On October 10, Juergen Konczak, Ph.D., professor in the School of Kinesiology and director of the Human Sensorimotor Control Laboratory, presented a lecture on robotic rehabilitation to the PACE network community in Genova, Italy.
PACE stands for Perception and Action in Complex Environments. The network is funded by the European Union and seeks to train predoctoral students with a background in engineering, mathematics, neuroscience, and psychology.
Katie Koopmeiners, undergraduate academic adviser for the School of Kinesiology, will be presenting at the Academic Advising Network’s first session in their professional development series, “Branding You.” The title of her presentation is “Creating an Advising Philosophy.”
Koopmeiners, who advises in the areas of Recreation Administration, Sport Management, and Coaching, will discuss the importance of an advising philosophy in a working session that will help new and seasoned advisers formalize their guiding principles in their advising practice. Participants will consider their advising style, strengths and theoretical basis to develop their own personal advising philosophy.
The session will be held Tuesday, October 24, from 10:30-noon in Nolte 140.
Andrei Semenov, a child psychology doctoral student in the Institute of Child Development (ICD), recently attended the International Science of Learning Conference in Brisbane, Australia, at the University of Queensland Brain Institute as part of a U.S. delegation of graduate students and faculty. The delegation was funded as a National Science Foundation Initiative.
The event consisted of 3 days of research presentations and educator outreach, and featured speakers from the fields of cognitive psychology, neuroscience, and educational psychology. The conference was followed by 2 days of workshops, which were attended by the U.S. delegation of eight graduate students and five faculty members.
During the post-conference workshops, Semenov and the U.S. delegation met with researchers from the Queensland Brain Institute. These workshops addressed research topics, such as new technologies, social and emotional determinants of learning, and multimedia learning. They also covered international collaboration and scientist/educator collaboration. Semenov presented his project on introducing structured family routines to Head Start and Early Head Start families as a way to improve executive function in children.
We’re excited to welcome Michelle Marchant-Wood, Utah native and former associate professor in the special education program at Brigham Young University to Ed Psych! After moving to Minnesota, she began working as a research associate at the University of Minnesota for Center for Applied Research and Educational Improvement (CAREI). Michelle managed an evaluation project with the Anoka Hennepin school district which was under the direction of Dr. Kimberly Gibbons.
When the opportunity afforded itself to teach special education again, she couldn’t pass it up.
“I always love interacting with college students. I love their excitement for being teachers. They’re eager to try new things.” Marchant-Wood says.
Currently, she teaches three educational psychology courses that keep her on her toes, (EPSY 5619: Students with Mild/Moderate Disabilities in Math, EPSY 5611: Research-Based Practices in Academic and Behavior Disabilities, and EPSY 5616: Behavior Analysis and Classroom Management).
“I’ve been impressed with the quality of students here. I taught at a private institution that is very difficult to get into (BYU has less than a 50% acceptance rate). I was interested in knowing what it was going to be like teaching at a state institution, but the quality of students here has been most impressive.”
She continues, “I also have really enjoyed getting to know the faculty here. They’re quality people and I have a lot to learn from them.”
Marchant-Wood wants prospective students to realize the great need and ample opportunities available in the field of special education Students are able to get jobs and make a difference.
“The faculty here are known throughout the country for the exceptional research they conduct, which takes a lot of time and effort. Prospective students need to know they’re going to have amazing opportunities here in Minnesota at this program.”
Outside of work, Marchant-Wood explores the cultural opportunities in the Twin Cities. She and her husband frequent orchestra hall and enjoy shows at the Guthrie. She also likes to stay active, by biking, running, and going to the lakes.
Arash Mahnan, Kinesiology Ph.D. student and IT Fellow, is one of three people featured in the Global Programs and Strategy Alliance online newsletter, Global U, promoting Driven: The University of Minnesota Campaign, the first system-wide fundraising campaign at the U of M in more than a decade. The Alliance has set a goal of raising $7 million to “Drive a Global U.”
Mahnan discusses his goal to fill the gap between engineering and clinical research, and the imperative to attract top students and faculty from around the world to come to the University of Minnesota. He is a student in the area of biomechanics and neural control and is advised by Juergen Konczak, Ph.D.
Read Mahnan’s feature here.
Annie Mason, Program Director of Elementary Teacher Education in the Department of Curriculum and Instruction, published an op-ed in the Star Tribune as a counterpoint to Katherine Kersten’s article, “Racial identity policies are ruining Edina’s fabled schools,” on the Edina school district’s new “All for All” plan, which Kersten blames for lowered test results in Edina schools.
Kersten alleges the new plan shifts the district leaders’ educational philosophy from “academic excellence for all” to ensuring “that students think correctly on social and political issues.” She argues that the new racial justice-geared agenda creates a hostile environment for students with “nonconforming views,” and does nothing to improve test scores or foster high academic performance in the district.
Mason challenged these ideas in her op-ed, ” Counterpoint: Edina schools: why it’s crucial to unlearn racism.” She discusses the way white privilege has shaped our country’s education system since its conception, the learning limitations placed on students of all races, and the importance of maintaining a dialogue about race in our schools. “[Students] know that to change the future, we have to reckon with the past,” Mason writes. “To unlearn racism, we have to be willing to face what it is, what it has created and how we are all implicated in it.”
Learn more about The Department of Curriculum and Instruction’s teacher education programs and our commitment to equity in education.
Assistant professor, LeAnne Johnson, is working to simplify the way early educators collect and analyze data which is key to the success of young children with—and without—emotional and behavioral challenges. Read more.
Quynh-Huong Nguyen Van is a senior majoring in English enrolled in the DirecTrack to Teaching program. She shares her hopes of shaping the conversation about race in America with students, becoming an English teacher, and how being a first-generation American will help her as a teacher.
What do you hope to accomplish as a teacher?
I want to be a teacher because it’s more than teaching a subject you are passionate about, but also about creating a safe space for students to be themselves and to grow intellectually. I also believe racism is a serious issue in America today and want to play my small part in helping to reshape the way we view race by incorporating discussions about racism and society into my classroom. I cannot think of a better setting to facilitate this than English classrooms; especially since many literary works can be used as a vehicle to help students see truth through fiction and to help students build empathy for other people by getting to know characters and authors.
What strengths do you think you will bring to the classroom?
I believe one of my greatest assets as a future educator is my Vietnamese-American background. I feel my first-generation immigrant experiences have given me unique perspectives that will allow me to be a more empathetic and inclusive teacher
What has been your experience with the DirecTrack faculty?
My experience with my DirecTrack advisors over the last three years has been absolutely phenomenal. They have always been understanding and supportive of not only my academic work, but also my personal endeavors. My DirecTrack advisors have proven to be some of the strongest faculty relationships I have cultivated at the University.
Where do you see yourself in five years?
In five years, I imagine myself in a classroom, more adept at my job than my first year of teaching, and hopefully being an advisor for a school club like speech or directing the school play.
What’s been your favorite course so far?
My favorite course has been ENGL3601: Analysis of the English Language, an intro-level linguistics course focusing on the English language. It is a course that is required for my major as well as a prerequisite for the Master’s in Education and Initial Teaching license in English program. I initially only took the class because it was required, but it quickly became my one of my favorites. The class felt like I was applying chemistry or math to the study of the English language; I found the class to be a breath of fresh air!
Any other thoughts you want to share about your experience?
Through DirecTrack, I have been able to have many meaningful service-learning experiences, make great friends who are as dedicated about teaching as I am, and have found a community I feel I belong in.
Learn more about the DirecTrack to Teaching program and the M.Ed. and Initial Teaching License programs in the Department of Curriculum and Instruction.
Mary Jo Kane, Ph.D., director of the Tucker Center and professor in the School of Kinesiology, is quoted in a Pittsburgh Post-Gazette article, “Female athletic directors at Pitt and Penn State stand out in a field still dominated by men,” commenting on the potential for women candidates for AD positions within a power differential that works against their being hired.
Tucker Center research is cited in a Salt Lake Tribune article, “‘Sports don’t have a gender’: Utah women’s tackle football players respond to Cam Newton.” Newton’s remark was: “It’s funny to hear a female talk about [running football] routes.”
School of Kinesiology alumna Mackenzie Lobby Havey, M.A., will read her recently published book, Mindful Running: How Meditative Running Can Improve Performance and Make You a Happier, More Fulfilled Person, at the U of M Bookstore in Coffman Memorial Union on the Minneapolis campus on Tuesday, October 17, at 4 p.m.
In her book, Havey, who is a runner, coach, and fitness journalist, describes her personal experience with meditative running and the influence it has had on her life.
“I discovered that when I integrated the principles of mindfulness into my daily running practice, it boosted my joy in the process of training, as well as my performance, and I wanted to share that in this book,” she says. “As I began to deconstruct my own mindful running routine and talk to Olympians, paralympians, and researchers in the fields of contemplative neuroscience and sports psychology, I found that I wasn’t the only one who had experienced significant benefit from combining mindfulness with physical training. Mindful Running is all about learning to run the mile you are in and train smarter, not harder–to find new ways to relate to your body, mind, and environment to deal with things like discomfort, fatigue, and negative thinking with intentionality and ease. My hope is that some of the lessons learned on the run will find their way into other parts of your life as well.”
Havey graduated with her master’s degree in 2009 in the Sport and Exercise Psychology emphasis area and was advised by Prof. Diane Wiese-Bjornstal. She is currently teaching a Beginning Running class in the School’s Physical Activity Program.
The Department of Family Social Science will host the Fall Semester Undergraduate Showcase Monday, Dec. 4, 5:15 – 6:45 p.m. The event will begin in McNeal Hall room 33 and then move upstairs to McNeal rooms 274 and 278 on the University’s St. Paul campus. Refreshments will be served.
Family Social Science Undergraduate Showcase gives undergrads the opportunity to showcase their scholarly work related to their field experiences for family, friends and the FSOS community. The FSOS Field Study requirement is generally completed by senior students close to graduation. Students are asked to complete 180 hours of work in local or global communities. During the Showcase students display their ability to synthesize theoretical classroom learning with practical real-world experiences. These experiences also allow students to explore potential employment opportunities.
Through excellence in academics, contributions to research projects, and immersion in work, internship, and volunteer experiences in communities both domestic and abroad, FSOS undergraduates are dedicated to enhancing the well being of diverse families in a changing world.
The event is held both in fall and spring semesters and helps students develop their presentation and communication skills in discussing their academic projects.
For more information or to RSVP, visit the Showcase webpage.
Jennifer McComas, associate chair and professor in the Department of Educational Psychology and Rodney S. Wallace Professor for the Advancement of Teaching and Learning, was invited to present at this year’s Berkshire Association for Behavior Analysis (BABAT) Conference on October 13.
McComas will present research she conducted with Department of Educational Psychology Ph.D. student Brittany Pennington and alumni Jessica Simacek and Adele Dimian on “Functional Communication Training for Individuals with Neurodevelopmental Disabilities: Breaking Down Geographic Barriers with Videoconferencing Technology.”
McComas’ research is primarily focused on the influence of behavioral mechanisms and social context on severe problem behavior and academic difficulties and the acquisition and persistence of pro-social behavior. She is head of the special education emotional and behavioral disorders licensure and M.Ed. and is launching a new M.A. in special education with an emphasis in applied behavior analysis (A.B.A.) now open for applications for fall 2018.
The Berkshire Association for Behavior Analysis (BABAT) Conference has been hosted at UMass (Amherst) every year for 30 years. The conference brings together professionals, teachers, students, and persons interested in the areas of behavior analysis, autism, developmental disabilities, ethics, behavioral medicine, staff development, and more. BABAT is an affiliated chapter of the Association for Behavior Analysis International and of the Association of Professional Behavior Analysts serve as a resource for behavior analysts and those interested in behavior analysis in the northeast region.
This profile originally appeared on the UMN Center for Academic Planning & Exploration website.
Laura Reimann, a child psychology undergraduate student, shares why she chose to study child psychology and gives advice for other students pursuing the major.
As a freshman, I did an internship at the Wisconsin State Public Defender’s Office, and it changed my entire outlook on mass incarceration and the effects it has on children and families. I heard devastating stories of separation, and of parents who knew their incarceration was impacting their children, but did not know how to mitigate those effects. They were scared and uncertain of where their children were and how they were doing. As I completed my internship I realized this was the area I wanted to try and help to change, but I knew that I did not want to be an attorney. So, I approached the child psychology advisor and asked for more information. He gave me some advice about how to choose a major and encouraged me to connect with Dr. Ann Masten. I read more about her research and about the classes in the major and knew this was where I wanted to be!
The child psychology major is unique because it combines a lot of different class work with field work and research opportunities. During my time as a child psychology major, I have participated in a variety of activities, including field work at the University of Minnesota Child Development Center and have participated in research in the Masten Lab of Risk and Resilience and the Shlafer Lab, which studies the effects of mass incarceration on families.
I am involved as an officer in the Child Psychology Student Organization where we participate in various events which include community service, hosting guest speakers to talk about topics our members are interested in, and free food! During my first year, I had an internship at the Wisconsin State Public Defender’s Office where I got to see the court system in action and observe the effects of incarceration firsthand, which led to my involvement in research with Dr. Rebecca Shlafer, that systematically examines these effects. My research interests also led me to pursue an undergraduate research assistant position in the Masten Lab of Risk and Resilience, examining risk and protective factors in the lives of children experiencing homelessness and high mobility, under the direction of Dr. Ann Masten. Finally, I work on campus as a peer assistant at the University Honors Program.
Find something you are passionate about, get involved, and be assertive! The Institute of Child Development has so much to offer and it is so important to find an issue or area within the field that you are passionate about and find a way to work on it. Whether it is volunteering at a local school or spending your time in a lab doing research, make sure you love it. When you find something that you care about, be assertive and find a way to get involved. Even if you are nervous, approach professors doing research you care about and talk to them about what opportunities they know of that fall within your areas of interest. The undergraduate experience is what you make it, so pursue things you love and do not be afraid to try something new.
Tucker Center co-director Nicole M. LaVoi, Ph.D., faculty in the School of Kinesiology, will give a keynote, “Beyond the Paradox for Women Coaches: Strategies for Surviving and Thriving,” at the Grinnell College Women Coaches Workshop on Monday, October 9. The full-day workshop features three other keynotes and is designed for women head coaches, women assistant coaches, and professional women in athletics. More information and registration …
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.
Nine students in the Department of Family Social Science’s Ph.D. specialization in Couple and Family Therapy are presenting their research at the annual meeting of the American Association for Marriage and Family Therapy held in Atlanta, GA.
In addition, four FSOS faculty members – Steven Harris, Tai Mendenhall, Lindsey Weiler and Elizabeth Wieling – will also be presenting and leading workshops and research discussions during the four-day conference.
Students attending include Kadie Ausherbauer, Jackie Braughton, Sarah Crabtree, Daniel Cooper, Lekie Dwanyen, Eugene Hall, Heather Hensel, Aimee Hubbard and Damir Utzran.
Their research represents the breadth of key topics affecting families nationally and internationally including: investigations with Syrian refugees resettled to the United States, local needs assessments conducted with resettled Liberian families, parenting dynamics in a Mexican context, sexual satisfaction and dysfunction and marital separation research.
“Our students are conducting research on critical issues impacting families, especially those affected by social disparities,” said Elizabeth Wieling, associate professor and program director of the Couple and Family Therapy doctoral specialization in Family Social Science. “Each of their studies represent cutting edge work advancing the clinical and implementation fields of research.”
The American Association for Marriage and Family Therapy (AAMFT) represents more than 50,000 marriage and family therapists. The Department of Family Social Science Ph.D. program’s Couple and Family Therapy specialization is among the 20 academic programs accredited by AAMFT in the country.
More about this program
Tai Mendenhall, associate professor in Family Social Science, addressed the National Institutes of Health’s Collaborative Research Center for American Indian Health in August.
Lindsey Weiler, assistant professor in Family Social Science, led a research team gathering data at the Minnesota State Fair.
Graduate students Kadie Ausherbauer and Heather Hensel won a national ethics competition.
Students interested in teaching have a once-in-a-lifetime opportunity to take part in a teaching practicum in Montpellier, France through the Learning Abroad Center. Participants can meet their major requirements for the Elementary Education Foundations program while learning and teaching in the vibrant city of Montepellier, which is known for its beautiful architecture and atmosphere of political tolerance.
Engaging in a teaching practicum in France presents a wonderful opportunity for elementary education majors to flex their teaching muscles in a classroom with students of different cultural backgrounds. During this one-semester study abroad program, participants plan lessons alongside local teachers in Montpellier that explore effective ways of teaching English to students who do not speak the language.
Cynthia Zwicky, a lecturer in the Elementary Education program in the Department of Curriculum and Instruction, recently returned from Montpellier, where she observed students working in their classrooms. “They teach in classrooms that are representative of a large immigrant population in Montpellier and learn many skills that are transferable and applicable to multicultural elementary classrooms in the United States,” she explains.
This program offers not only the opportunity to interact with students of many cultures and backgrounds, but for university students to learn for themselves what it’s like to be a new language learner.
“There is no substitute for living an experience that many of these aspiring teachers’ future students will be experiencing here in the United States,” Zwicky says. That cross-cultural understanding students can be carried with them back into their teaching practice in their classrooms.
Find out more about the Teaching Practicum in France at the Learning Abroad Center.
Learn more about the B.S. in Elementary Education Foundations program in the Department of Curriculum and Instruction.
Fan Ouyang, a Ph.D. candidate in the Learning Technologies program in the Department of Curriculum and Instruction, talks about the unique challenges of studying in a foreign country, her research in online and blended learning, and deep commitment to education.
What drove you to enroll in the Learning Technologies Ph.D. program?
I have a background in computer sciences and software theories. After graduation, I taught college-level courses for six years in my native China. I thought an intersection of education and computer technology would be a good fit for my professional interests, so I decided to pursue a Ph.D. in Learning Technologies. I’ll complete in February, 2018.
You are originally from China. How has your experience been studying in a foreign country?
It is a worthy experience, full of challenge, anxiety, hope, and joy. I came to the U.S. at a relatively mature age to purse my doctoral degree. I believe that helped because it was an age that I started to really want to know myself at a deep level, without self-judgment. Putting all the emotions aside, I believe it is the persistency of hard work that helps me not only overcome all language and research barriers to complete my degree, but more importantly, it helps me to become more open-minded, reflective, and calm in all life situations. I believe I come to the end of my Ph.D. journey as a better person.
What is your current research focus?
My research interests lie at the intersection of online and blended learning, pedagogy development, and learning analytics. Specifically, my current research focuses on three interrelated strands:
I want to better understand how students learn in online and blended learning contexts to help educators and practitioners better use this knowledge. I also hope to design innovative instructional tools to foster learner engagements.
How is the field of online teaching changing? Do you think it could replace face-to-face teaching?
At the early stage of online education, instructors tended to utilize traditional instructor-centered methods. Now, online teaching is changing to be more democratic, where instructors play a more symmetrical, participatory role with students. Students transform from the passive recipient of information and knowledge in the traditional instruction context to critical constructors of knowledge under their own autonomy.
Overall, the ultimate goal of education always stays the same, no matter the format: to nurture responsibility and initiative in learners, to build diversity and openness in the learning environments, and to help learners become self-directed and reflective. Therefore, I don’t think we need to replace one format with another. Instead, we as educators need to think about how to empower learners to view themselves as individuals who can shape their fields of interest, make action to achieve their personal and professional goals, and help people in their communities to grow and develop.
Which resources have you found through the department to help with your research?
I have benefited from department traveling funding, research workshops, involvement in research day, graduate student associations, and interactions with faculty in the department.
Any other thoughts you want to share about your experience?
During my Ph.D. study here in U.S., I have made efforts to cultivate four characteristics in myself: life-long learning (being eager to learn), capacity (being accessible, positive, and resourceful), entrepreneurship (being critical, innovative, and open-minded), and collaboration (being trustful, supportive, and collegial). I think this mindset has laid a positive foundation for my Ph.D. journey.
Learn more about the Learning Technologies programs in the Department of Curriculum and Instruction.
