Melissa Anderson, professor of higher education in the Department of Organizational Leadership, Policy, and Development, has been named associate dean of graduate education in the Graduate School effective April 1.
The new position is a 50 percent, 9-month appointment. Anderson will continue in her faculty position in OLPD, where her academic career in the field of higher education has focused on graduate education, scientific integrity, research collaboration, and academy-industry relations.
As associate dean of graduate education, Anderson will be responsible for developing and promoting initiatives aimed at improving the quality of graduate education. She will also review and provide input on academic programs and graduate education policies.
Read the announcement.
Kelly awarded Civic Engagement Steward Award
Margaret Delehanty Kelly, senior teaching specialist in the Department of Postsecondary Teaching and Learning, is being awarded the Civic Engagement Steward Award. Given by the University Community Service Learning Center, this award recognizes Kelly’s use of service learning in her courses including CEHD’s First Year Experience course PsTL 1525W: First Year Inquiry: Multidisciplinary Ways of Knowing.
This award is given to individuals or groups who have “significantly advanced their campus’ distinctive civic mission by forming strong partnerships, supporting others’ civic engagement, and working to institutionalize a culture and practice of engagement.” Kelly embeds service learning in each of her courses as a “living text”. Students not only apply theory and concepts learned in class but deepen their understanding of how diverse organizations are committed to social justice in the United States. Kelly will receive the award at the Minnesota Campus Compact’s Annual Summit and Awards Ceremony on April 1 at Hamline University. Congratulations!
CSPP doctoral students receive APA internships
Congratulations to the Counseling and Student Personnel Psychology (Educational Psychology) doctoral students who were placed in APA accredited internships for 2013-14. All seven CSPP students who applied received internships that were accredited by the American Psychological Association (APA). This is the gold standard of accrediting for doctoral level psychologists in the United States, and placement at APA accredited sites is highly competitive.
Nationally, almost 4,500 doctoral students in psychology applied for pre-doctoral internships for the 2013-2014 school year. The national match rate for these students was 76.4% for matching to any internship site, and 60% for matching to APA and Canadian Psychological Association (CPA) accredited internship sites.
The following CSPP students were placed in the sites listed:
Angela Browder and Ju-Ri Joeng
University of Florida – Counseling Center.
Monica Froman-Reid
Southern Illinois University
Ruth Swartwood
University of MInnesota
Sam Tourek
University of California, Berkeley
David Wells
Hazelden Foundation – Adolescent Track
Marcuetta Williams
Duke University – Counseling Center
Space Matters: Immigrant College Students’ Perceptions of Belonging at Predominately White Institutions
Assistant Professor Mike Stebleton from the Department of Postsecondary Teaching and Learning and Marina Aleixo, recent PhD graduate in Curriculum and Instruction, presented their research at the American College Personnel Association (ACPA) national conference. Entitled, “Space Matters: Immigrant College Students’ Perceptions of Belonging at Predominately White Institutions (PWIs)”, the presentation explored “how ethnic minority, immigrant students perceive physical space as a symbolic representation of their experiences at PWIs”. Stebleton and Aleixo applied an ecological model in order to highlight a contextual framework that would help the audience better understand immigrant students’ experiences. After reviewing student narratives, participants actively discussed various issues “of belonging and intersecting identities”. Stebleton and Aleixo aimed to focus on sharing high impact educational practices to help create spaces that promote belonging and social and academic engagement throughout university campuses.
Hackett awarded for excellence in undergraduate advising
Amy Hackett, a senior academic adviser in CEHD Students Services, has been awarded the prestigious University of Minnesota John Tate Award for Excellence in Undergraduate Advising for 2012-13. The award is named in honor of John Tate, professor of physics and first dean of University College (1930-41).
The Tate Awards serve to recognize and reward high-quality academic advising. They call attention to the contribution academic advising makes to helping students formulate and achieve intellectual, career, and personal goals. By highlighting examples of outstanding advising, the Tate Awards identify professional models and celebrate the role that academic advising plays in the University’s educational mission.
Hackett was honored March 14 with this year’s other Tate winners at the 2013 John Tate Academic Advising Conference & Awards Ceremony at the University Hotel.
Multimedia and Multicultural Models for First-Year Coursework
The Department of Postsecondary Teaching and Learning kicked off their spring 2013 Research Series with “Multimedia and Multicultural Models for First-Year Coursework”. The event showcased two presentations that introduced participants to teaching models that facilitate learning and engagement for a diverse group of first year students.
Assistant professor Mike Stebleton and senior teaching specialist Linda Buturian presented student work from their First Year Inquiry class, “Living the Dream: Exploring Identity, Community, and Social Equality”. A digital narrative assignment was used for students to express what they had learned through technology and story-telling to “convey what it means to live the ‘good life'”. Stebleton showed one of the digital narratives and facilitated a group discussion about the benefits and challenges of implementing and assessing multimedia projects.
Professor Jeanne Higbee and Danni Song, PsTL M.A. student, presented their work with Integrated Multicultural Instructional Design in a freshman seminar, PsTL 1907W “Exploring Diversity through a Popular Culture Lens”. Higbee and Song discussed the use of a unique learning style implemented throughout the semester that focused on “speed discussion” with questions generated by the students instead of the teacher. Song noted that this technique provided an opportunity for students to discuss what really mattered to them, and that they did an excellent job at communicating ideas when pressured for time.
Korea in the classroom
CEHD hosted 60 pre-service elementary school teachers from Seoul, South Korea, this winter for a short-term program, now in its third year. The students in the Global Teacher Education Program took part in lectures and home visits with CEHD community members and spent two weeks as student teachers in local schools. During their stay, Seoul National University of Education president Hang Gyun Sihn made a site visit, meeting with them and CEHD leaders. Find the program on Facebook.
Above: SNUE student EunJin Park worked on a science lesson observing snowflake crystals with third-graders at Breck School. Photo courtesy of the Global Teacher Education Program.
C&I’s Cynthia Lewis gives keynote address at the Assembly for Research at the NCTE
Curriculum and Instruction Professor Cynthia Lewis, Emma Birkmaeir Professor in Educational Leadership, was a keynote speaker as part of a Conversational Circle at the Assembly for Research at the National Council of Teachers of English at The Ohio State University on February 16. The topic of the circle was “New Directions for Theorizing and Researching Literacy and Community(ies).” This format allowed for both presentation and dialogue among scholars in the keynote conversation. Cynthia’s contribution focused on how classroom communities can foster interaction that supports the identities of diverse youth, engages young people in learning, and enhances their literacy practices.
The changing story: Engaging first-year students and fostering social change through digital storytelling
Linda Buturian (Senior Teaching Specialist) and Michael Stebleton (Assistant Professor), both from the Department of Postsecondary Teaching and Learning, presented a session at the National First Year Experience Conference highlighting the use of digital stories in CEHD’s First Year Experience initiative. In PsTL 1525W: First Year Inquiry class students create digital stories to express their reflections on course themes, including, identity, community, and social equality issues. Buturian and Stebleton addressed how they scaffold assignments; promote critical thinking; and engage students to develop meaningful, effective multimedia projects using the college-sponsored iPads provided to students. Examples of projects were featured and participants had the opportunity to share best practices.
Gupton, Wieling win IDEA Multicultural Research Awards
Jarrett Gupton, assistant professor in the Department of Organizational Leadership, Policy, and Development, and Department of Family Social Science associate professor Liz Wieling have received 2013 IDEA Multicultural Research Awards.
Gupton’s award is for a project related to housing vulnerable students and their experiences in higher and postsecondary education. Wieling’s is for her project adapting an evidence-based family intervention for trauma-affected refugees in Minnesota.
CEHD at AACTE
CEHD will have 14 representatives at the 65th Annual Meeting of the American Association of Colleges of Teacher Education (AACTE) this week in Orlando, Florida. This group will represent the college through research presentations, national panels, teacher preparation program redesign panels, accreditation workshops, and fellowship programs. C&I’s Lori Helman will be launching her new book, Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School, published by Teachers College Press. She will also present a session on the work in PRESS and MCRR with two doctoral students, Alyssa Boardman and Kari Dahle. Three sessions featuring the work of the Teacher Education Redesign Initiative (TERI) will be represented by EDRC’s Elizabeth Finsness, Stacy Ernst, Tiffany Moore, and Misty Sato. Sato will also speak on a panel about the national implementation of the edTPA in teacher education. EDRC’s Jo Matson will represent CEHD at sessions about NCATE and the new standards board, Council for Accreditation of Educator Preparation.
Five C&I doctoral students — Mary Hoelscher in science education, Fang (Andie) Wang and Jason Martel in second languages and cultures, Ann Mogush Mason in culture and teaching, and Heidi Jones in literacy education — will present a symposium on four perspective on defining and developing teacher identity. EPsy doctoral student Julio Cabrera will participate in the Holmes Scholars Program, which consists of doctoral students from traditionally underrepresented backgrounds pursuing careers in education at AACTE member institutions.
Ysseldyke receives school psychology award
Jim Ysseldyke, Educational Psychology professor, received a presidential citation and award from the Trainers of School Psychologists organization for career contributions to the training of school psychologists. The award was presented at the organization’s annual meeting in Seattle in February.
Professional Development for School Counselors: Enhancing Their Influence
Karen Seashore, (Department of Organizational Leadership, Policy, and Development), and Molly F. Gordon (CAREI) engaged in a professional development session with approximately 75 school counselors in the Minneapolis Public Schools. The session focused on how school counselors can enlarge their influence in their schools. The professional development stems from Seashore and Gordon’s research on the role that school counselors can play in increasing student learning and success. Their book, Aligning Student Support with Achievement Goals: The Secondary Principal’s Guide (2006, Corwin Press), outlines how school principals can better utilize their student support staff and align their efforts with achievement goals.
C&I’s Martha Bigelow quoted in MPR story on English language learning support
Curriculum and Instruction Associate Professor Martha Bigelow (Second Languages and Cultures) was recently quoted on Minnesota Public Radio for the story, “Dayton wants to boost funding for English language learning.”
The story discusses the financial aspects of funding additional resources for students learning English in Minnesota Schools. English language learners currently make up 8 percent of the state’s enrollment, and some students come in with little to no formal school experiences. Minnesota Governor Mark Dayton would like to extend English learning support for these students from five years to seven.
In the story, Bigelow suggests, “The longer time frame really does recognize that we have English learners in our state without prior schooling, with different needs … Maybe they’re long-term English learners and need different support.”
Listen to the story or read the accompanying article here.
The STEM Education Center at STEM Day 2013
The STEM Center would like to thank the organizers of STEM Day 2013 for hosting a wonderful event and asking us to present and exhibit throughout the day long program.
Presentation materials can be found using the following link:
https://sites.google.com/a/umn.edu/3m-stem-education-fellows/home?pli=1
-or-
Click 2013 STEM Day in the Findings & Publications link on the research page.
MHTF STEM Scholarships Now Available
Applications are currently being accepted for the The Minnesota High Tech Association Foundation (MHTF) Scholarship. These scholarships are for Minnesota undergraduate students in science, technology, engineering and math (STEM) disciplines and are awarded in the amounts of $2,500 and $5,000. The scholarship can also include internship opportunities at MHTF member companies. MHTF supports diversity in this application and award process.
Eligibility requirements:
- Must be pursuing an undergraduate degree in a STEM field or in STEM teaching
- Only students with sophomore through senior academic status in the current school year may apply. Sophomore status may include students who have achieved this status through advanced placement (AP) credit or post-secondary options (PSEO)s
- Applicants must be enrolled at an accredited, Minnesota-based higher education institution.
Deadline for application is March 31, 2013.
The application form and more detailed information are available at their website: http://www.mhta.org/educate/stem-scholarships/
CEHD students rally at the Capitol for Support the U Day
A dozen students from CEHD were in the statewide delegation that descended on the Minnesota State Capitol February 7 for Support the U Day. Several played key leadership roles. They rallied in the rotunda and met with legislators.
The Minnesota Student Legislative Coalition (MSLC), a coalition of students from all five U of M campuses, launched last year. Key issues for the session include supporting efforts to increase availability of open-access textbooks, something supported by an initiative in CEHD.
Alfonso Sintjago, a doctoral student in comparative and international development education, was among those who made a presentation to the Senate Committee on Higher Education and Workforce Development on behalf of the Graduate and Professional Student Assembly along with GAPSA president Brittany Edwards. They focused on graduate and professional student concerns included in the MSLC platform.
“Overall, Support the U Day was a great experience,” said Sintjago.
Nora Jones, an M.Ed. student in work and human resource education, is also a U employee who works in student services.
“It was an added plus that I’m staff and a student at the U,” said Jones. “I work at One Stop, so I reported back to our staff. We like to stay on top of current issues and what’s happening since it impacts our day-to-day jobs.”
Read more about Support the U and GAPSA’s platform.
See also the Minnesota Daily coverage of MSLC (Dec. 5) and Support the U Day (Feb. 11).
March 29 update: Since Support the U Day, GAPSA student efforts have focused on issues in addition to the MSLC’s platform that have been passed as resolution into GAPSA’s platform. Sintjago reports that they have followed up with legislators to promote the Open Education Resource Council Bill (HF 789/SH 824) and the Prosperity Act (HF 875/SF 723).
Continue reading “CEHD students rally at the Capitol for Support the U Day”
C&I’s Diane Tedick quoted in story about the growing popularity of foreign language immersion schools
Curriculum and Instruction Associate Professor Diane Tedick (Second Languages and Cultures) was recently quoted in an article on the foreign language immersion school trend. The story, “Does not speaking English at school make your kids smarter?” appears in Latitude News.
Tedick asserts, “over four decades of research conducted in such programs shows that native English-speaking students who attend immersion programs do as well as or better than students who are schooled only in English.”
Tedick offers additional thoughts in the full article.
C&I Professor Kendall King quoted in The Atlantic Monthly
Curriculum and Instruction Professor Kendall King (Second Languages and Cultures) was recently quoted in an article titled, “Dads Caring for Their Kids: It’s Parenting, Not Babysitting,” featured in The Atlantic Monthly.
The article discusses gender equity in parenting and social expectations. “We socialize each other into practice … This becomes the norm when we socially and linguistically normalize it,” says King.
Read the full article.
Emily Dare receives Jhumki Basu Scholar Award
The STEM Center would like to congratulate graduate student Emily Dare on receiving the Jhumki Basu Scholar Award from the National Association of Research in Science Teaching.
In accepting the award from this foundation, Emily Dare will attend Equity and Ethics Pre-conference Workshops and the New Scholars Symposium during the NARST conference in April. The following year, Emily’s research will have the potential to be highlighted in the New Scholars Symposium at the 2014 NARST conference.
The mission of the Jhumki Basu Foundation is to carry out the legacy and build on Jhumki Basu’s vision and passion to achieve equity in science education. To find out more about the JBF click the link below.
http://www.jhumkibasu.org/index.html