CEHD News Jeff Webb

CEHD News Jeff Webb

2017 UMAI Day highlights current ASD research

The University of Minnesota Autism Initiative (UMAI) welcomed an audience of 250 people for the third annual UMAI Day: Research to Practice Update. The event, held May 5 at the Masonic Children’s Hospital, featured current University of Minnesota research collaborations relating to autism.

Veronica Fleury, assistant professor in the Department of Educational Psychology, and Tami Childs, MN Autism Project coordinator, spoke on implementing evidence-based practices in school settings. ICI’s Jennifer Hall-Lande and Anab Gulaid led a presentation titled ASD Prevalence Research and Community Engagement with Somali and Immigrant Families. See complete list of speakers.

UMAI represents an interdisciplinary collective of researchers, educators, and providers focused on improving the lives of individuals with autism spectrum disorder in the state of Minnesota. Their mission is to unify stakeholders toward the ultimate goals of collaborative research, excellence in education and training, and community partnerships.

Marion Barber Jr., Gophers Hall-of-Fame running back, earns his degree at age 57

Marion Barber Jr. at commencement ceremony

Marion Barber Jr. is persistent.

As an All-Big Ten running back for the Golden Gophers football team in the late 1970s, Barber was a record-setting player. In 2017, at age 57, Barber’s determination off the field culminated May 11 when he received his bachelor’s degree from the University of Minnesota as part of the commencement ceremonies for the College of Education and Human Development. He graduated with a major in youth studies from the School of Social Work.

Barber finished his Gophers football career as the all-time record holder for rushing yards (3,094), rushing touchdowns (34), and 100-yard rushing games (12). Those records have since been broken, but he still ranks sixth all-time in program history for total rushing yards.

All of Barber’s sons have played football for the Gophers, including former Dallas Cowboys Pro Bowl running back Marion Barber III, former Houston Texans safety Dominique Barber, and current Gophers linebacker Thomas Barber.

In fall 2015, Marion Barber Jr. started back on his academic career at the U of M, knowing he would need two years of credits to complete his degree this spring.

“Once I saw the commitment required, I decided it would be worth it,” Barber said. “And, believe it or not, the time has gone by fast and been enjoyable. I have really appreciated all of my classmates, professors, and advisers who made me feel welcomed.”

Marion Barber Jr. with his grandchildren

Barber, a Maple Grove resident, is particularly proud of his perfect attendance in all of his classes, as well as his record of mostly A’s (and a few B’s). Outside the classroom, Barber worked as an educational intern at Armstrong High School. He now has a full-time position as a special education assistant at the school. He is also an assistant football coach there.

Barber said he has always been interested in youth development and children. After nearly 40 years since beginning his time at the U of M, he feels that he has something to offer young people — especially lessons about reaching high for goals and maintaining perseverance.

See more on Marion Barber Jr. in the Star Tribune and the Pioneer Press, and on KARE 11KSTP TV, and CCX Media.

Karen Miksch wins President’s Award for Outstanding Service

Karen Miksch, associate professor in the Department of Organizational Leadership, Policy, and Development (OLPD), is one of 11 people honored with the 2017 President’s Award for Outstanding Service from the University of Minnesota.

This award recognizes exceptional service to the University, its schools, colleges, departments, and service units by an active or retired faculty or staff member. Recipients of this award have gone well beyond their regular duties and have demonstrated an unusual commitment to the University community.

Miksch’s contributions to the college and University have been extraordinary through her work and consultation on legal issues, academic freedom, student admissions, and fostering diversity and inclusion in graduate education.

She will be honored at a reception at Eastcliff on June 15, and the Board of Regents will recognize her at their meeting on May 12. See all of this year’s winners.

American Academy of Arts and Sciences honors Megan Gunnar

Megan Gunnar

Megan Gunnar, director of the Institute of Child Development in the College of Education and Human Development (CEHD), has been elected to the 2017 class of the American Academy of Arts and Sciences. She is one of three University of Minnesota professors and 228 national and international scholars, artists, philanthropists, and business leaders elected this year.

Founded in 1780, the American Academy of Arts and Sciences is one of the country’s oldest learned societies and independent policy research centers. This is the 237th class of members elected. It includes winners of the Pulitzer Prize and the Wolf Prize, MacArthur Fellows, Fields Medalists, Presidential Medal of Freedom and National Medal of Arts recipients, and Academy Award, Grammy Award, Emmy Award, and Tony Award winners.

Gunnar is one of the nation’s leading researchers in child development and developmental psychobiology. Her work focuses on understanding how stress early in life “gets under the skin” to shape the body’s stress response systems and neurobehavioral development.

“Professor Gunnar is an exceptional faculty member whose research and leadership in her field has improved the lives of many children,” said Jean Quam, CEHD dean. “The University of Minnesota and the College of Education and Human Development are extremely proud of her accomplishments.”

Gunnar holds the University’s highest faculty honors as both a Regents Professor and Distinguished McKnight University Professor. She was recently elected to the National Academy of Education and has been honored with lifetime achievement awards by the American Psychological Association, Division 7 Developmental Psychology, the Society for Research in Child Development, and the Association for Psychological Science. Gunnar has a Ph.D. from Stanford University.

The 2017 class of the American Academy of Arts and Sciences will be inducted at a ceremony on October 7, 2017, in Cambridge, MA.

M.S.W. graduate named 2017 Bush Fellow

Brenda Hartman (M.S.W. ’89), a St. Paul therapist who provides counseling to adolescents, adults, and couples, was named a 2017 Bush Fellow this week.

She and 23 other people were selected from nearly 650 applications for the fellowships. Applicants described their leadership vision and how a Bush Fellowship would both help them achieve their goals and make their community better. Each Fellow will receive up to $100,000 to pursue the education and experiences they believe will help them become more effective leaders.

With her Bush Fellowship, Hartman will study end-of-life practices from different cultures, religions, and spiritual traditions, and grow her leadership skills through coursework and consultation.

She has lived nearly three decades longer than expected after receiving a stage 4 cancer diagnosis. Over those years, she has devoted herself to addressing the social, emotional, and spiritual aspects of the cancer experience. She sees a strong need to promote a cultural shift in society’s response to death. She wants to introduce a narrative that counters fear and denial with a view of death as a healing process. She seeks new ways to incorporate end-of-life planning into training for healthcare professionals.

More information about Hartman and her therapy practice. (link this line to http://www.healingthroughlife.com/index.php

More information on the Bush Fellowship.  (link to https://www.bushfoundation.org/fellowships/bush-fellowship)

 

CEHD’s top rankings reflect innovative programs, district partnerships

The University of Minnesota College of Education and Human Development (CEHD) is ranked 12th among public professional schools of education, 21st among all schools, in the 2018 U.S. News and World Report rankings of graduate schools. CEHD maintains a #8 ranking in special education and moves up to #9 in educational psychology. CEHD’s developmental psychology program (Institute of Child Development) is #1 in the country.

CEHD is a world leader in developing innovative programs to address opportunity gaps in child development, teaching, and learning. Consider its outstanding partnership programs with school districts in Minnesota that apply evidence-based teaching methodologies to strengthen schools. Note also the impact of recent groundbreaking research on autism, which has uncovered new patterns of brain development in infants. CEHD’s productivity last year included $44.3 million of externally funded research.

“Our college continues to reach new heights of excellence in graduate teaching, research, and outreach,” said Dean Jean K. Quam. “We are focused on improving the lives of students across Minnesota, the nation, and the world.”

Learn more about CEHD’s top-rated master’s and doctoral programs.

Rankings methodology: U.S. News surveyed 379 schools granting education doctoral degrees. It calculates rankings based on quality assessments from peer institutions and school superintendents nationwide, student selectivity, and faculty research and resources, which includes student/faculty ratio and faculty awards as well as support for research.

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FSOS faculty member featured in national webinar

Tai MendenhallDepartment of Family Social Science associate professor Tai Mendenhall was the featured speaker in a national webinar regarding working with families wherein a family member is living with chronic illness.

The webinar titled “Chronic Illness: Empowering Families in the Journey,” was offered by the Military Families Learning Network (MFLN), and is a two-part look at how families manage the challenges of chronic illness and build family resilience.

View the webinar here.

Learn more about Tai Mendenhall and his research interests here.

Family Social Science launches new M.A. in prevention science

Family Social Science (FSOS) has launched a new master’s degree program in prevention science that will help prepare family science practitioners to prevent or moderate major human dysfunctions before they occur.

The Master of Arts (M.A.) in Prevention Science will equip students to confront many of the daunting challenges facing today’s families and communities, including trauma and drug addiction. The M.A. in Prevention Science will also help students develop strategies to promote the health and well-being of families.

Core coursework for the M.A. in Prevention Science gives students a solid foundation in statistics and research methodology, family conceptual frameworks, and ethics. Students can choose the Plan A which includes a thesis, or the Plan B which includes a project and a paper.

The M.A. in Prevention Science is intended for individuals who would like to build a career that supports families and works to redirect maladaptive behaviors.

The program is currently accepting applications for Fall 2017. The application deadline is March 1, 2017.

Students spend winter break in Jamaica, Singapore, and Kenya

Students earned credit over winter break for learning experiences in three locations far from the snow.

In Jamaica, ten students studied colonization, slavery, black identity, and education. They heard lectures by local faculty and served at Blessed Assurance, a home for severely disabled youth, and Alpha Boys School, a vocational and life-skills school for young black men. They also got to celebrate an indigenous people’s emancipation day in the historical Maroon village of Accompong. The course was led by Department of Organizational Leadership, Policy, and Development (OLPD) associate professors Muhammad Khalifa and Na’im Madyun.

In Singapore, nine students learned about cultural intelligence with OLPD professor Michael Goh. To experience the rich diversity of Goh’s former home, they interacted with vendors in local markets, visited places of worship, met with eighth-graders at a first-day-of-school assembly, conversed with Singapore’s “invisible” population of migrant construction workers, and observed the consequences of an oil spill on a marine nature preserve. They were also able to visit a youth-led environmental club in nearby Malaysia.

In Kenya, ten undergraduates and assistant professor of kinesiology Daheia Barr-Anderson attended a global seminar focusing on girls’ empowerment in sports and athletics. They enjoyed homestays and traveled to urban and rural locations to learn how physical activity impacts Kenyan youth, especially girls. In Nairobi, they spent time with organizations that teach sports and life skills to youth in need. In the city of Iten—home to many high-altitude training camps—they heard the personal stories of athletes and participated in a training session with an Olympian.

Returning home, Barr-Anderson’s students collected donations to support one of the Kenyan organizations they visited. The response was overwhelming—465 items, from youth cleats to sports bras, that filled 18 boxes, enough to distribute to three more organizations!

“Well done, students!” said Barr-Anderson. “Our lives were made better because of the hospitality and courtesy the Kenyan people showed us.”

Read more about students’ experiences in Kenya on their travel blog.

FSOS Ph.D. student awarded grant

FSOS Ph.D. student Renada Goldberg was recently awarded a grant from the Minneapolis Foundation. Renada will work with the Center on Women, Gender, and Public Policy to conduct a community-based participatory research project in partnership with African American parents, caregivers, and leaders of nonprofits to study and ultimately help shape state and municipal public policies such as the new paid leave policy in Minneapolis.

Large CEHD delegation travels to Cuba for conference and educational exchange

College of Education and Human Development faculty, staff, alumni, and school-based colleagues will be in Havana, Cuba, January 25 to February 4, to meet with Cuban educators and present research papers at the Pedagogía 2017 International Conference for the “Unity of Educators.” The delegation, the largest U.S. academic group to date to travel to Cuba and present at a conference, includes 17 experts in reading and literacy, second languages and culture, dual language and immersion, bilingual education, special education, access and inclusion, multicultural education, immigrant youth, and pathways to diversifying the teaching force.

Goals for the visit include sharing research and practical knowledge, and engaging with colleagues on Cuban initiatives presented by local advocates, educators, and policy makers; presenting research at the conference; and making visits to educational spaces such as the National Literacy Museum.

“When we return, we will be sharing our insights from this trip with educators across Minnesota,” said Deborah Dillon, delegation leader and associate dean for graduate and professional programs in the college.

Other members of the delegation include Laura Coffin Koch (conference organizer), Stephanie Owen-Lyons (assistant to the delegation leader), Alexander Giraldo (graduate student), Julio Cabrera Morales (graduate student), Michelle Benegas (alumna), Amy Hewitt-Olatunde (St. Paul Public Schools), Karina Elze (Minneapolis Public Schools), and the following faculty and staff from CEHD: Heidi Barajas, Martha Bigelow, Blanca Caldas Chumbes, Panayiota Kendeou, Keitha-Gail Martin-Kerr, J.B. Mayo, David O’Brien, Karla Stone, and Rose Vukovic.

The impetus for the trip came from State Senator Patricia Torres Ray, who contacted CEHD dean Jean Quam and Dillon requesting that they secure a group of diverse scholars and practitioners from the college and community for the trip. Senator Torres Ray planned to join the delegation but was unable to leave her work at the statehouse to travel during the legislative session.

View photos and read more about the trip in the Spring/Summer 2017 issue of Connect.

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Lee receives CDC grant for app to aid HPV vaccine completion

Professor Hee Yun Lee, School of Social Work, is principal investigator for a $450,000 Special Interest Project Research grant from the Centers for Disease Control and Prevention (CDC).

The grant will fund a mobile application intervention for low-income Hmong adolescents to facilitate completion of the HPV (human papillomavirus) vaccine series. The research team includes community co-principal investigator Kathleen Culhane-Pera, M.D., medical director of the Westside Community Health Services, and co-investigator Jay Desai, Ph.D., research investigator at HealthPartners.

The team will use community based participatory action research to design an app tailored culturally and cognitively to low-income Hmong adolescents aged 11-17 years and their parents. HPV causes several types of cancers, but vaccines can prevent infection with the most common types of HPV. The vaccine is given in three shots over seven to eight months.

The app will be highly interactive, with multiple levels of participation. The researchers will also test the app’s effectiveness and establish a protocol to aid health care providers in identifying and engaging Hmong adolescents and their parents in its use.

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Hear about cutting edge research in ITR’s Colloquium Series

Series kicks off Feb. 7 with discussion of retaining and engaging enrolled families

As part of ITR’s mission to connect leaders in the field of children’s mental health, we are excited to announce our 2017 Colloquia Series, featuring three discussions on new research from ITR faculty. Space is limited, so reserve your spot early.

Feb. 7 – Project INTERFACE: Promoting Parent Engagement in Parent Education Programs | 3:30-5 p.m., ITR offices
Dr. Richard M. Lee and Dr. Alisha Wackerle-Hollman
 
Problems in engaging and retaining enrolled families is a significant barrier to reaping the effects of evidence-based parenting interventions. Studies show modest rates of enrollment and retention in evidence-based parent training particularly among racial/ethnic minority families.  We will describe our work to develop and test a brief group-based engagement and retention priming module for families from diverse and disadvantaged backgrounds.

The work was funded by a seed grant from ITR in 2015.

About Dr. Lee: Rich’s research interests are in understanding the psychological aspects of culture, ethnicity and race that function as risk and protective factors for well-being, mental health, and achievement in ethnic and racial minority populations. Dr. Lee has received NIH, NSF, and foundation funding to support his research.(Full bio)

About Dr. Alisha Wackerle-Hollman: Dr. Wackerle-Hollman is an educational psychologist with a passion for engaging communities and young children to improve child and family outcomes. Alisha’s interest focuses on two primary strands of research: a clinical foci on parenting education and development and an applied foci centralized around early childhood assessment and intervention.(Full bio)

March 27 – Personalizing Treatment for Adolescent Depression: Challenges and Opportunities | 3:30-5 p.m., ITR offices
Dr. Meredith Gunlicks-Stoessel

There are now a number of evidence-based interventions for adolescent depression; however, many adolescents who receive one of these interventions do not respond. There is increasing recognition that treating depression more effectively requires taking into account individual differences and providing adolescents with treatment that is optimally matched and adapted over time to their individual characteristics, needs, and circumstances. In this presentation, I will discuss our work developing and evaluating personalized interventions for adolescent depression.

About Dr. Meredith Gunlicks-Stoessel: Meredith’s research focuses on the development and evaluation of interventions for adolescent depression. She has a particular interest in the development of adaptive interventions, which provide clinical guidelines for selecting, combining, and sequencing interventions to personalize the intervention approach. 

May 2 – An alternative model of personalized interventions: Findings from an adoption study | 3:30-5p.m., ITR offices
Dr. Leslie Leve

It is widely known that parents play a crucial role in their child’s development, ranging from the disciplinary practices they engage in, to the quality of their own interparental relationship, to the educational context they provide. However, there is increasing evidence that genetic influences play a role in these associations, sometimes via their moderating role in increasing or decreasing children’s susceptibility to these environmental experiences, and other times because they shape the types of environments that children are exposed to.

This presentation focuses on the interplay between inherited and environmental influences on child development by describing findings from an adoption study where children were reared from birth by unrelated caregivers. The relevance of children’s inherited predispositions in the design and delivery of preventive interventions will also be discussed.

Dr. Leslie Leve is a developmental psychologist who has used natural experimental designs to examine the interplay between social and inherited influences on child and adolescent development. This includes adoption studies where children have been reared by unrelated caregivers, intervention studies with children in foster care, and studies of siblings who have been reared apart since birth. Leslie is the Associate Director of the Prevention Science Institute and the Associate Dean for Research in the College of Education at the University of Oregon. She currently serves as President-Elect of the Society for Prevention Research. Her research is currently funded by NIH and IES. 

Center for Resilient Families featured in MinnPost

A recent MinnPost feature story highlights the Center for Resilient Families, a new national center housed at ITR aimed at raising awareness of, and increasing access to, family interventions that promote resilience in traumatized children.

From the article:

Kids do well when their parents do well.

Thanks to a new $3 million, five–year grant from the Substance Abuse and Mental Health Services Administration (SAMHSA), the University of Minnesota’s new Center for Resilient Families will work to shore up the health of traumatized families nationwide through the promotion of parenting interventions that have been found through rigorous testing to be effective at strengthening resilience.

While the theory that strong parents create strong families has been accepted for years, much attention of late has been centered on creating services that focus on the unique needs of children in at-risk environments.

That’s important, said Center for Resilient Families Project Director Abi Gewirtz, Ph.D., professor at the University of Minnesota’s Department of Family Social Science and Institute of Child Development, but it’s also important to dig deeper, to help support families from the ground up by supporting the emotional health of parents.

“Too often, we tend to treat the kid that’s experienced trauma alone instead of treating the whole family,” Gewirtz said. “With this new center, we are focused on improving mental health for traumatized families by improving parents’ parenting skills.”

Read the full article here.

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CEHD faculty address issues of politics, policy, and discourse in U.S. democracy

PrintFaculty in the College of Education and Human Development are engaged in diverse areas of research, teaching, and service in the community. As they look ahead, many of them are expressing insights and creating communities of discussion to improve all lives in this country and around the world.

Here is a sampling of some of their viewpoints that have been published:

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CEHD tennis racket study leads to new product for Wilson Sporting Goods Co.

Global sporting goods manufacturer Wilson Sporting Goods Company introduced a new line of high-technology performance tennis rackets that were field-tested in the School of Kinesiology’s Human Sensorimotor Control Laboratory (HSCL) directed by Jürgen Konczak, Ph.D. The participants were experts recruited from the U of M varsity tennis men’s and women’s teams, and testing took place at the U of M Tennis Center.

UofM Varsity tennis player during data collection.
U of M varsity tennis player monitored by HSCL.

In tennis, the ball hitting the racket during tennis strokes induces a vibration of the racket frame, which transfers to the arm of the players. High vibration transfer may cause discomfort, induce earlier onset of fatigue and, with repeated exposure, increases injury risk. A racket design that can effectively reduce vibration transfer from the racket to the player’s arm should mitigate these negative vibration effects and aid to stabilize or improve a player’s performance.

Thus Wilson used Countervail technology, a one-of-a-kind layered carbon fiber that was originally designed for the aerospace industry to dissipate vibrational energy in airplanes. Strategic amounts of this material were incorporated into their new Blade performance tennis racket. HSCL measured the vibration in the rackets and determined how much these vibrations transferred to the arm, then compared the vibration behavior of this new design to another commercially available racket. In addition, the electrical signals from several  arm muscles  were recorded during the play to obtain electrophysiological markers of muscle fatigue.

A main finding of the study is that the new Countervail technology effectively reduces the vibration at the racket, which potentially can help players play longer while maintaining the precision of their strokes.

Read about the announcement on the 10sBalls.com blog.

HSCL Tennis Racquet Study – 20161209 from CEHD Academics on Vimeo.

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Cramer leads interdisciplinary research initiative to improve student math outcomes

STEM co-executive director Kathleen Cramer is part of an interdisciplinary research initiative aimed at improving student math outcomes. In partnership with Generation Next and representatives from Minneapolis Public Schools, the GopherMath project builds on the expertise of faculty within four distinct areas: fraction learning, whole number assessments and interventions, teacher development, and parent involvement.

The GopherMath collaboration builds on a long term research and curriculum development project at the University known as the Rational Number Project (RNP). Because the work done in this area in grades 3-6 mathematics classrooms determines students’ access to algebra, it is critical that students have appropriate learning experiences that support learning in ways that result in deep conceptual understanding and procedural fluency.

This project also looks at factors within and outside the classroom that may influence students’ learning of this important content, potentially identifying how each component addressed supports students’ success in learning about a key topic in elementary grades.

Development and Psychopathology Special Section from ITR 2015 symposium in print

A Special section in Development and Psychopathology, 28 (4 part 2), 2016, dedicated to topics presented at the Institute for Translational Research in Children’s Mental Health (ITR)’s Inaugural Symposium entitled “Epigenetics: Development, Psychopathology, Resilience and Preventive Intervention,” was recently published by Cambridge University Press.

The three-day symposium in May 2015 focused on epigenetics, the study of how DNA methylation affects gene expression and mental and physical health. The symposium featured leading researchers investigating topics ranging from the way experiences of parents can impact DNA methylation to how child maltreatment can affect how genes are expressed and lead to mental and physical health risks. Each presenter contributed an article to this Special Section of the Journal.

The 2015 symposium was the brainchild of ITR’s Director of Research, Dante Cicchetti. Dr. Cicchetti is a pioneer in the field of developmental psychopathology and is the founding and current editor of Development and Psychopathology. He is recognized by the National Institute of Health (NIH) as one of their top grantees, achieving an award rate in the 95th percentile for the past 25 years, and has published over 475 articles, books, and journal special issues. His research spans developmental psychopathology, child maltreatment, developmental neuroscience, gene-environment interactions, epigenetics, mood disorders, personality disorders, and multilevel Randomized Control Trial (RCT) preventive interventions to inform developmental theory.

Direction of the symposium rotates each year among ITR’s three core faculty. Our second annual symposium this fall was initiated by ITR Director of Training & Education, Dr. Gerry August, and focused on precision care; the 2017 event will be directed by ITR Director, Dr. Abi Gewirtz. Highlighting cutting edge research and connecting leading researchers and practitioners is one of the many ways ITR works to bridge the vast gap between research and practice in children’s mental health.

See the full list of articles in this Special Section here.

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ITR’s Dr. Gerry August part of UMN Grand Challenge-winning team

Dr. Gerry August, one of the Institute for Tranlsational Research in Children’s Mental Health (ITR)’s three core faculty members, was part of a cross-discipline team of researchers recently awarded one of the University of Minnesota’s coveted Grand Challenge grants.

The collaborative team of researchers — known as the Minnesota Precision Medicine Collaborative (MPMC) — will explore how new technologies can better tailor health care to the needs of individual patients. Applying precision-based health care techniques to address children’s mental health issues is one of Dr. August’s specialties; in October he directed the second-annual ITR symposium that focused on personalized, precision-based care.

The Grand Challenges research program is a key part of the University’s Strategic Plan vision to address critical challenges to Minnesota and the world. The University is investing $3.6 million to fund a slate of faculty research collaborations aimed at five research priorities:

  • Advancing health through tailored solutions
  • Feeding the world sustainably
  • Assuring clean water and sustainable ecosystems
  • Fostering just and equitable communities
  • Engaging individual and community capacity for a changing world.

ITR is committed to address the gap between research and practice in children’s mental health and uses an interdisciplinary, team-based setup to support researchers from many background and cultivates new ways of approaching problems.

From the project description:

Minnesota Precision Medicine Collaborative: Transforming health and advancing equity 

The Minnesota Precision Medicine Collaborative (MPMC) is a transformative initiative to use 21st century technologies – including genomics, informatics, bioengineering, analysis of environmental exposures, and behavioral sciences – to tailor health care to the challenges facing individuals and their communities. This ambitious approach will fundamentally alter our understanding of health, disease prevention, and treatment. Core to this project is partnering across the state of Minnesota with citizens, patients, and healthcare providers to understand and effectively address major health problems.

MPMC will create a living laboratory, starting with demonstration projects on Alzheimer’s disease, lung cancer, and depression. All three are diseases whose incidence, burden, and mortality rates reveal disturbing health disparities. This focus will enable us to leverage University of Minnesota research strengths across many disciplines and to engage with partners in the health industry and Minnesota’s underserved communities. Together we will create affordable, mobile tools to speed research, better deliver health information, and advance health for all. [Full description]

Read more about the Grand Challenges award winners here.

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ITR’s Dr. Abi Gewirtz involved with new book on parenting and military deployment

Since 9/11, more than 1 million parents have been deployed to war in Afghanistan and Iraq. For those parents, the difference between parenting before deployment and after returning home is stark — and not well studied

A new book co-edited by Dr. Abigail Gewirtz, Institute Director at ITR, examines crucial questions around parenting and military deployment in the 21st Century. Parenting and Children’s Resilience in Military Families, edited by Gewirtz and Adriana M. Youssef, explores questions like:

“How does deployment influence parenting? How is parenting of the at-home caregiver affected by the absence of the deployed parent? How might effective parenting at different child developmental stages mitigate children’s worries and fears about their deployed parent and promote healthy adjustment? How might the experience of motherhood be changed by military service in general and deployment in particular? How are deployed fathers influential for their children’s development and adjustment, and how can they be supported in these efforts? And, how might military parents transmit military cultural values, such as service, to their children?”

Gewirtz in a nationally recognized leader in research on trauma, resilience, parenting, and promoting children’s healthy development. Among her major research projects is the After Deployment, Adaptive Parenting Tools (ADAPT) program, which develops tools to support parenting and resilience among military families coping with the stress of deployment and reintegration.

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