CEHD News Sarah Jergenson

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CEHD News Sarah Jergenson

Q&A with Lara Jessen, psych foundations alumni and data scientist at MPS

July 2, 2018

Lara Jessen is an alumni of the psychological foundations in education program, PhD ‘17. Currently, she works for Minneapolis Public Schools; Department of Research, Evaluation, Assessment, and Accountability (REAA) as a data scientist where she supports community partners and schools with data-based decision making and data literacy.

We asked her a few questions about her experience in the psych foundations program, here are her answers:

Q: What did you most enjoy about your experience in your program?

“I really valued the independence I was afforded in psych foundations. I was able to explore my interests and do work that helped me find my current position with Minneapolis Public Schools.”

Q: Do you have any advice for prospective students?

“Explore your interests, both academic and professional, but don’t lose sight of your end goal. Don’t be afraid to say “no” to a job or project if it won’t help you get to where you want to be. Also, network!”

Q: Do you have a productivity secret that helped you get through school?

“Every two weeks, I would meet a friend of mine for lunch, and we would set goals specific to our dissertation and research. It really held me accountable for my progress, especially as my work became more self-led.”

Q: Do you have hobbies or activities that you like to do outside of work?

“I love cooking, reading, and hiking!”

Q&A with Aleksis Kincaid, school psych PhD alumni

July 2, 2018

Aleksis Kincaid, alumni of the school psychology program, PhD ‘17, is currently district response-to-intervention coordinator and high school school psychologist for The School District of New Richmond in New Richmond, Wisconsin.

We asked him about his experience in the program, here are his answers:

Q: How do you use or apply what you learned/your degree?

“I use what I learned in the school psychology program daily. I regularly use my consultation and research experience to make sure team members are discussing the same idea by prompting specific and observable definitions and defining ways we can measure what we are interested in assessing. This helps tell us how we will know if a student has made progress on a goal we develop. Above all else, the U of M taught me how to teach myself new skills and assess the quality of information. These are critical skills in the education system that help ensure that students are taught using evidence-based practices.”

Q: What did you most enjoy about your experience in your program?

“I especially enjoyed having the opportunity to complete research projects with a variety of experienced researchers in the field of school psychology. Working on large research projects while learning what questions to pose, how to build a study to answer a given question, and then interpreting and forming next steps after collecting and analyzing data gave me the confidence to branch out and pursue research questions of my own.”

Q: Do you have a motto or set of words to live by that helped you through your program?

“Jack Kerouac’s quote, ‘One day I will find the right words, and they will be simple,’ exemplifies the difficulty of reducing complex topics and processes into terms understood by practitioners without the same level of background knowledge. I always approach new topics by asking myself how I can make a concept seem simple and intuitive.”

Q: Do you have hobbies or activities that you like to do outside of work?

“I taught myself how to skate ski (a type of cross country skiing) and downhill ski this year! I needed to learn a couple of winter sports to stay active in the winter. In the summer, I enjoy long-distance bike rides and swimming. Year round, I like to read a good book, and keep up on data analysis and visualization techniques.

McConnell answers WCCO-TV’s Good Question, ‘How much do students lose during summer slide?’

June 26, 2018
Scott McConnell

Research shows that kids lose some of what they’ve learned over summer break. So, what can parents do to keep their children interested in learning year-round?

Watch as Professor Scott McConnell answers WCCO TV’s Good Question, “How much do students lose during summer slide?”

Kunkel selected for CLD Leadership Academy

June 22, 2018
Amy Kunkel head shot
Amy Kunkel

Amy Kunkel, adviser and lecturer in the undergraduate special education program, has been selected for the 2018-2019 Council for Learning Disabilities (CLD) Leadership Academy where she’ll gain exposure to mentoring and leadership opportunities on a local and national level.

Over the course of the next two years, Kunkel will be assigned a mentor in the CLD community; have the opportunity to network with other CLD leaders (including a national conference); and participate in a project on learning disabilities with CLD co-chairs and academy members.

Kunkel was selected for her leadership potential, past service on a CLD committee, and passion for the organization.

Q&A with Ethan Van Norman, assistant professor at Lehigh University and school psych alumni

June 22, 2018

Ethan Van Norman, school psychology alumni, PhD ‘15, is currently an assistant professor of

school psychology at Lehigh University. Previously, he worked at Georgia State University as an assistant professor. In his current position, he teaches graduate level school psychology courses, conducts research, and mentors and advises graduate students.

We asked him some questions about his experience in the school psychology program, here’s what he said:

Q: What did you enjoy most about your experience in your program?

“One of the great things about the University of Minnesota is that it tends to attract highly motivated students. At the same time, there was a general atmosphere of collaboration, so everyone tended to help everyone out. Group assignments didn’t feel like a chore and everyone celebrated everyone else’s successes. I think much of this stemmed from the efforts and expectations laid out by the faculty members of the program.”

Q: Do you think your educational experience was typical? Why or why not?

“I don’t think that the school psychology program at the University of Minnesota is typical. The combination of 1) applied experiences, including those that occur very early in the program, 2) rigorous research expectations and experience of the faculty, 3) availability of externally funded projects, and 4) quality of programs outside of school psychology that students can take classes in and collaborate with (e.g., special education, quantitative methods etc.) is remarkable.”

“I knew that Minnesota was a strong program while I was attending, but I did not realize how atypical the level of that quality was until I became a graduate educator.”

Q: Do you have a productivity secret that helped you get through school?

“I do not think there is a secret to productivity. The simplest way to write more is to write more. The simplest way to complete class assignments is to make them a priority and dedicate the time to complete them – no matter what. Development and growth is expected, but you have to be willing to put in the work and be able to constructively use the feedback that will come your way.”

Q&A with David Parker, school psych PhD alumni

June 22, 2018

David Parker, school psychology alumni, PhD ‘12, is currently vice president for research and development at ServeMinnesota, which is Minnesota’s AmeriCorps commission. In this position, Parker leads program evaluation, development of innovative practices, and design of technical systems. ServeMinnesota helps AmeriCorps fulfil its purpose within and beyond the state, which is to provide committed individuals an opportunity to spend a year or more of their lives helping solve a community problem.

We asked Parker some questions about his experience in the school psychology program, here are his answers:

Q: How do you use or apply what you learned/your degree?

“My day-to-day work includes discussions of evidence, conducting rigorous evaluations, and working directly with data. These skills were built in the University of Minnesota school psychology program via excellent coursework, exceptional research opportunities, and access to world-class methodological and statistical expertise.”

Q: What would you like prospective students to know about your program?

“You will garner a cutting-edge skill set for school psychology practice and/or research. The program’s training on problem solving and a broad understanding of the context of learning difficulties—delivered by faculty who are leaders in the field—will help you advance the field of school psychology to improve student and system outcomes.”

Q: Do you have a book you would recommend to anyone?

A: “Get past Dr. Seuss’s well-known stuff. Do you have a child who struggles to sleep? Read the Sleep Book. Do you have a parent or family member who recently retired? Read You’re Only Old Once. Need a lesson on assuming the best? Read What was I Scared Of. They’re incredibly fun!”

CSPP alum credits success to commitment to becoming a school counselor

June 22, 2018

Jeanette Vyhanek, alumni of the counseling and student personnel psychology program, M.A. ‘17, started off as a high school principal’s assistant before realizing her desire to work more closely with students.

“After applying to two other programs out of state, I interviewed an alum of the CSPP program and they couldn’t say enough good things about it. That sold me on enrolling at the U of M over the other programs I had applied to” she says.

Due to previously working in a school, Vyhanek notes she was very committed to becoming a school counselor. “That knowledge made the work of graduate school easier to bear,” she says.

Vyhanek says the people in the CSPP program made her experience great.

“I enjoyed being in classes with professors who were extremely knowledgeable as well as with other students who shared their experiences.”

Vyhanek now is the school counselor for grades 5-8 at Folwell Performing Arts Magnet School in the Minneapolis School district. Her role consists of supporting students in the development of social/emotional, academic, and career skills through classroom lessons, group work, and individual counseling.

Her advice to prospective students: “Visit with current students in the program, if possible. Make sure the program is a good fit for you.”

She continues, “It’s important to soak in all the information possible while in graduate school, it’s much harder after graduating to stay current on research and have lively discussions about different perspectives,” she adds.

Outside of work, Vyhanek enjoys ultimate frisbee, running, Nordic skiing, and babysitting her nieces and nephews.

Psych foundations alum describes path to becoming an Associate Professor

June 22, 2018

Mike Mensink, an alumni of the psychological foundations of education program, graduated with a B.A. in psychology from St. Olaf College in 2002.

“After undergrad, I worked a number of jobs–including a stint as a Best Buy salesman and TSA security screener,” Mensink recalls.

In 2003, he was hired as a laboratory instructor and animal facility manager at Macalester College. His experiences in that job kindled his interest in pursuing a graduate degree, specifically focused on understanding learning. Initially pursuing an M.A. degree, Mensink switched to the Ph.D. track in 2006 and finished in 2011.

Today, he’s an Associate Professor of Psychology at the University of Wisconsin-Stout in Menomonie, Wisconsin. Mensink usually teaches four classes a semester on a range of topics, including: Introduction to Psychology, Child Development, Learning and Memory, Research Methods and Statistics, Experimental Psychology, and Applied Cognitive Psychology.

Along with regular service to his department and college, he is also the chair of the Institutional Review Board and supervises student researchers in the UW-Stout Language and Memory Laboratory. In addition, Mensink was elected Secretary of the Society for Text and Discourse in 2017, which is an international society of researchers focused on written and spoken language.

When asked how he uses his degree in his work Mensink says, “I use my knowledge of effective teaching, learning, and assessment on a daily basis, and I have given several workshops at UW-Stout on what we know about how people learn.”

He continues, “I’ve also had the opportunity to explore the larger field of Applied Psychology, and to help revise our program to incorporate Educational Psychology, Applied Cognitive Psychology, and Engineering Psychology to provide courses that can be helpful to other programs like Engineering, Art, and Design.”

Outside of work, Mensink enjoys craft beer, reading for leisure, spending time with family and friends, playing with his daughters, and softball. Words Mensink lives by: “Live your best life! Your path may be completely different from what you planned and that’s not a bad thing.”

Maruyama presents on importance of educational equity for workforce development

June 20, 2018

On May 15, Geoffrey Maruyama, professor and chair in the Department of Educational Psychology, shared his research on how equity in educational success could help more students become ready for careers at the University’s first-ever Workforce Research Symposium. The event, hosted by the University of Minnesota Extension Center for Community Vitality, brought together a wide range of University of Minnesota colleagues focused on Minnesota’s workforce—an issue of growing concern for Greater Minnesota.

In his presentation, Maruyama explained importance of diverse perspectives to a successful workforce and how these needs are not being met due to current gaps in economic diversity in the top 146 colleges across the country. Finally, he shared his First in the World project, in partnership with five other universities, to increase underrepresented student success through campus-community engagement.

Watch Maruyama’s presentation.

Learn more about his research.

Psych foundations alumni, now assistant professor, shares path to grad school and her career

June 20, 2018

Virginia Clinton, an alumni of the psychological foundations in education program, PhD ‘11, began as a classroom teacher in New York City and started becoming curious about how her students were learning. This lead her to read about educational psychology on her own, and promoted her to get her PhD in the topic.

When asked about her experience at the University of Minnesota, Clinton states, “One of the best parts of my graduate school experience was the cohort I was in. I took classes and worked on projects along with a group of peers. These friendships are still part of my life and I collaborate on research projects with two members of my cohort (Sarah Carlson and Ben Seipel).”

Currently an assistant professor of educational foundations and research at the University of North Dakota, Clinton teaches courses in human development, educational psychology, and educational research methods at the undergraduate and graduate level. Her research focuses on student learning and cognition which she states is, “how students think and how we can design instruction and learning environments to promote student learning.”

Clinton tells students, “Make the most of the experience! Minnesota has a wealth of intellectual resources and a wonderful community of scholars”

She continues, “You will have the opportunity to learn from accomplished faculty who are well regarded in their fields. You will also get great research experience that will develop your skills to address your own research questions.”

Outside of work, Clinton runs and is an avid yogi, activities she started pursuing during graduate school.

She states, “Living in a community with so many great jogging paths got me into running—I actually ran marathons in graduate school! And I started taking advantage of the great yoga studios near campus and my neighborhood (Uptown Minneapolis).”

Follow Virginia Clinton on Twitter @v_e_clinton.

Ed Psych alum found his ‘home,’ ‘family’ in QME program

June 20, 2018

Quintin Love, quantitative methods in education (QME) alumni PhD ‘14, was a middle school math teacher who initially pursued an advanced degree in mathematics education. However after taking some courses in the Educational Psychology department, knew he had to switch.

Love found his home in the quantitative methods in education (QME) program.

“Given my background in Mathematics, the QME program was a perfect fit,” he says.

Love’s favorite part about his graduate experience was his cohort. “We challenged and supported each other. I am still in contact with most of the students, and consider many of them family,” he says.

Switching programs paid off. Today, Love is a psychometrician at Questar Assessment Inc. where he is responsible for psychometric analyses and technical and non-technical presentations/papers for multiple large-scale state assessment programs.

“Have the end in mind…,” Love advises prospective students. “…the coursework is relatively easy when compared to the exams and thesis. Every article read should be summarized and stored for future manuscripts.”

Taking risks pays off for school psych PhD alum

June 18, 2018

The first in her extended family to receive a PhD, Lynn Edwards was determined to go her own way.

Growing up in a small, rural community of Minnesota, Lynn Edwards is one of seven children. “Going to college wasn’t necessarily valued and wasn’t something my parents made me consider,” she recalls.

As an undergrad, Edwards recalls her psychology department taking a trip to visit the school psychology program at the University of Minnesota. “We talked with a panel of current school psychology students”

This initial visit sparked Edward’s interest in the U of M’s school psychology program.

After she received her undergraduate degree in psychology, Edwards spent a year supporting students with disabilities as a paraprofessional in a high school. “Based on that experience I decided I’d like to pursue a career in school psychology,” Edwards says.

Taking the risk to pursue her higher education has paid off. A 2016 alumni of the school psychology program, Edwards currently is a post-doctoral research associate for the FAST lab in the Department of Educational Psychology where she leads the effort to develop and conduct research for the Personalized System of Instruction (PSI) project. PSI is a computerized cloud-based instructional software program currently being developed that will streamline the use of assessment to continuously inform instruction.

Edwards also works part-time as a school psychologist at the Mastery Charter School in Minneapolis.

“One of the most exciting aspects of my work while in the program was working on my thesis and dissertation which focused on identifying causal mechanisms of interventions,” Edwards says. “I get to continue that work with what I’m doing now.”

In working in schools as well as doing research, Edwards has a unique perspective. “I see myself as leading the charge to bridge the gap between research and practice,” she says. “It’s important to move the field ahead by applying what we learn through our research to practice by working alongside educators and practitioners to discover what works.”

Her advice to graduate students: “Make sure to put yourself out there and connect with the faculty and your peers with what you want to do, whether that be research, practice, teaching, or some combination of the three.”

“I don’t have everything figured out about who I am now, but I do know I am extremely proud to continue on a transformative path.,” Edwards says.

“At times the path can be uncomfortable but it’s in this discomfort and through a continuous self-reflective process that I have found opportunities to challenge and improve myself.”

University of Iowa professor and Ed Psych alum: ‘QME feels like family’

June 18, 2018

Brandon LeBeau decided to pursue his Ph.D.immediately after earning his bachelor’s degree.

“I was a little naive to what graduate school would be like, he recalls. “I was fortunate to have excellent mentoring early in my graduate career that opened up many opportunities later, including my consultation work and working on a major research grant with my advisor.”

LeBeau, an alumni of the quantitative methods in education (QME) program PhD ‘13, is currently assistant professor of educational measurement and statistics at the University of Iowa. In his position, he teaches applied statistics courses at the undergraduate, masters, and doctoral level.

When asked about his experience at the University of Minnesota LeBeau says, “I enjoyed the program due to the approachable, challenging faculty and close-knit group of graduate students. I was fortunate to be part of a cohort who enjoyed working together in classes and projects, but also got along well outside the classroom in social situations. In this sense, the program, both faculty and student interactions, felt more like a family for me.”

Outside of work, LeBeau enjoys running and reading. He also has stayed true to the Gophers long after graduation, “I watch Gopher Football almost every Saturday they play even while in enemy territory at the University of Iowa.”

University of Alberta professor shares his experience in the QME program

June 18, 2018

After receiving his bachelors in elementary education in Turkey, Okan Bulut became interested in gaining a better understanding about the ways students are evaluated.

“I wanted to expand my knowledge of testing and assessment methods in education,” he recalls.

Bulut applied for a and received a graduate scholarship given by the Ministry of National Education in Turkey and decided to pursue a degree abroad. Bulut still remembers his search for the right graduate program.

“I came across the quantitative methods in education (QME) program at the University of Minnesota. After I reviewed the QME website carefully, I was very impressed with the program and the faculty members’ areas of expertise. In addition, the research and internship opportunities for graduate students seemed excellent.”

Bulut applied and found himself in Minneapolis a few weeks later.

Today, Bulut is an alumni of the QME program, PhD ‘13, and an associate professor in the Department of Educational Psychology at the Faculty of Education, University of Alberta. In his position, Bulut teaches undergraduate and graduate level courses on educational measurement, psychometrics, and statistics. He also conducts research in the same area. In addition, Bulut is a member of the Minnesota Youth Development Research Group (founded by Dr. Michael Rodriguez), where he has gained significant research experience. 

When asked about his studies in the Department of Educational Psychology Bulut says, “One of the greatest opportunities at the University of Minnesota was to work with faculty members with different areas of expertise.”

He continues, “Having access to a variety of courses taught by great instructors helped me expand my knowledge in quantitative methods and educational measurement.”

Bulut’s advice to students considering applying for the program: “Check out various courses offered by QME and other programs to consider what you might research. Start exploring different research projects and internship opportunities to put your knowledge and skills into practice.”

CEHD alum named Spring Lake Park Teacher of the Year

May 30, 2018
Samantha Howard

Samantha Howard, a second grade teacher at North Point Elementary and College of Education and Human Development alumni, recently was named Spring Lake Park Schools Teacher of the Year.

Howard is a 2011 graduate of the Department of Curriculum and Instruction’s elementary education program and received her Master’s of Education in 2012. In 2017, she added to her expertise by earning her special education license with an emphasis on autism spectrum disorders from the Department of Educational Psychology.

Read the full ABC Newspaper article on Howard.

Ohrtman elected president-elect of MSCA Board

May 17, 2018
Marguerite Ohrtman

Marguerite Ohrtman, director of school counseling and M.A. clinical training in the counseling and student personnel psychology (CSPP) program, recently was elected president-elect of the Minnesota School Counselor Association (MSCA) Board. The MSCA Board represents school counselors across the state to promote, educate, and advance the school counseling profession. Ohrtman’s term as president will begin in the 2019-2020 school year.

For the past four years, Ohrtman has served on the MSCA Board as vice president of post secondary institutions, representing the school counseling training programs in the state. This year, she served in a dual role as vice president of post secondary and president of the Lakes Area Counseling Association, the regional association representing school counselors in the west and south metro.

Please join us in thanking Dr. Ohrtman for her continued leadership of school counselors here at the U and across the state!

Miller to receive WPLC Rising Star Faculty Award

May 17, 2018
Faith Miller headshot
Faith Miller

Faith Miller, assistant professor in the Department of Educational Psychology’s school psychology program, has been awarded the Women’s Philanthropic Leadership Circle (WPLC) “Rising Star Faculty Award.” Miller will receive her award at the WPLC annual awards celebration on June 12 at the Town and Country Club in St. Paul.

Miller was nominated by her colleagues, Professor Theodore J. Christ, Professor Kristen McMaster (’07 WPLC Rising Star Faculty), and Assistant Professor LeAnne Johnson (’16 WPLC Rising Star Faculty). In her nomination letter, Miller’s colleagues recognized her “rapid emergence as a leader with respect to social-emotional behavioral development at the local, state, and national levels.”

The WPLC Rising Star Faculty Award recognizes a pre-tenure women faculty member in the College of Education and Human Development who has demonstrated leadership and creativity in an academic area as shown by research, teaching, and service. The recipient receives a $1,500 award for professional development.

CSPP students, faculty donate school supplies to Minneapolis elementary school

May 16, 2018

Counseling and student personnel psychology (CSPP) students and faculty donated school supplies to Elizabeth Hall International elementary school in Minneapolis where CSPP alumna Jessica Lambrecht (pictured above) is the school counselor.

Thanks to all of our CSPP students and faculty for their generosity. Lambrecht and the school are very grateful!

CSPP students attend MSCA Annual Conference

May 15, 2018

 

Counseling and Student Personnel Psychology (CSPP) graduate students, along with Dr. Carolyn Berger and Dr. Marguerite Ohrtman, traveled to the Minnesota School Counselor Association Annual Conference, April 28-May 1.

Over 25 students from the program attended, along side over 550 school counselors from across the state. Students participated in the graduate student social, attended and presented at workshops, and participated in the awards banquet. Three groups of students from CSPP presented.

Presentation 1 (above left): “Weathering the Storm: Helping students and families benefit from the Minnesota Family Investment Program (MFIP).” The presentation was original research the group started last year exploring the knowledge of school counselors and the MFIP.

Presentation 2 (above right): “Row Your Boat: Self-care and Resiliency for School Counselors.” The presentation was based on data that was collected from school counselors in the state related to their caseloads and resiliency/self-care.

Presentation 3: (not pictured): Cristina Silva Gleason, Abbie Mayfield, Anastasia Osbeck, and Dr. Carolyn Berger presented “Best Practices for Supporting Gender Nonconforming Students.” Their presentation focused on helping school counselors understand how to best advocate for gender nonconforming students and make school a safe and welcoming place where all students are set up for success.

Presentation 4 (not pictured): Dr. Marguerite Ohrtman and Dr. Carolyn Berger also presented on “Ethical Issues in Supervision.”

Congratulations to all of the CSPP students and faculty who attended!

Four Ed Psych graduates named 2018 CEHD Rising Alumni

May 1, 2018

Graduates Jennifer Hall-Lande, Meghan Hickey, Renáta Tichá, and Sara Witmer from the Department of Educational Psychology have been included in this year’s CEHD Rising Alumni. They were selected for their, “achieved early distinction in their careers, demonstrated emerging leadership, or exceptional volunteer service in their communities” according to CEHD’s Alumni Society, who chooses the recipients.

Jennifer Hall-Lande received her Ph.D. in educational and school psychology in 2011 and is currently a research associate and a faculty of the LEND (Leadership Education in Neurodevelopmental Disabilities) program here at the University of Minnesota. Jennifer’s specialties are in autism spectrum disorder as well as other neurodevelopmental disabilities.  Read more about Jennifer here.

 

Meghan Hickey received both her M.A. (2007) and Ph.D. (2010) in educational psychology and is currently the Special Education Supervisor for Robbinsdale Area Schools where she is a mentor and leader for special education teachers. Outside of her position she is a member of the Minnesota School Psychologists Association Board and supervises practicum students. Read more about Meghan here.

 

Renáta Tichá obtained her special education M.Ed. in 2002 and her Ph.D. in educational psychology in 2008. She is currently a researcher at the University of Minnesota Institute of Community Integration, serving as the Director of the Global Resource Center for Inclusive Education. Renáta’s expertise is in progress monitoring, inclusion education, as well as service delivery for adults with intellectual and developmental disabilities. Read more about Renáta here.

 

Sara Witmer received both her M.A. (2002) and Ph.D. (2004) in educational psychology and is currently Associate Professor of School Psychology and Co-Director of School Psychology programs at Michigan State University. Sara is recognized for her work on how to use assessment and accommodation to enhance instructional decision making for students with disabilities and English language learners. Read more about Sara here.

 

Congratulations to all of the recipients. We are proud of your hard work and how you continue to represent the Department of Educational Psychology in all you do!