Tayler Loiselle, psych foundations student featured as an emerging scholar

March 27, 2018

Tayler Loiselle head shot — Tayler Loiselle

Tayler Loiselle, Ph.D. student in the psychological foundations of education program, was recently acknowledged as an emerging scholar by the Society for Research on Adolescence. Loiselle, under the mentorship of faculty member Keisha Varma, explores research regarding the relationship between scientific reasoning ability and motivation in middle school students.

In addition to research, Loiselle has had first-hand experience in the classroom. She has worked as a special educational assistant in an elementary school where she helped initiate the creation of their first after-school program. Loiselle has also been a part of teaching kids about science and engineering through her positions as assistant coach and program coordinator of GEMS and GISE. These experiences contributed to Loiselle’s continuation in pursuing community-engaged research.

Currently, Loiselle is a Graduate Research Assistant on the ESPRIT project, Fostering Equitable Science through Parental Involvement and Technology. The ESPRIT Project is funded by the National Science Foundation (Award #1657088 ). In her role on the project, Tayler is investigating how a social media learning environment can increase student engagement and parent involvement for middle school students from underserved communities.

Turner testifies before MN representatives on need for school counselor training

March 23, 2018

On March 13, Dr. Sherri Turner, Associate Professor in the Department of Educational Psychology’s counseling and student personnel psychology program, testified before the Minnesota House of Representatives Education Innovation Policy Committee on school counselor training. Specifically, Dr. Turner discussed the need for school counselors to have additional training and resources for military career options as well as for career opportunities in high-wage, high-demand occupations in the skilled trades.

Varma joins Search Institute board of directors

March 22, 2018

Keisha Varma, associate professor in the Department of Educational Psychology’s psychological foundations of education program, has been appointed to the board of directors of the Search Institute.

According to the Institute, Varma was selected for her “work with families which will be very helpful as we work together to positively impact the future for our youth.”

For more information on Varma’s research, including recent projects working with parents, visit her STEM Thinking, Reasoning, and Learning Lab page.

CSPP alum A. Dale Thompson named president of Society of Consulting Psychology

March 21, 2018

A. Dale Thompson, Ph.D., an alum of the counseling and student personnel psychology program, was named president of the Society of Consulting Psychology (SCP) for a one-year term at their recent conference in Savannah, GA., which ended Feb. 11.

SCP is a division of the American Psychological Association nearing close to 1,000 members from the United States and numerous other countries. Its members are primarily psychologists with a shared interest in the consulting process including research, evaluation, education, and training.

Thompson states, “My life’s mission is finding ways to change the world,” he continues, “The depth of wisdom available through SCP members is inspiring – I’ve never met so many capable, thoughtful, wise change agents in my career. I’m excited about facilitating ways to help them make an even bigger impact.”

Thompson is also founder and CEO of Leadership Worth Following (LWF), a Dallas-based leadership consulting firm that continuously enhances its expertise through both research and real-world experience.

Rise in Ed Psych, CEHD rankings shows strength of programs, research, and service

March 20, 2018

The Department of Educational Psychology once again holds top ten rankings in the 2019 U.S. News Rankings of Graduate Schools, ranking 5th overall in special education (up from 8th last year) and maintaining a 9th overall ranking in educational psychology.

The department is part of the University of Minnesota College of Education and Human Development (CEHD) which U.S. News ranked 11th among public professional schools of education, 19th among all schools. CEHD was also recognized as the top public school of education in the Academic Ranking of World Universities’ 2017 rankings. CEHD’s developmental psychology program in the Institute of Child Development was ranked #1 in the 2017 rankings.

“The college is uniquely positioned to address many of our toughest educational challenges,” said Dean Jean K. Quam, “especially in areas such as educational equity, teaching and learning innovations, and children’s mental health and development.”

Learn more about the Department of Educational psychology’s top-rated master’s and doctoral programs.

Educational Psychology presents 15 times at CRIEI

March 19, 2018

Faculty, researchers, and students across the Department of Educational Psychology’s school psychology, special education, and quantitative methods in education programs presented 15 times at this year’s Conference on Research Innovations in Early Intervention (CRIEI).

The event was held in San Diego, California on March 1-3 2018 and showcased new research on interventions for young children with disabilities or those at risk for developmental delays and their families. Posters from the event are on display throughout the Education Sciences Building.

Posters presentations

Integrating and Sustaining Evidence Based Practices in the Community: A LENA Start™ Example

*Marianne Elmquist, *Erin Lease, and Scott McConnell

Measuring and Evaluating Team-Based Problem Solving: A Means for Crossing the “Data Use” Chasm?

LeAnne Johnson, *Andrea Ford, *Maria Hugh, and *Brenna Rudolph

Developing a Prosocial Teacher Rating Scale for Universal Screening in Preschool and Kindergarten

Kristen Missall, Scott McConnell, Salloni Nanda, and Ellina Xiong

Investigating the Psychometric and Content Characteristics of Common Items Across Languages: Spanish and English Picture Naming Early Literacy Assessments

*Qinjun Wang, *Jose Palma, Alisha Wackerle-Hollman, and Michael Rodriquez

Investigating the Relationship between Performance Variation in an Early Comprehension Task and Student Demographic Background

*Kelsey Will, *Qinjun Wang, *Erin Lease, and Alisha Wackerle-Hollman

Measuring Child Engagement: What’s in a Definition?

Veronica Fleury, *Pang Xiong, *Maria Hugh, and *Andrea Ford

What’s in a Name: Exploring Children’s Alternate Responses to Picture Naming

Alisha Wackerle-Hollman, Robin Hojnoski, Kristen Missall, Scott McConnell, Elizabeth Boyd, and Sana Hussein

Translating Evidence-Based Practices into Routine Practices with Young Children with Autism

*Andrea Ford, LeAnne Johnson, and Veronica Fleury

Measuring and Defining Engagement for Young Children with Developmental Disabilities During Free Play: A Systematic Review.

*Maria Hugh, Veronica Fleury, and LeAnne Johnson

Online Learning Environments for Students with Autism Spectrum Disorder: A statewide perspective on implications and issues for early identification and service delivery.

*Maci Spica and LeAnne Johnson

Progress Monitoring in Early Childhood Special Education: In Search of Current Trends & Future Needs

*Brenna Rudolph & *Maria Hugh

Panel presentations

Child Engagement: Defining, Measuring, Analyzing, and Other Issues of the Chicken and Egg Sort

LeAnne Johnson, Robin McWilliam, and Kevin Sutherland

Battling Pseudoscientific approaches to “Treating” Autism: The Role of the Research Scientist

Veronica Fleury, Ilene Schwartz, and Elizabeth Pokorski

How long Do We Have? Speeding Development and Deployment of Meaningful Solutions

Scott McConnell, Charles Greenwood, Jomella Thompson-Watson

Classroom Quality for Dual Language Learners and the Relationship to Growth in English and Spanish

Lillian Duran, Alisha Wackerle-Hollman, and Maria Cristina Limlingan

*Denotes current or past student

Bolded names denote Educational Psychology faculty, staff or researchers

Kendeou gives talks on reading comprehension at University of Padova, Italy

March 19, 2018

Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, traveled to the University of Padova, Italy from March 12-17 to present her research on reading comprehension.

Kendeou discusssed the development of technology language comprehension interventions (projects TeLCI/ELCII) as well as the science of debunking misconceptions and fake news. The talks took place in the Department of Developmental and Socialization Psychology and were hosted by Professors Lucia Mason (Director of the EdPsych Lab) and Barbara Arfe (Director of the Learning Lab for Deaf Children).

The University of Padova was established in 1222 and has been home to astronomers Copernicus and Galileo and the first woman in the world to receive a doctoral degree (1678, Elena Cornaro).

For more information on Kendeou’s research related to language and memory with a focus on understanding and improving learning during reading, visit her Reading + Language Lab site.

School psych Ph.D. student awarded fellowship to prevent child abuse and neglect

March 19, 2018

Sophia Frank, Ph.D. student in the school psychology program in the Department of Educational Psychology, has been awarded a Doris Duke Fellowship for the Promotion of Child Well-being from the University of Chicago.

The fellowship recognizes emerging leaders capable of creating practice and policy initiatives that will enhance child development and improve the national ability to prevent all forms of child maltreatment.

Frank will receive an annual stipend of $30,000 for up to two years to support her dissertation and related research with her advisor John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and Associate Professor Clayton Cook.

Frank was one of only 15 doctoral students across the country to receive the fellowship.

Im to present theory on arithmetic sense at 2018 Doctoral Research Showcase

March 15, 2018

Soo-hyun Im, Ph.D. student in the Department of Educational Psychology’s psychological foundations of education program, will present his research on “The development of arithmetic sense and its predictive relationship to mathematical achievement” at the Graduate School’s 2018 Doctoral Research Showcase. Im is one of only 59 Ph.D. students University-wide to present at the showcase which takes place April 3 from 12-2 p.m. in Coffman Memorial Union’s Great Hall.

Learn more about Im’s research and graduate school experience in Educational Psychology.

CSPP students participate in Polar Plunge to raise money for Special Olympics Minnesota

March 7, 2018

On Saturday, March 3, graduate students from the Department of Educational Psychology’s counseling and student personnel psychology (CSPP) program dove into Lake Calhoun’s icy waters to support Special Olympics Minnesota. Several students raised money for the plunge, including: Michael Rask, Rikki Hemstad, Drew Wandschneider, Brandon Forcier, Addison Novak, Sarah Sorenson, Shelby McCabe, and Melissa Derby (’17 CSPP alum).

Nearly all of the current CSPP student body supported this year’s Polar Plunge through donations, and many came to Lake Calhoun to cheer on their classmates. The group raised a total of $2,169 to support Special Olympics.

Congratulations and great work to all of our CSPP Polar Plunge participants!

Q&A with Soo-hyun Im, psych foundations student

March 7, 2018

Soo-hyun taught elementary school for five years before pursuing his Ph.D. in Educational Psychology, specifically within the psychological foundations of education program. Soo-hyun’s teaching experience made him interested in how students learn and think. He plans to use his degree in Educational Psychology as a way to bridge the gap between laboratory research and authentic classroom practices—ultimately, between education and learning sciences.

We asked Soo-hyun a few questions about his experience as a psych foundations student and what insights he’d like to share with prospective students. Here’s what he said:

Q: What is most exciting about your work?

“Currently, I am working on my dissertation research. It builds on the cognitive science and mathematics education literature on efficient, flexible, and adaptive strategy use in arithmetic problem-solving. Its goal is to evaluate a new proposed theoretical construct—arithmetic sense. I define this as the adaptive use of various strategies when solving complex, novel problems—for predicting individual differences in mathematical achievement among elementary school students and college students. I hope that this research will inform the development of evidence-based instruction.”

Q: How have your professors helped you along the way?

“I owe a lot to my advisor and professors in Educational Psychology. They value and listen to students’ voices. With support and collaboration from them, I have been able to complete and be involved in several research projects: 1) investigating how people reason about the educational relevance of neuroscience findings; 2) improving the proportional reasoning skills of 7th graders; 3) improving the reading comprehension of struggling readers (K-2).”

Q: How has your cohort helped you along the way?

“Before entering graduate school, I had never been to the U.S. In my first year, my colleagues helped smooth my transition in terms of language and culture. Senior colleagues in our program also provided guidance in terms of taking courses and conducting research. Now, as a senior graduate student, I would like to give back and take on this role for other students.”

Q: What would you like prospective students to know?

“Do not be afraid of exploring and learning new topics in your research.You’ll uncover many opportunities, and faculty and colleagues in your program will support and value your research interests. There are ups and downs in graduate school and life. It is important to strike a balance between work and life. Time and stress management are key in graduate school.”

Q: What are you looking forward to with graduation?

“After graduation, I plan to pursue my research at the intersection of psychology and education in a tenure-track position at a research university. Building on my graduate work and propelled by my dissertation project, I will pursue a research program investigating children’s strategic thinking when solving mathematical problems and applying these results to develop evidence-based instruction.”

Q: What do you like to do in your free time?

“I enjoy riding a bicycle or inline skating around Lake of the Isles and Lake Harriet. I look forward to the spring and summer to do these outdoor activities.”

Golos receives $1.2 million grant to train teachers to support Deaf/Hard of Hearing children and those with disabilities

March 1, 2018

Debbie Golos, associate professor in the Department of Educational Psychology’s special education program and coordinator of the Deaf/Hard of Hearing (DHH) teaching licensure and M.Ed., has been awarded $1.2 million over five years by the U.S. Department of Education (USDE) Office of Special Education and Rehabilitative Services.

Project PACT: Preparation about Collaborative Teaching, offers funding to support future Deaf/Hard of Hearing (DHH) teachers. In partnership with Kathy Seifert—learning disabilities licensure and M.Ed. coordinator—and Professor Kristen McMaster, Project PACT will also offer funding to graduate students in the Academic and Behavioral Strategist (ABS) program. Students interested in interdisciplinary approaches to teaching will receive funding throughout their teacher preparation and master’s degree program and will participate in cross collaborative activities supporting school age Deaf and Hard of Hearing children and those with disabilities.

More information on Project PACT.

McMaster, colleagues receive Samuel A. Kirk award for article on data-based decision-making

February 20, 2018

Kristen McMaster, professor in the Department of Educational Psychology’s special education program, was recently recognized for her article, “Data-based decision-making: Developing a method for capturing teachers’ understanding of CBM graphs.” The article—led by Christine Espin, professor of learning problems and specialized interventions at Leiden University and co-authored by Stan Deno, professor emeritus in the Department of Educational Psychology until his passing in 2017 and others—received the prestigious Samuel A. Kirk award for best research article published in 2017. Named for one of the United States’ most impactful leaders in the field of special education and learning disabilities, this award is occasionally given to a journal article published in Learning Disabilities Research & Practice that exhibits excellence.

McMaster accepted the Samuel A. Kirk award on behalf of herself and her colleagues at the Council for Exceptional Children’s Annual Conference in Tampa Bay, Florida, February 7-10. In recognition of their efforts, the researchers received a plaque and a small monetary award.

From passion to purpose

February 20, 2018

Former teacher, Britta Bresina, is a special education PhD student whose research focuses on figuring out why some students continue to struggle with reading, even after years of evidence-based intensive interventions, and what can be done about it.

“Being a teacher, I was able to both have and directly see the impact I made on the lives of my students. It was very powerful.” Because of this, the decision for Bresina to leave the classroom wasn’t an easy one.

“I still have moments when I really miss my students” she says. Although Bresina struggled to walk away from teaching, she knows that she has the ability to help students through her research.

“As a teacher, there were times when I felt at a loss when trying to move the bar for a student who was particularly struggling to learn more so than others in my classes,” she recalls.

Bresina would monitor progress on all of her students weekly, and make instructional changes as the data suggested. Although this worked for the majority, some students still struggled.

“This always broke my heart,” she says.

“What was I doing wrong? How could I do my job better? Are there specific needs of this student that seems to be setting them apart from the rest who were responding well to my instruction? These were and still are the questions that haunt me,” Bresina adds.

These questions led her to seek answers. “I knew I could do better for my students, so I decided to continue to learn at the highest level I could. That brought me to the University of Minnesota and the labs of Professor Kristen McMaster.”

Through doing research with McMaster, Bresina is able to investigate the questions she always wondered about.

Bresina says her past as a teacher has shaped her as a PhD student and researcher, “I think if I didn’t have my invaluable experiences as a teacher, being able to put faces to the population of student I most care about, I wouldn’t be able to achieve at the level I am. They motivate me.”

When asked what she enjoys about the special education program Bresina states, “I get to work with the faculty we have in our program. They are approachable, a wealth of knowledge, and really want to help graduate students in this program grow.” In addition to the professors, Bresina appreciates that she has gotten exposure to the greater field of special education researchers through attending conferences and other opportunities.

Bresina encourages students to, “Read a lot!”

She says this is one of her productivity secrets, explaining that the more you read, the more questions you will have that will help you generate research ideas. Bresnia also encourages graduate students to start a writing group to analyze scientific writing, set goals, and hold each other accountable. Finally, Bresina states, “Like all special educators know, you must monitor your progress toward your goals!”

Turner receives ‘Thank a Teacher’ note from student

February 1, 2018

Sherri Turner, associate professor in the counseling and student personnel psychology program, continues to impact her students and recently received one of these “thank a teacher” notes. The note showcases the supportive and encouraging environment she creates in her classroom.

The note reads:
“Thank you so much for a great semester Sherri. The environment you made in the classroom made it such a nice place to want to come and learn more each session.”
-Tara Ostendorf”

Have you had a teacher that has made a difference in your education? Visit CEI’s website to thank them.
The Center for Education Innovation’s (CEI) Thank a Teacher Program allows students to provide unsolicited recognition by sending thank you notes to professors who make a positive difference in their achievement and development.

ACT prep program, Davenport featured in MN Daily

January 29, 2018

In 1991, Ernest Davenport, now an associate professor and director of graduate studies in the Department of Educational Psychology, started a free ACT prep program to help underrepresented high school students prepare for the ACT. Supported by grants and volunteers, the program is a partnership with the University of Minnesota chapter of Alpha Phi Alpha, the first intercollegiate Greek-letter fraternity established for African American men.

27 years after founding the program, Davenport is stepping down from his leadership role, a transition that was highlighted in a recent article by the Minnesota Daily, Fraternity’s ACT prep program finds its footing. Davenport is confident that the program will continue without him. He told the Daily, “Many participants in the program end up leading it later on which is unique.”

Thank you, Dr. Davenport, for your continued work toward educational equity in our communities!

Varma receives ‘Thank a Teacher’ note from student

January 29, 2018

Sashank Varma head shot — Dr. Sashank Varma

The Center for Education Innovation’s (CEI), Thank a Teacher program allows students to provide unsolicited feedback by sending thank you notes to teachers who make a positive difference in their education and personal development. Sashank Varma, program coordinator and associate professor in the psychological foundations of education program, recently received one of these “thank a teacher” notes which highlights the inspiration and passion he continuously gives to his students.

The note reads:

“Thank you for making me so excited about educational psychology. You already know, but you are great at giving engaging lectures, and I was so thankful for the format of this class this past fall. It made me want to continue in educational psychology and I can’t wait for what comes in the next classes because of this class. Thank you for making a difference in my education and helping find passions and places I didn’t know they existed. I hope you keep inspiring students and doing what you’re doing. Thank you!

-Anonymous”

Have you had a teacher that has made a difference in your education? Visit CEI’s website to thank them.

Kendeou gives talk at University of Quebec on science of debunking misconceptions

January 25, 2018

Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, recently traveled to Quebec to present her research surrounding the science of debunking misconceptions. The talk took place Jan. 24 at the University of Quebec in Montreal and was part of a series sponsored by the University of Quebec’s Team for Research in Science and Technology Education (EREST) and Concordia University’s Centre for the Study of Learning and Performance.

Learn more about Kendeou’s research on debunking misconceptions:

For more on Kendeou’s research related to language and memory with a focus on understanding and improving learning during reading, visit her Reading + Language Lab site.

Reading + Language Lab to present five times at AERA

January 24, 2018

Five proposals from students and researchers in the Reading + Language Lab have been accepted as presentations at American Educational Research Association (AERA) annual meeting, April 13-17 in New York City.

The presentations—focused on knowledge revision and reading comprehension—are listed below:

*Trevors, G., Bohn-Gettler, C., *Mohsen, B., & Kendeou, P. (April, 2018). The effects of inducing emotions on knowledge revision processes. Paper to be presented at a Symposium on Reducing the Impact of Misconceptions to the Annual meeting of the American Educational Research Association, New York, USA.
*Trevors, G. & Kendeou, P. (April, 2018). Revision failure: Integrating cognitive and motivational theories. Poster to be presented to the Annual meeting of the American Educational Research Association, New York, USA.
*Mohsen, B., & Kendeou, P. (April, 2018). Argument Evaluation, Reading Strategies, and Opinion Change in the Digital Environment. Paper to be presented at a Symposium on Digital Reading at the American Educational Research Association’s Annual Meeting, New York, NY.
*Butterfuss, R., *Bresina, B., *Wagner, K., Kendeou, P., & McMaster, K. (April, 2018). The relation between executive function and inference making. Poster to be presented at the American Educational Research Association’s Annual Meeting, New York, NY.
*Butterfuss, R., *Kim, J., *Salovich, N., *Trevors, G., & Kendeou, P. (April, 2018). The effects of emotional content on knowledge revision: An eye-tracking study. Poster to be presented at the American Educational Research Association Annual Meeting, New York, NY.

*denotes current or past student

About the Reading + Language Lab

The Reading + Language Lab is led by Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational psychology. The lab examines the relationship between language and memory, with an emphasis on understanding and improving learning during reading. The lab also develops and applies technology-based interventions and assessments.

CEHD News Sarah Jergenson

CEHD News Sarah Jergenson