarships are available for undergraduates interested in special education.

  • Incoming first-year special education students are automatically considered for the Campbell Scholarship for Education. Visit the Office of Admissions scholarships page for more information on this and additional CEHD scholarships available to incoming first-year students.
  • Each year through 2018-19, the Schulze Future Teacher Scholars Program will award scholarships of up to $10,000 to eligible undergraduate students, including students from the special education program.

See the full list of rankings.

Learn more about the bachelor’s degree in special education.

 

 

 

NCEO receives $10 million to establish new center to support inclusive practices for students with significant cognitive disabilities

Sheryl Lazarus, principal investigator.
Kristin Liu, co-principal investigator.

The National Center on Educational Outcomes (NCEO) at the college’s Institute on Community Integration (ICI) has been awarded a $10 million grant from the U.S. Department of Education’s Office of Special Education Programs to establish a National Technical Assistance Center on Inclusive Practices and Policies. The new center will be called The TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities. Sheryl Lazarus will be the principal investigator and Kristin Liu the co-principal investigator.

The purpose of the TIES Center is to create sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers while being instructed in a way that meets individual learning needs.

The TIES Center will be funded for five years, $2 million per year. Subcontractors for the TIES Center identified by NCEO are University of North Carolina Charlotte, University of North Carolina Greensboro, University of Cincinnati, CAST, University of Kentucky and the Arizona Department of Education.

“This is wonderful opportunity for NCEO and its partners to do important and exciting work on the inclusion of students with significant cognitive disabilities,” says Lazarus. Future project activities will support increased student engagement and improved learning outcomes for students with significant cognitive disabilities.

What the TIES Center Will Do

The primary outcome of the TIES Center is to improve the quality of instruction for students with significant cognitive disabilities in inclusive environments through the use of existing curriculum and instructional materials. The new center will also provide models and coaching to both general education and special education teachers to create more inclusive opportunities. In addition the TIES Center will support changes to inclusive practices and policies within partner state and local education agencies.

The TIES Center has identified five goals to support its outcomes:

  1. Develop professional learning communities in partner state and local education agencie
  2. Develop coaching models for implementation of resources, inclusive practices and communicative competence.
  3. Improve the efficiency and effectiveness of existing resources.
  4. Support parents to become partners in the practice of inclusion for students with significant cognitive disabilities.
  5. Support systems change within the leadership of state and local education agencies for implementation of inclusive practices.

Established in 1990, NCEO is a federally-funded technical-assistance center that supports states and districts on issues related to inclusive assessments, particularly for students with disabilities, English learners (ELs) and ELs with disabilities.

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.

 

Koenig receives Sara Evans Woman Scholarship and Leadership Award

Melissa Koenig
Melissa Koenig, Ph.D.

Melissa Koenig, Ph.D., professor in the Institute of Child Development, is the recipient of a 2017 Sara Evans Faculty Woman Scholar/Leader Award.

The award is sponsored by the University of Minnesota’s Office of the Executive Vice President and Provost and the Women’s Center. It recognizes women faculty at the University of Minnesota-Twin Cities who have achieved significant scientific accomplishments, national and international reputations, and who contribute as leaders on campus.

Up to two awards are offered per year, one in science and engineering and one in humanities, arts, and social sciences. As a recipient of a 2017 award, Koenig will receive $5,000 to support her research.

Koenig will be honored during the Celebrating Changemakers 2017 awards program, which will take place on Oct. 19.

Family Social Science assistant professor’s project awarded seed grant

Asst. Professor Timothy Piehler was awarded a ITR seed grant for the 2017-18 academic year.

Family Social Science Assistant Professor Tim Piehler’s project, “Mindfulness Training for Juvenile Diversion Youth,” has been awarded an Institute for Translational Research in Children’s Mental Health (ITR)  Collaborative Seed Grant for the 2017-2018 cycle.

The project was awarded $19,985 mico-trial grant to collaborate on an evidence-based intervention with Headway Emotional Health Services, a community mental health agency that provides pre-court juvenile diversion services for youth offenders.

These kinds of trials are an experimental design to determine the effectiveness of an intervention with the understanding that while it may not have the same effect as a full intervention, it will inform the creation of full-scale intervention program. Piehler’s collaboration with Headway will evaluate the ability of mindfulness-based skills training to impact self-control within an adolescent diversion population.

Previous trials of mindfulness training with adults provide preliminary evidence for positive effects on self-control. The proposed research will extend this work to adolescents at risk for the development of conduct disorder and associated criminality.

“Youth conduct problems, such as aggression, defiance, violence, and criminality, represent a major public health concern with substantial costs to individuals, their families, and larger society,” says Piehler. “When these behaviors escalate to the level of conduct disorder, they can be devastating not only to the youth and their families in the form of social and educational failure, but also have a far-reaching impact on mental health and education systems, juvenile justice, and social services.”

While Juvenile diversion programs serve as an important gateway in identifying youth at high risk for escalations in conduct problems, the vast majority of current diversion programming is not evidence-based, in part because there are few programs developed specifically for this population and setting.

The study will involve a randomized trial investigating an evidence-based mindfulness intervention, Learning to Breathe, (LTB) for juvenile diversion-referred youth to learn whether the intervention can help improve their self-control.  The study builds upon an already active research partnership with Headway.

The study will provide critical pilot data for a federal grant submission funding a fully-powered randomized trial. The lack of available evidence-based programs for this unique population represents a substantial area of need for community-based agencies in Minnesota and nationally. With increased availability of such programming, agencies will be able to increase the effectiveness of their services and better divert youth towards prosocial pathways at this critical developmental juncture.

Dengel and colleagues publish findings of childhood cancer survivor study

Donald Dengel, Ph.D.
Marlatt Kara, Ph.D.

Donald Dengel, Ph.D., professor in the School of Kinesiology and director of the Laboratory of Integrative Human Physiology, published with colleagues in the Journal of Adolescent and Young Adult Oncology.

Dengel’s former graduate student Marlatt Kara, Ph.D., now a postdoctoral researcher at the Pennington Biomedical Research Center in Baton Rouge, LA, is the lead author of the article titled “The Effect of Atorvastatin on Vascular Function and Structure in Young Adult Survivors of Childhood Cancer: A Randomized, Placebo-Controlled Pilot Clinical Trial.” This pilot study examines the development of cardiovascular disease in childhood cancer survivors.

Co-author Aaron Kelly, Ph.D., assistant professor in the Department of Medicine at the University of Minnesota, also received his doctoral degree in the School of Kinesiology.

Julie Sweitzer keynotes MCEE annual conference on teaching economics and personal finance

Julie Sweitzer speaks at MCEE annual conference.

On August 1, 2017, Julie Sweitzer, executive director of the College Readiness Consortium in the Department of Educational Psychology was featured as a keynote speaker at Minnesota Council on Economic Education’s (MCEE) annual conference.

As part of the 2017 Claudia Parliament Distinguished Lecture, Sweitzer spoke on what every teacher and student should know about college readiness.

“It is imperative that when we use the word ‘college,’ you understand that it means any sort of post-secondary credential, certificate or degree. It is not just a 4-year liberal arts education, it’s technical schools, community colleges, and 4-year institutions.”

She continues her lecture on the importance on the shift from college for some to college for all.

“We used to hear terms like ‘that kid is college material’ as if it was some how encoded in his/her DNA, and limited to a certain number of students, often preselected by demographics.”

The annual conference provides secondary and elementary teachers the opportunity for two days of sharing, learning, and networking. The goal of MCEE is to equip Minnesotans with the economic and personal financial understanding needed to succeed in today’s complex economy. View more information on the conference.

 

 

 

Demerath elected president of Council on Anthropology and Education

Peter Demerath, associate professor in the Department of Organizational Leadership, Policy, and Development (OLPD), has been elected president of the Council on Anthropology and Education (CAE). A section of the American Anthropological Association, CAE was founded in 1968 to support scholarship on “schooling in social and cultural contexts, and on human learning both inside and outside of schools.” Its mission is “to advance anti-oppressive, socially equitable, and racially just solutions to educational problems through research using anthropological perspectives, theories, methods, and findings.”

U of M Twin Cities education program ranks #1 among public universities in the world

The University of Minnesota’s education program in the College of Education and Human Development ranks #3 in the world, according to the Academic Ranking of World Universities (ARWU) 2017 report. Only prestigious private universities Harvard and Stanford are ranked higher, making CEHD the highest rated public education program in the world.

The results are produced by ShanghaiRanking Consultancy, an independent organization dedicated to research on higher education that has published rankings since 2009.

ARWU uses six objective indicators to rank world universities, including the number of alumni and staff winning Nobel Prizes and Fields Medals, number of highly cited researchers selected by Thomson Reuters, number of articles published in journals of Nature and Science, number of articles indexed in Science Citation Index – Expanded and Social Sciences Citation Index, and per capita performance of a university.

More than 1,200 universities are ranked by ARWU every year and the best 500 are published. See more ARWU education rankings.

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Tucker Center benefactor, Dr. Dorothy McNeill Tucker, passes away

portrait image of Dorothy McNeill TuckerWe have recently learned of the passing of Dr. Dorothy McNeill Tucker, our founder and benefactor. The Tucker Center was established in 1993 due to her incredible and ongoing support and generosity. Dr. Tucker graduated from the University of Minnesota in 1945, majoring in Recreation Leadership. She went on to earn a doctorate in Counseling Pyschology at UCLA. As a pioneer in many aspects of her life, Dr. Tucker became the first woman to be tenured as a faculty member at California State Polytechnic University in Pomona.

“I am sure I have received more from the gift than has the University. The joy of giving is increased tremendously when you can see how your gift is being used during your lifetime.”
— Dr. Dorothy McNeill Tucker (December, 1996)

Because of her vision and commitment, the Tucker Center has conducted groundbreaking research and mentored the “best and the brightest” students from around the world who have come to the U of M to do their own research at the Tucker Center.

We have shared our research and educational initiatives with scholars, educators, policymakers, parents, administrators and female athletes. Dr. Tucker’s vision became a reality and, as a result, she truly made a difference in the lives of countless young girls and women, their families and communities.

Dr. Tucker’s contributions and commitments to the University of Minnesota extended beyond her support of the Tucker Center. She served with distinction for 12 years on the U of M Foundation’s Board of Trustees, and in 2006, she was named one of the 100 Most Distinguished Alumni of the College of Education and Human Development.

“Dr. Tucker’s commitment to and passion for the Tucker Center were unparalleled. We are able to achieve our goals and fulfill our mission because of her generous financial support and pioneering spirit. On behalf of every member of the Tucker Team, all of our Affiliated Scholars at the U of M and around the globe, as well as our current and former students, we are forever in her debt. Rest in peace, Dr. Tucker.”
— Professor Mary Jo Kane, Director

“I and so many others will be forever grateful to the vision and commitment of Dr. Tucker and for her founding gift to make the Tucker Center a reality. Her gift is an example of how one individual can truly have a remarkable impact, and the Tucker Team is privileged to carry on her legacy in making a difference in the lives of girls and women in sport.”
— Dr. Nicole M. LaVoi, Co-Director

“The School of Kinesiology is incredibly grateful for Dr. Tucker’s support of the Tucker Center.  Her tremendous gifts to the Tucker Center have been instrumental for conducting important research and community outreach on girls and women in sport.  I look forward to seeing the Tucker Center continue its great work for decades to come thanks to Dr. Tucker’s support.”
— Professor Beth Lewis, Director of the School of Kinesiology

— See also an obituary in the Star Tribune.

Family Social Science alum to deliver new student convocation address

Family Social Science alum Rose Simon will deliver the address at the new student convocation.

 

Rose Simon just graduated in May but she’s eager to return to campus to help kick off the new academic year as she delivers the address at the University’s new student convocation, Thursday, Aug. 31.

Simon is using her experience as a peer mentor in the University of Minnesota President’s Emerging Scholars (PES) program in her new job at College Possible, a non-profit organization that serves low income high school students in preparing for college. She will be a mentor in College Possible’s new program, Fostering Graduates, that focuses on supporting students in the foster care system. She will be helping students overcome the unique challenges presented by the foster care system with skill development to enter college and the confidence they need to attain their degree.

“My past experience as a mentor with PES was a great opportunity for me to see the diverse barriers students have overcome that are often unrecognized as accomplishments in the higher education system,” says Simon. “My goal and passion is to create an environment where neighborhoods, cultures and individuals feel that they belong in college.”

Simon’s undergraduate career included an internship in France during her junior year and one with the City of Hopkins’ One Voice Coalition where she put her Family Social Science classroom work to the real world test.

The city wanted to focus energy on healthy youth development by working on alcohol and drug prevention programs,” she says. “I worked with parents and community members to help create and execute family events and programs that support students and parents.”

She credits her College of Education and Human Development advisors and Family Social Science professors for supporting and inspiring her throughout her academic career. She’s looking forward to sharing her experience at this year’s convocation and reminds incoming freshman that the anxiety they may be experiencing is all part of growing up.

“Remember how when you move from elementary school to middle school you worry about finding your locker and classes in time before the bell rings? Then in high school you were stressed about navigating that huge school and finding your niche? Whether high school was the best four years of your life, or you barely made it through… you’ve finally made it to the U of M, so congrats! You’ve arrived at your next chapter in life and boy are you in for a treat!”

And she reminds students that not only are they a college student, they are now among the Golden Gophers!