Statement on Atlanta-Area Shootings

New resource provides timely guidance for K-12 schools regarding assessments of student learning during the COVID-19 pandemic

March 17, 2021

CAREI, in partnership with the Minnesota Department of Education (MDE) through the Wisconsin-Minnesota Comprehensive Center – Region 10 (WMCC10) is producing a series of rapid briefs to provide succinct and timely guidance on best practices for K-12 schools and school-based early learning programs regarding assessments of student learning during the COVID-19 pandemic.

Rapid Brief #1 synthesizes guidance from the MDE and existing guidance offered by professional educational associations, assessment/test vendors, state departments of education, and educational organizations (see reference list). This brief is intended for instructional and school/program leaders (including but not limited to principals, curriculum directors, instructional coaches, assessment coordinators, early learning coordinators, and special education administrators).

In this brief, you’ll find information on:

The purpose and role of assessments,
Assessment best practices pertaining to classroom assessments, standardized assessments, data-based decision making, family collaboration and,
Considerations for early learning assessments.

Access Rapid Brief #1

CAREI launches survey to assess 2020-21 K-12 experiences

February 8, 2021

The Center for Applied Research and Educational Improvement (CAREI) is working with the Minnesota Department of Education (MDE) through the Wisconsin-Minnesota Comprehensive Center (WMCC) to launch the Minnesota Safe Learning Survey. The goal is to gather information via a survey of educators, students (grades 6-12), and families regarding their educational experiences this academic year.

The survey results will inform future MDE planning and support that the WMCC and the University may be able to provide to local schools and policymakers. In addition, CAREI intends to provide each district/charter a report that compares local data to statewide results.

For additional information about the survey, email CAREI@umn.edu.

Professor Elizabeth Lightfoot recipient of the 2020 Award for Global Engagement

January 7, 2021

Elizabeth Lightfoot, PhD, School of Social Work professor and Ph.D. program director, has been named recipient of the 2020 Award for Global Engagement.

The all-University Award for Global Engagement is given to faculty and staff members in recognition of outstanding contributions to global education and international programs at the University or in their field or discipline.

A virtual award ceremony and reception will be held Tuesday, January 12th at 12:00 p.m. On the day of the event, follow the link below to join the celebration. Please join us in honoring Professor Lightfoot!

Join the celebration webinar

Dr. Elizabeth Lightfoot has greatly contributed to international understanding, global engagement, and institution building both at the University of Minnesota and abroad.

In 2008, she received a Faculty Fulbright award to the University of Namibia. She was later able to develop a memorandum of understanding between the University of Namibia and the University of Minnesota. Over the past six years, Dr. Lightfoot has brought 17 social work graduate students from Minnesota to complete three-month internships in Namibian nongovernmental organizations, schools, or hospitals. She has also secured funding for Namibian faculty members to come to the University of Minnesota as visiting faculty each year.

Dr. Lightfoot completed a second Faculty Fulbright exchange at the University of Bucharest, where she mentored faculty and students and helped develop new approaches to training emerging scholars. She is hoping to develop an ongoing exchange program between the University of Bucharest and the University of Minnesota.

Dr. Lightfoot works to promote Fulbright opportunities to her colleagues, as well, speaking at University-wide workshops, helping faculty and students write their Fulbright proposals, and serving on the board of the Minnesota chapter of the Fulbright Association. She has also hosted a Fulbright scholar from Turkmenistan and will be hosting a scholar from Romania.

Within the School of Social Work, Dr. Lightfoot has advocated for international education. She pushed for the school to create an international specialization and developed the program’s structure. As Ph.D. program director, she has emphasized culturally appropriate mentoring of international students.

Classroom connections go online

July 27, 2020

At the heart of the CEHD community are the relationships built in the classroom between students and their instructors. What happens when those casual after-class chats cease to exist? Enter Feasting with Fran, a weekly Zoom lunch session with OLPD professor Fran Vavrus and her students. We checked in with Fran to learn more.

What is Feasting with Fran?

Feasting with Fran began at the end of March, shortly after the announcement that we would be doing online instruction for the rest of the semester. I invited all of my master’s and doctoral advisees to join in an optional weekly gathering on Zoom during which time we could eat our lunches, talk with one another, and address any academic questions that might be relevant to the whole group. We have met nearly every Wednesday from 12:00-12:45 or so since March 25th, though we decided in early July to go to every other week for the rest of the summer.

What prompted you to start these sessions?

I was concerned by what I was hearing from the students in my online class, many of whom were teachers and school leaders, regarding the sense of isolation that some of their students and colleagues were feeling when the stay-at-home orders were announced. I also heard from some of my advisees about their feelings of uncertainty and anxiety, especially surrounding research they had planned for this summer and fall. Thus, I thought it would be helpful if we could create a supportive community with academic advice being one element of our weekly conversations but so too accomplishments during the previous week, even very small ones, as well as concerns that folks might want to share with others.

Have you seen regular participation from students or has it changed over time?

There has been a core group of about four students who have been there nearly every week, and then there are a couple who have participated for only four-five sessions owing to scheduling conflicts. I did notice that almost everyone participated during the session following the death of George Floyd and its aftermath. I sensed that this was a moment when all of us felt the need to connect with our various communities, with this being one of them.

Has Feasting with Fran provided you with any insights or a-ha moments?

These weekly gatherings have given me insights into the benefits of online platforms like Zoom for community building across great distances that would not be possible if we restricted advising, or instruction, to face-to-face environments. For instance, one regular FwF participant is in the United Arab Emerites, another in Houston, and others are in various parts of the Twin Cities. Although my preference would be to host events with my advisees in my backyard, this is not possible when students are doing research abroad or living far from Minneapolis.

Has Feasting with Fran evolved since you started?

I think it has led to more open conversations when students are struggling because we have come to know one another better during the past few months. Students have volunteered that they are having difficulty with things like staying focused, keeping up momentum, and adjusting research topics due to travel restrictions, and they have gotten support and advice not only from me but also from their peers. I hope they have also come to realize that others are dealing with similar difficulties, both fellow students and their advisor; thus, they are not alone in working through these challenges.

Any additional thoughts on connecting with students during these unprecedented times?

I have found our weekly–now biweekly–gatherings to be a very important way to stay connected to others during a period when social isolation has affected many of our lives. This goes far beyond group advising because the focus some weeks has been solely on our spirts, not on courses to take in the fall or exams to complete over the summer. Connecting first and foremost as human beings is critical to building strong advising relationships and a constructive environment for learning; my hope is that FwF has helped each of us in some way as we navigate our way through this difficult, and novel, terrain.

5 Questions with Amanda Rondeau, CEHD’s Director of Digital Education and Innovation

June 18, 2020

A group of highly experienced eLearning professionals in CEHD, The Digital Education and Innovation (DEI) team provides instructors with guidance, support, and expertise in innovative teaching and learning strategies. We checked in with Director Amanda Rondeau to learn more about the DEI team, how COVID-19 continues to require flexibility with course delivery methods, and how they’re helping instructors prepare for Fall 2020.

First off, what exactly is an instructional designer?
Instructional designers work with instructors to design effective learning experiences for students – experiences that guide their learning, motivate them, and generally help them meet learning goals. Instructional designers’ deep background in learning theory, paired with extensive knowledge of technology, makes them a valuable partner to instructors who want to improve their students’ learning.

How does the Digital Education and Innovation team at CEHD work with faculty and instructors?
We are really lucky to have such talented, committed instructors in CEHD. Usually, there is something about their course they are looking to change – they may want to move to a hybrid model, teach in an active learning classroom, change how they assess student learning, or add activities to give students flexibility in how they learn. We also help instructors develop fully online courses, and sometimes work with teams of instructors as they modify program curriculum. Our work is driven by instructors’ goals for their students’ learning.

How is the CEHD DEI team preparing for Fall 2020?
In a world changed by COVID-19, the only thing we can do with certainty is plan to be flexible. We have been supporting instructors as they plan for the flexibility needed for Fall 2020 since mid-April. For some, that means creating online courses, for others that means planning to teach on campus while also preparing for scenarios where some students might need to be remote. We use a number of approaches to help instructors. We provide live help and support sessions for CEHD instructors every week, on a range of topics including online group work, accessibility, and designing activities. We have Canvas sites set up for instructors in each department where we share resources, share ideas, and engage in discussions with members of our team and their colleagues. And we also meet with instructors individually on their specific instructional concerns.

How has the role of an instructional designer shifted during the COVID-19 lockdown? Do fully online courses need a different approach?
The COVID-19 closures didn’t change the role of instructional designers, but because of the speed at which we moved to remote instruction, they might not have been able to dive as deep with instructors. We usually prefer six months to work with an instructor to develop their online course, and no one had that kind of time with the COVID closures. That said, our college has been committed to the benefits technology can provide in teaching and learning for years, and many instructors were already familiar with the most common technology tools, like Canvas, Zoom, and Google Suite.

Designing a fully online course does require a different approach. In a classroom, students can ask clarifying questions in the moment; a look of confusion can alert the instructor that more explanation on key points is needed. In a fully online course, everything is mediated by technology, so how you use that technology becomes really important. This is where instructional designers’ experience and knowledge are so useful; they can help instructors implement instructional strategies that use technology to effectively engage students.

What are the concerns your team is hearing most, whether from students or faculty?
Overall, moving to remote instruction this past spring went really well. I know people worked so hard, and it was stressful – I don’t want to imply it was easy. But there were fewer issues than I feared. And we all learned a lot. As we look to the fall semester, like everyone, students and instructors are worried about the path the virus will take. It is not something that is easy to predict.

Thanks, Amanda!

ITR colloquium on social-connectedness technologies for separated families

February 6, 2020

The Institute for Translational Research in Children’s Mental Health (ITR) is excited to host computer scientist Dr. Lana Yarosh to discuss her innovative research on designing technologies to increase social connectedness in contexts where in-person contact would be impossible or impractical.

The discussion will take place on Friday, March 20 from noon to 1:30 at ITR’s offices (1100 S Washington Avenue, Minneapolis). It is part of ITR’s 2019-2020 colloquium series on critical topics related to its mission of bridging the gap between research and practice in children’s mental health.

RSVP by e-mailing itr@umn.edu.

Dr. Yarosh’s approach involves working closely with people in specific critical social contexts in order to design and evaluate the effects of new technologies on social connectedness. This talk will provide an overview of her work on connecting children, families, and helping people seek peer support while facing health challenges.

She will then specifically elaborate on her work designing the ShareTable system, which connects parents and children who live apart, and discuss how this work has inspired recent directions in intergenerational mentorship and new computer-mediated communication technologies.

WHAT: Colloquium discussion on social-connectedness technologies for separated families with computer scientist Dr. Lana Yarosh
WHEN: Friday, March 20 from noon to 1:30 p.m.
WHERE: ITR offices (1100 S Washington Avenue, Minnepaolis)
RSVP: E-mail itr@umn.edu

About Dr. Yarosh
Svetlana “Lana” Yarosh is an Assistant Professor in the Computer Science & Engineering Department at University of Minnesota. Her research in Human-Computer Interaction focuses on embodied interaction in social computing systems. Lana is currently most proud of getting both the National Science Foundation’s CRII and CAREER awards, of her best papers at CHI and CSWC, and of receiving the McKnight Land Grant Professorship. Lana has two Bachelors of Science from University of Maryland (in Computer Science and Psychology), a Ph.D. in Human-Centered Computing from Georgia Institute of Technology, and two years of industry research experience with AT&T Labs Research.

New tool explores family partnership for juvenile justice professionals

November 19, 2019

Center for Resilient Families has released a new guide to family partnership for juvenile justice professionals.

Center for Resilient Families is housed within the Institute for Translational Research in Children’s Mental Health at the University of Minnesota. It is funded by the Substance Abuse and Mental Health Services Administration with the mission of improving mental health outcomes for children exposed to traumatic stress by working with parents. Learn more at crf.umn.edu.

About the tool

There is a growing awareness in the juvenile justice field about the importance of partnering with families, both to improve outcomes for kids, as well as to improve the effectiveness and job satisfaction of juvenile justice professionals.

“Family partnership” is an approach to juvenile justice that views families as an untapped resource for understanding and reaching the youth we serve — part of the solution, not the problem. Partnering with a family means building a team to share in the challenges and triumphs of helping youth overcome their challenges and become socially responsible citizens.

This tool is a brief, practical, and realistic look at the potential benefits of family partnership, and real-world examples of ways that organizations have begun to put these ideas in action. By taking steps to build greater partnerships with families, professionals can better accomplish what they got into the field to do, share the time and psychological burden of the job, and improve outcomes for the kids they serve.

This tool was produced as a collaboration between the National Child Traumatic Stress Network‘s Partnering with Youth and Families and Justice Consortium committees and the Center for Resilient Families at the University of Minnesota. It was produced with input from front-line juvenile justice professionals, families with experience in the system, agency leaders, and academic experts.

Download

Download the tool at crf.umn.edu/partnering.

ITR announces fellowship to support graduate students in prevention science

October 17, 2019

Apply by Nov. 1.

The University of Minnesota’s Institute for Translational Research in Children’s Mental Health (ITR) is pleased to announce the 2019/2020 Melissa Sullivan Endowed Fellowship Fund for Children and Families.The purpose of this fellowship is to support graduate students in prevention science.

Prevention Science is a multi-disciplinary comprehensive approach to identify how best to promote the well-being of diverse families and communities by bridging research and practice. The College of Education and Human Development has an interdisciplinary graduate program in prevention science designed to grow the field by attracting students and scholars interested in examining the mechanisms that place children and families at risk for adversity and developing interventions to change this trajectory

The mission of ITR is to reduce the gap between research and practice by advancing quality research, evidence-based training, and information dissemination focused on children’s mental health and development ages 0-18. ITR offers opportunities for prevention science students from Family Social Science, Social Work, Educational Psychology, and the Institute for Child Development to garner prevention research experience in university-community collaborative projects.

Fellowship Requirements

One fellowship in the amount of $20,000 will be awarded to one student during the 2019/2020 academic year. If students are registered during the summer session, or work at an approved practicum or internships site during the summer months, the fellowship can be distributed across all semesters (fall, spring and summer).

Students are eligible to be considered for this award who meet the following requirements:

a) Attending the University of Minnesota Twin Cities

b) Enrolled full-time in the College of Education and Human Development during the 2019/2020 academic year

c) Graduate degree seeking students (Masters or PhD)

d) Focusing on research areas related to prevention science and children and family mental health

e) Participating in an approved internship or practicum opportunity (paid or unpaid) as part of their required practical experience where this award would provide a financial supplement to the recipient and allow them to focus on the experience.

Applicants must check with their department to ensure they are able to receive this fellowship if they are already receiving funding from their department. Payments will be made via a scholarship that is spread over the eligible semesters.

Preference will be given to students who are studying under a faculty member in CEHD and affiliated with ITR. This award may be renewable to the recipient, provided the recipient demonstrates satisfactory progress toward a degree and continues to meet the criteria of the award.

Applications will be evaluated by a panel of ITR faculty who are not involved with students applying for the fellowship. Please submit questions to Chris Bray at the email below.

Submit applications by Nov 1, 2019 at 4:30pm (CST) to: bray0021@umn.edu

CAREI to co-lead new $6 million federal grant

October 15, 2019

A new partnership between the Center for Applied Research and Educational Improvement (CAREI), the Wisconsin Center for Education Research at the University of Wisconsin-Madison, and the Wisconsin-based nonprofit Education Analytics has won a five-year, $6.3 million grant from the U.S. Department of Education. The project’s goal is to improve the academic achievement of elementary and secondary school students in the two-state region by advancing the use of evidence-based practices.

Forming the U.S. Department of Education Wisconsin-Minnesota Comprehensive Center (WMCC), the partnership intends to focus on key priorities identified by its state and regional stakeholders. They are:

developing a single, comprehensive needs assessment to identify strengths and opportunities for improvement.
building and sustaining continuous improvement processes, including strategic planning and identification of evidence-based practices and how to implement them.
understanding how to better support and retain effective teachers and leaders in high-needs urban and rural schools.
identifying high-quality educational choices for students in rural and low-income communities.
maintaining a strong focus on educational equity.

The WMCC will jointly engage the Minnesota Department of Education and the Wisconsin Department of Public Instruction in an annual process to construct work plans to advance the priorities. As one of 19 regional comprehensive centers, the WMCC also will work with other regions and a national comprehensive center to share promising practices and leverage additional resources to deliver regional priorities.

The Department of Education’s Comprehensive Centers Program is designed to provide high quality and intensive capacity-building services to help state education agencies and their clients identify, implement and sustain evidence-based practices to support education outcomes pursuant to the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015.

ITR announces colloquium series on translational research approaches

August 21, 2019

The Institute for Translational Research in Children’s Mental Health (ITR) is excited announce its 2019-2020 colloquium series on translational research. Each year ITR hosts a series of colloquia on critical topics related to its mission of bridging the gap between research and practice in children’s mental health.

The series will kick off September 10 with a panel discussion about the basics of translational research. Subsequent colloquia will feature examples of applied translational research by nationally recognized speakers and seed grant awardees.

Sept. 10: Panel discussion on translational science basics

WHAT: Colloquium on ITR’s translational approach

WHEN: Tuesday, September 10, from 12:30-2 p.m. Lunch will be served.

WHERE: ITR offices, 1100 S Washington Avenue, Minneapolis

RSVP: Respond to this e-mail or e-mail itr@umn.edu.

About: The Institute for Translational Research in Children’s Mental Health (ITR) was founded on the belief that getting research into the hands of practitioners is of paramount importance to improve mental health outcomes for children. We do this through a translational research approach: coordinating the full spectrum of research to practice — from basic research, to effectiveness trials, to implementation — and bringing together experts from across disciplines with the explicit goal of synergizing their research expertise in unprecedented ways.

While there is widespread acknowledgement of the importance of translational research, the concept is subject to a variety of interpretations and definitions. A common understanding of the importance of translational research is key to the synergy we seek.

To share our vision of how a translational research approach can improve mental health outcomes, we are hosting a colloquium discussion with ITR faculty working along this continuum. It will feature ITR faculty members Clay Cook, Abi Gewirtz, Rich Lee, and Megan Patrick, with facilitation from ITR faculty member LeAnne Johnson

The colloquium will be an opportunity to learn about and discuss the opportunities and challenges inherent in a translational approach, and how your own work fits into the translational spectrum.

In search of the ‘good life’ on spring break

July 22, 2019

While many college students flocked to southern destinations on spring break in March, a class of 18 in OLPD 5080, Examining the Good Life in Denmark, took their search for the good life to Copenhagen.

Photo of standing college students listening to school leader — U students listened to International School of Billund, Denmark, head Camilla Uhre Fog.

Denmark is consistently ranked among the top countries for quality of life, well-being, and happiness, but the class also explored contentious current issues including immigration trends, taxation models, and media coverage of political tensions affecting the country. It built on eight weeks of reading and exploration prior to the journey using a multidisciplinary lens to ask questions, such as What exactly is the good life? Who has access to it and who does not? How do Danish children perform in school compared to other children? What are the guiding philosophies of the education system?

Children walking inside a light school interior. — LEGO School in Billund, Denmark, enrolls a about 400 students through middle school.

With play and creativity as central components, the itinerary included a day trip from Copenhagen to the International School of Billund, referred to as LEGO School since its funding comes from the LEGO Foundation. Opened in 2013, the school enrolls approximately 400 students today, including kindergarten, primary, and middle schools. One of the school’s primary goals is to demonstrate the power of playful learning. It has managed to become extremely popular among children and their parents in the local Billund, Denmark, region and also among other teachers, policy-makers, educators, and scientists who are interested in exploring how play, learning, and education integrate in new creative strategies to improve children’s skills. The OLPD class had the opportunity to visit the Lego House, too, where they got to play and have fun themselves before coming home to finish their projects.

Using qualitative research strategies, students learned how to act as social scientists and completed projects on a range of topics such as urban design, transportation, and education.

The class is taught by Mike Stebleton, an associate professor of higher education in the Department of Organizational Leadership, Policy, and Development.

Paul Ramseth (BS ’64, MA ’68, PhD ’18) and Amy Hamborg (EdD ’18)

May 22, 2019

Paul Ramseth (BS ’64, MA ’68, PhD ’18) became the oldest advisee (age 76) of storied professor Neal Nickerson (age 91) to complete his degree last fall, a story featured in “The Door is Open” in the spring/summer issue of Connect. Ramseth was the quarterback for the Gopher football team that won the Rose Bowl in 1961 and went on to a career in education and then financial services. He returned for his doctorate while volunteering in schools after his retirement. Ramseth was also Nickerson’s second-to-last advisee to finish, just before Amy Hamborg (PhD ’18), principal at E. P. Rock Elementary School in Hudson, Wisconsin. Hamborg and Ramseth received their doctoral hoods from Nickerson and U of M Principal in Residence Katie Pekel at commencement ceremonies May 8.

Vernon Schultz (BS ’52)

May 20, 2019

Vern Schultz (BS ’52), a retired educator and administrator, has published Grandpa’s Rocking Chair (AuthorHouse, 2018), a lively memoir highlighting key principles for financial independence drawn from the Great Depression and applicable today. Schultz spent most of his career in the field of rehabilitation, assisting individuals with disabilities prepare for the world of work and to live independently in the community. After playing baseball for the Gophers, he continued in sports as an amateur baseball player, successful coach, and for 37 years as a football and basketball official. He played music, from local big bands of the 1940s to old-time “oompa” bands, and has been active and served as a leader in a variety of community and educational organizations.

Connie Evans (MEd ’87)

May 7, 2019

Connie Evans (MEd ’87) has published Collecting My Thoughts: A Legacy of Learning (Lorimer Press, 2018). She taught English as a second language for 26 years in four states and has volunteered in many organizations including Habitat for Humanity. Evans lives in Mooresville, North Carolina.

Remembering another milestone in space

May 7, 2019

Archival photo of Jeannette and Jean Piccard next to a space craft — Jeannette and Jean Piccard

This year marks the 50th anniversary of the first moon landing in July 1969. It’s also the 85th anniversary of another milestone: the first woman entered the stratosphere in 1934. She was Jeannette Piccard, who already had a master’s degree in organic chemistry from the University of Chicago and would earn a PhD in education at the University of Minnesota in 1942. Piccard was the pilot of a seven-foot diameter sphere that carried instruments that she and her fellow scientist husband, Jean Piccard, used to study radiation.

When the Piccards moved to Minnesota, Jean taught engineering. After his death in 1963, Jeannette move to Houston and worked for NASA until 1970, traveling around the country engaged in public education about the space program. But she wasn’t done breaking barriers. Back in Minnesota, she was ordained and became an Episcopal priest at the forefront of the movement that opened the priesthood to women. She died in 1981.

Color photo of Jane Piccard sitting on a ledge pointing to her grandmother's photo on a display panel — Jane Piccard, ’73, next to her grandmother Jeannette Piccard’s panel on the Scholars Walk

Last fall, Piccard’s granddaughter, Jane Piccard—a 1973 grad of the School of Social Work—discovered her famous grandmother pictured on the Scholars Walk.

“I still think of her often now that I’m a grandmother myself!” says Jane Piccard. “She was a wonderful influence in my life.”

Look for Jeannette Piccard the next time you walk the Walk, not far from the landmark “tin man” sculpture located between Akerman, Keller, Lind, and Mechanical Engineering halls.

Shannon McManimon (PhD ’14) et al.

April 30, 2019

A group of scholars and educators, including six CEHD alumni and professor Timothy Lensmire from the Department of Curriculum and Instruction, are authors of a book that explores whiteness and how it affects antiracist work in education. Whiteness at the Table: Antiracism, Racism, and Identity in Education(Lexington Books/Rowman & Littlefield, 2018) was co-edited by Shannon K. McManimon (PhD ’14), now at SUNY-New Palz; Zachary A. Casey (PhD ’13), now at Rhodes College; and Christina Berchini at the University of Wisconsin-Eau Claire. Additional alumni authors in the volume include Mary Lee-Nichols (PhD ’12), now at University of Wisconsin-Superior; Audrey Lensmire (PhD ’06), now at Augsburg University; Samuel Jaye Tanner (PhD ’14), now at Pennsylvania State University Altoona; and independent scholar Jessica Dockter Tierney (PhD ’13).

Book explores whiteness and antiracism work in education

April 19, 2019

Whiteness at the Table: Antiracism, Racism, and Identity in Education (Lexington Books/Rowman & Littlefield, 2018) was co-edited by Shannon K. McManimon, PhD 2014, now at SUNY-New Palz; Zachary A. Casey, PhD 2013, now at Rhodes College; and Christina Berchini at the University of Wisconsin-Eau Claire. The book’s essays focus on whiteness, racism, and antiracism in the context of relationships among children, families, and educators.

Documenting more than a decade of studies on white identities, contributors analyze the intersections of race and issues like religion, privilege, rural education, and antiracist teacher actions.

Additional CEHD alumni authors in the volume include Mary Lee-Nichols, PhD 2012, now at University of Wisconsin-Superior; Audrey Lensmire, PhD 2006, now at Augsburg University; Samuel Jaye Tanner, PhD 2014; now at Pennsylvania State University Altoona; and independent scholar Jessica Dockter Tierney, PhD 2013.

The book grew out of research and scholarship by a group of scholars and educators started by Timothy and Audrey Lensmire in 2009. The Midwest Critical Whiteness Collective has been meeting for almost 10 years, focused on finding more effective ways to work with white people on questions of race and racism.

CEHD News Jeff Webb