Tabitha Grier-Reed named Associate Dean for Graduate Education and Faculty Development

April 23, 2021

Tabitha Grier-Reed has been named Associate Dean for Graduate Education and Faculty Development for CEHD, effective July 1. In this role, she will provide leadership for CEHD graduate education programs. This includes program development and review, consistent with CEHD’s vision for diversity, equity, and inclusion. In addition, she will provide leadership for CEHD faculty development initiatives, ensuring college and department support of all faculty through annual reviews, promotion, and tenure.

“Dr. Grier-Reed brings depth of scholarship, expertise, and experience to the Dean’s Office. I have had the fortunate distinction of working with Tabitha on a number of projects, and look forward to bringing her commitment to student development to the table for faculty development,” said Interim Dean Michael Rodriguez. “Her role as co-chair for the President’s Initiative on Student Mental Health (PRISMH) will be impactful system wide, and help guide CEHD in a positive developmental pathway forward.”

Grier-Reed is a licensed psychologist and a professor in the Department of Family Social Science. She has a BS in psychology from Tuskegee University and MA and PhD degrees in educational psychology from the University of Minnesota. Her areas of expertise include higher education; student development; and racialized labor, culturally relevant practice, and cultural health. She is a member of the American Psychological Association, the Society of Counseling Psychology, and the Society for the Psychology of Women. She is also a past president of the Minnesota Psychological Association. In addition, Grier-Reed has a long history of advocating for faculty issues at the University level as a member of the Senate Committee on Faculty Affairs, the Faculty Consultative Committee, and the Faculty Senate. In fact, this spring she will be honored with the President’s Award for Outstanding Service to Senate Governance. Currently, along with her leadership role for PRISMH, Grier-Reed serves on the Provost’s Task Force for Disability and Instructional Accommodations.

“I am excited, invigorated, and humbled by the prospect of becoming the next Associate Dean for Graduate Education and Faculty Development, and I can think of no better dean to serve with than Michael Rodriguez in support of the CEHD community.” Grier-Reed said, “I once read that ‘…humble individuals should fret and strain to equal the challenge of an awesome exhilarating nature.’ This quote calls out to me now and speaks to my own aspirations as well as those I have for the college—that we may rise to meet the challenge of our awesome, exhilarating nature. I look forward to supporting graduate students, faculty, and postdocs through my new position.”

Tabitha Grier-Reed named Associate Dean for Graduate Education and Faculty Development

April 22, 2021

CEHD programs place high on U.S. News & World Report’s best graduate schools list

March 30, 2021

Once again, CEHD and several of its programs placed high on the U.S. News & World Report’s Best Graduate Schools annual rankings.

The Department of Educational Psychology continues its tradition of a strong showing, with both its educational psychology and special education programs ranked at #10 on the 2022 list. Counselor education also placed high, coming in at 13th this year. Specialty program rankings are based on nominations by education school deans and deans of graduate studies at education schools.

These programs join CEHD’s developmental psychology program, which U.S News has ranked #1 in the nation. It was last rated along with other psychology programs as part of the 2018 U.S. News & World Report’s rankings of the Best Social Sciences and Humanities Schools.

CEHD as a whole was rated the 12th best public education graduate school in the nation. In U.S. News & World Report’s entire list of 277 schools, CEHD placed 22nd overall. Rankings are based on evaluating a school’s research activity, academic excellence of its entering students, faculty resources, and opinions on program quality from education school deans and school hiring professionals.

Asian Pacific American Resource Center statement on the Atlanta shooting and anti-Asian violence

March 18, 2021

The Asian Pacific American Resource Center community is devastated by the mass violence in Atlanta, Georgia on March 16, which resulted in the deaths of eight people, including six women of Asian descent. We stand in solidarity with the victims, the Asian American community in Georgia, and everyone impacted by this violence. We mourn the deaths of the victims and honor their lives, and send our deepest condolences to their families, friends, and communities.

Unfortunately, this racialized and gendered violence is nothing new, and is at the intersection of anti-Asian racism, sexism, and xenophobia. This violence is symptomatic of the broader histories and systems of white supremacy, misogyny, and conquest, which have always devalued the lives of Asian people, and particularly the lives of Asian women. This blatant attack is connected with and adds to the rise in anti-Asian violence and fear-mongering discourses. We urge everyone to work together to end the racial and gendered systems of oppression and violence that continue to divide us.

It is also critical to name the fatigue that reverberates within our communities instigated by constant loss, fear, hate, and violence. While we continue to root ourselves in the power our communities hold, we also call on allies and accomplices to show solidarity and to collectively work towards dismantling systemic violence. Furthermore, our leaders and elected officials must take swift action to address the xenophobia that continues to target our communities.

We firmly believe that, like all communities, Asian Americans are deserving of life, respect, safety, dignity, love, joy, and freedom. To our beloved U of M Asian American community, we feel you, we hear you, and we are here for you. We are resilient and remain committed to cultivating an affirming community with you. You are not alone.

APARC will be holding a processing space in partnership with student leaders. We will share information about this soon.

With heavy hearts,

Asian Pacific American Resource Center

Resources on Anti-Asian Racism

Resources on Asian American Advocacy and Activism

CEHD statement on the Atlanta shooting and anti-Asian violence

March 18, 2021

The College of Education and Human Development grieves with the families and friends of those whose lives were senselessly taken or injured in Tuesday’s massacre in Atlanta, Georgia on March 16, 2021. The Atlanta anti-Asian violence is at the intersection of anti-Asian racism, sexism, and xenophobia. We strongly condemn all acts of violence and stand in solidarity with the Asian American communities who have borne increased attacks in the wake of COVID-19 and the disinformation that surrounds it. According to a recent report, hate crimes targeting Asian Americans have surged over 150% in major cities in the last year.

The College of Education and Human Development is deeply committed to advancing a racially just community and improving educational policies, practices, and systems for the betterment and enlightenment of the broader society. The University also offers spaces where students, faculty, and staff can go for support in these especially difficult times. An important resource is the Asian Pacific American Resource Center (APARC), a community committed to affirming the experiences of Asian American and Pacific Islander (AAPI) students and their diverse communities. There are also counseling and other processing supports that you may find helpful:

The College of Education and Human Development extends our deepest sympathy to the loved ones of the victims and to communities in Atlanta and across the United States that have been deeply affected by this senseless assault.

Kathleen Thomas honored for outstanding contributions to education

March 17, 2021

Kathleen Thomas has been honored for her educational excellence.

Institute of Child Development (ICD) Director and Professor Kathleen Thomas, PhD, is a recipient of a University of Minnesota 2020-21 Award for Outstanding Contributions to Graduate and Professional Education. This honor is awarded to exceptional candidates nominated by colleges in their quest to identify excellence in graduate and professional education.

Established in 1999, the award recognizes recipients for their excellence in instruction; involvement in students’ research, scholarship, and professional development; development of instructional programs; and advising and mentoring of students.

According to the awards announcement, “Kathleen Thomas has made outstanding contributions to graduate education in teaching, research, and service. She actively engages students in the learning process in both the classroom and laboratory and is recognized for her outstanding graduate mentorship. She has contributed to graduate program development and refinement at the department, college and all-university levels. Her advocacy on issues of graduate education exemplifies her abiding commitment to promoting and serving the needs of graduate students.”

By winning this award, Thomas is made a member of the Academy of Distinguished Teachers (ADT) and receives the title of Distinguished University Teaching Professor. Additionally, Thomas receives a $15,000 award and her name and image will be displayed on the University’s Scholars Walk.

In addition to serving as director of ICD, Thomas directs the Cognitive Development and Neuroimaging Lab. Her research focuses on the development and neurobiological correlates of attention, learning, and memory functions during childhood and adolescence. She also served as ICD’s Director of Graduate Studies from Fall 2016 through June 2020.

The University is planning to hold an in-person award ceremony for Thomas during the fall semester. Further information will be announced when it becomes available.

Michael Rodriguez talks social emotional learning in new documentary

March 16, 2021

Interim Dean Michael Rodriguez is featured in a new half-hour documentary where he shares his research and expertise on social emotional learning (SEL) and how schools and districts can best implement this important practice.

Learning for a Lifetime, produced by Regional Educational Laboratory (REL) Midwest in partnership with Twin Cities Public Television, focuses on the development of positive school climate, trust between students and staff, and the implementation of SEL practices.

In the documentary, Rodriguez, along with Jessy Newman of the American Institute for Research, discuss the ways that schools and districts can implement SEL through adolescence and center it in relationship building for older students. Rodriguez and Newman also talk about fundamental concepts of SEL and strategies related its five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The documentary also features real-world examples from three Minnesota alternative learning centers.

Watch the documentary.

Visit REL Midwest for more resources and a documentary viewing guide.

In memoriam: Lesley ‘JoAnne’ Buggey

March 10, 2021

CEHD is saddened to report that Lesley “JoAnne” Buggey, a longtime lecturer in the Department of Curriculum and Instruction, passed away on January 9. She was 82 years old.

Buggey received her BS from Macalester College in 1960. She later attended the University of Washington where she earned her MEd in 1968 and PhD in 1971. She came to CEHD in December 1978 and served as a lecturer for 26 years before retiring in May 2005.

She prided herself in teaching classroom management and discipline. In 2002, her students all ordered and wore shirts that said “What Would Dr. Buggey Do?” This was modeled after Minnesota Senator Paul Wellstone’s slogan.

Her social studies book, America! America!, was adopted by the Department of Education as the statewide textbook in California, Texas, and New York for K-6 education. Originally written in the 1970s, the book went through at least five editions. After retirement, she continued writing and produced eight children’s books about agriculture—beef cattle, pigs, corn, and soybeans, writing one for elementary and one for intermediate grades. The Farm Bureau gave her and her coauthor, Susan Anderson, an award, The National Book of the Year, for the first book, Soybeans. One state bought her book on soybeans for every student in its elementary schools—16,000 copies.

Buggey also served as a consultant and speaker for various organizations. She was a member of the Association for Supervision and Curriculum Development and the Minnesota Council for Social Studies, a past board director of the National Council Geographic Education, and a national committee member of the National Council Social Studies.

“JoAnne was truly one of the most magnificent people whom I have had the pleasure of knowing,” said Dr. James Mitchell, a professor of the teacher education department at California State University, East Bay. “She was the best teacher whom I have ever known, and she taught me almost all of what I know about teaching. I had the honor of being mentored by JoAnne at the U of M in the 90s and we have stayed very close friends since. Her patience and knowledge blended with the highest level of class and professionalism that one could hope for in a teacher. More importantly, JoAnne was incredibly generous and kind, and impacted many lives in a positive manner.”

Buggey’s generous spirit manifested itself in various ways. She established the Leslie F. Buggey Scholarship at the University of Manitoba in memory of her father, who was a pharmacist and held his degree from this university. At CEHD, she established the Pricilla Hawn Fellowship, named for a CEHD alum who was a close friend; the JoAnne Buggey Endowed Fellowship in Elementary Education for a graduate student studying in the area of elementary education; and the JoAnne Buggey Endowed Chair in Elementary Education. Buggey and her fellowship recipient spoke at a 2001 Presidents Dinner about her gift and its impact. She became an inspiration to women across the University who had never thought about their own philanthropic passions.

In 2017, Buggey received a letter from an elementary alum. It read: “In your class, I was drawn to the vision of a classroom that supported equality, acceptance, and rich discussion. It is with deep and belated gratitude that I offer this tribute to you, the most influential figure in my career preparation. Thank you for your guidance and your encouragement. Thank you, too, for your continuing presence in the life of the College of Education and Human Development; I feel connected, through you, to an amazing network of fellow teachers who have known your support.”

Make a gift to the JoAnne Buggey Endowed Fellowship in Elementary Education.

CEHD New Teacher Network hosts virtual workshop

February 9, 2021

*María Reyes-Wrede leads the workshop participants in a dance to K’naan’s “Wavin’ Flag.”*

On Wednesday, January 27, the CEHD New Teacher Network hosted a virtual workshop, “Culturally Relevant Pedagogy as a Pathway to Anti-Bias and Anti-Racist Education,” for current teacher candidates and those that have graduated within the last three years. This engaging and interactive session was designed and facilitated by María Reyes-Wrede with the goals of encouraging self-reflection and providing a foundation for ABAR education. Born in Argentina, María has worked in the St. Louis Park School District for 25 years and is also an equity instructor for the DLI-L program. Her passion for building community through anti-racist work and dance were evident during the workshop.

During the workshop, Reyes-Wrede shared personal stories of her work as an ABAR educator, foundational information about culturally relevant pedagogy and what ABAR education means, as well as resources and suggestions for enacting ABAR education in the classroom, including an example lesson that could be used across grade and age levels. Participants met in small breakout rooms to reflect on how their pedagogy is impacted by who they are and how they see the world, what parts of their identity gives them privilege, and where they saw elements of CRP in the example lesson. The workshop ended in celebratory and hope-filled dancing and an opportunity for questions.

Over 80 members of the New Teacher Network (current teacher candidates and graduates from the last three years) registered for the synchronous event, and the recording and resources were shared on OTE’s Remote Instruction resource page.

The event was organized by the Office of Teacher Education in conjunction with the New Teacher Network. School Partner Network Coordinator Kelly Meyer and Clinical Fellow Sarah Barksdale provided technical and organizational support.

U receives GEER Grant to support teacher candidates impacted By COVID-19

December 1, 2020

The University of Minnesota was recently awarded a Governor’s Emergency Educational Relief (GEER) Grant. GEER funding is a federal grant initiative to address emergency needs during the COVID-19 pandemic. Co-PIs Provost Rachel Croson and CEHD Senior Associate Dean Deborah Dillon determined that the $104,156 award would be used to meet the needs of future teachers from the Twin Cities, Duluth, Crookston, and Morris campuses. This focus was selected because COVID-19 impacted—and will continue to impact—the progress of many teacher candidates who were in the midst of, or starting critical coursework that required clinical experiences and/or student teaching in PK-12 classrooms.

When candidates exited clinical placements and pivoted to online instruction, they were ill equipped with the technical equipment and tools needed to engage in University coursework, or work with PK-12 school mentors to deliver remote instruction to PK-12 learners (as part of program requirements). In addition, many candidates’ professional sustainability was challenged due to job loss during COVID (e.g., many were unable to pay tuition, had food and housing insecurity).

On November 25, $96,000 of grant money, in the form of 115 grants ranging from $500 to $1,500, was provided to teacher candidates across the four campuses. Specifically, 16 students from Crookston, 10 from Duluth, 11 from Morris, and 78 from the Twin Cities campuses received grants. Awards were based on an application process that mirrors current structures for ensuring fair and legally compliant selection of applicants who meet criteria. Preference was given to candidates who demonstrated need and who are student teaching during Spring 2021. Awardees are also individuals who will enhance the diversity of the Minnesota PK-12 teaching force and impact PK-12 education in schools with underrepresented populations.

CEHD Office of Teacher Education staff, including Stacy Ernst, Shuji Asai and Krista Overby, along with colleagues from the Morris, Duluth, and Crookston campuses, provided leadership for the application, screening, and individual award process.

Volunteers needed to facilitate inclusivity discussions

November 24, 2020

The CEHD First Year Experience Program is seeking 60 volunteers to facilitate breakout room discussions for “Building an Inclusive Community in CEHD,” an undergraduate student workshop taking place Monday and Tuesday, December 7 and 8.

The workshop continues the work started by the Gopher Equity Project, a requirement for every undergraduate student at the U. During the workshop, students will learn about identity, building community, and confronting racism. To facilitate authentic engagement with the content and active learning, students will work in small breakout groups.

Each 90-minute breakout session will be facilitated by two individuals. No content preparation is needed. All curriculum for running the sessions will be provided. The content will include a guided discussion by the breakout room facilitators and activities. Students will attend the breakout session and return to the Zoom workshop for continued discussion. Facilitators should feel comfortable with leading and engaging in the breakout sessions with the potential of sharing their own experiences.

A facilitator volunteer sign-up sheet is available for those who would like to volunteer. Provide a Zoom meeting link on the sheet. This will be given in advance to the students assigned to the breakout session. Facilitators are not responsible for coordinating with their breakout group in advance. This will be organized by the First Year Experience Program.

A 60-minute training session for facilitators will take place Friday, December 4, from 1 to 2 p.m. with Becky Martinez, a faculty member of the Social Justice Training Institute.

For questions, contact Nicole Shopbell at wileb011@umn.edu.

Explore sales and marketing careers at upcoming symposium

November 24, 2020

The Center for Sales Leadership Education (CSLE) is hosting a two-day symposium to help students learn more about the realities of the sales and marketing profession, to hear and network with industry sales leaders, and to recognize how to position themselves for sales internships and full-time opportunities.

The Career Exploration and Student Organization Competition, which will take place December 4 and January 15, will be of particular interest to students from diverse backgrounds. “I consistently hear from our corporate members that they are looking for more diverse perspectives for their organizations as well as for greater alignment with the diversity of the marketplace,” said CSLE Director Todd Williams.

Thus, Williams has been working with his partners and the University’s BIPOC, LGBTQ, first-gen, and women’s business oriented student organizations to develop appropriate content geared to answer student questions regarding sales topics, provide an opportunity to demonstrate selling skills during a role-play competition, and show how the CSLE is a gateway for meaningful sales careers.

Each day of the symposium is packed with informative and exciting events:

Friday, December 4 (via Zoom)

Opening session: “Leadership, Authenticity, and Why Sales Matters” with Anton Vincent, president of Mars Wrigley North America
CSLE Speaker sessions: “What Is a Career in Sales?” “Common Misperceptions and Myths about Sales,” and “Introduction To a Sales Role Play.”
Panel of BIPOC, LGBTQ, and women local leaders in sales

Friday, January 15 (via Zoom)

“Your First Job:” a panel of recent graduates in sales
15-minute competitive role-play simulations
Networking and celebration recognition and awards

Register here for the Career Exploration and Student Organization Competition. The symposium is presented by CSLE, Gartner, and Bremer Bank in conjunction with the Carlson School of Management undergraduate programs.

PACC celebrates 10 years with revised hybrid program

November 24, 2020

The Center for Advanced Studies in Child Welfare (CASCW) is thrilled to share that in keeping with both National Adoption Month and the 10th anniversary of the Permanency and Adoption Competency Certificate (PACC), registration is now open for a fully revised hybrid PACC program piloting in early 2021. This shift is based on participant and stakeholder feedback to create a training structure that is equitable and accessible for working professionals across the state. The PACC Hybrid includes the National Training Initiative (NTI), anchored with regular interactive learning modules and case consultation.

Over the last decade, PACC has trained over 330 professionals across the state to increase the availability and competency of an adoption and permanency competent workforce.

PACC is a cohort-based training that enhances permanency and adoption competence for professionals working across child welfare and mental health two hours of ethics required in Minnesota.

Enrollment is now open and applications will be reviewed on a rolling basis until December 31 or until spots are filled. Please contact info@paccminnesota.com with questions.

MN Legislature approves funding for new ICD building

October 15, 2020

The Minnesota Legislature has passed a bonding bill that includes funding to construct a new building for our Institute of Child Development (ICD). It took many months of debate, but the Minnesota House passed the $1.36 billion bill on a 100-34 vote on Wednesday, October 14. On October 15, the Senate approved the bill by a vote of 64-3.

The bill is to pay for various construction projects throughout the state. Out of the proposal, $75.3 is slated to go to the University of Minnesota and $29.2 million of that will be allocated for the new ICD building. The entire project cost for the building is estimated at $43.8 million, with the remaining funding to come from private gifts. ICD is in desperate need of a new building – its current building was constructed more than a century ago and was last renovated in the 1960s. It is sorely lacking in the space and amenities needed for 21st century research and teaching.

A new building not only will allow students to take classes in ICD, but also will ensure that ICD can advance its research into some of Minnesota’s most pressing challenges, including closing the achievement gap, understanding the impact of maltreatment on brain development, creating and testing interventions to increase resilience in children and youth, and addressing adolescent substance abuse. A new facility also will allow ICD and CEHD to deepen its partnerships and collaboration with community organizations, who are critical allies in our efforts to improve outcomes for Minnesota children and families.

CEHD thanks everyone who took the time to contact your representative to let them know how important this project is to the college, the University, and the state. We eagerly look forward to this new chapter for ICD.

ICD’s Damien Fair receives prestigious MacArthur Fellowship

October 6, 2020

Institute of Child Development Professor Damien Fair has been named a fellow by the John D. and Catherine T. MacArthur Foundation. He is the recipient of a “genius grant” that is given to faculty who illustrate originality and creative pursuits in their field of study.

Fair is also a professor in the Department of Pediatrics at the Medical School and is the Redleaf Director of the University’s Masonic Institute for the Developing Brain. Fair has extensive research expertise in brain imaging and cognitive neuroscience, and is renowned for his collaborative and engaging leadership.

“It is humbling to have been selected for the MacArthur Fellowship, Fair said. “The progress we’ve made toward characterizing brain function rests on the shoulders of giants in the field, has been motivated by the passions of the students and trainees, and is made possible by the collaborative nature of my peers. I am thrilled for the opportunity to continue this journey toward improving developmental brain health with my exceptional colleagues and community partners here in Minnesota.”

The MacArthur Foundation fellowship is awarded to talented individuals in a variety of fields who have shown exceptional originality in and dedication to their creative pursuits. Fellows receive $625,000 stipends that are bestowed with no conditions Recipients may use the money as they see fit to further their pursuits. Nominated anonymously by leaders in their respective fields and considered by an anonymous selection committee, recipients learn of their selection only when they receive a call from the MacArthur Foundation just before the public announcement.

TRIO SSS receives five more years of funding

August 11, 2020

CEHD’s TRIO Student Support Service (SSS) program is now funded through August 31, 2026. The U.S. Department of Education has awarded CEHD $1,978,695 over five years to serve UMN students who are low income, first generation, or students with disabilities. TRIO SSS has continued to successfully serve underrepresented students for 44 years at the University – this means the new funding will contribute to the program being continuously federally funded for 50 years.

“Our new program model will continue to feature outstanding holistic advising, leadership development, and academic support services currently offered, and the TRIO SSS program will move into a four-year-plus service model with a smaller first-year new student cohort and an opportunity to serve eligible transfer students,” said Minerva Munoz, TRIO SSS Director. Michael Rodriguez, soon-to-be CEHD Interim Dean, said “I’m looking forward to working across campus for continued success with our first gen diverse students and now with more sustained support for students throughout their undergraduate careers.”

Rodriguez gave special thanks to Munoz for her stewardship of this legacy program that continues to be a national model.

CEHD welcomes eight new faculty members

August 10, 2020

CEHD is proud to announce that eight new faculty members will be joining the college this fall. They include:

Dunja Antunovic
Dunja Antunovic will be an assistant professor in the School of Kinesiology. Her research focuses on the intersection of gender, sport, and media. She explores the media representation of women’s sport, gender equity in the sport industry, and fandom of women’s sport. She received her BA and MA in journalism from DePaul University in Chicago and her PhD in mass communications from The Pennsylvania State University. Throughout her academic career, she focused on women’s and gender studies. Prior to her academic career, Antunovic played tennis internationally and coached on the Division I level.

Chalandra Bryant
Chalandra Bryant will be a professor in the Department of Family Social Science. She has a BS in biology and an MA in science education from the University of South Florida and a PhD in child development and family relations from the University of Texas at Austin. Her research focuses on the developmental roots and course of close relationships; the ability to sustain close intimate ties; and the manner in which social, familial, economic, and psychosocial factors are linked to marital outcomes. She was named the 2019-20 Ambiguous Loss Scholar in the Department of Family Social Science.

Damien Fair
Damien Fair will be a professor in the Institute of Child Development at CEHD and in the Department of Pediatrics at the Medical School. He has a BS in biology from Augustana College in Sioux Falls, South Dakota; a master of medical science degree from the Yale University School of Medicine; and a PhD in neuroscience from the Washington University School of Medicine in St. Louis, Missouri. His interests focus on the mechanisms and principles that underlie the developing brain. He will be the Redleaf Endowed Director of the University’s new Masonic Institute for the Developing Brain (MIDB), a collaboration between CEHD and the Medical School.

Rachel Hawe
Rachel Hawe will be an assistant professor in the School of Kinesiology. Her research is in stroke recovery and rehabilitation, hemiparetic cerebral palsy, bilateral coordination, neuroplasticity, robotic assessments, neuroimaging, motor development, eye tracking, and visuospatial attention. She has a BS in biomedical engineering from the University of Rochester, a doctorate of physical therapy from Northwestern University, and a PhD in biomedical engineering from Northwestern. She also was a post-doctoral fellow in clinical neurosciences at the University of Calgary.

Stacey Horn
Stacey Horn will be a professor and department head in the Department of Family Social Science. Her research focuses on sexual orientation and gender identity prejudices and bias-motivated bullying among adolescents. This research is in the service of creating safer and more welcoming schools for all young people. She has a BA in child development and English from the University of Minnesota, an MA in the teaching of English from the University of St. Thomas, and a PhD in human development from the University of Maryland. Prior to academic, she taught high school English for several years.

Di (Landy) Lu
Di (Landy) Lu will be an assistant professor in the School of Kinesiology. She has a BA in English from Sun Yat-sen University in Guangzhou, China; an MA in sport sociology from Peking University in Beijing; and a PhD in sport management from the University of Michigan, Ann Arbor. She also was a post-doctoral research associate at Western University in London, Canada. Her research lies at the intersection of sport, society, and change. Her interests are in management and organizational studies in sport, organizational theory, organizational and institutional change, inter-organizational relationships, and social network analysis.

Ceema Samimi
Ceema Samimi will be an assistant professor in the School of Social Work. Their interests include social welfare policy, community and multicultural practice, advocacy, research methods, restorative practices, community organizing, human rights and social work, and decolonizing social work. They are interested in employing critical and community-based methodologies to examine how youth are impacted by exclusion from systems that are designed to serve them. They have a BA in political science from the University of Colorado, a MSSW from Columbia University, an MPA from the John Jay College of Criminal Justice, and a PhD from the University of Denver.

Armeda Stevenson Wojciak
Armeda Stevenson Wojciak will be an associate professor in the Department of Family Social Science. She holds a BA in psychology and an MS in marriage and family therapy from the University of Nevada Las Vegas and a PhD in marriage and family therapy from The Florida State University. Her research is in improving outcomes for children and families with adverse childhood experiences. Her interests are in resilience, trauma-informed practices, foster care, aging out, parenting curriculum, home visiting services, parent-child relationships, and sibling relationships.

Nicola Alexander named interim associate dean

August 5, 2020

We are excited to announce that Professor Nicola Alexander has agreed to serve as interim associate dean for undergraduate education, diversity, and international initiatives effective August 10. She is replacing Professor Michael Rodriguez, who will serve as interim CEHD dean following the retirement of Jean Quam.

“Nicola will bring a new level of excitement to the senior management team and the college, as well as her expertise in finance, economics, and systems thinking around education equity and accountability,” Rodriguez said. “She is an award-winning scholar and teacher and will provide strong leadership across the college and University.”

Dr. Alexander is a faculty member in the Department of Organizational Leadership, Policy, and Development. She received her doctorate in public administration with a concentration in public finance from SUNY Albany. Her research interests include policy, equity, accountability, the economics of education, and school finance. She is also the immediate past president of the National Education Finance Academy and an associate editor of the Journal of Research on Leadership Education.

As associate dean, she is responsible for undergraduate education, student services, international initiatives, and the TRIO programs including Student Support Services, McNair, and Upward Bound. She will also provide leadership to the Common Ground Consortium and the CEHD First Year Experience program.

“I welcome the opportunity to serve as interim associate dean for the upcoming year and am thrilled to work with students and colleagues in this new capacity,” Alexander said. “I look forward to leading, listening, and learning from the programs under my purview. These are challenging times, and I am excited to play a part in enhancing the promotion of equity, excellence, and justice across the broader college community.”

NSF grant supports CEHD work toward diversity in STEM

August 4, 2020

Roehrig and Varma — Gill Roehrig (L), Keisha Varma (R)

Professors Gill Roehrig and Keisha Varma from CEHD are leading an initiative to increase diversity in the STEM fields as part of a $26 million National Science Foundation grant awarded to the U. The grant is to establish the Engineering Research Center (ERC) for Advanced Technologies for the Preservation of Biological Systems (ATP-Bio). ATP-Bio seeks to develop technology to “cryopreserve” biological systems through temperature control. The applications of this technology are numerous, from preserving cells, tissues, and organs for medical needs to storing key genetic lines of hundreds of animal species to protect biodiversity.

ATP-Bio will be led by the U and three core partners: Massachusetts General Hospital, University of California Riverside, and University of California Berkeley. Heading up the center at the U will be 14 senior personnel, including Roehrig and Varma from CEHD, six from the College of Science and Engineering, four from the Medical School, one from the Carlson School of Management, one from the Law School and the Medical School

Roehrig, a professor in the Department of Curriculum and Instruction, will head up the project’s Engineering Workforce Development work which aims to develop STEM pathways and experiences to increase and diversify the future STEM workforce. Department of Educational Psychology Professor Varma, who is also associate vice provost in the UMN Office for Equity and Diversity, will collaborate with Professor Roehrig and the center’s partners to lead efforts to create a center-wide culture of inclusion that upholds social justice, equity, diversity, and accessibility.

“The STEM fields are not representative of the demographic population of the United States,” Roehrig says. “This is particularly true in engineering where students of color and women are very under-represented. ATP-Bio provides an exciting research opportunity to develop and research new pathways that will promote diversity in STEM.”

“There is a critical need for a culture of inclusion, especially in STEM,” Varma says. National studies show that African American and Latinx undergraduates declare STEM majors at the same rate as their white peers, suggesting that underrepresented students have comparable levels of interest in STEM as they enter college. “Yet, STEM degree completion rates for African American and Latinx students fall far below those of their white peers,” Varma says.

Roehrig and Varma’s research will explore the development of STEM identity starting in sixth grade into college, and through partnerships with the ATP-Bio core institutions, will continue to support and track STEM identity through college.

“Academic achievement is a critical factor for predicting not only recruitment and enrollment, but also retainment for undergraduate students from underrepresented minority groups,” Varma says. “Programming must provide both strategies and support to overcome instructional, curricular, or social inequities, and also present students with a broad array of experiences to promote the desired level of academic achievement, engagement, and social and emotional wellbeing.”

Integrated STEM starts with an authentic context or real-world problem that allows K-12 students to learn and apply scientific knowledge and motivate student learning. “ATP-Bio will revolutionize organ transplantation and other biological therapies, providing an exciting new context for learning and applying scientific concepts,” Roehrig says. “ATP-Bio will engage teachers in professional learning and curriculum development to provide innovative and motivating learning opportunities that will promote pathways into STEM careers for all students.”

ATP-Bio seeks to diversify the STEM field by developing and promoting new pathways into STEM that address both racial and gender gaps in STEM. “We are partnering with diverse middle and high schools at all four ATP-Bio sites—UMN, Massachusetts General, US Berkeley, and UC Riverside—to develop innovative learning opportunities for students. For example, we will develop a summer intern program for high school students who will have an opportunity to engage in ATP-Bio research,” Roehrig says.

Roehrig and Varma also will collaborate with faculty and researchers to make sure that they support academic success and personal well-being for all undergraduate students, graduate students, and post-doctoral scholars who participate in ATP-Bio research. “In much of our work we will be able to leverage existing programs and models developed at our University, such as the North Star STEM Alliance,” Varma says.

ATP-Bio will build on previous partnerships among CEHD and the National Science Foundation, Minnesota Department of Education, the 3M Foundation, and the St. Paul Public Schools, which provided extensive professional learning for teachers related to integrated STEM teaching and promoting equity and social justice.”

“ATP-Bio is a great opportunity to continue our work promoting equity and diversity in science for K-12 students,” Roehrig says. Marty Davis, St. Paul’s Supervisor PreK-12 Science, agrees. “St. Paul Public Schools is excited to partner with the U of M on this groundbreaking work,” he says. “The teacher professional development, the creation of curriculum, and student research internships will provide unique opportunities for both our students and staff.”

Learn more about the ATP-Bio project

Read the U of M news release

Dean’s office announces endowed chairs and professorships for 2020

July 20, 2020

The CEHD Dean’s Office has announced the names of faculty members who have been selected for endowed chairs and professorships effective July 1. They include:

Rashné Jehangir (Department of Organizational Leadership, Policy, and Development)—Robert Holmes Beck Chair of Ideas in Education (new)

Nidhi Kohli (Department of Educational Psychology)—American Guidance Service, Inc. and John P. Yackel Professorship (new)

Endowed appointments are made after the dean consults with the CEHD senior management team and academic unit leadership. Professorships and chairs are primarily for faculty recognition of outstanding research, teaching, or service. Appointments are initially for a three-year term. At the conclusion of the appointment term, appointees may continue to hold the professorship or chair title for use as reference, which is consistent with other major University awards.

Faculty still serving their chair or professorship terms include:

Alexandre (Sasha) Ardichvili (Department of Organizational Leadership, Policy, and Development)—Hellervik/PDI Ninth House Endowed Chair

Bodong Chen (Department of Curriculum and Instruction)—Bonnie Westby Huebner Chair in Education and Technology

Clayton Cook (Department of Educational Psychology)—John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing

Donald Dengel (School of Kinesiology)—Leon-Taylor Professorship in Exercise Science and Health Enhancement

Deborah Dillon (Department of Curriculum and Instruction)—Guy Bond Chair in Reading

Abigail Gewirtz (Department of Family Social Science)—Lindahl Leadership Faculty Fund

Wendy Haight (School of Social Work)—Gamble-Skogmo Land Grant Chair in Child Welfare and Youth Policy

Panayiota (Pani) Kendeou (Department of Educational Psychology)—Guy Bond Chair in Reading

Ann Masten (Institute of Child Development)—Irving B. Harris Professorship in Child Development

Kristen McMaster (Department of Educational Psychology)—June and Phillip and Leo and Christine Stern Family Professorship of Reading Success

Bic Ngo (Department of Curriculum and Instruction)—Wallace Professorship for the Advancement of Teaching and Learning

Marek Oziewicz (Department of Curriculum and Instruction)—Sidney and Marguerite Henry Endowed Professorship of Children’s Literature

Jean Quam (Dean’s Office)—Robert Holmes Beck Chair of Ideas in Education

Michael Rodriguez (Department of Educational Psychology)—Campbell Leadership Chair in Education and Human Development

Frank Symons (Department of Educational Psychology)—Emma Birkmaier Educational Leadership Professorship

Amanda Sullivan (Department of Educational Psychology)—Emma Birkmaier Educational Leadership Professorship

Katie Thomas (Institute of Child Development)—William Harris Professorship in Child Development

Philip Zelazo (Institute of Child Development)—Nancy M. and John E. Lindahl Endowed Professorship for Excellence in Teaching and Learning

CEHD News Kevin Moe

CEHD News Kevin Moe

Tabitha Grier-Reed named Associate Dean for Graduate Education and Faculty Development

Tabitha Grier-Reed named Associate Dean for Graduate Education and Faculty Development

CEHD programs place high on U.S. News & World Report’s best graduate schools list

Asian Pacific American Resource Center statement on the Atlanta shooting and anti-Asian violence

CEHD statement on the Atlanta shooting and anti-Asian violence

Kathleen Thomas honored for outstanding contributions to education

Michael Rodriguez talks social emotional learning in new documentary

In memoriam: Lesley ‘JoAnne’ Buggey

CEHD New Teacher Network hosts virtual workshop

U receives GEER Grant to support teacher candidates impacted By COVID-19

Volunteers needed to facilitate inclusivity discussions

Explore sales and marketing careers at upcoming symposium

PACC celebrates 10 years with revised hybrid program

MN Legislature approves funding for new ICD building

ICD’s Damien Fair receives prestigious MacArthur Fellowship

TRIO SSS receives five more years of funding

CEHD welcomes eight new faculty members

Nicola Alexander named interim associate dean

NSF grant supports CEHD work toward diversity in STEM

Dean’s office announces endowed chairs and professorships for 2020

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