Julie Sweitzer, director of College Readiness Consortium, quoted in MN Daily

August 3, 2015

Julie Sweitzer, director of College Readiness Consortium, was recently quoted in the Minnesota Daily article, “U study researches academic success through language skills.” The article discusses recent University of Minnesota research on how conversations between parents and children may improve language skills.

Sweitzer told the Minnesota Daily, although studies like these help some students, there’s no one solution to closing the achievement gap. “It’s not just finding the one widget that will help make the machine work. It’s finding multiple parts that’ll work with the millions of students out there.”

Wackerle-Hollman, research associate, awarded grant for work to improve children’s mental health

July 30, 2015

Dr. Alisha Wackerle-Hollman, research associate in the Department of Educational Psychology, was recently awarded a $16,000 grant through the Institute for Translational Research in Children’s Mental Health (ITR) at the University of Minnesota.

Dr. Wackerle-Hollman’s focus is on improving parenting engagement and retention in communities through prevention and intervention research. She, along with Dr. Rich Lee in Clinical Psychology, is being awarded for her research on innovative methods to engage parents. The title of the project is Increasing the Likelihood of Evidence-Based Parenting Intervention Uptake for Diverse and Disadvantaged Families: An Engagement and Retention Primer.

Dr. Wackerle-Hollman is the principal investigator of two IES funded projects: Spanish Individual Growth and Development Indicators and Individual Growth and Development Indicator- Automated Applications for Performance Evaluation of Early Language and Literacy (IGDI-APEL), as well as lead curriculum developer for the Northside Achievement Zone’s Family Academy. Her research interests include: early literacy development and assessment, the transition of research to practice, community-based participatory research, parent education, adult learning and school readiness.

Congratulations to Dr. Wackerle-Hollman on her accomplishments and advancements in research and this prestigious grant.

Ed Psych student receives fellowship to study mental health services for adolescents and students

July 29, 2015

Brittany VanHove, a master’s student in the Department of Educational Psychology’s school psychology program, was recently awarded an MFP STAY! Fellowship. During her fellowship, VanHove plans to study how to provide mental health services for adolescents and students in highly diverse settings. She is currently a school psychology intern with the West Central Education District and expects to graduate in summer 2016.

The MFP Services for Transition Age Youth (STAY!) Fellowship is awarded through a federal grant to American Psychological Association (APA) from the Substance Abuse and Mental Health Services Administration (SAMHSA), Department of Health and Human Services (DHHS).

Kendeou’s research featured in article ‘How to debunk a scientific myth’

July 22, 2015

Panayiota Kendeou, associate professor in psychological foundations of education was recently featured in the article ‘How to debunk a scientific myth’ by the Federation of Associations in Behavioral & Brain Sciences (FABBS) Foundation. The article discusses Kendeou’s research which combines reading, cognition, and neuroscience into the Knowledge Revision Components Framework (KReC). This framework explains how people read and incorporate new information to correct their inaccurate beliefs.

Kendeou told FABBS she developed KReC because “even though we knew a lot about the impact of misconceptions on memory and learning, we had very little understanding of the mechanisms behind them.”

A recent recipient of the FABBS Foundation’s Early Career Impact Award, Kendeou joined the Department of Educational Psychology in 2013 from the Neapolis University Pafos, Cyprus. She is associate editor of the Journal of Educational Psychology and serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Instruction, Discourse Processes, and Reading Psychology. She is also a member of the European Association of Research in Learning and Instruction (EARLI), the American Educational Research Association (AERA), the Society for Text and Discourse (ST&D), the Society for the Scientific Study of Reading (SSSR), and the Psychonomic Society.

The FABBS Foundation was established to enhance understanding of the sciences of mind, brain, and behavior. It was created in 2004 by the Federation of Associations in Behavioral & Brain Sciences (FABBS) to educate the public about the contributions of these sciences to the well-being of individuals and society.

Jeremy Wang, Ph.D. candidate in Ed Psych, teaches child development class for Minneapolis Residency Program

June 24, 2015

Jeremy Wang, Ph.D. candidate in the psychological foundations of education program in the Department of Educational Psychology, is teaching Child Development for Teaching and Learning to teacher candidates in the Minneapolis Residency Program.

The Minneapolis Residency Program is a collaboration between Minneapolis Public Schools, the University of Minnesota, and the Minnesota Federation of Teachers. Its goal is to diversify the teaching workforce by providing a pathway for current Minneapolis Public School employees to gain elementary school teaching licensure. Teacher candidates participate in a year-long co-teaching residency in between summers of rigorous coursework.

Fleury interviewed by MPR on changes to autism programs in Minneapolis schools

June 10, 2015

Veronica Fleury, assistant professor of special education in the Department of Educational Psychology, was recently interviewed by Minnesota Public Radio (MPR) on the Minneapolis Public School District’s plans to integrate students with mild autism into city schools rather than send them to specialized programs.

During the interview, Fleury cited research on autism which has shown “including students with autism in general education classes helps them progress socially and academically and has positive effects on other students as well.”

However, Fleury went on to say students and teachers need to be well-equipped for the changes. “There needs to be some supports in place for the students and also the educators that are involved with instruction,” she told MPR.

Listen to the full interview on MPR News.

Visiting Educational Psychology scholar researches technology in the classroom

June 8, 2015

Dr. Min Jou, is a visiting professor in psychological foundations of education in the Department of Educational Psychology. Dr. Jou is working with Dr. Robert Tennyson, professor in psychological foundations of education, to use iPads to test interactive features of technology research related to improvement in learning.

A distinguished professor from the National Taiwan Normal University in the Department of Industrial Education, Dr. Jou teaches many educational psychology multidisciplinary courses, including: teaching pedagogy, research methodology, application of information and communication technology (ICT) in education, multimedia instructional design, computer aided engineering, and mechatronics. He has won many awards for his outstanding accomplishments and commitment to education and instruction.

Dr. Tennyson is a professor in psychological foundations of education in the Department of Educational Psychology. His research areas include: cognitive learning and complex cognitive processes, intelligent systems, complex-dynamic simulations, testing and measurement, instructional design, and advanced learning technologies.

Psych foundations Ph.D. students receive high honors

June 4, 2015

Purav Patel, Ph.D. student in Department of Educational Psychology’s psychological foundations of education program, has been admitted to the LearnLab Summer School at Carnegie Mellon University. This is an intensive 1-week experience where he will design technology-enhanced learning experiments and build intelligent tutoring systems. He is the third student from the psychological foundations program to participate in this experience. Past participants were Jeremy Wang, Ph.D. student, and Erik Anderson, master’s student.

Martin VanBoekel, Ph.D. student in Educational Psychology’s psychological foundations of education program, has been awarded a 2015-2016 Doctoral Dissertation Fellowship by the Graduate School. This highly selective award is given to doctoral candidates of particular promise.

Now available: More educational equity resources

June 3, 2015

We’ve added more resources to the Educational Equity Resource Center. For questions or additional information, contact us at edequity@umn.edu or 612-624-7702.

National Science Foundation Award will support UMM S-STEM

June 3, 2015

The National Science Foundation has awarded a grant of $573,779 to University of Minnesota, Morris to support the “Encouraging rural and Native American students to participate in interdisciplinary Environmental Sciences” (UMM S-STEM) project.

Rolnick, Reynolds quoted in the Pioneer Press editorial on debate over universal pre-k

May 21, 2015

Art Rolnick, senior fellow in the Humphrey School for Public Affairs, and Arthur J. Reynolds, professor in the Institute of Childhood Development in the College of Education and Human Development, were recently quoted in a Pioneer Press editorial on the debate over universal pre-k.

“The high return to the public is in investing in our most at-risk children,” Rolnick told the Pioneer Press. Citing a study he conducted earlier in his career he said, “We got an 18 percent inflation-adjusted return when investing in our most at-risk kids.”

According to the Pioneer Press, Reynolds says there’s a lot to consider. “We need to have really the best of both the universal and the targeted if we want to reach the goal of all children school-ready by 2020,” he said. “A universal system that then is tailored to the individual needs of families is really the only way that’s going to get all kids school-ready.”

Read the full editorial in the Pioneer Press.

Wolff presents research at International Meeting for Autism Research

May 21, 2015

Jason Wolff, assistant professor in the special education program in the Department of Educational Psychology, recently presented at the International Meeting for Autism Research.

At the meeting, Wolff shared findings from a study he completed last year. His research suggests repetitive behaviors – one of autism’s earliest symptoms – stem from abnormal wiring patterns in the brain that start as early as 6 months of age.

Read the full article from Simons Foundation for Autism Research Initiative

Turner’s research with East Ridge High School featured in article by South Washington County Schools

May 19, 2015

Dr. Sherri Turner, a faculty member in the Counseling and Student Personnel Psychology program in the Department of Educational Psychology, is partnering with East Ridge High School to research the effects of participating in the Armed Services Vocational Aptitude Battery and follow-up Career Exploration Program (ASVAB-CEP) on students’ educational and career development.

The Armed Services Vocational Aptitude Battery (ASVAB) is used as a military entrance and placement exam for individuals planning to enter the military. However, for the majority of the students who opt to take the assessment each year, the test is utilized for its comprehensive career exploration components instead of as a tool for military entrance and placement.

“For nearly every student, the ASVAB can provide a valuable avenue for exploring potential work options by linking interests, aptitudes, educational and employment data, educational requirements, and local and national employment opportunities,” said Raeann Schultz, a counselor at East Ridge High School.

Preliminary findings are positive; students who participated in the study reported that they had a greater awareness of opportunities, felt more empowered to explore their career options, felt that they could take greater initiative in obtaining their career goals, and felt more support in making their own career decisions.

Read the full article by South Washington County Schools.

School Psychology student awarded Minn-LInK Fellowship

May 18, 2015

Aleksis Kincaid, school psychology Ph.D. student in the Department of Educational Psychology is a recipient of a Minn-LInK Fellowship.

Funded by the National Science Foundation (NSF), the Center for Advanced Studies in Child Welfare and the Minnesota Linking Information for Kids (Minn-LInK) award fellows interested in child welfare. Fellows have access to a large cross-systems database to explore a research questions related to the complexities of what impacts the well-being of a child. The Minn-LInK Doctoral Fellowship program is inclusive of a variety of backgrounds and research interests.

Kincaid’s research focuses on developing a deeper understanding of the characteristics, needs, and outcomes of juvenile offenders with disabilities. During his fellowship, he will be studying the characteristics and experiences of youth with disabilities who were involved with the juvenile justice system.

Kincaid is the second student in the Department of Educational Psychology to win this fellowship this year. Sarah Cronin in the counseling and student personnel psychology program was also a recipient of this award.

On behalf of the Department of Educational Psychology, we would like to congratulate Aleksis Kincaid on this great achievement!

Rolnick quoted in Star Tribune article on universal preschool

May 18, 2015

Dr. Christ and Dr. McMaster promoted to professor of educational psychology

May 14, 2015

Dr. Ted Christ in the Department of Educational Psychology’s school psychology program and Dr. Kristen McMaster in the special education program have been promoted by the University of Minnesota’s Board of Regents to professor of educational psychology, effective fall 2015.

The two professors co-direct the Research Institute for Problem Solving in addition to numerous personal research projects.

Dr. Christ’s primary areas of research include: assessment and evaluation systems, tools and techniques that inform practice in schools – especially related to problem solving and multi-tiered systems of support (ie; response to intervention) – and innovation as it applies to cloud-based assessments and corresponding interventions. Dr. Christ is the director of the Center for Applied Research and Educational Improvement (CAREI) and the Formative Assessment System for Teachers Lab (FAST Lab).

Dr. McMaster’s research interests involve creating conditions for successful response to intervention of academically diverse learners, including students at-risk, students with disabilities, and students from culturally and linguistically diverse backgrounds. Her specific focus is on (1) promoting teachers’ use of data-based decision-making and evidence-based instruction and (2) developing individualized interventions for students for whom generally effective instruction is not sufficient. Dr. McMaster is program coordinator for the special education program in the Department of Educational Psychology and director of the Reading Comprehension Lab and Data-based Instruction in Early Writing: Tools, Learning, and Collaborative Support.

The Department of Educational Psychology would like to congratulate Dr. Christ and Dr. McMaster on this tremendous accomplishment!

Rodriguez featured in Pioneer Press editorial on U’s work to close achievement gaps

May 13, 2015

Michael Rodriguez, professor in quantitative methods in education in the Department of Educational Psychology, was recently featured in a Pioneer Press editorial, “St. Paul: A tailored, local approach to our school gap.”

The editorial highlights how Rodriguez’s role as the University’s Campbell Leadership Chair in Education and Human Development and his St. Paul upbringing “position Rodriguez to assess efforts to close the gap overall, and in our hometown (St. Paul).”

In the editorial, Rodriguez describes the University’s focus on educational equity as “really understanding the context in which kids come to the classroom and being able to tailor our practice and our work so that we meet the local need.”

Read the full editorial in the Pioneer Press.

Counseling and Student Personnel Psychology student awarded Minn-LInK Fellowship

May 12, 2015

Sarah Cronin, Counseling and Student Personnel Psychology student, is the recipient of the Minn-LInK Fellowship.

During her fellowship, Cronin will explore math achievement of rural high school students and possible moderating variables. Dr. Marguerite Ohrtman, Sarah’s co-advisor in the CSPP program, will be her mentor for this fellowship.

On behalf of the Department of Educational Psychology, we would like to congratulate Sarah Cronin on this great achievement!

CEHD News Sarah Jergenson

CEHD News Sarah Jergenson