Psych Foundations undergraduate researchers to train with AERA

March 13, 2017

Drake Bauer

Nikita Salovich

Two undergraduate students conducting research with Department of Educational Psychology faculty members in the psychological foundations of education program have been invited to participate in an Undergraduate Student Education Research Training Workshop put on by the American Educational Research Association (AERA).

Drake Bauer is an undergraduate student majoring in life sciences and psychology. Bauer works with two psychological foundations of education faculty members, Sashank Varma in the Cognitive Architecture Lab and Keisha Varma in the STEM Thinking, Reasoning, & Learning Lab.
Nikita Salovich, an undergraduate majoring in psychology, works with Panayiota Kendeou—also a faculty member in psychological foundations of education—in the Reading & Language Lab.

Bauer and Salovich will attend the AERA workshop, April 27-29 in San Antonio, Texas. This workshop, led by early career and senior scholars, will give the students an overview of how education research is designed across disciplines, how quantitative and qualitative research methods are used in studies, and how research is applied to education policy and practice. Bauer and Salovich were selected for the workshop based on their strong academic performance, research skills and experience, and potential to contribute to the education research field.

The AERA Undergraduate Student Education Research Training Workshop is part of the 2017 AERA Annual Meeting. Leading researchers and scholars provide guidance to undergraduates as they learn about research. Attendees participate in focused lectures and discussions about education research and attend some general Annual Meeting activities.

Stoffregen quoted in ScienceNews

March 13, 2017

Tom Stoffregen, Ph.D., professor in the School of Kinesiology, was interviewed about his research related to motion sickness and virtual reality for the March 18 edition of ScienceNews. A number of researchers believe that sensory mismatch is to blame for the motion sickness that can be present with virtual reality use, but Stoffregen believes that instability is the culprit. The full article can be accessed here.

Stoffregen also is lab director for the School’s Affordance Perception-Action Laboratory.

Instructor profile: Becca Pierce

March 13, 2017

Becca Pierce didn’t always see herself in the field of special education. Growing up, learning came easily to her, and she couldn’t understand how the other students weren’t able to find solutions. It wasn’t until Pierce began teaching and working with students with special needs that she fell in love with the field.

“The rewards are too many to count. You get them everyday,” she says. “There’s so much love in the world of education!”

As a special education teacher, Pierce would carefully watch how her students reacted to her instruction by their body language and expressions. She used this technique, along with progress monitoring data, to adapt her instruction to fit the different needs of students. Pierce attributes much of her success as a teacher to her belief that students need to feel emotionally safe in order to learn.

“I’d look at my instruction and try something different,” she recalls “At first, it was a lot of trial and error to find something from which a particular student would benefit. But as years went by, those trials and errors wove themselves into patterns and it made it easier,” Pierce says.

She continues, “When I came to the U of M to do my doctoral degree and started reading the research, one of my reactions was a bit of anger. The research was telling me (through one article) what it had taken me years to learn from my students.”

Now a lecturer and coordinator for the Academic Behavioral Specialist (A.B.S.) licensure and M.Ed. program, Pierce says the most exciting thing about her career is seeing students become successful in life.

“In the moment, it’s a joy to witness students master a skill…But as I taught long enough, I could see them become adults and tap into the strengths we worked on. To see students using the same strengths in their jobs and becoming successful wage earners, adults, parents, and spouses that became the bigger reward.”

In the future, Pierce hopes to keep learning how she can help students by preparing special education teachers with the tools they need to better serve students’ needs.

“In the past, I learned from students,” she says. “Now, I need to learn from our teacher candidates to better prepare them with the heart and passion for the job.”

Outside of work, Pierce enjoys traveling. She grew up in Madagascar and spent time teaching in Cameroon, Japan, and Qatar. She and her husband like to travel to places they can scuba dive.

Jean Ann Robertson (M.S.W. ’96)

March 13, 2017

Jean Ann Robertson (M.S.W. ’96), passed away on March 9, 2017, at the age of 66. Jean received her Master’s in Social Work from the University of Minnesota in 1996. Jean had a 36 year career in social work. She dedicated her life to being the voice for the underrepresented.

Betker and Orr are finalists in CEHD Three Minute Thesis Competition

March 13, 2017

Two Kinesiology doctoral candidates are finalists in CEHD’s Research Day competition, Three Minute Thesis (3MT), which will be held March 28 from 10-11 a.m. in the McNamara Alumni Center Johnson Room.

Morgan Betker (exercise physiology emphasis) and Madeleine Orr (sport management emphasis) will be competing with six doctoral students from across the college for the first prize of $500. Prizes of $250 will go to the runner-up and people’s choice. The finalists were chosen from a preliminary round competition held last week.

Ms. Betker’s presentation is “Cardiovascular Health and Occupational Stress in Police Officers” and Ms. Orr’s presentation is “The rhetoric vs. the reality of sport event legacies.”

3MT is an annual competition held in over 200 universities worldwide. It’s designed to challenge Ph.D. students to present their research in just three minutes in an engaging format that can be understood by an audience with no background in their discipline. The competition is intended to help students develop a presentation on their research and hone their academic communication skills to explain their work effectively to a general audience.

Judges in the CEHD competition are Karen Kaler, University Associate; Mary Tjosvold, local entrepreneur, author, and humanitarian, and CEHD alumna; and Dr. John Wright, professor of African-American and African Studies in the College of Liberal Arts.

Carlson awarded Distinguished McKnight University Professorship

March 10, 2017

Stephanie M. Carlson, Ph.D., professor and director of research in the Institute of Child Development, has been awarded the Distinguished McKnight University Professorship, which honors the University of Minnesota’s highest-achieving mid-career faculty. Carlson is an internationally recognized leader in the study of executive function.

As a Distinguished McKnight University Professor, Carlson will receive a $100,000 grant for research and scholarly activities, and carry the title throughout her University career. Carlson is one of six University professors receiving the award in 2017. Three CEHD professors have earned the award previously, including Frank Symons of educational psychology, and Megan Gunnar and Ann Masten, both in the Institute of Child Development.

Through her research, Carlson has developed innovative ways of measuring executive function – or the set of skills that helps individuals pay attention, control impulses and think flexibly – in very young children. She has also made discoveries about the role of executive function in other aspects of human development, including decision-making and creativity.

Her accomplishments include co-developing the Minnesota Executive Function Scale (MEFS), a testing app that measures executive function and early learning readiness in children. The MEFS is the only early learning readiness assessment measuring executive function that can be used with children as young as two years old. To help put the tool in the hands of early educators, she co-founded the tech start-up Reflection Sciences and now serves as its CEO.

Stephanie Carlson and ICD Director Megan Gunnar, Ph.D. — Carlson and ICD Director Megan Gunnar, Ph.D.

“Stephanie Carlson not only has conducted ground-breaking research that has advanced the field of cognitive development, but she also has developed practical tools for early educators,” said CEHD Dean Jean Quam. “She is an engaged professor, researcher and mentor to her students, and an outstanding asset to the college.”

Carlson and the other winners of this year’s Distinguished McKnight University Professorships will be recognized at the May Board of Regents meeting and honored at a celebratory dinner.

Nancy Hohn (M.A. ‘69)

March 10, 2017

Nancy Hohn (M.A. ‘69), peacefully passed at age 91 in December of 2015. Nancy served in the Women Accepted for Volunteer Emergency Service (W.A.V.E.S) in World World II. After WWII, Nancy obtained her Master’s of Art Degree in Early Childhood from the University in 1969. She taught in Columbus City Schools during her teaching career. She was loving wife, friend, and grandmother who loved to travel around the world.

Sybel Haugen (M.Ed ’85)

March 10, 2017

Sybel Haugen (M.Ed ’85), passed away at age 93, on March 4, 2017. She was one of the first teachers of Kasson-Mantorville region to obtain additional training in special education. In 1980, Sybel was recognized as the Teacher of the Year at Kasson-Mantorville. She always was recognized for Minnesota Teacher of Excellence and became semi-finalist for the Minnesota Teacher of the Year. She obtained her Master’s Degree in Education from the University of Minnesota in 1985.

Cuevas and Thompson present on re-envisioning allyship in student advising

March 10, 2017

CEHD senior academic advisers Faustina Cuevas and Jessica Thompson presented “Becoming an Accomplice: Are You Ready for the New Wave of Allyship?” at the annual John Tate Academic Advising Conference.

Their presentation addressed how the term ally has become a buzzword, especially in the context of recent events, and must be re-envisioned in order to better serve students and dismantle systems of oppression. They presented on how advisers shift beyond allyship towards becoming accomplices in social justice work. They highlighted the importance of this concept of accomplice and its connection to advising and student advocacy.

LaVoi gives public lecture at Arizona State

March 9, 2017

Nicole M. LaVoi, Tucker Center Associate Director, 2013 image Nicole M. LaVoi, Ph.D., faculty in the School of Kinesiology and co-director of the Tucker Center, will be doing a public lecture at Arizona State University on March 14. Her talk is entitled, “The Paradox of Women in Strong Leadership,” and addresses gender discrimination, unfair double standards, and both explicit and unconscious gender bias in the hiring process.

Rebecca Distefano awarded Interdisciplinary Doctoral Fellowship

March 8, 2017

Rebecca Distefano, a Ph.D. student in child psychology at the Institute of Child Development (ICD), was recently awarded the Interdisciplinary Doctoral Fellowship (IDF). The IDF is awarded to 21 outstanding Ph.D. students who take part in interdisciplinary research at the University of Minnesota.

The fellowship provides recipients with the opportunity to study and research with faculty at one interdisciplinary research center of their choice. The award includes a stipend of $25,000 for the academic year, tuition for up to 14 graduate credits each semester, and subsidized health insurance through the Graduate Assistant Health Plan.

Varma, student present research on the origins of numerical abilities to Royal Society

March 8, 2017

Sashank Varma head shot — Dr. Sashank Varma

Soo-hyun Im

Sashank Varma, associate professor and coordinator for the Department of Educational Psychology’s psychological foundations of education program, and doctoral student, Soo-hyun Im, recently traveled to London for the Royal Society Meeting on the Origins of Numerical Abilities, a scientific discussion about how when humans acquire numerical competence, we build upon an inherited cognitive foundation. At the meeting, Varma and Im presented their research projects entitled Mathematical insight predicts mathematical achievement in college students¹ and From number sense to arithmetic sense: A theoretical and empirical synthesis.²

Rachel Voit

Co-authors of Mathematical insight predicts mathematical achievement include: Purav Patel, a doctoral student in psychological foundations of education and Rachel Voit, a Macalester College student at the time of data collection and now a masters student in social work.

The Royal Society is a fellowship of many of the world’s most eminent scientists and is the oldest scientific academy in continuous existence.

Varma, S., Voit, R., Im, S.-h., & Patel, P. J. (2017, February). Mathematical insight predicts mathematical achievement in college students. Poster presented at the Royal Society Meeting on The Origins of Numerical Abilities, London, UK.

Im, S.-h., & Varma, S. (2017, February). From number sense to arithmetic sense: A theoretical and empirical synthesis. Poster presented at the Royal Society Meeting on The Origins of Numerical Abilities, London, UK.

LIHP recent graduate and lab members publish in Journal of Clinical Ultrasound

March 8, 2017

Joe Ostrem, Ph.D., a recent graduate from the School of Kinesiology (2016) is the lead author of an article published in the Journal of Clinical Ultrasound. The is article entitled “High-flow-mediated constriction in adults is not influenced by biomarkers of cardiovascular and metabolic risk.” The results of this study demonstrated that increased body mass, fat mass, and body mass index were associated with a greater high-flow mediated constriction.

Dr. Ostrem’s former adviser, Donald R. Dengel, Ph.D., professor in the School of Kinesiology and director of the Laboratory of Integrative Human Physiology, co-authored this article together with Nik Brinck, a recent undergraduate (2015), Katie Bisch, a master student, and Nick Evanoff, a doctoral student in the School of Kinesiology.

Natalie Low awarded Anne D. Pick Award for an Outstanding Child Psychology Major

March 7, 2017

Every year, the Institute of Child Development (ICD) awards one undergraduate child psychology student with the Anne D. Pick Award for an Outstanding Child Psychology Major. The recipient demonstrates excellence in research and academics in the area of child development.

This year’s recipient is Natalie Low, who studies emotion regulation (ER) at ICD. Low currently conducts research in the Cognitive Development and Neuroimaging (CDN) Lab with ICD Professor Kathleen Thomas, Ph.D., on how children learn different strategies from the environment to help them regulate their emotions.

Along with an inscribed plaque, Low will receive a scholarship of $500 and up to $250 in travel/ research funds. Below, Low discusses how she developed an interest in child psychology and her post-graduation plans.

What made you want to study child psychology?

I came across the child psychology major by chance. While applying to transfer to the University of Minnesota, I was unsure of what I wanted to major in and as I was filling out my application, I chanced upon the major. I knew that I wanted to continue pursuing something related to the field of psychology or the social sciences and that I wanted to work with children. Looking back, this decision has been one filled with great reward and tremendous challenge, but it is something that I don’t regret.

What kind of research are you involved in?

As an undergraduate research assistant in the CDN Lab, I investigated the role of early experience in brain development. As part of an independent study, I have developed a coding scheme, with the assistance of Dr. Thomas, to examine attentional strategies used by preschool children to regulate their emotions. I also have worked with ICD Associate Professor Melissa Koenig, Ph.D., in the Early Language and Experience Lab (ELEL), where I examined how preschool children reason about the intentions and actions of people. Currently, I am assisting Dr. Thomas in a separate study examining social and emotional development in children who have had a hemipherectomy (half of their brain removed).

What do you find most interesting about child development?

You can never have two children who are exactly alike. Child development is continuously affected by biological factors, environmental factors, and even an amalgamation and interaction of both. I find it interesting how even under similar conditions, two children will be different from one another, especially in the research area I am interested in, emotional development, whereby children may use similar strategies for regulation.

What are your plans after graduation?

My coursework, clinical experience and research experiences have inspired me to attend graduate school in developmental psychology. I have received numerous opportunities to study cognitive development in children, but still continue to find it intriguing, especially in its relation to emotional development. Ultimately, I hope to attend graduate school to attain the skills necessary for a career as a qualified and inquisitive developmental researcher and to continue to contribute and create greater awareness and understanding of child development.

Sera contributes to national report on promoting educational success of English learners

March 7, 2017

Maria D. Sera, Ph.D.

Maria D. Sera, Ph.D., professor and director of undergraduate studies in the Institute of Child Development, contributed to a recent National Academies of Sciences, Engineering, and Medicine report on promoting the educational success of children and youth who are learning English.

Sera served on a National Academies of Sciences, Engineering, and Medicine committee that examined how research on the development of English learners could inform policy and improve educational outcomes. Sera’s research focuses on the relation between language and cognitive development and on the learning of second languages by children and adults.

The committee’s report, which was released on Feb. 28, highlighted key research, identified effective practices for educators, and made recommendations for how policymakers can support children and youth who are learning English. It looked at two groups of children and youth: dual language learners, or children ages birth to 5 who are learning two languages and are not enrolled in school, and English learners, who are enrolled in the pre-K-12 education system and are learning English as a second language. Most English learners are born in the U.S. and are U.S. citizens.

The report found that English learners, who account for more than 9 percent of K-12 enrollment in the U.S., face barriers to academic success, as schools often do not provide adequate instruction or resources to support acquiring English proficiency. According to the report, early care and education providers, teachers, and administrators do not receive appropriate training to foster desired educational outcomes for children and youth learning English.

The report also discussed capacities and influences on language development, including that children have the capacity to learn two languages from birth if they are given adequate input in each. It noted that speaking to children in a different language at home will not hurt a child’s ability to learn English and that having strong skills in a home language can help children learn a second language.

Overall, the report made 10 recommendations to government agencies at all levels to improve educational outcomes. For example, the report recommended that agencies that oversee early care and education programs provide specific evidence-based program guidance for serving dual language learners and their families. The report also recommended that agencies conduct marketing campaigns to provide information about the capacity of children to learn more than one language.

The study was sponsored by the U.S. departments of Education and Health and Human Services, the Foundation for Child Development, the Heising-Simons Foundation, and the McKnight Foundation.

Pope awarded $1200 COGS Travel Grant to present at SHAPE America’s national convention

March 7, 2017

Zachary Pope, Ph.D. candidate in the School of Kinesiology, has been awarded a $1200 Council of Graduate Students (COGS) Travel Grant to present two posters and give one oral presentation at the Society for Health and Physical Educators (SHAPE) America National Convention held in Boston March 14-18. Pope is advised by Zan Gao, Ph.D., associate professor and director of the Physical Activity Epidemiology Laboratory.

COGS is a University-wide student organization that represents, advocates for, and supports graduate students at the U of M. The travel grant supports students who present original work at a conference with a poster, oral presentation, or other acceptable format. The maximum award is $1200.

While at the SHAPE America Convention, Pope will also be awarded a 2017 Research Council Graduate Student Research Award by SHAPE America for his project, “Validity of Smartwatches in Assessing Energy Expenditure and Heart Rate.”

Julie A. Critz (M.Ed ’93)

March 6, 2017

Julie A. Critz (M.Ed ’93), is the current Superintendent of the Alexandria Public Schools. Julie was recently awarded with the 2017 Kay E. Jacobs Memorial Award. This award recognizes “excellent leadership and involvement in MASA and other educational organizations by an administrator who is a woman with ten or less years of school district central office experience”. Minnesota Association of School Administrators (MASA) is a professional organization of Minnesota’s school leaders and educators that are dedicated to educational leadership for students. MASA recognizes members for their contribution and hard work to public education. Julie Critz earned her master’s degree in Elementary Education from the University in 1993.

John L. Hoffman (Ph.D ’00)

March 6, 2017

John L. Hoffman (Ph.D ’00) is being inducted by NASPA as a Pillar of the Profession on March 13, 2017. NASPA Foundation recognizes outstanding members of the student affairs and higher education community through the Pillars of Profession. The Pillars of Profession award honors individuals who have served as teachers, leaders, and scholars in the field and who have kept professional distinction in the higher education field, served leadership roles in NASPA, are recognized by colleagues, friends, staff, or student organizations for outstanding service, and have a significant lifetime contributions to the higher education field. Dr. Hoffman earned both his master’s degree in 1997 and Ph.D in Educational Policy and Administration 2000 from the University.

Tucker Center research referenced at Women in Sports panel in Chicago

March 6, 2017

Tucker Center research on media coverage for women’s sports was cited in an article appearing on The DePaulia online site, “Jean Lenti Posetto and Doug Bruno talk DePaul and women’s sports at symposium.” The symposium, held in Chicago, featured a panel of Chicago-based sports professionals who agreed that they were “tired of continuously fighting for equal female rights within the world of sports.”

The symposium was jointly sponsored by Chicago Sports Net and DePaul University, and gave attendees a first look at their upcoming six-part documentary, “Tomboy,” that takes a deeper look into the involvement of women in sports. The article cites the Tucker Center’s statistic that only four percent of all sports coverage includes women’s sports.

Davison recognized for Outstanding Contributions to Graduate and Professional Education

March 6, 2017

Mark Davison, John P. Yackel Professor in Educational Assessment and Measurement in the Department of Educational Psychology’s quantitative methods in education program, was recently honored with an Outstanding Contributions to Graduate and Professional Education Award from Office of the Executive Vice President and Provost, and the University of Minnesota Alumni Association. This award recognizes excellent teachers who engage students in a community of intellectual inquiry, are significant mentors and role models, and develop and promote activities that help students understand the larger context of their intended professions.

One of a select group of University of Minnesota teachers chosen for this honor, Davison will receive a one-time $15,000 award and become a member of the University’s Academy of Distinguished Teachers, which serves the University through various activities that aim to improve teaching and learning.

“We all are very pleased to see Mark’s important contributions to graduate education recognized in such a meaningful way. His highly accomplished former students made a persuasive case for him receiving the award,” said Geoffrey Maruyama, department chair.

Davision will receive his award in a ceremony at McNamara Alumni Center on April 27, and, along with his fellow recipients, will be introduced to the University’s Board of Regents meeting May 11-12.

Please join us in congratulating Dr. Davison on this well-deserved honor!

CEHD News Month: March 2017

CEHD News Month: March 2017