Amy Hewitt, director of the Institute on Community Integration and chair
of the Association of University Centers on Disability (AUCD),
testified before the Health Subcommittee of the Committee on Energy and
Commerce on June 25. The committee held a legislative hearing,
“Reauthorizing Vital Health Programs for American Families.” Hewitt
testified on H.R. 1058, the Autism CARES Act of 2019. The committee also
heard testimony on H.R. 776, the Emergency Medical Services for
Children Program Reauthorization Act of 2019, H.R. 2035, the Lifespan
Respite Care Reauthorization Act of 2019, and H.R. 2507, the Newborn
Screening Saves Lives Reauthorization Act of 2019. View hearing.
The Institute on Community Integration recently released its new documentary film, Invaluable: The Unrecognized Profession of Direct Support. The film explores the underappreciated and underfunded work of direct support professionals (DSPs), the people who support individuals with intellectual and developmental disabilities in living full lives as members of their communities. Through stories and interviews with DSPs, family members, advocates, and people with disabilities from across the country, the film honors the complexity of the work and the immense value it provides to individuals receiving support. Learn more.
Illuminate
Education, the leading K-12 student performance system, has acquired FastBridge Learning,
LLC, a research-driven assessment platform that transforms the way teachers
measure and monitor student progress.
FastBridge was founded in 2015 by educational psychology professor Theodore Christ and U of M computer science PhD Zoheb Borbora, with scholarly contributions from leading educational researchers from the University and colleges of education around the country.
The organization,
serving nearly 2 million educators and students across 45 states, including a
statewide implementation in Iowa, is committed to building knowledge and
improving educational assessments. Its Formative Assessment System for Teachers
(FAST™) software helps teachers
individually screen, measure, and monitor their students’ progress in reading
and math. This helps create personalized plans to close educational gaps. FAST
was developed over an eight-year period and was implemented in 92 percent of
Iowa Schools before the University launched FastBridge to expand its reach to
schools across the country.
FastBridge the
eighth startup launched by U of M Technology Commercialization’s Venture
Center to be acquired or go public since 2017. Overall, the Venture Center
has launched 150 companies since 2006.
“Through this
collaboration with Illuminate Education, we’re able to extend the reach of our
research-driven innovation model, accelerating our mission to transform the way
educators assess and address the learning needs of students,” said Terri
Soutor, CEO of FastBridge Learning. “Together, we’ll bring broadened
capabilities to support a district’s sustainable, successful tiered instructional
model, enabling greater educator and student success.”
Illuminate Education provides effective formative assessments
and assessment platforms, data that informs instruction, and the ability for
educators to build strong systems of support within their districts. It’s acquisition
of FastBridge formalizes a long-time partnership between the two companies,
aligning the technology, people, and processes required to support the whole
child through data and a tiered instructional model.
“FastBridge Learning
has a remarkable history of adding research-driven innovation to assessments
while consistently providing exceptional attention to districts,” said
Christine Willig, CEO of Illuminate Education. “They share our enthusiasm for
sustainable MTSS [Multi-Tiered System of Supports], support for educators, open
standards, and interoperable solutions. We welcome FastBridge to the Illuminate
family.”
Nearly one year ago, Illuminate Education transformed the
assessment space and took a giant step toward its vision of supporting
educators by providing “a holistic view of the child on a single pane of glass”
when it merged five companies serving approximately 15 million K-12 students.
The FastBridge Learning acquisition puts the finishing piece in place to
realize Illuminate Education’s vision to simplify formative assessments for
teachers, saving them time and guiding them through evidence-based student
instruction and data-driven intervention. These capabilities empower educators
in understanding the unique needs of each student, equipping them with the
tools needed to serve the whole child.
To learn more about Illuminate Education, visit illuminateed.com.
Several CEHD faculty members
will be conducting research at the Driven to Discover (D2D) Research Faculty at
the Minnesota State Fair this summer.
Scott McConnell and Alisha
Wackerle-Hollman from the Department of Educational Psychology will work with
four-year-olds on “Hello! My Name is IGDI: Testing Preschool Literacy.” What
are early signs of reading in preschoolers? How do kids rhyme? How do they
identify letter sounds? Preschoolers will use an iPad to play literacy games to
help McConnell and Wackerle-Hollman find out.
Virginia Zuiker of the
Department of Family Social Science will recruit anyone 18 and older for “Where
Does My Money Go?” For the past 12 years, the U.S. economy has fluctuated, with
some Americans feeling great about their financial status and many others who
are adjusting to life with reduced income and resources. Zuiker’s survey will
help better understand
the financial management practices of those who attend the Minnesota State
Fair.
Jürgen Konczak of the School of Kinesiology will team with Lucie Turcotte of the Masonic Cancer Center to study “No Peeking! Where is Your Hand?” Individuals ages 3 to 17 will be recruited to see how well they know where their bodies are in space. Konczak and Turcotte are studying how these sensory abilities develop during childhood using new measures of body awareness that have been developed to study body position sense.
D2D is for faculty,
students, and staff U-wide to recruit from among two million fairgoers for
on-site human-subjects research. So far, 55 different research projects are
scheduled for this year. Read more.
The longest running outcome evaluation system for children’s
intensive services is getting a needed update.
In 1984, leaders in children’s services launched a first-of-its-kind
innovation—a system to measure outcomes for children and youth receiving
intensive mental health and foster care services. Since that time services for
children and families have diversified as have the technologies and expectation
for measuring and delivering outcomes.
Now, a generous gift from the Sauer Family Foundation is
making a new build possible for the association of providers who began this
innovative work in 1984. AspireMN, an association of resources and advocacy for
children, youth, and families, is partnering with CEHD’s Education Technology
Innovations (ETI) and Center for Advanced Studies in Child Welfare (CASCW) to
redesign and launch a new system to measure and deliver outcomes to service
leaders. The new system will track outcomes related to child wellbeing and have
a technology platform that is accessible for service providers to use outcome
data in ways that enhance services and practices for children and families.
“Access to outcome data that tracks meaningful change,
results, and trends for individual children is an innovation that will continue
to enhance the life-changing work of this field,” said AspireMN Executive
Director Kirsten Anderson. “From its start in 1984, the delivery of outcome
data, collected by service providers and analyzed by an external researcher,
has significantly supported ongoing improvements in the field and has been of
great value to policy maker and diverse stakeholders.”
ETI was established in 2015 to assure that the ground-breaking
discoveries of CEHD faculty have a lasting societal impact. ETI works with faculty and staff across the college and University
to make knowledge accessible by creating products that maintain the
evidence-based understandings of the researchers’ findings.
Located in the School of Social Work, CASCW works to improve
the well-being of children and families involved in the child welfare system
through research, education, and outreach. In its nearly 30 years, CASCW has
built an international reputation and leveraged millions of dollars in grant
funds to improve the child welfare workforce and interdisciplinary child
welfare practice. CASCW collaborates across disciplines with public, tribal,
and private providers, as well as within the University, to advance knowledge
through research and responsible use of data within the field of child welfare.
CASCW and ETI are a formidable team, also engaged with the
Minnesota Department of Human Services’ Child Safety and Permanency Division to
develop and launch a digital platform and presence for the newly formed
Minnesota Child Welfare Workforce Collaborative and within it, the Minnesota
Child Welfare Training Academy.
With the expertise delivered by ETI and CASCW and with
community philanthropic support from the Sauer Family Foundation, AspireMN is
certain the outcome evaluation system rebuild will yield tremendous benefits to
the field, service providers, and most importantly – to children, youth, and
families.
Reflection Sciences, Inc., recently closed a $1.3 million seed round, gaining critical support from investors to seed the young company devoted to improving executive function in children. The seed round was led by Edmentum, the previously announced K–12 distribution partner for Reflection Sciences and joined by the University of Minnesota’s Discovery Capital Fund and other investors.
Founded by Distinguished McKnight University Professor Stephanie Carlson and Nancy M. and John E. Lindahl Professor Philip Zelazo, both Institute of Child Development faculty, Reflection Sciences provides professional development, training, and tools that further the understanding, measurement, and improvement of executive function.
Executive function skills are
correlated with social development, school readiness, academic achievement, and
mental and physical health. Reflection Sciences’ state-of-the-art measurement
tool, the Minnesota Executive Function Scale,
is the first objective, scientifically based, and normed direct assessment of
executive function for ages 2 years and up.
“This additional funding is a vote of confidence in our executive function product and services, and our ability to have an impact on thousands more children and families,” Carlson said.
“This seed funding is crucial for advancing the work of Reflection Sciences,” said Reflection Sciences CEO Jeff Shelstad. “These new funds allow us to hire the talent to produce engaging professional development courses, educate our audiences about the importance of Executive Function, and develop additional interventions to support the crucial Executive Function skills of children.”
The grants will allow Jed Elison (left) and Jason Wolff to delve deep into autism research, which could lead to earlier, more accurate diagnoses and better-tailored interventions.
The University of Minnesota announced that it has received a $3.7 million grant across five years from the National Institutes of Health (NIH) for autism research. This grant comes on the heels of a $9.5 million NIH grant awarded to the Infant Brain Imaging Study (IBIS) Network that was announced earlier, in which the University of Minnesota is a data collection site. The research supported by both grants could lead to earlier, more accurate diagnosis and better tailored interventions.
The first grant aims to develop population-based risk profiles that could predict whether a child will develop autism spectrum disorder (ASD) or related conditions later in childhood. Researchers will collect behavioral data and brain scans from children at various points throughout early development, beginning at 18 months of age and ending at three years of age.
Approximately one in 42 school-aged children in Minnesota and one in 59 nationally has a diagnosis of ASD. Children who have older siblings with autism are at an even higher risk of developing the condition. Using current methods, ASD is difficult to diagnose early, as behavioral signs, like social communication deficits or restricted and repetitive behaviors, aren’t usually observable until at least age two. The average age of diagnosis is about five years old in Minnesota and about four years old nationally, meaning children typically don’t receive interventions until later in their development, after the brain becomes less plastic or malleable.
“The average age of ASD diagnosis is older in Minnesota than in other parts of the country,” said Jed Elison, Ph.D., an associate professor of child psychology in the College of Education and Human Development (CEHD) and of pediatrics in the Medical School, who will co-lead both grants at the University of Minnesota. “We owe it to Minnesotans to do better. With this research, we’re taking action.”
The first grant will bring together researchers from multiple units at the university, including the Institute of Child Development, Department of Educational Psychology and Institute on Community Integration — all in CEHD — and the Departments of Pediatrics and Psychiatry in the Medical School, the College of Liberal Arts, and the College of Science and Engineering.
“The reason why early diagnosis is so important is that earlier diagnoses lead to earlier intervention, and early intensive interventions have been shown to improve outcomes,” said Suma Jacob, M.D., Ph.D., associate professor of psychiatry at the University of Minnesota Medical School and co-lead of the UMN-specific study.
As for the $9.5 million grant, Elison and Jason Wolff, Ph.D., a McKnight Presidential Fellow and an assistant professor of educational psychology in CEHD, will serve as co-investigators of the grant awarded to the IBIS Network and they will spearhead efforts in Minnesota. The grant — led by Washington University School of Medicine in St. Louis and the University of North Carolina-Chapel Hill — includes the University of Minnesota, the University of Washington, and the Children’s Hospital of Philadelphia as data collection sites. The project is recruiting families from Minnesota and across the country and aims to develop a clinical MRI test for children at high risk for autism that would be able to predict a diagnosis of the condition before age one. To develop the test, researchers will compare the predictive ability of MRI measures with behavioral measures of autism.
“We hope to move beyond a diagnosis of ASD at age two years or later to using brain imaging in infants to predict later cognition and behavior at the individual level,” said Wolff. “Our goal is to develop and implement individualized interventions for infants at the highest risk for autism.”
Expanding research scope The new grants build on previous research conducted by Elison, Wolff, and the IBIS Network that suggested that patterns of brain activity in high-risk, 6-month-old babies may accurately predict which of them will develop ASD at age two.
“Autism and developmental disabilities are top research priorities for our college because they are aligned with our vision to increase opportunities for all individuals to have a successful start in life and to foster healthy human development,” said University of Minnesota CEHD Dean Jean Quam, Ph.D. “That’s why we recently awarded Jason and Jed a $200,000 Developmental Project Award to develop a pre-symptomatic intervention for infants at high risk for developing autism, and to grow interdisciplinary partnerships and extend their current federally funded efforts.”
To learn more about the IBIS Network and how to participate in autism-related research at the University of Minnesota, visit the IBIS Network website or email ibis@umn.edu.
After 25 years at the helm of the Tucker Center for Research on
Girls & Women in Sport, this spring Mary Jo Kane, PhD, became the center’s
director emeritus, and co-director Nicole M. LaVoi, PhD, was named the sole
director of the Tucker Center. Drs. Kane and LaVoi have worked closely together
over the years and have made the Tucker Center what it is today—the premier
interdisciplinary research center examining how sport and physical activity
affect the lives of girls and women, their families, and communities. Professor
Kane’s phased retirement, which began last fall, will ensure a smooth
transition.
“We want to thank Dr. Kane for everything she has done and wish her all
the best in her retirement,” said Beth Lewis, director, School of
Kinesiology. “We hope she continues, as emerita, to participate in Tucker
Center events and serve as an occasional adviser. And to Dr. LaVoi, we offer
the steadfast support of the college in her endeavors to improve the lives of
women and girls and their communities under the auspices of the Tucker Center for
Research on Girls & Women in Sport. The Tucker Center’s impact has always
been, and will continue to be, an outstanding mix of research, service, and
outreach.”
On May 21, 12 faculty who wanted to learn more about the state embarked on the first-ever CEHD Gopher Road Trip, a four-day bus tour to greater Minnesota. The purpose of the road trip was to:
Encourage an understanding and an appreciation of greater Minnesota
Gain an understanding of educational, cultural, social, and economic issues facing the state of Minnesota
Gain an understanding of teaching, research, and outreach that is done in greater Minnesota in coordinate campuses and other higher education institutions
Become familiar with colleagues in CEHD regarding the nature of their teaching, research, and outreach and to potentially form new collaborations
Consider opportunities to conduct engaged research in greater Minnesota
The first leg of the journey was to the University of Minnesota Crookston. The CEHD crew had dinner with Chancellor Mary Holz-Clause and several of her faculty. The next morning, the group met with Extension faculty in Crookston and then went on to Itasca State Park and Bemidji.
Transportation awaits at University Avenue parking ramp.
First stop at Charlie’s Cafe in Freeport.
Enjoying breakfast at Charlie’s Cafe.
Arriving at U of M Crookston.
Checking in at Heritage Hall at U of M Crookston.
Getting a tour of the campus.
Meeting Chancellor Mary Holz-Clause.
Welcome by Chancellor Mary Holz-Clause.
Dinner with U of M Crookston leaders and faculty members.
Exploring ways to work together.
An after-dinner discussion.
A successful first night with new colleagues.
On day two, after a few more stops around the Crookston campus, it was time to say goodbye. Next on the itinerary was Itasca State Park and the headwaters of the Mississippi River. Then it was on to Bemidji.
Meeting Diversity and Multicultural Programs Director Lorna Hollowell.
Visiting the wellness center at U of M Crookston.
At the University Teaching and Outreach Center
Arriving at the Jacob V. Brower Visitor Center at Itasca State Park.
Visiting the Mary Gibbs Mississippi Headwaters Center in Itasca State Park.
Starting a tour with Lead Interpretive Naturalist Connie Cox.
Learning about the history of Itasca State Park.
Getting a feel for the length of the Mississippi River.
At the Mississippi River headwaters.
Dinner with Leech Lake Band of Ojibwe Director of Education Laurie D. Harper.
Day three of the journey included Bemidji, Leech Lake Tribal College, and the North Central Research and Outreach Center in Grand Rapids.
Visiting Paul Bunyan and Babe the Blue Ox.
Arriving at Leech Lake Tribal College.
Receiving a tour of the tribal college.
Student Services Dean Michelle Saboo talks about the college.
Meeting Dean of Academics Vikki Howard.
A welcome to the North Central Research and Outreach Center.
Learning about forest breeding and genetics by Professor Andy David.
Boarding a wagon tour.
A comfortable ride.
Learning about wild rice breeding, genetics, and conservation.
Director of Operations Vince Fritz talks horticulture.
Dinner with North Central Research and Outreach Center staff.
On the last leg of the journey, the travelers visited the Boulder Lake Environmental Learning Center and other parts of the University of Minnesota Duluth campus.
Arriving at the Boulder Lake Environmental Learning Center.
Welcome by Director Ryan Hueffmeier.
Learning about the center.
Checking a canoe created by center volunteers.
Walking the grounds of the center.
Arriving at U of M Duluth.
Lunch with U of M Duluth leaders and faculty members.
The University of Minnesota Capital Project Management has
awarded LSE Architects a contract to
conduct predesign work for a renovation and addition to the Child Development
Center building near Dinkytown so the facility can house the one unified
academically based program from integrating the Child Development Center and the
Shirley G. Moore Lab School. As part of the predesign process, focus group
meetings are planned during May, June, and July. At these meetings, LSE will
hear from a variety of stakeholders, including faculty, researchers, outreach
individuals, Child Development Center staff, Shirley G. Moore Lab School staff,
administrators, and parents. After stakeholder feedback is received, the
pre-design will be completed.
LSE Architects, based in Minneapolis, specializes in
architecture, interior design, and planning for market areas such as education,
entertainment, office, hospitality, lodging, and resorts. Some of its recent
projects include the Twin Cities International School, the Oxboro Library in
Bloomington, and Waconia High School. It also was a local design partner for
the U.S. Bank Stadium project in downtown Minneapolis.
Receiving the GPS award are Professor Ken Bartlett, Department of Organizational Leadership, Policy, and Development, and Marina Aleixo, program director of CEHD Global Initiatives.
CEHD Global Initiatives is the 2019 recipient of the C.
Eugene Allen Award for Innovative International Initiatives. The award,
presented by the U’s Global Programs and Strategy (GPS) Alliance, recognizes
faculty and staff for their contributions to further the internationalization
of the University of Minnesota.
CEHD received the award for its Brazil Delegation Program, which
funded 11 faculty members’ attendance at the fifth World Conference on Remedies
to Racial and Ethnic Economic Inequality held in Vitória, Espírito Santo–Brazil.
The interdisciplinary team of faculty partnered with Universidade Federal do
Espirito (UFES) to visit local schools and communities, which led to an
emerging research and practice collaborative with CEHD and UFES faculty,
students, and school and community leaders.
The program is a response to collegiate strategic goals to
enhance diversity and internationalization, foster excellence in research, and
encourage innovation. The 11 faculty who participated represented five academic
departments and 10 different degree programs in CEHD. UFES was selected for its
interest and commitment to indigenous education, social justice, and commitment
to multi-disciplinary participative research and community engagement.
Learning from the program have been shared in undergraduate
and graduate courses and with other faculty. The delegation members have
continued to meet and plans to return to Brazil in August. A larger goal of
this second visit is to investigate a number of common interests and co-develop
a research agenda for the next three-to-five years to include faculty, staff,
and students from across the colleges.
More
than 1,100 members of the graduating class and their families and friends
participated in the CEHD graduate and undergraduate ceremonies held on May 8 at
3M Arena at Mariucci.
Undergraduates received bachelor of science degrees. Approximately 36% of the class of 2019 were first-generation college students. Graduate students earned master of education, master of arts, master of science, master of social work, doctor of education, and doctor of philosophy degrees. Students who completed licensure and certificate programs were also honored.
Dean
Jean Quam kicked off each ceremony by encouraging the graduates to always be
learning and to use their education for the greater good. “Although many of you
have reached the end of your formal education, we hope that we have prepared
you well to be lifelong learners,” she said. “We hope you go on to use the
knowledge and skills you have gained to make a real difference in the world.”
Speaking
to the graduating graduate and professional students, Scott Lanyon, vice
provost and dean of graduate education at the U, echoed Quam’s remarks.
“Many
of you will contribute to closing the achievement gap, improving outcomes for
survivors of childhood trauma, or establishing new approaches to health and
wellness education,” said Lanyon.. “You will also address one of the grand
challenges of both the generations before us and arguably of those that will
follow us: understanding, appreciating, and embracing the differences among us
as human beings. Each of you is smart, but your collective knowledge,
expertise, backgrounds, and experiences have the potential to be brilliant.”
The
keynote speaker for the graduate commencement was Michael Rodriguez, professor
in the Department of Educational Psychology, where he holds the Campbell
Leadership Chair in Education and Human Development.
“The
world is in these seats before us,” he said as he gestured to the graduates.
“And how beautiful it is. This brings me hope…that people from around the world
can come together, study, learn, explore, solve problems, meet challenges, and
build productive relationships.”
The keynote speaker at the undergraduate ceremony was Jill Trites, who teaches speaking and writing-intensive courses in the college and is director of undergraduate studies in the Department of Family Social Science.
Trites
shared two life lessons with the graduates. First, life is a gift. “That means
that each day we have before us is a clean slate,” she said. “We are never
promised tomorrow, so make the best and the most of what you have today.”
Her
second lesson tied in with the theme of the day: Be kind. “We’re all in this
together. By holding a door open for someone, helping pick up dropped items for
a stranger, even smiling and saying ‘Good morning,’ we are being kind,” she
said. “Kindness is a gift that everyone can afford.”
Kania
Johnson, graduating with a bachelor’s degree in family social science, was the
student speaker for the undergraduate ceremony. She started her speech by
focusing on togetherness. “I would like to think of today as the binding of one
great book, our book,” she said. “Each of our unique journeys represents a
chapter in the book. The fascinating thing about our book is that each of our
chapters ends with us being here at this celebration.”
Johnson
said that all of the graduates found their way to CEHD because they knew they
wanted to support others in being their best selves. But where did that drive
come from? “We have also found ourselves here because we had a village of
people supporting and lifting us up, reminding us to be our best selves,” she
said. “Choose to be a part of someone’s village, reminding them that they have
something to contribute. This genuine love and compassion will energize us and
will continue to fuel our commitment to serve others.”
Concluding
her remarks, Johnson said she once heard that people are given dreams for a
reason. “Our dreams have led us to this celebration today and will continue to
illuminate our paths even after this moment passes,” she said. She urged her
classmates, as they embark down new paths, never to forget leave a little love
behind. “I’ve shared all these things with you to say that you are strong, you
are tenacious, you are exceptional, and in a few moments, we will be done.
Congratulations, triumphant class of 2019!”
More
than 2,000 students are expected to complete degrees in the year ending August
2019. In the previous year, a similar number earned degrees or completed
licensure and certificate programs.
Watch for photos and video links to the ceremonies to be posted at cehd.umn.edu/commencement. Posts about the day can be found on Twitter at #CEHD2019.
Infrastructure improvements in the historic Knoll area
beginning this spring will cause some access issues for buildings in the area.
The project, which will include electrical, sewer, and roadway improvements, is split into two phases. Phase one will take place from May 16 through October 31 of this year. Phase two will begin on May 14, 2020, and last through September 4.
General Access Issues
During phase one, all metered parking on East River Road next to the Education Sciences Building will be removed and contract parking behind the Child Development building will be closed. Those with contracts will be notified by Transportation Services about alternative accommodations. Contract parking will reopen after the completion of phase one. Parking along Pattee and Shevlin Halls also will be closed, however there may be limited access.
Phase one will also see the closure of Pillsbury Drive from
Pleasant Street to East River Road and East River Road from University Avenue
to the metered parking lot behind Burton Hall. There will be limited to no
access on the drive between Pattee and Shevlin Halls from Pillsbury Drive to
East River Road during phase one. This area will be closed completely during
phase two.
The project will affect Metro Mobility access to Pattee Hall, the Institute on Community Integration, the Institute of Child Development, the Education Sciences Building, and Peik Hall during both phases. During construction, two modified locations will be set up: the Jones Eddy bus stop on Pleasant Avenue and the meter parking lot area by Elliot Hall. Metro Mobility access to the Education Sciences Building by the low level near the bridge will remain open.
Specific Building Impacts
Burton Hall. The
courtyard between Burton and Shevlin Hall will be closed and the vendor parking
spots will be permanently shut down.
Education Sciences
Building. The cooling for the Education Sciences Building will be cut over
to a new chilled water main, so there will be temporary cooling in the building
as existing pipes are removed and replaced. The east entrances of the building
will be temporary closed for phase one and the nearby parking lot (C20) will be
permanently closed. Also, the official vehicle parking spots on the lower level
will be temporarily closed, but paratransit accommodations will be available.
Institute of Child
Development. In phase one, ICD Drive will remain open from the south on
East River Road and closed in phase two. Nearby parking lots C47 and C48 will
be impacted in phase one and closed in phase two. Parking lot C49 will be
closed throughout phase one. Access to the ICD Lab School will remain open
using the existing drive in phase one and parking lot C49 in phase two. The
building’s loading dock will be closed during phase one.
Pattee Hall.
Modifications to fire sprinkler mains and the installation of a new water
heater will require access to office areas. Whether that entails minor
interruptions or temporary office relocations will be determined once the
contractor is ready to schedule the work. There will be plenty of notice before
the work is scheduled. ICD Drive will remain open from the south on East River
Road in phase one, but will be closed for phase two. Also, ICD Drive contract
parking lots (C47 and C48) will be impacted in phase one and closed altogether
in phase two.
Peik Hall/Peik
Gymnasium. The loading dock for Piek Hall will be closed and, for a short
time, the ACA entrance will be closed as well. The project also will
necessitate the closure of the southwest entrance to Peik Gym.
Shevlin Hall. ICD
Drive will remain open from East River Road in phase one, closed in phase two.
Contract parking lots C47 and C48 will be impacted in phase one and closed in
phase two. The accessibility ramp also will be closed in phase two.
Stay Informed There are several ways to stay informed of the project’s progress:
Project Newsletter. Sign up for a bi-weekly project newsletter. Visit the Capital Project Management website, locate the Knoll Area Infrastructure Improvements project, and select the newsletter sign-up link.
The Center for First-generation Student Success has welcomed
CEHD to its inaugural cohort of First Forward Institutions. The First Forward designation
recognizes institutions of higher education that have demonstrated a commitment
to improving experiences and advancing outcomes of first-generation college
students.
The Center for First-generation Student Success is an
initiative of the National Association of Student Personnel Administrators
(NASPA) and the Suder Foundation. As a First Forward Institution, CEHD will be
afforded multiple opportunities to engage with peer and aspirational
institutions who are also creating environments that improve the experiences
and outcomes of first-generation students.
Selected institutions will send representatives to the First
Forward Workshop to be held in Orlando in June and will participate in monthly
phone calls, virtual professional development, goal setting, blog development,
annual reporting, and more. After two successful years in the program,
institutions are eligible to apply for the Advisory leadership designation.
“The Center is so pleased to welcome CEHD into our inaugural
cohort of First Forward institutions.
Through the application process, it was evident that it is not only
taking steps to serve first-generation students, but is prepared to make a long-term
commitment and employ strategies for significant scaling and important advances
in the future,” said Sarah Whitley, senior director of the Center for
First-generation Student Success.
Bridget Grotins is a new administrative office manager in the CEHD dean’s office. This position oversees the administrative functions in the dean’s office and provides direct support to the dean and three associate deans. The role is responsible for ensuring efficient administrative operations and ongoing positive constituent relations. Administrative tasks include supervising one employee, coordinating and executing administrative duties, providing project management support, corresponding with stakeholders, and maintaining a high level of customer service.
As a representative of the CEHD Dean’s Office, this position
is the first contact for students, faculty, staff, and external stakeholders.
Grotins has higher education experience, having served as an
admissions director at Hennepin Technical College and Anoka Technical College.
Most recently, she worked as an office manager and in sales for a local manufacturing
company. She has a BA in speech communications from Iowa State University.
Outside of work, she enjoys spending time with her two children, going hiking,
camping, or just floating in the nearest lake.
Donald Dengel, School of Kinesiology, receives the Excellence in Research Award from Dean Jean Quam.
The CEHD family came together at the April 3 Spring Assembly to enjoy each other’s company, view the latest technology in use at the college, and recognize staff and faculty achievements.
Fourteen collegewide awards were presented at the event. Not only do these awards acknowledge outstanding work, but they offer an opportunity to inspire others who see how the work of those in the college makes a difference in the lives of others.
CEHD award winners this year include:
Shauna Tiede, Institute for Translational Research – Civil Service/Bargaining Unit Operational Excellence Award
Allie Jonas, CEHD Human Resources- Civil Service/Bargaining Unit Operational Excellence Award
Faith Miller, Department of Educational Psychology – New Career Excellence Award
Tara Kulkarni, Department of Educational Psychology – Outstanding Graduate Student Employee Award
Samantha Cronin, Student Services – Outstanding Undergraduate Student Employee Award
Sue Staats, Department of Curriculum and Instruction – Distinguished Teaching Award
Donald Dengel, School of Kinesiology – Excellence in Research Award
Anna Mraz, Student Services – Excellence in Academic Advising
Frances Vavrus, Department of Organizational Leadership, Policy, and Development – Excellence in Academic Advising
Michael Baizerman, School of Social Work – Educational Leadership Award
Kristina Pearson, Department of Curriculum and Instruction – Jeanne T. Lupton Civil Service/Bargaining Unit Outstanding Service Award
Julie Cutting, School of Social Work – Outstanding P&A Achievement Award
Kathy Seifert, Department of Educational Psychology – Outstanding P&A Achievement Award
J.B. Mayo, Department of Curriculum and Instruction – Marty and Jack Rossman Award
Congratulations
to Elizabeth Abraham, Department of Organizational Leadership, Policy, and
Development, for winning this year’s CEHD Three Minute Thesis (3MT) competition
and winning the people’s choice award. Her presentation on her work to improve
the livelihood of Indigenous people in northeast India was selected from a
field of five candidates to represent CEHD at the University-wide 3MT
competition, which will take place during fall semester. The second-place
winner of the CEHD 3MT was Preethi Titu of the Department of Curriculum and
Instruction.
CEHD graduates Siad Ali, ’06, and Bo Thao-Urabe, ’94, have
been selected Bush Fellows for 2019. The Bush Fellowship provides Fellows with
up to $100,000 over 12 to 24 months to pursue learning experiences that help
them develop leadership skills and attributes. Of the 24 Bush Fellows this
year, six are alumni of the University of Minnesota.
Siad Ali
Ali is passionate about creating a community where every student
succeeds. His dedicated to education grew out of his own journey from war-torn
Somalia to Minnesota. He learned how critical it is for children to have
equitable access to education and for a community to be committed to teachers
and schools. A respected problem solver in his positions as outreach director
for U.S. Senator Amy Klobuchar and as a director of the Minneapolis Public
Schools Board of Education, he seeks to be a transformative leader in the
education arena. He will earn a doctorate in educational leadership and study
successful schools that serve a majority of students of color.
Bo Thao-Urabe Thao-Urabe wants Minnesota to be an inclusive, thriving place for all communities. As a young immigrant to the U.S., she learned quickly how to help her family succeed in a system that lacked understanding of and commitment to refugees. Today, as leader of the Coalition of Asian American Leaders, she inspires others to develop community-centered solutions that bring about meaningful change. To become a stronger thought leader for her community, especially the next generation of Asian American leaders, she will take time to determine how to best tell and share the lessons she’s learned on her leadership journey. She will also study the emerging field of solidarity economics to shed light on invisible practices employed by cultural communities to improve collective life.
This year’s 24
Fellows were selected through a multi-stage process involving Bush Fellowship
alumni, Bush Foundation staff, and established regional leaders. Applicants
described their leadership vision and passion and how a Bush Fellowship would
help them think bigger and become more effective leaders.
Reflection Sciences, a
tech start-up created in 2014 by Institute of Child Development professors
Stephanie Carlson and Phil Zelazo, recently announced a partnership with
Edmentum, a global leader in online teaching and learning programs.
This partnership
brings together Reflection Sciences’ extensive expertise in executive
functioning research and assessment with Edmentum’s long history in digital
curriculum, assessments, and education consulting.
Reflection Sciences
centers around Carlson and Zelazo’s Minnesota Executive Function Scale (MEFS)
app, which measures executive function in children. Executive function is the
set of neurocognitive functions that help the brain organize and act on
information. These functions help people pay attention, control behavior, and
think flexibly–skills that are key for school readiness in children.
The MEFS assessment is
a quick and engaging game for young students that also provides valid and
reliable data for educators and parents on a student’s executive function
skills. It is the first objective, scientifically based, and normed direct
assessment of its kind.
Edmentum delivers a rigorous, research-based digital curriculum that helps personalize learning and meets the evolving needs of schools and districts. The partnership between Edmentum and Reflection Sciences will serve the whole child like never before.
“With our strong focus on early childhood and non-profits, we were missing the chance to impact the K-12 community,” Carlson said. “Edmentum is a long-standing leader in this market and we are delighted to be complementing their academic tools with the MEFS.”
“Research consistently
shows that executive function skills are the roots of academic and social
emotional skill development,” said Jeff Shelstad, Reflection Sciences’ chief executive
officer. “We are extremely excited to embark on this innovative path forward that
supports the unique needs of every child and educator. This new partnership
brings together two leaders in the industry that are fully committed to this
mission in an innovative and engaging way.”
The winners of the CEHD Research Acceleration seed grant program have been announced. The program is open to all CEHD faculty and P&A researchers and awards are given in two classes of projects: Developmental and “Jump Start.”
The Developmental Project award of $200,000 over two years was presented to Jason Wolff (EPsy), Jed Elison (ICD), and Jessica Simacek (ICI) for their project, “Presymtomatic Intervention for Autism in Infants.”
The goal of the Developmental Project program is to grow existing interdisciplinary partnerships and support novel studies that break new ground or extend previous work in new directions.
Four “Jump Start” Project proposals of $25,000 each went to:
Susan Walker (FSoS) and Lana Yarosh (Computer Science) for “Data Driven Measures of Online Community-Based Family Engagement for Quality Early Childhood Education.”
Alyssa Meuwissen (CEED), Traci LaLiberte (SSW), and Christopher Watson (CEED) for “Validating the Reflective Interaction Observation Scale (RIOS) in the Field of Social Work.”
Juergen Konczak (KIN), Naveen Elangovan (KIN), and Victoria Interrante (Computer Science) for “WristBot: Development of a Robotic System for the Rehabilitation of Wrist/Hand Function.”
Lindsey Weiler (FSoS), Rebekah Hudock (Pediatrics), and Emily Goldberg (director of the Autism Mentorship Program) for “A Feasibility and Pilot Study of the Autism Mentorship Program for Individuals with Autism Spectrum Disorder.”
The goal of the Jump Start Project program is to support research at the early stages of project development to obtain pilot data for future grant submissions.
