Lavinia Nosé, from the Department of Applied Psychology: Work, Education and Economy at the University of Vienna, will be spending the summer in Family Social Science as a visiting scholar. Lavinia will be working with Dr. Sharon Danes through August on family business conflict.
This is Lavinia’s first time in the USA, and she’s looking forward to working with Dr. Danes to write an article. She also plans on doing some travel to see more of the state, including a trip up north to Duluth.
Nord Elected to National APSE Board
Derek Nord, PhD, Research Associate at the Institute on Community Integration, has been elected to the Executive Board of APSE, a national organization focusing on integrated employment and career advancement opportunities for individuals with disabilities. APSE works at both the national and state levels to ensure everyone is afforded the right to work; earn commensurate wages, benefits and opportunities to advance their careers; contribute to society; and move out of poverty. He begins his 3-year term in June.
GolfWeek.com quotes Kane on Title IX
Dr. Mary Jo Kane, director of the Tucker Center for Research on Girls & Women in Sport and professor of sport sociology in the School of Kinesiology, is quoted in GolfWeek.com’s article, “Title IX: An empowering transformation.” In the article on pro golfer Suzy Whaley and other female athletes, Kane says, “What Title IX has done is create a critical mass of women playing at all levels of competitive sports.”
Bartlett, Quast present at SIOP annual conference
Ken Bartlett (Ph.D., associate professor) and Louis Quast (Ph.D., associate chair) in the Department of Organizational Leadership, Policy, Development (OLPD) presented at the Society for Industrial and Organizational Psychology (SIOP) annual conference, April 26-28 in San Diego, California.
Relationship of Managerial Development Practices, Work Engagement, and Job Performance
Kenneth Bartlett (OLPD faculty), Louis Quast (OLPD faculty), Joseph M. Wohkitel (OLPD Ph.D. student-WHRE), Bruce Center (EPSY), Chu-Ting Chung (EPSY)
Quast quoted about leadership derailment in Leadership Excellence magazine
Louis Quast, Ph.D., associate chair in the Department of Organizational Leadership, Policy, and Development (OLPD), was quoted in the editor’s note section titled The High and Mighty: Dictators need to learn from Directors by Ken Shelton on page 2 of Leadership Excellence magazine.
Self-promoting leaders tend to derail, notes Lou Quast, VP/executive consultant at PDI Ninth House. Self-promoters are 627 percent more likely to derail than people who are in touch with their abilities and work performance. On the flip side, self-deprecators are much less likely to derail, but they are also much less likely to advance.
Leaders identified as most likely to derail exhibit behaviors that cause them to be perceived as lacking in both self-awareness and tact, resulting in damaged relationships. “Often their quest for recognition leads to a lack of willingness to recognize and learn from their own weaknesses, and a competitive culture that damages the very relationships that can help them reach their career goals. Leadership requires being smart and proficient on the job, as well as relating well with people around you,” Quast said. “Positive changes can only occur when leaders seek and receive feedback and act on it.” Visit www.pdininthhouse.com.
Intercultural ed students are finalists in Minnesota Idea Open Challenge
CEHD graduate students Paul and Akiko Maeker are finalists in the Minnesota Idea Open Challenge for their proposal to bring fifth- and sixth-graders together with Minnesota leaders in intercultural dialogue. Sponsored by the Minnesota Community Foundation, the challenge competition called for ideas on working together across cultures and faiths. Online voting for the public begins May 15. Of the five finalists, three will be crowned champions and receive $15,000 awards.
The Maekers, doctoral students of intercultural and international education in the Department of Organizational Leadership, Policy, and Development, created a kid-friendly format for generating ideas among youth and adults in a productive discussion about the future of Minnesota.
“The idea is to invite young people to brainstorm and generate questions to present to current Minnesota leaders — political leaders, educational leaders, business leaders, religious leaders, and other cultural community leaders,” said Paul. “Kids often say the most insightful things.
“I have children who are around this age and attending a diverse public school. I am a witness to them beginning to see themselves as part of a world that is larger and more complex,” he said. “They are very adept at noticing differences among people and are in the developmental process of trying to figure out what these differences mean and how they should be evaluating them.”
In the Maekers’ proposal, selected fifth- and sixth-graders would have a day with participating leaders to directly ask questions. Then the leaders would respond to educate and inspire these future leaders. The collection of questions and answers would then be made into a book or video.
“Our University of Minnesota education played a large role in creating this idea,” Paul said. “It inspired us to see the value in facilitating a dialogue to support both children and adults in thinking about the future and the effects that their decisions produce.”
On your mobile phone, text FUTURE to 83224 to vote for the Maekers’ idea.
See more on the Minnesota Idea Open Challenge here. And watch the Maekers’ video below:
Continue reading “Intercultural ed students are finalists in Minnesota Idea Open Challenge”
Kim received a Doctoral Dissertation Fellowship
The STEM Education Center is pleased to announce Young Rae Kim received a Doctoral Dissertation Fellowship for his research titled “Building a Theoretical Model of Metacognitive Processes in Complex Modeling Activities: A Window into the Development of Students’ Metacognitive Abilities.” This is a highly competitive award and a major accomplishment.
Commencement ceremonies celebrate new grads; Gary Tinsley honored
CEHD honored more than 500 undergraduates and 370 graduate students who participated in separate graduation ceremonies May 10. Gary Tinsley, Gopher football standout who died in his sleep on April 6, was also awarded his degree posthumously at the undergraduate ceremony in a special presentation including his family.
Both ceremonies featured Naomi Tutu, internationally known social activist, as speaker.
Local media covered the undergraduate ceremony extensively. See stories by the Pioneer Press, Fox 9, KSTP, WCCO, and KARE 11.
PE 1055 Golf class features hole-in-one
Tianyi Zhao, a senior majoring in Economics, had a hole-in-one during match play in PE 1055 Golf class last week. For very few people, this is a once-in-a-lifetime experience! Mr. Zhao shows off his magic golf ball in the photo.
The course is taught by Angela Ause.
C&I’s Kaishan Kong awarded Buckman Fellowship for Leadership in Philanthropy
Ph.D. student, Kaishan Kong (Curriculum and Instruction) has been awarded a Buckman Fellowship for Leadership in Philanthropy. The Buckman Fellowship is a unique opportunity for faculty, staff, graduate students, and alumni of the University of Minnesota to learn about the world of philanthropy. Each fellow attends monthly seminars and puts forth a project for community improvement. As a Buckman Fellow, Kong hopes to design a summer camp for students in an undeveloped region of China.
The fellowship is made possible by the Mertie W. Buckman Endowed Fund for Leadership in Philanthropy, established in 2002. Mrs. Buckman, a dedicated philanthropist and faculty member in the former College of Human Ecology, focused her life and work on philanthropy and education, echoing the core values outlined above. Her generous gift provides opportunities for fellows to become experts and leaders in philanthropy.
C&I’s Andie Wang receives First Time Presenter Award at NCOLCTL Conference
Curriculum and Instruction Ph.D. student, Andie Wang, who serves as a graduate assistant for the “Asian Learner Language: Tools for Teachers” project at CARLA, was awarded the 2012 NCOLCTL (National Council of Less Commonly Taught Languages) Conference First Time Presenter Award. She co-presented the paper “Referential Communications In Chinese As A Second Language” at the conference on Sunday April 29, 2012. The award is for students presenting original content as a paper/poster for the first time at a NCOLCTL Conference.
Kinesiology graduate Cody Mikl is graduate student representative on Board of Regents
Kinesiology graduate Cody Mikl has been selected to serve as the graduate student representative on the Board of Regents. Mikl is pursuing his Ph.D. in OLPD. He received his B.S. and M.A. degrees in Kinesiology with a sport management emphasis. Cody is also a physical activity program instructor and facility manager in the Department of Recreational Sports.
Featured Video: The Power of Two: Stories of Co-teaching in the TERI Partner Network Schools
The Power of Two: Stories of Co-teaching in the TERI Partner Network Schools
The first group of teacher candidates to spend a year co-teaching in classrooms is transforming teacher education
IN A FIRST-GRADE CLASSROOM at Earle Brown Elementary School in Brooklyn Center, Minnesota, Michelle Hauser and Caitlin Halsey have finished up an early-morning prep. Their 23 students begin to wander in, stowing little backpacks, scanning an assortment of rocks spread over the countertop, and checking the leprechaun traps in the back of the room.
With St. Patrick’s Day coming up, the class is on a campaign to catch the culprit sure to mess up the room over the holiday. Four students have finished and brought their homemade traps. One contains a lure of enticing green paper. “Free money!” says another. But so far none has captured the leprechaun.
Hauser and Halsey have reviewed the day’s lesson plan: after breakfast, they will resume work on the Earth materials unit, which started yesterday. Then writing. Then reading before lunch. They know who will do what for the next few hours, and they know how to adapt when things don’t go as planned.
Hauser walks around the room, checking in with the kids as they get organized. Halsey sits at a table where kids come to her with questions.
While Hauser leads the unit on properties of rocks, tallying sizes, colors, shapes, and textures in lists on the board, Halsey keeps working on the periphery of the classroom with individual students.
A half hour later, Halsey takes the lead with the group, reviewing the writing assignment. Each student is making a simple instruction book to tell someone else how to make a leprechaun trap like theirs. Hauser puts away rock-unit materials and gets ready for reading.
The morning proceeds seamlessly as the students group and regroup, with Hauser and Halsey teaching side by side, moving through subjects, exercises, and activities uninterrupted. They advance at a clip that still never seems rushed….
Continue Reading:
ConnectSpS12_TERI.pdf
TERI Work Day: Developing a Shared Culture of Evidence
On April 26, a TERI Work Day was dedicated to creating a shared culture of evidence in teaching and ongoing program improvement. This requires understanding and using education data, which our higher-education partners are discovering is a powerful tool for developing informed approaches to improving student achievement and teacher effectiveness. Over 90 people were in attendance, including university faculty and staff and representatives from our school partners. We heard from a team of University researchers about four ongoing research projects in TERI related to teacher identity development, developing partnerships between universities and schools, the design of feedback in supervisory relationships, and capturing the professional cultures of schools. We also saw data related to the CEHD teacher candidate admission and enrollment over the past three years and engaged in conversations about how this data will help drive ongoing recruitment efforts within the TERI Partnership Network.
Special guests in the room were a team of researchers from the University of Wisconsin-Madison who, as part of the Bush Foundation’s Educational Achievement Initiative, have been working with school districts from across North Dakota, South Dakota and Minnesota to tie student performance to teachers, and to our higher-education partner universities where they received their training. They are experts in working with value-added methods, which are a way to use student assessment data and other factors to measure the contributions teachers and schools make toward student achievement.
To read more about this event, please see this article on the Bush Foundation website:
http://www.bushfoundation.org/blog/value-added-visit
TERI_Work_Day_4-26-2012_final_agenda[1].docx
Elementary Teacher Candidates = 100% in TERI Partner Network
During fall 2012, 100% of teacher candidates in the elementary education program, a total of 75 pre-service teachers, will have student-teaching placements in TERI Partner Network schools. While the majority of elementary education candidates were in partner schools this school year, a few still needed to be placed outside the network as we built our relationships with partner schools’ principals and staff. But starting in 2012-2013, all elementary candidates will be experiencing their clinical placements ‘in network’! Such placements ensure more cohesion between the candidates’ coursework and clinical experiences and allows supportive, enriching cohorts to form within buildings and districts as candidates spend their full year placements clustered with fellow U of M teacher candidates.
TERI Partner Network districts include: Brooklyn Center, Burnsville, Columbia Heights, East Metro Integration District, Edina, Forest Lake, Minneapolis, St. Paul, and White Bear Lake.
Thank you for filling out the Co-Teaching Survey!
We’d like to extend a tremendous THANK YOU to all of you who completed our recent survey about your first year experience with co-teaching. This information is so valuable as we move forward with this student-teaching model and work to tweak and improve our trainings and process for 2012-2013.
This survey, sent to teacher candidates, cooperating teachers, and to university supervisors and faculty, has two purposes:
- To evaluate how co-teaching is being experienced; and
- To contribute to the field of teacher preparation by sharing our first year implementation process with co-teaching pilots in post-baccalaureate and undergraduate initial licensure programs
Thank you again for participating. We are reviewing the survey data now and throughout the summer, and we plan to create 1-2 publications to share with all co-teaching and TERI stakeholders.
From Dean Jean Quam, College of Education and Human Development, University of Minnesota:
“I had a great day yesterday. Stacy Ernst (TERI) drove Gayla Marty and me over to Earle Brown Elementary School where we were met by Superintendent Keith Lester and Principal Randy Koch. Earle Brown is a Partnership School that has 44 of our students placed there this semester!
- 11 student teachers who have been there since September.
- 2 more student teachers who just began this January.
- 11 undergraduate practicum students from the Special Education Block.
- 20 undergraduate practicum students from the Intro Block.
CEHD is deeply invested in this school. As I moved from room to room, I met many of our alumni who have been hired as teachers. Over and over again, I heard how our students are “the best” and that even teachers who did not want to be cooperating teachers changed their minds once they experienced our students as co-teachers.”
-Dean Quam, April 2012
An in depth article about co-teaching will appear in the upcoming Spring/Summer issue of CONNECT, a publication of the College of Education and Human Development. Watch for it here: http://www.cehd.umn.edu/Connect/
Bush Foundation Milestone Visit
On March 20-21, 2012, representatives from the Bush Foundation visited to review TERI benchmarks through 2014. These benchmarks and the meeting’s agenda are outlined in the documents posted here. In addition to meeting with university faculty and staff working on TERI, the representatives also visited two of our Professional Development Schools: Pillsbury Elementary (Minneapolis Public Schools) and Earle Brown Elementary (Brooklyn Center Schools).
Learn more from these documents:
CEHD Celebrates Minneapolis School Partnerships
On March 20th, 2012, CEHD and its Alumni Society showcased several innovative collaborations between CEHD, Minneapolis Public Schools, and local corporate and philanthropic partners at one of our college’s partner sites – Pillsbury Elementary School in Minneapolis. Key projects include literacy instructional support from the Minnesota Center for Reading Research.
Pictured here (left to right) are Rick Mills (Minneapolis Public Schools), Lori Helman (Minnesota Center for Reading Research), CEHD Dean Jean Quam, Misty Sato (TERI Faculty Director), CEHD Associate Dean Kenneth Bartlett, Pillsbury Elementary Principal Laura Cavender, and Doobie Kurus (CEHD Alumni Society Board).