The American Educational Research Association’s (AERA) Committee on Scholars of Color in Education (CSCE) has named Bic Ngo, assistant professor of culture and teaching (Department of Curriculum and Instruction), as a recipient of the 2011 Early Career Contribution Award. This award recognizes early career scholars who have made significant contributions to the understanding of issues that disproportionately affect ethnic and social minority populations through rigorous scholarship and research. The award will be presented during AERA’s annual meeting in New Orleans, April 8-10, 2011.
McComas gives invited presentation at behavior analysis conference
Jennifer McComas, professor in Educational Psychology, gave the Glenda Vittimberga Memorial Lecture at the 29th Annual Western Regional Conference on Behavior Analysis in California last month. The title of this invited presentation was “Functional Communication Training: Modality and Schedule Effects Short and Long Term.”
LaVoi quoted in The Sputnik
Dr. Nicole LaVoi, Tucker Center Associate Director, is quoted in a recent article in The Sputnik, “Selling sex doesn’t sell sports.” The article discusses the notion that media still tries to use sex to sell women’s sports, despite the lack of empirical evidenceto support this notion. LaVoi discusses why this is a problematic assumption.
To read the full article, please click here.
Upcoming Professional Development Opportunities
Educator Developer & Leadership Center
Urban Leadership Academy: School Culture, Creating the Climate for Change
Anthony Muhammad, Ph.D.
Wednesday, April 13, 2011
8:30 am – 2:00 pm,
Continuing Education Conference Center,
1890 Buford Ave., St. Paul, MN 55108
For more information, go to: http://www.cehd.umn.edu/ppg/Partnerships/ULA.html#2.
ULA workshops are targeted toward superintendents, principals, assistant principals, teacher leaders, and other district and school leadership personnel.
Register online http://www.cehd.umn.edu/ppg/Partnerships/Registration/2010-10-19/
Schools as Racialized Spaces: john a. powell
Wednesday, May 4, 2011
12:00pm – 3:00 pm,
TCF Bank Stadium
2009 University Ave S.E.,
Minneapolis, MN 55455,
For more information, go to: http://www.cehd.umn.edu/PPG/Partnerships/CCAB.html
Mark your calendars for CARLA lunchtime presentations!
The Center for Advanced Research in Literature Acquisition is offering the following presentations
Heritage Speakers of Less Commonly Taught Languages (LCTL) in the United States
Wednesday, April 6
12:20-1:10 p.m.
Jones 35
Presenter: Vichet Chhuon
Deconstructing ESL: Exploring the Consequences of an Institutional Category
Wednesday, April 20
12:20-1:10 p.m.
Jones 35
Presenter: Adam Rambow
________________________________________
Diversity Dialogues: Ojibwemodaa! Ojibwe Revitalization
Tuesday, April 5, 2011
12:00 PM – 1:25 PM
40 Peik Hall, UMN
Ojibwemodaa! Ojibwe Revitalization, technology based intervention and design research
Mary Hermes, Ph.D.Associate Professor of Education
Eni-gikendaasoyang: Center for Indigenous Language and Culture Revitalization
University of Minnesota Duluth
The Ojibwe language, or Anishinaabemowin, was at one time one of the most widely spoken indigenous languages in North America. Today, within the continental United States there are about 500 speakers, out of a population of 250,000. How can technology be used as a strategic, educational intervention to reverse the shift of indigenous language loss? One project, Ojibwemodaa! is attempting to do just this. This presentation will focus on the community participation of the making of this tool, take a close look at the tool itself, and review a pilot study of the use of this material.
Diversity Dialogues: The Hidden Curriculum for Success in American High Schools
Wednesday, April 20, 2011
12:00 PM – 1:25 PM
40 Peik Hall, UMN
The Hidden Curriculum for Success in American High Schools: Implications for Students from Diverse Backgrounds
Peter Demerath, associate professor, Department of Organizational Leadership, Policy, and Development
Based on a four-year anthropological study, this presentation approaches schools’ role in perpetuating social inequality by focusing
on the construction of advantage through school policies, social networks, cultural capital, and student identities and practices.
Environmental Engagement Fairby STEM Ed Center, IonE, LT, St. Antony Falls Lab, Bell Museum, Science Museum of Minnesota
Thursday, April 28, 2011
3:30 PM – 6:30 PM
Learning & Environmental Sciences Atrium, St. Paul Campus
Learn about ways environmental engagement is being done and opportunities for collaboration on environmental engagement topics within the University of Minnesota.
The Environmental Engagement Fair is a collaborative effort among the Institute on the Environment, STEM Education Center, LT Media Lab, Bell Museum, Science Museum of Minnesota, and St. Anthony Falls Laboratory. The goal is to engage researchers across the University of Minnesota to inform the broader University community on ways that environmental engagement is currently occurring, and to encourage collaboration on projects where environmental engagement is a key aim of the project. Refreshments will be served.
School of Physics and Astronomy: Research Experience for Teachers
July 5 – August 12, 2011 at the University of Minnesota
Apply Now! Application Deadline Thursday, March 31, 2011
The Research Experience for Teachers (RET) program is a six-week summer research program that supports the active engagement of K-12 physical sciences teachers by involving them in cutting-edge physics research and helping them translate their research experiences and new knowledge into classroom activities. The goal is to help build ongoing collaborative partnerships between K-12 teachers a nd the University’s research community.
Program participants will work at the University’s Twin Cities campus for six weeks in the physics research area of their choice. There are also positions available at the Soudan Underground Laboratory for those living near Tower, Minnesota. All participants receive a stipend for the six-week program that is based upon their academic year base salary.
Among the career development program activities are weekly physics seminars offered in conjunction with the Research Experience for Undergraduates (REU) program, a session on ethics in scientific research, and a weekly seminar with the Physics Education research group to discuss issues directly applicable to teaching. An annual highlight is an optional field trip to the Soudan Underground Laboratory in northern Minnesota, the site of two ongoing physics experiments, MINOS and CDMS.
RET offers physics and physical science teachers:
• Hands-on experience in physics research techniques
• Information about cutting-edge experiments in physics
• A stipend equal to six weeks of base teaching salary
• Academic year follow-up
Teachers selected for the program will be matched with faculty and research programs that most closely correspond to their interests. Previous participants have conducted research in:
• Biophysics
• Condensed Matter Physics
• High Energy Particle Physics
• Physics Education
• Space Physics
• Astrophysics and Cosmology
The 2011 program begins on Tuesday, July 5, 2011 and ends on Friday, August 12, 2011. The application deadline is March 31, 2011. Candidate selection will begin immediately thereafter and continue until all available positions are filled.
Please click here to go to the application page.
Sponsored jointly by the National Science Foundation and the University of Minnesota.
Colloquium on P-12 STEM Education
A Forum for Issues Encountered by Professionals Researching & Teaching P-12 STEM Education
August 15-16, 2011
Continuing Education Conference Center
St. Paul, Minnesota
*Afternoon of August 16 will focus on effective STEM Education in the classroom*
Abstracts due March 15, 2011; Full papers due May 1, 2011.
Registration opens February 15 at http://www.cehd.umn.edu/stem/
STEM Education Center: University of Minnesota’s research center for transforming science, technology, engineering, and mathematics education. www.cehd.umn.edu/STEM/
Course Opportunities in Curriculum and Instruction and Organizational Leadership and Policy Development
CI 2312 Sex, Drugs, and the Internet: Educational Perspectives (completely online)
(05/23/2011 – 06/10/2011)
(06/13/2011 – 08/05/2011)
CI 5361 Teaching and Learning with the Internet
(06/13/2011 – 08/05/2011)
CI 5410 Special Topics in the Teaching of Literacy
-001 LEC , 09:05 A.M. – 01:10 P.M. , M,Tu,W,Th,F (07/25/2011 – 08/05/2011) ,
Teaching Multicultural Lit in Middle / Secondary School
09:00 A.M. – 01:00 P.M. , M,Tu,W,Th,F (06/20/2011 – 07/01/2011) ,
Storytelling, Critical Literacy, & Creative Drama
CI 5472 Teaching Film, Television, and Media Studies (Completely Online)
(06/13/2011 – 07/01/2011)
CI 5619 Teaching World Languages and Cultures in Elementary Settings
9:00 A.M. – 12:25 P.M. , M,Tu,W,Th (06/13/2011 – 06/29/2011)
EDPA 5387 Leadership for Teaching and Learning
9:05 A.M. – 12:15 P.M. , M,Tu,W,Th (08/01/2011 – 08/11/2011)
EDPA 5321 The Principal as Leader of High-Performing Schools
03:35 P.M. – 08:05 P.M. , M,W (06/15/2011 – 07/18/2011)
Summer Institutes
CEED
Mark your calendars: June 16 and 17, 2011
Evidence-based Practice for
Early Childhood Special Educators and Collaborative Partners
St. John’s University
Collegeville, MN
2011 registration fees are currently being determined and
will be posted as soon as available
The Minnesota Early Intervention Summer Institute is a unique professional development opportunity provided to the early childhood field through sponsorship by the Minnesota Department of Education.
Professional Development Opportunities:
The Fourth Guy Bond Memorial Conference on Reading: April 29-30, 2011
Friday, April 29, 2011
8:00 AM – 6:00 PM
Crowne Plaza Minneapolis North Hotel
“Developing Critical Readers & Writers: Improving Adolescents’ Literacies through Research, Practice, and Policy” A Celebration of the Research, Teaching, & Impact of Professor Richard Beach
Priority registration: March 15, 2011
Cost: $75 – includes continental breakfact and lunch, both Friday and Saturday
For more details and registration: http://www.cehd.umn.edu/reading/events/guybond2011/
View more details
Speakers include well-known international researchers such as:
• Donna Alvermann, Distinguished Research Professor, Affiliate for African American Studies, Literacy and Language Department, The University of Georgia
• Jerry Harste, Professor Emeritus, Literacy Education, Indiana University
• Elizabeth B. Moje, Associate Dean for Research and Arthur F. Thurnau Professor, School of Education; Faculty Associate, Institute for Social Research; Faculty Affiliate, Latina/o Studies; University of Michigan
• Chris M. Anson, University Distinguished Professor and Director, Campus Writing & Speaking Program, North Carolina State University
• Deborah Appleman, Hollis L. Caswell Professor of Educational Studies, Carleton College
Sponsored by the University of Minnesota, the Bond Foundation, the Minnesota Center for Reading Research & the Bush Foundation: Minnesota Reads Project.
Related events: MCRR Events
2011 Harris Forum Visiting Scholar Program
Friday, April 29, 2011
1:00 PM – 4:00 PM
Coffman Union Theater
Toxic Stress: Impact on Children and Families
Guest Scholars:
Megan Gunnar, Ph.D., University of Minnesota
Katherine Magnuson, Ph.D., University of Wisconsin-Madison
The 2011 Forum features two Midwest scholars and notable contributors to Harvard’s Center on the Developing Child. Dr. Megan Gunnar is a member of the National Scientific Council on the Developing Child, and Dr. Kathryn Magnuson is a member of the National Forum on Early Childhood Program Evaluation. Dr. Gunnar will present on the science of brain development and Dr. Magnuson on the science of what works. Expect a lively afternoon!
This event will also broadcast to ITV sites around greater Minnesota.
CEUs available.
Free but pre-registration is required.
On your own . . .
Check out these UMN resources:
EDRC Cultural Competency Repository – http://www.cehd.umn.edu/PPG/Partnerships/CCAB-resources.html
K12@U: Programs for PreK-12 Students and Educators http://www.k12.umn.edu/
Bell Museum of Natural History: Professional Development and Teacher Resources http://www.bellmuseum.org/teacher_resources.html
Center for Advanced Research on Language Acquisition (CARLA): http://www.carla.umn.edu/institutes/
Ramp Up to Readiness Grant – College 4 – U
Introduction
In March 2010, the University of Minnesota Rochester submitted a grant proposal to the University of Minnesota’s College Readiness Consortium. Those UMR colleagues who worked with me on the proposal (and subsequent implementation) are Jade Bakke, Jenny Heglund, Cindy Lehmkuhle, and Holly Renn. As stated in that document, our short-term goal was to impart to Rochester middle-school students with no family experience in higher education an understanding of, and interest in, a college/university education. In the longer term, we wanted them to embrace the notion that they would certainly go to college; the only uncertainty would be which school to attend.
Background
Historically, children from households with no college experience lack accurate information about higher education, have few mentors to encourage them to pursue a college education, and assume that they can’t possibly afford it. Not surprisingly, these students apply to colleges in small numbers and, when accepted, have more difficulty graduating. It is these students, historically underrepresented in our nation’s colleges and universities, who we hoped to assist.
It was our belief, supported by research, that middle school is a critical time to begin instilling the notion that college is the key to a successful future (in the event – inconceivable to many early adolescents – that they won’t make millions as rock stars and pro athletes). Accordingly, we decided to focus our efforts, and this grant, on middle schoolers whose family members had not attended higher-education institutions.
We presented an outline of our grant proposal to ISD 535’s superintendent and his senior leadership group. They encouraged us to move forward and recommended that, should we receive the grant, we work with John Adams, one of Rochester’s four middle schools. John Adams Middle School (JAMS) educates approximately 1100 sixth, seventh, and eighth graders; 29% are students of color and 34% receive free/reduced-cost lunches. These percentages are similar to those across the district’s entire middle-school population.
Activities
After the grant was awarded, a questionnaire prepared and administered to all JAMS seventh graders (approximately 400) by their school counselors identified 70 students whose parents/guardians/siblings had not attended higher-education institutions. From that group of 70, 45 were selected at random and formally invited to participate in our grant project; the 40 students who (with parental permission) accepted our invitation, became our cohort.
Early in the planning process, we decided to involve UMR students as mentors. Their response was quite enthusiastic, their orientation went very well, and (decked out in their yellow “UMR Mentor” t-shirts) they immediately established themselves as an essential element in our interaction with the JAMS students.
The first meeting of the cohort took place at JAMS in May 2010; nine more meetings, each approximately 90 minutes in length, were held in June, September, October, November, and December; at least two more will be held this spring. Four of the meetings were held at UMR, including one session in our biology lab where the students donned white lab coats and did experiments with one of our profs involving banana DNA. Pizza was served on those days when we met during their lunch period(s); cookies became a standard treat at every meeting.
Recognizing the short attention span of most middle schoolers, each 90-minute session was divided into several activities. A variety of learning approaches was employed to: introduce the concept of college; explain the positive impact of a college education on their economic future; emphasize that college is a very realistic goal and that middle school is the time to start planning; dispel rumors about the impossible burden of paying for college; explain what credentials colleges are looking for; suggest high school courses they should register for as eighth graders, and beyond; demystify the college application process; propose strategies for studying effectively; and highlight the importance of utilizing on-line research resources.
To illustrate the point that success at any endeavor requires many hours of work, each student in our cohort was given a notebook and asked to keep a time log of all daily activities that related to their college preparation (time in class, homework, research projects, extra-curriculars, etc.). Continued use of the log, especially through high school, was repeatedly encouraged.
At the first meeting in September, the students (now eighth graders) were given maroon “College 4 – U” t-shirts, then divided into teams of four or five; typically, two UMR mentors worked with each team. Lists of higher education institutions within a day’s drive of Rochester were compiled: public, private, large, small, four-year, and two-year. Each team chose a school and was assigned the task of conducting research about it, including: location, size, entrance requirements, cost, scholarship opportunities, available majors, and careers these majors can lead to. Throughout the fall, the teams did their research and created posters that included the information they were gathering. At our December 16 meeting, each of the nine teams gave an oral presentation about their school (UW-Madison, U of North Dakota, U of Northern Iowa, UW-LaCrosse, Bethel U, St. Mary’s U, Winona State U, UW-River Falls, Riverland CC). The students then received individualized certificates of completion and UMR backsacks. The local ABC-TV affiliate filmed portions of that session for the evening news.
Because of the vital importance of parental involvement in the college-readiness process, we emphasized that point at an evening meeting with the cohort members’ parents and guardians in December; the students were invited to accompany the adults, and pizza was served. A presentation on the cost of a college education, and the many ways of paying for it, was followed by a lengthy and, we believe, helpful Q/A period.
In February, we will again meet with the cohort and administer the same questionnaire that the students first saw in May 2010. With the help of Amy Carstensen, the JAMS counselor who worked closely with us throughout this project, we will review our cohort students’ course-selection sheets, and then compare their course choices to those of the (approximately) 30 students not included in the cohort. If our students choose the rigorous courses we urged them to select at a significantly higher percentage than the control group students, perhaps can point to our project as one significant factor.
Follow Up
It is also our expectation that the students who have participated in the “College 4 – U” project will, during the next four years: continue to gain an appreciation of the value of higher education; regularly ask themselves what impact each of their academic choices will have on their ability to get into college and succeed there; develop a strategy for gaining admission to a college or university of their choice; become familiar with the tools required to initiate that strategy; and increase their awareness of the resources available for meeting the financial costs of a higher-education degree. The long-term impact upon the students in this cohort will be seen in the fall of 2015 when, hopefully, they will enter higher-education institutions.
UMR’s admission’s department will take lessons from this project and, where possible, apply them to its recruiting efforts. The JAMS leadership group may be able to apply the activities we initiated this year to similar efforts in the future, and other Rochester middle schools might decide to adopt some of its features. The initial group of UMR student mentors who worked with this cohort might decide that a worthwhile outreach project would be to continue mentoring them as they move on to high school (several are hoping to become math tutors in the Rochester high schools this spring). And, other UMR students might decide to become involved in similar activities.
—
Joseph Marchesani
Program Director, Regional Alliances
University of Minnesota Rochester
Edina Cohort: Embedded Professional Development
Our most successful inservice venture has been our partnership with the Edina Education Fund to provide our Certificate in Teaching Writing and Critical Literacy for 18 Edina teachers (K-12).
As shown in the following chart, this cohort of teachers has now completed 8 credits together. Fourteen of the teachers have participated in our Invitational Summer Institute, with the remaining four to join us this summer. Teachers have completed together courses on the writing workshop, digital media, and assessment, and are now embarking on additional choices for their capstone course in which they conduct their own action research and their individual university course selection.
The cohort has been critical in building collaboration between grade levels, elementary to secondary, and across schools. It has provided teachers with a new and sophisticated way of thinking about 21st century literacy skills and helped them become teacher leaders in interpreting the new CORE standards within a 21st century framework.
When asked how the cohort is influencing system change beyond individual teachers’ classrooms, teachers identified the following:
• We have a strong representation of cohort members on all the Curriculum Design Teams for the Language Arts Review (K-5 and 6-12). Fourteen of eighteen cohort members hold leadership positions in that process by serving on a Design Team. The remaining four cohort members are acting as specialist consultants for Special Education, Interventions, and English Language Learners.
• The discussions we have started to have across the district are impacting our colleagues’ thinking. 100% of the teachers serving on the Design Teams (cohort and non-cohort teachers) listed improving writing in Edina Public Schools as their priority when implementing the new standards.
• This cohort will help us put in place a well-designed and articulated E (Early Childhood) to Grade 12 curriculum.
Educational psychology grad student earns prestigious minority scholarship
Ellina Xiong, specialist certificate student in the school psychology track in the Department of Educational Psychology, received the 2011 National Association of School Psychologists Minority Scholarship at their convention in San Francisco last month. She was one of only four students in the country to receive this prestigious award.
Xiong works as a graduate research assistant under the guidance of professor Jennifer McComas and conducts interventions to improve the reading fluency of students. Her career aspirations are to work as a practitioner in an urban school district and conduct research on improving the educational outcomes of Hmong American students.
Continue reading “Educational psychology grad student earns prestigious minority scholarship”
Motion effects research gets more press
Dr. Tom Stoffregen, professor in Kinesiology, continues to attract attention with his study on the effects of motion created by ships at sea on humans. See the latest coverage at:
http://www.forum.fishgame.com/showthread.php?t=1048
Wiese-Bjornstal offers insight on Minnesota Wild goalie’s knee injury
Diane Wiese-Bjornstal, Ph.D., School of Kinesiology associate professor, was quoted in a March 6 St. Paul Pioneer Press article on Minnesota Wild goalie Josh Harding, who is rehabilitating from a serious knee injury. Wiese-Bjornstal discusses the psychological aspects of recovering from sport injury based on findings from her collaborative research with Dr. Aynsley Smith of the Mayo Clinic.
Read the article at this link: http://www.twincities.com/ci_17547937?IADID=Search-www.twincities.com-www.twincities.com&nclick_check=1
RPLS instructor is one of “Eleven Who Care”
Susie Miller, an adjunct instructor in the RPLS program, is one of this year’s recipients of the “Eleven Who Care” award from KARE 11. Susie began the MN Special Hockey Association for kids with autism, epilepsy, and Down syndrome who wanted to play hockey. The league has grown from 27 players to 83 players in the last few years, and, since the news story aired, has acquired six new players!
The idea for the Association began with one special needs child who wanted to play hockey. Read this inspiring story at:
http://www.kare11.com/community/11whocare/article/907722/454/Eleven-Who-Care-winner-adds-much-needed-league-in-State-of-Hockey
and
http://www.kare11.com/today/article/912514/449/Eleven-Who-Care-winner-forms-league-to-help-children-with-special-needs
Sign up as a remote host for our spring conference!
“Social Media, Smart Phones, and Safety: How Technology is Changing Child Welfare Practice”
The Center for Advanced Studies in Child Welfare is excited to announce its upcoming 12th annual child welfare conference on April 21, 2011. This FREE event will be available via Web stream to counties and agencies throughout the state (and selected national sites)! If you would like to become a remote host site, we invite you to register online.
To become a remote host you first need to register your site online at http://socialmediasmartphonesandsafety.eventbrite.com by March 18, 2011. Participants will have the opportunity to email or tweet questions throughout the program.
Please note registration at this time is intended for counties or agencies to register their space for groups to view the program together. Individual registration for the event will open at a later date.
Questions regarding remote site registration may be directed to Alison J Frank-Quick at cascw@umn.edu or 612-624-4231.
Celebrate International Women’s Day-and the Launch of CAAWS’ Women and Leadership NETWORK
The Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) is launching the Women and Leadership NETWORK on March 8, 2011- International Women’s Day. The Network is for women leaders in sport and physical activity across Canada – administrators, volunteers, coaches, and officials. All women are invited to join. The Network has been designed as the go-to place where members can connect, build their skills, share ideas, discuss issues, find solutions and take action.
We are asking you to encourage at least one organization to post a CAAWS Women and Leadership NETWORK button on their website. The button will help demonstrate support of women and leadership, and connect women to the Network, a professional development resource that is free.
The NETWORK Button and other promotion items that you can use are available in English and French.
CAAWS invites all organizations (sport, physical activity, educational, community, government, health and well-being) to use the information provided at the above link to encourage women leaders, and future leaders, to become NETWORK members so that they can connect, build their skills, share ideas, discuss issues, find solutions and take action! If you have a question about the NETWORK, email here or call CAAWS at 613-562-5667.
Calvin Mai, Kinesiology major, profiled in CEHD article
Calvin Mai transferred to the U of M from UW-Milwaukee in 2008 because he was looking for just the right program (and also to be closer to home). He found it in Kinesiology. Calvin combines his hockey and soccer talents with an interest in a career in health care, possibly physical therapy. He’ll graduate this spring with a B.S. Read his story, featured on the CEHD Web site, at:
http://www.cehd.umn.edu/people/profiles/Mai/
Hyland and African American Read-In honored by Timberwolves
On February 23 Ezra Hyland, Teaching Specialist in Postsecondary Teaching and Learning, and the African American Read-In were honored as a community hero by the Minnesota Timberwolves. The African American Read-In is a literacy initiative addressing the attainment of reading and writing skills in African American students and encouraging reading and writing across the curriculum. Dean Quam and Ezra Hyland were escorted to half court during half time where they were recognized before the packed house.
Continue reading “Hyland and African American Read-In honored by Timberwolves”
Kinesiology M.Ed. graduate featured in Chronicle article
Justine Chatterton, Kinesiology M.Ed. (2009) and doctoral student in Counseling Psychology at the University of North Texas, was featured in an article titled, “Do Male Athletes Have Body-Image Problems?” published in the March 3 Chronicle of Higher Education.
Read the article here: http://chronicle.com/blogs/players/do-male-athletes-have-body-image-problems/28130
Justine writes to her former adviser, Dr. Nicole LaVoi, associate director of the Tucker Center: “I thought I would share a recent article about my research…. The Tucker Center makes an appearance! The article reminded me to thank you for all that you taught me about thinking critically and learning more about gender roles and sport. Thanks for everything.”
Wonder Years exhibit opens at the Science Museum of Minnesota
The permanent exhibit Wonder Years, the result of a grant from the National Science Foundation to the Center for Early Education and Development (CEED), the Science Museum of Minnesota, and Public Agenda (a nonprofit group), invites you to see the world through the eyes of a child.
Why are experiences an important part of development? What do children learn before kindergarten? Explore how young children learn from the world around them and how scientists learn about children’s development. Bring your family and friends–Wonder Years is included with museum admission.
Check out the Science Museum’s Wonder Years website for more information and to learn about community events you can attend.
CASCW launches online continuing education opportunities for child welfare professionals
The varied and changing needs of children and families served by the child welfare system requires today’s child welfare professionals to become informed about a multitude of practice strategies, policies, and populations. In response to this need, the Center for Advanced Studies in Child Welfare 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. Practitioners can now receive continuing education credit for completing the modules. Take a look at the current modules. More will be added in coming weeks.
Wiese-Bjornstal to present at clinical symposium
Diane Wiese-Bjornstal, School of Kinesiology associate professor, will be giving the invited presentation “Psychosocial aspects of athletic training” to the student membership at the Great Lakes Athletic Trainers Association Annual Clinical Symposium on March 11 at the Hilton Hotel in Minneapolis.
U of M Moment features motion effects research
Research by Dr. Tom Stoffregen, Kinesiology professor, and his associates, Ph.D. student Tony Mayo and Professor Michael Wade, has been garnering a lot of attention nationally and internationally over the past few months. See the local story on the research that is the first to prove scientifically the thousands of years of sailing advice at the U of M Moment link: http://www1.umn.edu/news/multimedia/2011/UR_CONTENT_305540.html
Do ice baths result in weight loss? Ingraham interviewed on WCCO-TV
Dr. Stacy Ingraham, lecturer in Kinesiology, was interviewed by WCCO-TV on the efficacy of ice baths for losing weight. Watch the video of the interview below that appeared on the 10 p.m. newscast March 1, 2011. (Hint: be sure to watch through the end of the interview!) See the story here.
Continue reading “Do ice baths result in weight loss? Ingraham interviewed on WCCO-TV”