CEHD News Sarah Jergenson

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CEHD News Sarah Jergenson

Thayer, school psych PhD student, awarded Burris Fellowship

March 12, 2019
Jordan Thayer

Jordan Thayer, a fifth-year doctoral student in the school psychology program in the Department of Educational Psychology, has been awarded the Russell W. Burris Memorial Fellowship in Educational Psychology. 

Thayer received the award for his outstanding academic merit. He has been the lead or co-author on seven peer-reviewed publications. In addition, Thayer has served as the president of the School Psychology Association and as a student representative with the Minnesota School Psychologists Association. He was also elected President of Division 16 (School Psychology) in the American Psychological Association (APA), a three year commitment in which he is still serving.

In his dissertation, Thayer is using latent profile analysis to examine unique profiles of teachers based on social-cognitive constructs (e.g., self-efficacy) and objective behaviors (e.g., instructional practices).

The Russell W. Burris Memorial Fellowship was established in memory of Russell Burris, professor emeritus of educational psychology. Dr. Burris studied what and how we learn, in particular “expertness,” focusing on areas that included trial advocacy, clinical medicine, and art history.

Visit the University of Minnesota Foundation’s website to support students, like Jordan Thayer, by donating to the Russell W. Burris Memorial Fellowship in Educational Psychology.

Butterfuss, psych foundations PhD student, awarded CEHD Hauge Fellowship

March 12, 2019
Reese Butterfuss

Reese Butterfuss, a fourth-year doctoral student in the Department of Educational Psychology’s psychological foundations of education program, has been awarded the College of Education and Human Development (CEHD) Hauge Fellowship.

This award recognizes Butterfuss for his exceptional research productivity. In the four years since he started the program, Butterfuss has published eight papers and has five more under review. In addition, he has presented at national and international conferences 19 times. His research has also been recognized for its high quality by several professional associations. Butterfuss received the Graduate Student Research Excellence Award in 2018 from AERA and the Outstanding Student Paper Award in 2017 by the Society for Text & Discourse. 

Please join us in congratulating Reese Butterfuss on this well-deserved honor!  

Ed Psych QME PhD student, CIS teacher quoted in Pioneer Press

March 12, 2019

Dan Butler, Minnesota Math Bowl coach, was featured, and Department of Educational Psychology quantitative methods in education PhD student and fellow coach, Mike Huberty, was quoted in a recent Pioneer Press article, “Math is no problem for these stars at the Minnesota Math Bowl.”

Like Huberty, Butler who is a teacher at Mounds View High School also has a Department of Educational Psychology connection. He works with Andrew Zieffler, senior lecturer in the QME program, as part of the College of Continuing Education’s College in the Schools (CIS) program and teaches “EPSY 3264: Basic and Applied Statistics” to academically prepared high school students.

The article mentions this Minnesota Math Bowl will be Butler’s last. He is retiring from coaching and teaching at the end of the school year.

Huberty told the Pioneer Press the team will miss Butler. “He’s the big picture guy. He’s the motivator,” he said.

Read the full article.

School psych faculty present at MSPA on myth busting in the field

January 24, 2019
  • Robin Codding
  • Clay Cook
  • Elyse Farnsworth
  • Annie Hansen-Burke
  • Faith Miller
  • Amanda Sullivan

The Department of Educational Psychology’s school psychology program presented six sessions at the midwinter conference of the Minnesota School Psychologists’ Association (MSPA) in Plymouth, Minnesota on January 24 and 25.

As a group, the faculty presented on myth busting in the field.

  • Associate professor Robin Codding presented on effective approaches to intensifying interventions in response to students’ needs.
  • Associate professor Clay Cook presented on implementation of targeted and intensive social-emotional intervention.
  • Assistant professor Faith Miller presented on research-based social-emotional-behavioral screening.
  • Lecturer Elyse Farnsworth, senior lecturer Annie Hansen-Burke, and associate professor Amanda Sullivan presented on applying ethical problem-solving in practice.

Sullivan, alum publish study on minority disproportionality in special ed

January 24, 2019

Department of Educational Psychology school psychology faculty Amanda Sullivan and alum Daniel Osher recently published a study on policy analysis on minority disproportionality in special education. The study, appearing in Exceptional Children, explores the tensions in federal policies and resultant interpretations in the government and courts, offering recommendations for schools and districts to support equity.

Dan is a school psychologist in South Washington County Schools and a former fellow of Project PRIDES, a federally funded leadership grant, led by Sullivan and assistant professor Faith Miller, to prepare school psychologists for research-based practice to support equity in diverse settings.

School psych faculty, students to present 50 times at NASP

January 24, 2019

Department of Educational Psychology school psychology faculty and students are leading 50 presentations at the annual meeting of the National Association of School Psychologists (NASP), February 26 – March 1 in Atlanta, Georgia.

Presentations span the range of research in prevention, intervention, assessment, and policy to address students’ academic, behavioral, social-emotional, and mental health needs through a variety of referred and invited paper representations, symposia, and poster presentations.  

Ed Psych, CEED publish studies on federally subsidized child care for children with special needs

January 24, 2019
  • Amanda Sullivan
  • Amy Susman-Stillman
  • Elyse Farnsworth
  • Jordan Thayer

Researchers from the Department of Educational Psychology’s school psychology program and Center for Early Education and Development (CEED) recently published three studies exploring the access, participation, and outcomes of young children with special need eligible to receive federally subsidized child care. The project, funded by the U.S. Department of Health and Human Services, was led by school psychology faculty, Amanda Sullivan, with collaborators CEED’s Amy Susman-Stillman as well as school psychology lecturer Elyse Farnsworth and PhD student Jordan Thayer.

The team’s findings suggest unique patterns of access and participation, including some disparities in access, and a need to improve the quality of care provided to young children with special needs in these settings. The studies appear in the journals Early Childhood Research Quarterly, Children and Youth Services Review, and Infants & Young Children.

Sullivan, current and past school psych students publish study in Remedial and Special Education

January 24, 2019
  • Amanda Sullivan
  • Shanna Sadeh
  • Jordan Thayer

Amanda Sullivan, associate professor in the Department of Educational Psychology’s school psychology program, along with school psychology PhD student Jordan Thayer and alum Shanna Sadeh recently published a study on involvement of teens with disabilities in school, health, social service, and juvenile justice sectors.

The study appears in the journal Remedial and Special Education and shows the continued role of schools as the primary, and often sole, provider of services for these adolescents along with high rates of involvement with health, social services, and juvenile justice. The study points to the need for coordinated collaboration among systems and providers to support positive outcomes for these students.

School psych PhD student publishes research in School Mental Health

January 24, 2019

Mollie Weeks, PhD student in the Department of Educational Psychology’s school psychology program, recently published her master’s research in the journal, School Mental Health. The study, Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health, indicated that discrimination is associated with a range of mental health difficulties among the more than 60,000 elementary and secondary students in the National Survey of Children’s Health.

Mollie is a DOVE Fellow and doctoral fellow of Project LEEP: Leaders Enhancing Evidence-based Practice, a federally funded project led by Drs. Robin Codding and Amanda Sullivan to prepare school psychology researchers to effectively support K-12 students in urban schools.

School psych PhD student publishes in Psychology in the Schools

January 24, 2019

Department of Educational Psychology school psychology doctoral student, Tara Kulkarni, has published her master’s research in the journal Psychology in the Schools. Tara’s research explores the relations of early behavior to later special education identification. Tara is a third-year doctoral student and co-founder of the department’s new international student association.

Psych foundations PhD candidate begins training with U.S. GAO

January 11, 2019
Anthony Schulzetenberg stands outside the U.S. Government Accountability Office (GAO).

Anthony Schulzetenberg, a PhD candidate in the psychological foundations of education program in the Department of Educational Psychology, is training with the U.S. Government Accountability Office (GAO) in Washington D.C. as a part of the group’s Education, Workforce, and Income Security Team.

Schulzentenberg will be a student-trainee-analyst researching discrimination on college campuses across the U.S. This research was requested by members of Congress.

Ed Psych PhD student named Emerging Scholar by BWG

January 7, 2019
Marianne Elmquist

Marianne Elmquist, a PhD student in the Department of Educational Psychology’s special education program and a researcher in IGDILab, has been selected as an Emerging Scholar by the Bridging the Word Gap (BWG) National Research Network.

As an BWG Emerging Scholar, Elmquist will have the opportunity to work with Ann Kaiser, Susan W. Gray Professor of Education and Human Development in the Department of Special Education at Vanderbilt University. She plans to study parent-child interactions in the use and development of augmentative and alternative communications systems for children with complex communications needs.

To kick off her program, Elmquist will attend the Society for Research in Child Development (SRCD) conference in Baltimore on March 20 where she will meet the BWG leadership team and attend an SRCD pre-conference symposium on bridging the word gap.

Please join us in congratulating Marianne Elmquist on this phenomenal accomplishment!

Psych foundations PhD student shares about experience in the program

December 19, 2018

Isabel Lopez, PhD student in the psychological foundations of education program, started off as a high school teacher in Mexico City. As a teacher, Isabel would ask herself, “What can I do to make my students care?” This, she says, is a question most teachers ask themselves but struggle to find an answer to. Isabel decided to go back to school to see what answers she could find, applying to the University of Minnesota through the Fulbright program in Mexico.

In the psych foundations program Isabel has enjoyed, “Having the opportunity to be in a supportive learning environment and being a part of different lab groups, courses and research projects. She continues, “I have really enjoyed having the freedom and flexibility to explore different research projects which has given me the opportunity to work on different teams.”

As an international student, Isabel says that it can be very overwhelming. “You have to build your own support network and adapt quickly to the different social customs while at the same time learning a new field.”

Isabel notes that both her professors and cohort have been solid support systems throughout her time in graduate school. “My professors have often supported, challenged and guided me. They have provided unending assistance during my time as a graduate student.” In addition, Isabel says she relies heavily on her cohort, “I have built friendships, support systems and learning allies during my time here.”

Isabel advises prospective students, “Graduate school is all about patience and persistence. It is easy to be unmotivated and lose focus, you need to keep your goals clear and close. Also, ask for help from others, everyone needs it.”

In the future, Isabel hopes to use her degree to continue working in the field of student development and promoting interventions that focus on students’ strengths to increase college retention and success.

Psych foundations PhD student combines passion for video games and research

December 19, 2018

Nic VanMeerten, a PhD student in the psychological foundations of education program, feels fortunate that this program allows him to combine his two passions: video games and research. VanMeerten was first introduced to the opportunity of performing research on video games when he met Davin Pavlas, a researcher at Riot Games, who was trying to figure out how to reduce toxic behavior in League of Legends at the time.

“This was one of the pivotal moments for me because I was not aware that there was a demand for people to study games professionally.” VanMeerten then sought out graduate programs that would allow him to study how people behave in video games. “After meeting Keisha Varma and several other faculty and staff in the psych foundations program I knew that this would be a good place for me to develop my skills because of the supportive and collegial manner of the people here.”

Through the psych foundations program, VanMeerten has been able to develop his own voice as a researcher. “When I came into the program, I knew that my perspective on how people learn in games was different from the mainstream, but I wasn’t sure how to say it back then.” He continues, “Today, I am confident when I say that people learn from all games, whether they are made for entertainment or not.

Professor Keisha Varma has been instrumental to VanMeerten’s experience in the psych foundations program. “Keisha has provided me with support at every turn, whether it is helping me find funding to run a research study, inviting me to work with her collaborators in the public school system, or writing an article with me.” He continues, “I can’t imagine going through the program without her support and advice.”

In the future, VanMeerten hopes to use his degree to improve how people learn in video games, whether it’s learning an external skill or how to use a specific mechanic in a game.

For more on VanMeerten’s work, read this article from CEHD Connect.

Johnson talks with KSTP News about early ADHD diagnoses

December 18, 2018

LeAnne Johnson head shot
LeAnne Johnson

LeAnne Johnson, associate professor in the Department of Educational Psychology’s special education program and head of the early childhood special education teaching program, recently talked with KSTP news about how increasing expectations for kindergarteners (and teachers) may play into more frequent ADHD diagnoses.

Wolff quoted in Spectrum on sensory responsiveness in toddlers

December 18, 2018

Jason Wolff

Jason Wolff, assistant professor in the Department of Educational Psychology’s special education program, recently was quoted in Spectrum for his research on sensory responsiveness in toddlers.

According to Spectrum, Wolff’s study found that “infants may cover their ears in response to ordinary conversation or shrink from being touched; they may also be slow to react to pain or changes in their environment. Their unusual reactions become more pronounced over the second year of life and tend to co-occur with repetitive behaviors.”

“Babies who develop autism have these differences from late infancy onward,” Wolff told the publication.

Read the full article, “Sensory responses in infancy may hint at autism.”

School psych PhD student awarded NASP research grant

December 17, 2018

School psychology doctoral candidate, Rebecca Edmunds, was awarded the National Association of School Psychologists’ research grant to support her dissertation research. The NASP Graduate Student Research Grants are awarded to “students who demonstrate exceptional ability to conduct high-quality research that furthers the mission and goals of NASP and has the potential to impact the field positively.” Rebecca’s dissertation will investigate the effects of elaborated task and process feedback on a math intervention to improve students’ learning.

School psych specialist intern publishes MA research

December 17, 2018

School psychology specialist intern, Rachel Roesslein, published her MA research, a systematic review of math fraction interventions, in Psychology in the Schools. With advisor Robin Codding, Rachel investigated the features and effectiveness of fraction interventions for elementary students. Rachel is a third-year student in the specialist certificate track of the School Psychology Program and is currently completing a full year internship with Minneapolis Public Schools.

Sandra Christenson receives CEHD Distinguished Alumni Award

December 17, 2018

Sandra Christenson, Department of Educational Psychology alumnus and professor emeritus in school psychology, was honored with the CEHD Distinguished Alumni Award on November 29, 2018, at a ceremony recognizing “alumni who have brought distinction to their professions and communities.” Dr. Christenson completed her PhD in Educational Psychology in 1988 and joined the department faculty until her retirement in 2015.

Dr. Christenson’s extensive professional contributions to scholarship on family-school partnerships, student engagement, and related interventions, most notably Check & Connect, as well as her leadership in the field of school psychology, have garnered numerous honors throughout her career. These include the National Association of School Psychologists’ Distinguished Lecturer Award (2010), CEHD’s Excellence in Research Award (2009), American Psychological Association’s Senior Scientist Award (2009) and Lightner Witmer Early Career Award (1992), and the Council of Directors of School Psychology Program’s Outstanding Contributions to the Profession Award (2009).

“Sandy has left an indelible mark on our field and education more broadly—both within the US and internationally—in shaping how we think about engaging students and families, and how we create more supportive, effective educational environments,” school psychology coordinator, Amanda Sullivan said. “The program, and school psychology at large, continue to benefit from her scholarship and leadership.”

Dr. Christenson continues her active engagement in scholarship and mentoring, along with extensive civic engagement and volunteering throughout the Twin Cities-Metro.

Kendeou gives talk at UIC Learning Sciences Research Institute

December 7, 2018

Panayiota (Pani) Kendeou

Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and professor in the Department of Educational Psychology’s psychological foundations of education program, recently gave an invited talk at the Learning Sciences Research Institute (LSRI) Speaker Series at the University of Illinois at Chicago. The series features leaders in the field across the nation who are invited to visit LSRI to share their research and visions. Kendeou presented her research on reducing the impact of misconceptions and misinformation about vaccinations and autism spectrum disorder (ASD) and met with faculty and students at LSRI.

Learn more about Kendeou’s research:

For more on Kendeou’s research related to language and memory, visit her Reading + Language Lab site.