Kinesiology lecturer Stacy Ingraham, Ph.D., was interviewed recently on the Good Question segment of WCCO-TV news. Answering the question “Why Are the Last 10 Pounds So Hard to Lose?”, Ingraham described the difficulty in losing weight as we grow older and strategies for compensating for our slowing metabolism.
Watch the segment below.
Continue reading “Researcher explains why it’s so hard to lose the last 10 pounds”
School of Kinesiology professor and director Mary Jo Kane was quoted in a June 26 St. Paul Pioneer Press article on President Robert Bruininks’ accomplishments over his 9-year tenure as U of M president. He will step down from the presidency on Thursday, June 30.
http://www.twincities.com/news/ci_18355767?source=rss
Dr. Nicole LaVoi, sport sociology lecturer in Kinesiology, and Dr. Daheia Barr-Anderson, assistant professor in behavioral aspects of physical activity in Kinesiology, have an article in press in the journal Health Education Research: Interventions to promote physical activity among young and adolescent girls: a systematic review. Maria J. Camacho-Minano; Nicole M. LaVoi; Daheia J. Barr-Anderson. Health Education Research, 2011
LaVoi and Barr-Anderson published with Maria J. Camacho-Minano, who was a visiting scholar in the Tucker Center in summer, 2009.
Advance access to the article is available at http://her.oxfordjournals.org/content/early/2011/06/16/her.cyr040.full?keytype=ref&ijkey=zzE4YYkUmZeZuhu
Diane Wiese-Bjornstal, Ph.D., School of Kinesiology associate professor in sport psychology, is profiled on the College of Education and Human Development’s home page in a feature article, “Protecting Young Athletes: Kinesiology associate professor Diane Wiese-Bjornstal uses research to improve sport safety.”
School of Social Work Professor Mark Umbreit is profiled in a University feature story on his life’s work and commitment to teaching peace. Umbreit, the founding director of the Center for Restorative Justice and Peacemaking, is an internationally recognized scholar with more than 40 years of experience as a mediator, facilitator, trainer, and researcher who has spread his knowledge and training to address conflict in more than 25 countries. He has also written eight books and hundreds of articles on restorative justice, mediation, and peacemaking.
See the feature story for an in-depth look at the teaching, research, and professional collaborations of Umbreit locally, nationally, and abroad.
Dr. Lisa Kihl, associate professor of sport management in Kinesiology, was recently appointed to the editorial board for the Journal of Sport Management, which is the premier journal in the field.
Charlie Lakin joins the U.S. Department of Education as director of the National Institute on Disability and Rehabilitation Research on August 29, 2011. Currently the director of the University of Minnesota’s Rehabilitation Research and Training Center on Community Living, in the Institute on Community Integration (ICI), Lakin will bring to his new position more than 40 years of experience as a teacher, researcher, consultant, and advocate in services for people with intellectual and developmental disabilities.
Throughout his career, Lakin’s expertise has been widely sought after by federal, state, and local government agencies, as well as disability advocacy organizations, in their efforts to provide quality services and supports for people with intellectual and developmental disabilities in community settings. He has directed dozens of research and training projects and has authored or co-authored 300 publications that have contributed to the shift in the United States from providing services for persons with developmental disabilities in institutions to supporting community living.
“This is an incredible honor that speaks to Dr. Lakin’s outstanding professional career and commitment to individuals with disabilities,” said David Johnson, professor and director of ICI.
Continue reading “Lakin to lead National Institute on Disability and Rehabilitation Research”
Fu-Chen (Kidd) Chen, Kinesiology Ph.D. graduate, has published an article as lead author. Dr. Chen is an advisee of Dr. Michael Wade and Dr. Tom Stoffregen and graduated in May with an emphasis in Motor Learning/Motor Development.
Chen, F.-C., Stoffregen, T. A., & Wade, M. G. (2011). Postural responses to a suprapostural visual task among children with and without Developmental Coordination Disorder. Research in Developmental Disabilities, 32, 1948-1956.
In the TERI Partner Network, we’re working to have conversations around the rubrics and training of teacher evaluators. A recent interview with Charlotte Danielson speaks to many of the issue that have been raised as we explore evaluation rubrics currently in use, or newly developed. Please read:
Straight Up Conversation: Teacher Eval Guru Charlotte Danielson
Yawen Yu, a Kinesiology doctoral candidate in the Affordance Perception-Action Laboratory (APAL), has been awarded a scholarship from the organizers of Progress in Motor Control VIII, which will enable her to attend the conference to present a poster. The conference will be held in Cincinnati July 21-23 2011. Lauren Hemingway, a co-author on the poster, is a UROP scholar in APAL. Dr. Hyun-Chae Chung, also a co-author, is an APAL Visiting Scholar for 2010-2011 from Kunsan National University, Korea.
Yu, Y., Hemingway, L., Chung, H.-C., & Stoffregen, T. A. (2011, July). Postural sway and visual performance in women with and without morning sickness in pregnancy. Poster presented at Progress in Motor Control VIII, Cincinnati.
Fu-Chen (Kidd) Chen, a 2011 Kinesiology PhD graduate, along with Kinesiology professors Dr. Michael Wade, Dr. Tom Stoffregen and Dr. C.L. Tsai (Professor at National Cheng Kung University, Taiwan) have an article accepted for publication in Developmental Medicine and Child Neurology. The article, “Postural adaptations to a suprapostural memory task among children with and without Developmental Coordination Disorder”, completes the publication of Dr. Chen’s doctoral dissertation research.
The Center for Advanced Studies in Child Welfare (CASCW) has developed, in collaboration with faculty members, a series of online learning modules, designed to present the latest practice-relevant child welfare research from top researchers at the University of Minnesota in a format that is timely, efficient and easy to use for today’s busy child welfare professionals.
This week, CASCW is adding to its library of online learning modules with the release of two new modules on the following topics:
Social Supports for Parents with Disabilities (1.0 CEH available) This module helps the viewer understand the assumptions and contexts in which parents with disabilities live. It presents current research on social supports for parents with disabilities
Promoting Placement Stability (1.0 CEHs available) This module provides information about the importance of placement stability, introduces research findings on risk factors and protective factors related to placement stability, and explains how these findings can be used to reduce the risk of unplanned placement disruptions
Watch for the release of several NEW online learning modules on exciting and timely topics in child welfare to be released by CASCW throughout the summer!
For more information on CASCW’s online learning modules, visit: http://www.cehd.umn.edu/ssw/cascw/PracResources/ModuleHome.asp
CASCW has released a new two-part learning module on Healthy Youth Development for Adolescent Parents in Foster Care and Working with Young Parents in Foster Care: Lessons Learned. Go to the Online Modules link under Practice Resources to find this new module. Or go directly to the module itself at: http://www.cehd.umn.edu/ssw/cascw/PracResources/YouthDevel-TeenParents/YouthDevel-TeenParents.asp
As we ramp up our readiness to roll out co-teaching for pre-service clinical experiences in elementary education and some secondary and K-12 licensure programs this Fall 2011, we’re preparing ~30 TERI Partner Network specialists to deliver professional development and support the new model at PDS and CCS sites. Twelve new co-teaching specialists completed the two day workshop on May 2-3, 2011. While the second new group of fifteen co-teaching specialists is completing training on June 15-16, the first twelve co-teaching specialists will be meeting to collaboratively design the first “Pairs Workshops” to be provided at school/district sites to the cooperating teachers and UMN-TC teacher candidates.
Specialists may choose to attend (either the afternoon of August 25 or the morning of August 26th) the Co-teaching Foundations workshop presented by Nancy Bacharach and Teresa Heck to UMN-TC teacher candidates, cooperating teachers and university supervisors. The event, hosted by TERI at the elementary education program’s opening workshop week, will serve as our kick off to the co-teaching model in elementary PDS and CCS school sites.
Tara Anderson (FL), Jehanne Beaton (UMN-TC/MPS), Michelle Bierman (SPPS), Ronald Burris (FL), Kathy Byrn (UMN-TC), Shannon Chase (EMID), Stacy Collins (EMID), Rachael Conner (WBL), Amy Corrigan (EMID), Stacy Ernst (UMN-TC), Ellen Gevers (WBL), Lisa Hinz (BC), Amy Jo Lundell (UMN-TC), Greg Keith (EMID), Randy Koch (BC), Mary Mandel (BC), Lee McGrath (WBL), Tiffany Moore (MPS), Jodi O’Donovan (WBL), Sally Parsons (WBL), Megan Perron (WBL), Mark Russo (EMID), Kathy Seifert (UMN-TC), Bob Utke (UMN-TC), Jennifer Tolzmann (FL), Patsy Vinogradov (UMN-TC), Karen Wallrich (WBL), and Barbara Wieland (BC).
Co-teachingSpecialistsPDPlan6-15-11.docx
All six district partners will have received their TERI funds and reimbursements for the 2010-2011 academic year by the end of June, 2011. Thank you for submitting your invoices this spring for substitute/reserve teachers needed this past year. The Scope of Work Agreements (SoWAs) are underway in many partner PDS schools. Memorandums of Understanding (MOUs) with each district are in review this summer as well for 2011-2012. TERI funds ($20,000 per district) for 2011-2012 will be distributed this fall to each district as the new agreements are signed. Thank you for your ongoing support with facilitating conversations about these documents through open processes with your teacher unions, school boards, administrative teams, communities, and school sites.
Six teams consisting of university and school-based faculty in the TERI Partner Network are meeting this summer to develop, integrate and align the new Great Lessons within the redesigned curriculum and assessment model. Partner feedback provided this past year, and again this summer, will help to inform the process and design. Each team is including and paying for the work of at least one school partner. Please encourage school-based faculty and/or administrators who are approached by UMN-TC faculty to be involved in this summer work and contribute their knowledge to the redesign work. My EDRC colleague, Elizabeth Finsness (fins0045@umn.edu), is the contact for further information about this process. You or your colleagues may hear from her this summer about another opportunity in August to provide feedback as we finalize the new course structures and assessments for approval processes here. Feel free to contact her with your questions or recommendations.
We’d like to thank our school partners representatives (David Law, WBL; Randy Koch, BC; Amy Corrigan, EMID; Tiffany Moore, MPS; and Ron Burris, FL) for meeting with the TERI leadership team, Ivan Charner of AED, and CEHD’s Dean Quam on June 2, 2011. Thank you for your ongoing feedback and engagement in the redesign initiative. If you’re curious about what we’ve accomplished this past year in the network, specific to partnership development, visit our blog at: http://news.cehd.umn.edu/category/topics/TERI/partnerships/. As you know, we absolutely cannot do this work without you!
Six Minneapolis Public Schools (MPS) have been selected as locations for Path to Reading Excellence in School Sites (PRESS), a comprehensive approach to early literacy developed by Minnesota Center for Reading Research co-directors Lori Helman and Matthew Burns and educational psychology professor Jennifer McComas. The Target Foundation is donating $6 million to fund PRESS and other district literacy programs over the next three years. The selected schools are Marcy Open School, Anishinabe Academy, Anne Sullivan Communication Center, Pillsbury Elementary, Harvest Preparatory School and Best Academy.
Aimed at preparing all Minneapolis students to read by the third grade, PRESS expands upon research-based strategies developed via the Minnesota Reading First model, which improved student vocabulary, comprehension, word recognition, and fluency. Helman, Burns, and McComas, in partnership with The Minnesota Reading Corps, helped develop instructional strategies for students of all skill levels in kindergarten through third grade, including expanded support for English Language Learners.
“PRESS integrates the research on what is essential for student success in reading, the instructional practices that help learners advance, and the school-wide structures that ensure a continuous focus on data,” said Helman, associate professor in curriculum and instruction. “There is evidence that each of these areas is critical to improved outcomes in student performance.”
Continue reading “Literacy researchers create innovative program for Mpls. Public Schools”
