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August 10, 2011

Professor McConnell appointed to governor's Early Learning Council

Scott McConnellScott McConnell, professor of Educational Psychology and director of community engagement in the Center for Early Education and Development, is one of 22 appointees who will serve on Governor Dayton's Early Learning Council. The council "will be responsible for advising the Governor, the Children's Cabinet, and the legislature on how to increase access to high quality state and federal early childhood care and education programs for all Minnesota learners -- including those who are part of underrepresented and special programs," according to an August 10 press release from the governor's office,

"Minnesota's future success depends upon building an education system that gives every child a chance to succeed," said Governor Dayton. "By starting early we can lay a strong foundation to ensure every learner has the tools to excel in the classroom, in our communities, and in life."

Read the full press release.

August 1, 2011

David W. Johnson receives National Register Award for Excellence

David JohnsonEducational Psychology emeritus professor David W. Johnson has been awarded the 2011 Alfred M. Wellner Lifetime Achievement Award by the National Register of Health Service Providers in Psychology.

The Wellner Award is the National Register's highest honor bestowed on a psychologist to commemorate numerous and significant contributions to psychology during a distinguished career. Dr. Johnson's nomination emphasized his contribution to the development and design of a series of psychology-based programs aimed at preventive mental health implemented in the schools (preschool through graduate school).

June 22, 2011

Literacy researchers create innovative program for Mpls. Public Schools

Jennifer McComasSix Minneapolis Public Schools (MPS) have been selected as locations for Path to Reading Excellence in School Sites (PRESS), a comprehensive approach to early literacy developed by Minnesota Center for Reading Research co-directors Lori Helman and Matthew Burns and educational psychology professor Jennifer McComas. The Target Foundation is donating $6 million to fund PRESS and other district literacy programs over the next three years. The selected schools are Marcy Open School, Anishinabe Academy, Anne Sullivan Communication Center, Pillsbury Elementary, Harvest Preparatory School and Best Academy.

Aimed at preparing all Minneapolis students to read by the third grade, PRESS expands upon research-based strategies developed via the Minnesota Reading First model, which improved student vocabulary, comprehension, word recognition, and fluency. Helman, Burns, and McComas, in partnership with The Minnesota Reading Corps, helped develop instructional strategies for students of all skill levels in kindergarten through third grade, including expanded support for English Language Learners.

Lori Helman"PRESS integrates the research on what is essential for student success in reading, the instructional practices that help learners advance, and the school-wide structures that ensure a continuous focus on data," said Helman, associate professor in curriculum and instruction. "There is evidence that each of these areas is critical to improved outcomes in student performance."

Through PRESS, the selected schools will benefit from four key elements:
• A focus on quality core instruction with a schedule that allows a literacy block of 90 minutes for instruction plus 30 additional minutes for supplemental intervention or enrichment in literacy;
• Professional development that allows teachers to continuously improve and share their learning as well as monitor the progress of each student;
• A systematic process for data collection and prescriptive data analyses; and
• Tiered interventions and support for students who are not making adequate progress toward reading proficiency.
Matthew Burns
"What makes PRESS unique is: A, the melding of different research-based components, the likes of which has not been done before, and B, the addressing of core principles and practices, rather than implementing of programs," said Burns, professor in educational psychology.

Through an ongoing partnership that includes the Minnesota Reading Corps, University faculty and graduate students will provide coaching and support over the next three years.

Helman explains that the long-term goals of the project extend far beyond the initial six sites. "We will learn a lot in our collaboration with the individual school sites, the MPS district and the charter school leadership teams. PRESS project leaders will document our challenges and solutions as we engage together to meet our goals. Based on the work in Minneapolis, we hope to extend the model to other schools across the country in years to come."

June 9, 2011

Harwell receives distinguished service award

Michael HarwellEducational Psychology professor, Michael Harwell, received the Distinguished Service Award given by the AERA Educational Statisticians Special Interest Group at their April business meeting in New Orleans. The award is given annually in recognition of an individual's service and contribution to the field of educational statistics and to the Educational Statisticians' Special Interest Group.

Everson contributes to TEL blog

Michelle EversonMichele Everson, lecturer in Education Psychology, recently contributed to the Technology Enhanced Learning blog on her experience as a reviewer for Quality Matters (Quality Matters is a nationally recognized, faculty-centered, peer review process designed to improve and certify the quality of online course design. Faculty at colleges and universities across the country use the QM rubric in developing, maintaining and reviewing their online courses.)

May 26, 2011

S. Varma paper explains why some struggle to learn math

A paper co-authored by educational psychology assistant professor Sashank Varma and British colleagues in the journal Science documents a neurocognitive disorder that inhibits the acquisition of basic numerical and arithmetic concepts. Called developmental dyscalculia, the disorder affects roughly the same number of people as dyslexia but has received much less attention (and research funding).

VarmaS-2011.jpgThe paper, "Dyscalculia, From Brain to Education," documents how scientists across the world have used magnetic resonance imaging to map the neural network that supports arithmetic. Through this process, they have discovered abnormalities in this network among learners with dyscalculia.

These findings have the potential to lead to evidence-based interventions for dyscalculia, Varma says. "Knowledge about what parts of the brain we use while learning mathematics is spurring the design of new computer learning environments that can strengthen simple number and arithmetic concepts," he explains. The paper envisions future research where neuroscientists, psychologists, and educational researchers collaborate to offer a productive way forward on the important question of why some children struggle with learning mathematics.

Varma co-authored the paper with lead author Professor Brian Butterworth of the University College London Institute of Cognitive Neuroscience and Diana Laurillard, a member of the Institute of Education at the University of London.

For more information, see the UMNews release, listen to the Minnesota Public Radio interview with Varma below, and view the Fox 9 story below:

U of M Researchers Investigate Math Dyslexia: MyFoxTWINCITIES.com

May 19, 2011

Profs Burns, Christ most productive school psychology faculty in U.S.

Theodore ChristMatthew BurnsIn a recent study by B.L.Taylor and Cynthia Riccio at Texas A&M University, professors Matthew Burns and Ted Christ, faculty in the Educational Psychology's School Psychology Program, were found to be among the top five of the most frequently published researchers in school psychology journals over the past five years. Burns ranked number one, publishing more articles in school psychology journals than anyone else in the country; Christ was the fifth most published researcher. They were the only duo from one university in the top five.

May 10, 2011

Professor, president tell how research can inform legislative reforms

Scott McConnellPresident Robert Bruininks and Scott McConnell, professor of educational psychology and Fesler-Lampert Chair of Urban and Regional Affairs, describe how "Research provides good answers to legislators' early-education questions" in a recent MinnPost article. Arguing that some of the best research on early education is produced in Minnesota, Bruininks and McConnell, director of community engagement in the Center for Early Education and Development, state that "early experiences can and do matter for children with special needs and developmental disabilities, as well as children who are 'just a little behind' in learning important language, motor, and cognitive skills." Noting a wealth of Minnesota research to support their opinions, they point out that children who receive high-quality early care and education enter kindergarten with better skills and preparation.

Bruininks and McConnell appeal to legislators and people across the state to recognize the important research findings available and to work with educators to use this information in support of investments in early care and education programs that work.

May 3, 2011

Davison edits highly cited psychological journal

Mark DavisonThomson Reuters' Essential Science Indicators lists Applied Psychological Measurement, edited by Mark Davison, professor in the Department of Educational Psychology (Quantitative Methods), among highly cited journals in psychology and psychiatry

In addition, Davison and David Weiss, professor in the Department of Psychology, were recently interviewed by Science Watch about the growing influence of the journal Applied Psychological Measurement on the fields of psychology and psychiatry as reflected in the journal's 10 year citation index.

Weiss is the founding editor of the journal and Davison is the current editor. The full interview can be seen at http://sciencewatch.com/inter/jou/2011/11mayApldPsyMeas/ .

May 2, 2011

Faculty research undergirds new Minneapolis/Target literacy program

Matthew BurnsUniversity of Minnesota Center for Reading Research (MCRR) Co-Directors Lori Helman and Matthew Burns and Educational Psychology Professor Jennifer McComas have developed the comprehensive Path to Reading Excellence in School Sites (PRESS) that will be implemented in Minneapolis Public Schools. Aimed at preparing all Minneapolis students to read by the third grade, PRESS is based on a research-based approach to literacy. The district announced its partnership with Target Foundation, which is donating $6 million to district literacy programs over the next three years, in a press conference May 2.

Lori Helman Helman, Burns, and McComas, in partnership with The Minnesota Reading Corps, helped develop data-driven instructional strategies and interventions for students of all skill levels in grades K through 3 to assure each student receives needed teaching and interventions. This includes expanded support for English Language Learners. The partners have also established a professional development program to support literacy teachers as they make this systemic change.

Jennifer McComasThrough the ongoing partnership with The Minnesota Reading Corps, MCRR faculty and graduate students will provide ongoing coaching and support over the next three years of PRESS. University researchers will also investigate the effectiveness of these strategies to influence literacy objectives nationwide.

Target will fund the expansion of one to three additional tutors in all Minneapolis K-3 schools. Through a competitive application process, other select schools will receive intensive PRESS intervention strategies. These schools will be announced at a later date.

Read the Minneapolis Public Schools' official announcement.

April 21, 2011

Educational Psychology student receives dissertation award grant

David Parker, doctoral student in Educational Psychology (School Psychology), received the Society for the Study of School Psychology's Dissertation Award Grant. He was one of four recipients across the country to have their dissertation work honored based on the rigor of the design, significance of the question, and potential for innovation.

April 18, 2011

Goh presents invited lecture at Harvard

Michael GohMichael Goh, Educational Psychology associate professor, presented an invited lecture at the Harvard Graduate School of Education on April 12. His lecture was titled: Developing Culturally Competent Counselors and Educators: Research on Cultural Intelligence and Practice-Based Evidence.

School psychology program ranked number 1 in the U.S.

A study conducted at the University of Florida has rated CEHD's school psychology program, in the Department of Educational Psychology, first in the country, both in productivity (i.e., number of articles published over the past five years) and influence (i.e., number of times cited over the past five years). The study examined the research productivity and influence of school psychology programs approved by the American Psychological Association.

For more information, contact professor and program coordinator Matthew Burns.

April 8, 2011

Skovholt receives MPA award

Thomas Skovholt Thomas Skovholt, Educational Psychology professor, received the Minnesota Psychological Association's Susan T. Rydell Outstanding Contribution to Psychology Award at their recent convention. Skovholt was chosen for the award because of his expertise in bridging the large epistemology gap between academic psychology and the practice of counseling and education. This work has been expressed in his teaching and mentoring, professional writing and knowledge of professional practice.

April 6, 2011

Everson wins national statistical association education award

Michelle EversonMichelle Everson, lecturer in the Department of Educational Psychology, has received the 2011 American Statistical Association Waller Education Award in recognition of her outstanding contributions to and innovation in the teaching of elementary statistics. Nominees for the Waller must be early in their career, with 10 or fewer years of full-time teaching and responsibility for teaching the first course in statistics in a two- or four-year college, or research university. The award will be presented to Everson at the Joint Statistical Meetings in Miami Beach this summer.

March 31, 2011

Educational Psychology alum interviewed

Educational Psychology (CSPP) alum, Daniel Hess, was interviewed by award-winning journalist Robin Young on Boston National Public Radio WBUR for a report on the rise in student mental health cases on college campuses. Dr. Hess is the director of counseling services at Concordia University in St. Paul, MN.

The interview was addressing the news of accused gunman Jared Lee Loughner who killed six people and injured 13, including congresswoman Gabrielle Giffords in Arizona. You can hear the interview . (Click on "listen to the story.")

Harwell wins COGS Award

Michael HarwellEducational Psychology professor Michael Harwell received the Council of Graduate Students Outstanding Faculty Award. This award recognizes faculty members for their exceptional contributions to graduate education. This is the only faculty award that expresses the appreciation of the graduate student body. It was created by graduate students, nominations are made by graduate students, and the winners are selected by graduate students. Michael will be recognized at an April awards ceremony.

March 22, 2011

Burns' RTI work referenced in Education Week

Matthew BurnsThe work of Professor Matthew Burns, Educational Psychology, was referenced in a February 28 Education Week article on response-to-intervention programs in schools.

March 21, 2011

Davison and Davenport's article listed as one of top 10 articles on regression

Ernest DavenportMark DavisonAn article published by Mark Davison and Ernest Davenport, faculty in the Quantitative Methods of Education track in the Department of Educational Psychology, has been listed by BioMedLib as one of the top 10 articles in its domain since its publication. The article, "Identifying criterion-related patterns of predictor scores using multiple regression," appeared in the American Psychological Association journal Psychological Methods in 2002. It describes a regression method for identifying a pattern of scores in a battery of tests such that the pattern is associated with high scores on a criterion variable. It also proposes a measure of the pattern's validity, the proportion of variation in the criterion variable that can be accounted for by the identified pattern.

March 16, 2011

Everson publishes in ELearn Magazine

Michelle EversonMichelle Everson, Ph.D., lecturer in Educational Psychology, recently published an article, "Academic Honesty in the Online Environment," in ELearn Magazine.

March 15, 2011

Garfield and delMas deliver invited presentations in Japan

Joan Garfield and Bob delMas (both faculty in QME, Educational Psychology) gave three invited presentations in Tokyo, Japan, as guests of Rikkyo University and The University of Tokyo. On March 5 they presented Using Activity-Based Instruction to Develop Students' Understanding of Statistics at the Japanese Conference on Teaching Statistics. On March 6 they presented Assessing Important Learning Outcomes for a First Course in Statistics at the annual meeting of the Japanese Statistical Society. On March 8 they gave three talks about their NSF-funded work in statistics education to the faculty affiliated with the Center for Statistics and Information (CSI) of Rikkyo University.

March 11, 2011

McComas gives invited presentation at behavior analysis conference

Jennifer McComas Jennifer McComas, professor in Educational Psychology, gave the Glenda Vittimberga Memorial Lecture at the 29th Annual Western Regional Conference on Behavior Analysis in California last month. The title of this invited presentation was "Functional Communication Training: Modality and Schedule Effects Short and Long Term."

March 9, 2011

Educational psychology grad student earns prestigious minority scholarship

2011-Photo-XIONG.jpgEllina Xiong, specialist certificate student in the school psychology track in the Department of Educational Psychology, received the 2011 National Association of School Psychologists Minority Scholarship at their convention in San Francisco last month. She was one of only four students in the country to receive this prestigious award.

Xiong works as a graduate research assistant under the guidance of professor Jennifer McComas and conducts interventions to improve the reading fluency of students. Her career aspirations are to work as a practitioner in an urban school district and conduct research on improving the educational outcomes of Hmong American students.

The scholarship program was established in 1995 to ease financial barriers facing some minority graduate students embarking on a specialist degree in school psychology. Its goal is for each scholar receiving the award to enter the field as a practicing school psychologist following graduation, infusing the profession with diversity and cultural awareness to benefit children and school communities across the country.

March 2, 2011

McGuire receives multicultural research award

Leah McGuireLeah McGuire, educational psychology assistant professor, has been awarded a University of Minnesota IDEA Multicultural Research Award for her proposal, "Investigating Differential Context Effects in Statistics Assessments."

The project aims to discover features of contexts that can predict differential difficulty in assessment items. Specifically, her project takes an Explanatory Item Response Modeling approach to model group differences related to item context. The results will then be used to discuss the impact of certain contexts on student scores as well as to suggest guidelines for writing fair contexts.

February 11, 2011

Educational psychology prof receives multicultural research award

Michael GohMichael Goh, educational psychology associate professor, has been awarded a University of Minnesota IDEA Multicultural Research Award for his proposal: "Decoding and Encoding Culturally Competent Mental Health Practices: A Community-based Participatory Action Research Project." The project involves multiple agencies, including the Center for Excellence in Children's Mental Health, Minnesota Cultural Providers Network, Minnesota Department of Human Services, as well as clinicians from various disciplines -- counseling and clinical psychology, school psychology, school counseling, social work, and marriage and family therapy.

February 7, 2011

Ysseldyke gives distinguished lecture at University of Texas

Jim YsseldykeEducational psychology professor Jim Ysseldyke presented a distinguished lecture at the Meadows Center for Prevention of Educational Risk at the University of Texas, Austin last month. The lecture was titled "Politics Trumps Science: Generalizations from a Career of Research on Assessment, Decision Making, and Public Policy."

2011 MITER Lecture: Ken Koedinger on Intelligent Tutoring in Math and Science

Kenneth Koedinger, professor of Human Computer Interaction and Psychology at Carnegie Mellon University and director of the Pittsburgh Science of Learning Center, will present "The Science of Learning goes to School" at Minnesota Interdisciplinary Training and Educational Research (MITER) program's annual lecture on Friday, February 11, 2011 at 4:30 pm in the Johnson Great Room, MacNamara Alumni Center. A reception will follow the lecture.

Abstract: Collaborations of cognitive psychologists, artificial intelligence researchers, and mathematics educators led to the creation of the Cognitive Tutor math courses in the early 1990s. Today these courses are providing over 500,000 math students per year with computer-based personalized tutoring. A number of large-scale field trials have provided evidence on the benefits of the Cognitive Tutor courses for enhancing student achievement. The underlying research goal has been to understand student learning, and to link general learning principles from cognitive research to specific curricular content so as to provide a diversity of students with more effective, efficient, and enjoyable learning experiences. Thus, the "goes to school" element in my title refers not only to scaling-up of the science of learning for improving educational practice, but also to the idea that we can improve the science by bringing it to school. To this end, starting in 2004, the National Science Foundation provided ten years of funding for the Pittsburgh Science of Learning Center (PSLC). In this talk, I will describe the PSLC's use of a research method called "in vivo experimentation" as a stepping stone between laboratory experiments and randomized field trials. The PSLC also supports cumulative development of theories of domain-general learning and domain-specific knowledge.

Please register to attend by e-mailing or calling Peggy Ferdinand: mlif@umn.edu, or 612-626-8269.

Professor Koedinger will also be presenting a colloquium entitled "Psychometrics and Technology-Enhanced Education Research" on Friday, February 11, 9:00 a.m., in 325 Education Sciences Building.

2011 MITER Colloquium: Koedinger on Psychometrics and Technology-Enhanced Education Research

Kenneth Koedinger, professor of Human Computer Interaction and Psychology at Carnegie Mellon University and director of the Pittsburgh Science of Learning Center, will present "Psychometrics and Technology-enhanced Education" at Minnesota Interdisciplinary Training and Educational Research (MITER) program's annual colloquium on Friday, February 11, 9:00 a.m., in Room 325 Education Sciences Building.

Abstract: Educational technologies are being increasingly used in schools and colleges. Well-designed systems go beyond the support provided by teachers and textbooks to assess students as they work, adapt instruction to their individual needs, and provide stakeholders with detailed reports on students' strengths and weaknesses. Further, these systems provide a powerful research platform for data collection and experimentation to advance theories of learning, instruction, and assessment. This talk will focus on opportunities for transforming the way academic assessment is done. Dr. Koedinger will discuss work from a team of psychologists, computer scientists, and statisticians exploring whether an online math tutoring system can accurately predict state test scores, while at the same time enhancing student learning and helping teachers improve their teaching. He will also discuss the use of artificial intelligence and machine learning to go beyond cognitive assessment to create assessment models of student learning skills, like help-seeking or self-explanation, and their motivational states, like disengagement or flow. A key theme is how the timing data available from online student interactions provide research opportunities to develop new models of psychological states and processes, individual differences, and longitudinal change.

Please register to attend by e-mailing or calling Peggy Ferdinand at mlif@umn.edu, or 612-626-8269.

Professor Koedinger will also be presenting a lecture on "The Science of Learning Goes to School" at the 2011 MITER Colloquium on Friday, February 11, 4:30 p.m., Johnson Great Room, MacNamara Alumni Center. A reception will follow.

January 14, 2011

Burns publishes book to help school psychologists with struggling learners

Matthew BurnsEducational psychologyprofessor Matthew Burns co-authored a book, "Transforming School Psychology in the RTI Era: A Guide for Administrators and School Psychologists" (LPR Publications), with Clayton Cook (University of Washington), Diana Browning Wright (private consultant), and Frank Gresham (Louisiana State University).

The book provides a roadmap to understand the changing field of school psychology to ensure practices are consistent with a Response to Intervention (RTI) model of service delivery. The authors discuss why school psychologists need to adapt their beliefs, knowledge, skills, and procedures -- and how to do it.

December 15, 2010

McMaster receives Early Career Research Award

Kristen McMasterDepartment of Educational Psychology associate professor Kristen McMaster is a recipient of the 2011 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children (CEC). This award recognizes individuals who have made outstanding scientific contributions in basic or applied research in special education within the first 10 years after receiving the doctoral degree. The award, cosponsored by the Donald D. Hammill Foundation, includes $1,000 to be presented at the Division for Research reception at the 2011 CEC Annual Convention and an invited presentation at the CEC convention the following year.

McMaster has contributed to the field with her research focusing on reading and writing difficulties of children with special needs. She has over 35 publications in peer-reviewed journals and has made numerous presentations at national and international conferences. Her work in the areas of peer-assisted learning and progress monitoring is particularly noteworthy. She has been awarded federal funding to support this important work.

"It is the nature of Kristen's research -- the systematic progression from 'laboratory' to applied settings -- that sets her work apart," said Professor Chris Espin, University of Leiden (formerly of the University of Minnesota).

McMaster is active in professional organizations, collaborates with numerous colleagues, and has mentored and advised numerous doctoral students. Professor Rollanda O'Connor, University of California-Riverside, noted, "For this stage in her career, she has been extraordinarily productive."

December 6, 2010

Rodriguez contributes to GRE Revised General Test

Michael RodriguezMichael Rodriguez, educational psychology associate professor, has contributed to a recently released video, as part of the information campaign for the GRE Revised General Test to be launched by ETS in August 2011.

Rodriguez has served as the chair of the GRE Technical Advisory Committee since 2006. To view other informational videos and to get more information about the planned revisions to the GRE General Test, visit the ETS Information Center at http://www.ets.org/gre/revised_general_institutions/infocenter/.

Educational Psychology graduate student selected as CEC doctoral student scholar

Viveca Pinto, a doctoral student in Educational Psychology was selected through a national competition to participate in the Division for Research of the Council for Exceptional Children (DR-CEC) 2010-2011 cohort of Doctoral Student Scholars in Special Education Research. Viveca was nominated by her advisor, Professor Kristen McMaster.

DR-CEC Doctoral Student Scholars will participate in an online seminar and discussion series designed to foster connections among students at different universities and contribute to raising the standard of research in the field through sustained inquiry into the question, "What makes for excellence in special education research?" Seminars will be led by noted scholars recognized for making outstanding contributions to the field, including: Dr. Karen Harris of Vanderbilt University, Dr. Stephanie Al Otaiba of Florida State University, and Dr. Michael Wehmeyer of the University of Kansas.

November 23, 2010

Alum named new president of University of Detroit Mercy

garibaldi.jpgEducational psychology alumnus Antoine Garibaldi (Ph.D. '76) will become the University of Detroit Mercy's president on July 1, 2011. He is recognized as a national scholar in higher education, with a career spanning more than 35 years as a tenured professor, accomplished researcher, and educational administrator. Garibaldi will be the Catholic university's first lay president.

"He is a scholar and a great administrator," said Professor David W. Johnson, Garibaldi's Ph.D. adviser. "He is one of our best graduates. And on a more personal level, Antoine comes from a very close family and is highly involved with his siblings, nephews and nieces, and other family members. He is a pillar of strength for them. He is a person you can count on when you need help or support."

A native of New Orleans, Garibaldi earned his bachelor's degree in sociology from Howard University in 1973 before coming to the University of Minnesota. His research interests focus on educational achievement and attainment in schools, African-American males, teacher education, and the growing gender and racial disparities in education.

Garibaldi has been president of Gannon University since 2001. During that time Gannon's enrollment increased by 24 percent and its endowment more than doubled. Prior to joining Gannon, he held a leadership position at the Educational Testing Service, was the first provost and chief academic officer at Howard University, and was a professor in Howard's School of Education. He also held leadership positions at Xavier University of Louisiana.

He has received numerous awards, including the University of Minnesota's Outstanding Achievement Award in 2006, honorary doctorates from Seton Hall University and Our Lady of Holy Cross College, the Howard University Distinguished Alumni Award for Postgraduate Achievement in Education, and the Dr. Martin Luther King, Jr. National Service Award.

November 15, 2010

Goh presents keynote and workshop in Beijing

Michael GohMichael Goh, educational psychology associate professor, was the invited keynote speaker at the 2010 International Forum of College Student Career Planning, October 29 - November 2, in Beijing, China. The forum was organized by the China Ministry of Education. His keynote was titled "Developing Career Services For University Students in China." Goh also conducted a one-day workshop for 350 Chinese college student affairs counselors on career development skills for China in the 21st century.

Goh's interpreter for the forum was Gulan Zhong, a CEHD alum and a counseling and student personnel psychology graduate, who is a career development master trainer, mental health counselor, and author in China. Minnesota's presence at the forum was further pronounced by another workshop presenter, John Krumboltz, who is a CSPP alum, University of Minnesota Distinguished Alumni Award recipient, and currently a professor at Stanford University.

September 30, 2010

Goh presents keynote address and workshop in Japan

Michael GohMichael Goh, educational psychology associate professor, was the invited keynote speaker for the 29th Annual Conference of the Japanese Association for Humanistic Psychology (JAHP) in Kumamoto, Japan, last month. JAHP is the largest association of clinical psychologists in Japan. His presentation was titled: "In Search of Mastery and Cultural Competence in Psychological Practice. Goh also presented a one-day workshop titled: "Cultural Intelligence and Intercultural Sensitivity: Skills for Psychotherapy and Education". The Japanese interpreter for the keynote and the workshop was Tatsuya Hirai (Educational Psychology/CSPP alum), who is currently a professor at Kyushu Sangyo University in Fukuoka, Japan.

September 9, 2010

MPR explores science of learning with Sashank Varma

Sashank Varma Sashank Varma, assistant professor in the Department of Educational Psychology, was a guest Sept. 9 on Minnesota Public Radio's Midmorning show. With Professor Henry Roediger of Washington University, Varma addressed current research on how we learn and retain information. Answering questions from callers and host Kate Smith, he described current research connecting brain science, studying, and learning, with emphasis on the potential for practical applications in the classroom.

The research of Sashank Varma and Keisha Varma, also an assistant professor in educational psychology, is featured in "Mind matters" in the summer 2010 issue of Connect.

Hear the MPR broadcast below:

September 7, 2010

CSPP students and faculty present research and receive awards at American Psychological Association (APA) Convention

Twenty-six Counseling and Student Personnel Psychology (Department of Educational Psychology) faculty, students, and alums presented more than 40 papers, posters, and symposia at the recent American Psychological Association Annual Convention from August 12-15 in San Diego, California. In addition, Tom Skovholt (CSPP Professor) received the Lifetime Contributions to Education and Training Award, Sandra Sanger (CSPP PhD '2010) received a Student Research Award, and Aimee Arikian (CSPP PhD Candidate) received the Graduate Student Prevention Research Award.

Romano and Skovolt honored by Society of Counseling Psychology

John RomanoThomas SkovholtJohn Romano and Thomas Skovholt, both professors in the Department of Educational Psychology (counseling and student personnel psychology), were recognized by the Society of Counseling Psychology at the 2010 American Psychological Association Convention in San Diego last month for their distinguished contributions to counseling psychology. The honor is given every five years to senior members of the Society to recognize their outstanding accomplishments.

August 26, 2010

Romano discusses peace psychology at award-winning symposium

John RomanoJohn Romano, professor in the Department of Educational Psychology (Counseling and Student Personnel Psychology) presented at the 2010 American Psychological Association Convention in San Diego at a symposium that received the Best Interdivisional Symposium Award sponsored by Division 48 (Peace Psychology) and at least one other APA division. The award is given to increase and apply psychological knowledge to advance theory, research, and/or applications in peace psychology. The symposium was titled "Peace Work--A Road Less Traveled by Counseling Psychologists." Romano reported on the impact of his Peace Corps experience and the internationalization of counseling psychology.

August 23, 2010

Johnson brothers featured in Boston Globe story on healthy competition

JohnsonBros-2004.jpgThe Boston Globe Magazine cited the work of professors Roger and David W. Johnson, leaders of the Cooperative Learning Center, in an article titled "What happened to losing?" Teaching children about healthy competition is the challenge presented by parent/writer Neil Swidey in the article, which notes that the Johnsons' research has shown that "people working cooperatively, in the classroom or on the playing field, reach a higher level of achievement than people pitted against one another or working alone." Swidey quotes David W. Johnson extensively in the article.

August 19, 2010

Educational Psychology graduate student receives prevention research award

Aimee Arikian, a doctoral student in Educational Psychology (CSPP), received the Graduate Student Prevention Research Award from the Prevention Section of the Society of Counseling Psychology at the American Psychological Association Convention in San Diego this month. Aimee's award was based on her research relating to eating disorders.

July 27, 2010

Romano leads University's Global Spotlight initiative

RomanoJ-2008.jpgJohn Romano, professor in the Department of Educational Psychology, will spearhead the University's Global Spotlight initiative for 2010-12 in the Office of International Programs (OIP). Appointed as the assistant vice president for international scholarship, a two-year rotating position, Romano will lead the University's international scholarly and academic agenda beginning Sept. 1, 2010.

The 2010-12 Global Spotlight focus will be on Latin America and the Caribbean and the pressing global issue of the impact of urbanization. OIP will sponsor symposia, conferences, lectures, films, and cultural events to address this topic and engage the entire University community in a variety of ways.

July 22, 2010

Skovholt receives award for lifetime contributions in counseling psychology education

Thomas Skovholt Educational psychology professor Thomas Skovholt has been named the recipient of the 2010 Lifetime Contributions to Education and Training in Counseling Psychology Award by the Council of Counseling Psychology Training Programs (CCPTP). CCPTP comprises all American Psychological Association accredited programs in counseling psychology.

In the award letter, the awards committee commended Tom on his "exemplary service to his program (including his ten years as program coordinator), his professional service, and his commitment to training, teaching, and mentoring of graduate students." Tom will receive his award at the American Psychological Association Annual Convention in August 2010.

July 20, 2010

Romano presents symposium on mental health recovery after tsunami

John RomanoEducational Psychology professor John Romano and research colleagues from Chulalongkorn University (Thailand) presented a symposium on topics of mental health recovery after the 2004 tsunami at the 27th International Congress of Applied Psychology in Melbourne, Australia. The symposium was covered by the Australian Broadcasting Corporation (ABC) with a summary of the symposium and interviews of presenters and disseminated to countries in Asia and the Pacific.

July 8, 2010

Sanger receives APPIC student research award

Sandra Sanger, doctoral candidate in Educational Psychology (Counseling and Student Personnel Psychology) has been selected to be the recipient of the Association of Psychology Postdoctoral and Internship Centers' (APPIC) 2010 Student Research Award.

The award is given for her doctoral dissertation research titled: "Supervisor Interventions and Reactions following an Attempted or Completed Suicide by a Supervisee's Client." The award letter noted: "There were a number of excellent candidates, however, your research contributions to training were clearly outstanding." Sandra will receive her award at the Annual Convention of the American Psychological Association this August 2010.

APPIC is an educational, non-profit organization with the mission of enhancing internship and postdoctoral training programs in professional psychology and has a membership of more than 700.

July 6, 2010

Christ, Heistad author most-sited Journal of School Psychology articles

Theodore J. ChristArticles by educational psychology associate professor Theodore Christ and alumnus David Heistad are among the top five most cited articles for the Journal of School Psychology in the last five years. Both publications emanate from Professor Emeritus Stan Deno's ground breaking development of curriculum-based measurement. The articles cited are:

Christ, T.J., Ardoin, S.P, (2009). Curriculum-based measurement of oral reading: Passage equivalence and probe-set development. Journal of School Psychology (47)1.

Betts, J., Pickart, M., Heistad, D. (2009). An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology (47)1.

David Heistad is currently Executive Director of Research, Evaluation and Assessment for Minneapolis Public Schools.

June 7, 2010

Herting Wahl receives Counselor Educator of the Year award

The American School Counselor Association has named Kay WahlEducational Psychology associate professor Kay Herting Wahl its 2010 Counselor Educator of the Year. The national award recognizes a counselor educator for outstanding service and achievement that has had an impact on the school counseling profession. This is a tremendous honor from the world's largest school counseling association.

June 2, 2010

Educational psychology doctoral student wins research award

Educational psychology doctoral candidate Fumio Someki has received a Pi Lambda Theta research grant. Someki's research is on identifying characteristics of elementary school children who are at high risk of having Fetal Alcohol Syndrome and making referrals for early evaluation and appropriate educational intervention. In particular, her study focuses on characteristics that educators can recognize in schools.

Pi Lambda Theta research grants are awarded for direct expenses of research in education. Proposals are reviewed by the PLT research grants committee and evaluated on the basis of importance of topic, quality, and feasibility of research design, and likelihood of success.

PLT is the most selective national honor society of educators, supporting accomplished teaching and standards-based professional learning, and responsible for the Project Excellence free online database of awards for educators. The University's Epsilon chapter is one of PLT's founding chapters, dating back to 1910.

May 17, 2010

Jitendra presents at CEC

Asha JitendraEducational Psychology professor Asha Jitendra presented at the Council for Exceptional Children (CEC) annual convention in Nashville in April. She presented a paper entitled "Main idea and summarization: Improving text compehension for students with learning disabilities," co-authored with M. Gaijria (Thomas Aquinas College professor). Jitendra presented posters on "Improving learning of ration and proportion for secondary students with behavior disorders" with co-authors M. George (director, Centennial School, Bethlehem, PA), K. Starosta (doctoral candidate, Lehigh University) and J.R. Star (Harvard University assistant professor) and "An analysis of ration and proportion instruction in middle school mathematics textbooks" with Fumio Someki (UM doctoral candidate in Educational Psychology).

Professor Jitendra was part of invited CEC panel sessions on "Developing a research agenda" and "Teaching middle school students ration and proportion problem solving using schma-based instruction." She was an invited strand leader, leading several sessions on improving the learning of students struggling with mathematics.

Johnson and Symons present at CEC

Frank SymonsEducational Psychology associate professor Frank Symons and research associate LeAnne Johnson, both of special education, presented a session at the Council for Exceptional Children's Conference in Nashville last month, discussing results from a randomized control trial examining the impact of teacher preference when adopting and implementing evidence-based classroom management practices. Using treatment integrity as an outcome variable, they presented evidence to enhance efforts to scale-up implementation of evidence-based practices.

May 13, 2010

Educational Psychology students present at CEC

Doctoral students in the Educational Psychology Department, Special Education, made a wide range of contributions at the Council for Exceptional Children Conference in April. Viveca Braganza led a session with Cara Eadie, Insoon Han, and associate professor Kristen McMaster, presenting research on sustainability of PALS (Peer-Assisted Learning Strategies).

Ting-Wen Chen presented a review of the use of functional communication training as a means of decreasing problem behaviors, along with Susan Hupp. Bryan Cichy joined with Lesley Craig-Unkefer and associate professor Sherri Turner (CSPP), presenting a study focusing on career development options for young adults with developmental disabilities.

Fumio Someki, along with professor Asha Jitendra, presented a study analyzing ratio and proportion mathematics instruction in middle school textbooks.

Jitendra presents at AERA

Asha JitendraEducational Psychology professor Asha Jitendra presented at the American Educational Research Association (AERA) annual convention in Denver last month. She presented a paper entitled " Teaching students with learning disabilities expository text comprehension using cognitive strategy instruction: The quality of evidence," that was coauthored with M. Gajria (professor at St. Thomas Aquinas College) and C. Burgess (doctoral candidate at Lehigh University).

Jitendra also presented "Examining the effects of number sense instruction on mathematics competence of kindergarten students," a paper coathored with S. Sood (assistant professor, University of Hartford. In addition, she presented a poster on "The intended, implemented, and learned curriculum in inclusive third grade mathematics classrooms" with C. Griffin (University of Florida) and Y.P. Xin (Purdue University).

McMaster moderates CEC session

Kristen McMasterEducational Psychology associate professor Kristen McMaster moderated a session presenting findings related to improving reading instruction at the kindergarten level for students with (tier 3) or at risk for (tier 2) disabilities, at the Council for Exceptional Children Conference in April. The sessions focused on literacy skills, types of intervention (including dosage and setting), and the impact of problem behaviors on reading outcomes. She also led a session on scaling up of PALS (Peer Assisted Learning Strategies) for use school-wide, across educational districts located in three states (MN, TN, TX).

April 27, 2010

Symons and students present at Gatlinburg Conference

Frank SymonsEducational Psychology associate professor Frank Symons and graduate students, Breanne Byiers, Stacy Danov, and Jason Wolff, presented posters at the 43rd Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities in Annapolis, MD, March 17-19, 2010.

The Gatlinburg Conference is one of the premier conferences in the United States for behavioral scientists conducting research in intellectual and related developmental disabilities. The theme for the 2010 Conference was "Fragile X Syndrome: Frontiers of Behavior and Biology."

Bart and Langley receive outstanding research award

William BartEducational psychology professor William Bart and his former graduate advisee, Seth Langley, Ph.D., are the recipients of the 2010 Outstanding Research Award from the New York College Learning Skills Association. This award recognizes the excellence of their article "Examining Self-Regulatory Factors that influence the Academic Achievement of Underprepared Students," which appeared in the fall 2008 issue of Research and Teaching in Developmental Education. Langley is currently assistant director of research development at the State University of New York (SUNY), Downstate Medical Center.

According to Amy Crouse-Powers, the president of the New York College Learning Skills Association, the research article "positively contributes to the field of developmental education and ultimately benefits students. We thank you for your work in this important area."


April 23, 2010

delMas honored by American Statistical Association

Robert delMasEducational psychology associate professor Robert delMas has been selected as a 2010 Fellow of the American Statistical Association. Nominated by their peers, ASA Fellows are members of established reputation who have made outstanding contributions in some aspect of statistical work. Given annually, this prestigious honor is limited to no more than one-third of one percent of the ASA membership. Fellows will be honored during the Joint Statistical Meetings awards ceremony in Vancouver in August.

April 16, 2010

CEHD ranks among top 25 schools of education

U.S. News & World Report Best Graduate Schools U.S. News and World Report has released its annual rankings of graduate schools, ranking the University of MInnesota College of Education and Human Development No. 23 overall and No. 14 among all public professional schools of education. Four academic programs ranked among the top 10 in the country.

"I am proud of the research, teaching, and learning that we offer at the College of Education and Human Development, and we will be building on our strengths in the coming year," said Dean Jean K. Quam. "We are re-envisioning our teacher preparation programs for today's classroom through our Teacher Education Redesign Initiative. Through a planning process we call Vision 2020, we are also focusing on diversity, technology and innovation, and excellence in research as we strengthen our areas of excellence."

U.S. News calculates its rankings based on quality assessments from peer institutions and school superintendents nationwide; student selectivity; and faculty resources, which include student-faculty ratio and faculty awards; as well as support for research.

The programs that ranked in the top 10 within their discipline were: developmental psychology, No. 1; special education, No. 7; educational psychology, No. 9; counseling and student personnel psychology, No. 10.

April 13, 2010

Connecting statistics educators on a local and international level

Joan GarfieldJoan Garfield, Ph.D., professor in the Department of Educational Psychology has been a catalyst in the local and international community of statistics education. In collaboration with other educators, she has founded journals, international forums, and local professional networking opportunities for educators with the aim of reducing the isolation that statistics educators often experience in their work and research.

One of Garfield's local community engagements is with Stat Chat , a monthly gathering she and two professors from Macalester and St. Olaf College established five years ago for prospective and current teachers of college-level statistics in high schools and technical and two-year colleges in the greater Twin Cities. At each meeting, participants build a sense of community while raising their awareness of key issues and guidelines in teaching statistics.

In addition to this involvement, Garfield has co-chaired the International Research Forum on Statistical Reasoning, Thinking and Literacy (SRTL) for the past decade. SRTL is an international forum of statisticians who focus on how people reason and think about statistics. Every two years, SRTL participants meet in a different country for a week to share their research at greater length and give and receive peer feedback. The forum is limited to approximately 24 participants, a mix of senior and new researchers. It is a self-supporting gathering, funded through the publication of their conference proceedings. According to Garfield these meetings have been tremendously generative and she is hopeful that they will continue to connect educators often segregated within their different professional communities.

April 8, 2010

Alumni higher ed. deans featured in the latest Connect

Brabeck, Mary_sm.jpgMary Brabeck (Ph. D. '80) and Kate Steffens (Ph.D. '89) have each applied what they learned through the Department of Educational Psychology to reach the top of their field. Since 2003 Brabeck has been dean of New York University's Steinhardt School of Culture, Education and Human Development, which consistently ranks among the top 15 graduate schools of education, according to U.S. News & World Report.

Kate Steffens.jpgSteffens is expanding the leadership skills she developed at more traditional colleges in her new position as dean of the Richard W. Riley College of Education at Walden University, a for-profit, online university.

Both education deans partially credit the strong influence of educational psychology faculty for the success they have achieved. Read the profiles of Brabeck and Steffens in the Winter/Spring '10 issue of Connect.

March 30, 2010

Harwell, LeBeau publish in Educational Researcher

Michael HarwellEducational Psychology professor Michael Harwell and Brandon LeBeau, doctoral student in Educational Psychology, published a paper entitled "Student Eligibility for a Free Lunch as an SES Measure in Educational Research" that appears in the March 2010 issue of Educational Researcher.

March 24, 2010

Allies for equity: supporting youth in the GLBT community

Annie HansenAnnie Hansen, Ph.D., lecturer in the Department of Educational Psychology, is using data to inform practice. Building on the research she did as a doctoral student at the University of Minnesota, Hansen continues to search for a deeper understanding of local GLBT youth communities through her involvement with Out for Equity. Part of Saint Paul Public School's Office of Educational Equity, Out for Equity is dedicated to providing a safe, supportive environment for gay, lesbian, bisexual, and transgendered students, staff, and families.

Hansen discovered Out for Equity as a doctoral student at the University of Minnesota five years ago and completed a practicum there under the supervision of program coordinator, Alan Horowitz. Together, Hansen and Horowitz have presented some of their findings related to school climate change, drawing on Horowitz's deep understanding of GLBT issues and Hansen's background in educational psychology and research.

Using questions that come out of the classes she teaches now at the University, Hansen continues her research on school climate change and the development of GLBT allies, defined by Hansen as people who stand up for those who are oppressed. She and some of her University of Minnesota students volunteer at An Evening Out, a weekly event for GLBT high school students and allies promoted by Out for Equity at the Hancock Recreation Center in Saint Paul. Students come to the center to play basketball, foosball, and bingo, make art, hang out, and watch movies together.

Hansen and two of her graduate students are also conducting a study of local students who have identified themselves as allies. They recognize that this group of students is not necessarily representative of students across the state. Nevertheless, they seek to understand who these particular kids are and why they are standing up for others. Hansen would like to bring the results of the ally research back to the high school students with whom she volunteers in order to help them to build more allies and address problems related to school bullying.

Check out Out for Equity.

Educational Psychology graduate students selected for ETS internships

Julio Cabrera and Catherine Close, graduate students in Educational Psychology (Quantitative Methods in Education), have been selected to participate in the Educational Testing Service (ETS) psychometric summer internship program. This program is very competitive, selecting fewer than 25 graduate students from around the country. Julio and Catherine will spend two months in Princeton New Jersey, working closely with ETS researchers on measurement related projects. ETS is the largest educational research non-profit organization in the world.

March 22, 2010

M.Ed. student Stork awarded Promise of Tomorrow Scholarship

Julie Stork, special education student in Educational Psychology, has been awarded the CEHD Alumni Society's Promise of Tomorrow Scholarship.This scholarship recognizes academic performance and potential for making a significant contribution to the field of education and human development for an undergraduate student or a student enrolled in the college's initial teacher licensure program. The college will honor Julie and other scholarship recipients at the Celebration of Scholars event in the fall.

Jitendra presents at PCRC

Asha JitendraEducational Psychology professor Asha Jitendra presented at the Pacific Coast Research Conference (PCRC) in Coronado, CA, in February. She co-authored a poster with M. Gajria (Professor, St. Thomas Aquinas College, NY) and C. Burgess (doctoral candidate, Lehigh University, Bethlehem, PA), entitled "Is cognitive strategy instruction for teaching expository text comprehension an evidence-based practice?" She also participated in a panel session on "The effects of schema-based instruction on seventh graders' learning of ratios, proportions, and percents," with J.R. Starr (Harvard University).

Rodriguez to participate on National Board of Professional Teaching Standards advisory group

Michael RodriguezEducational Psychology associate professor Michael Rodriguez has been invited to participate on the National Board Certification for Accomplished Principals Technical Advisory Group (NBCAP TAG). At the request of several educational leader organizations, National Board of Professional Teaching Standards (NBPTS) has initiated a three-year plan to develop core propositions, standards, and assessments that will define and certify accomplished principals. The mission of the TAG is to advise NBPTS on the specification, design, development and validation of National Board Certification for Accomplished Principal assessments. The TAG will also design the technical manual and recommend and review the studies to be conducted to provide the empirical evidence that will help inform Board policies and practices related to the certification assessment development and delivery process, including scoring. Rodriguez previously served as the Chair of the NBPTS Assessment Certification Advisory Panel from 2007-2008.

March 18, 2010

Rodriguez presents at AACTE

Michael RodriguezEducational Psychology associate professor Michael Rodriguez presented at the February annual meeting of Association of Colleges for Teacher Education (AACTE) in Atlanta with his colleague Teresa Tatto from Michigan State University. They presented on the methodological challenges and some initial findings from the first international study of teacher education in mathematics (TEDS-M), funded through NSF and IEA. Rodriguez serves as the Senior Research Coordinator for Psychometrics on the 18-country research project.

Burns publishes book on RTI

Matthew BurnsEducational Psychology associate professor Matthew Burns has co-authored a new book, Essentials of Response to Intervention (Wiley, 2010), with Amanda VanDerHeyden, President, Education Research and Consulting.

Buns' and VanDerHeyden's book is the lastest in the Essentials series. It provides a concise overview of Response to Intervention (RTI), psychometric assessment issues of RTI, and guidelines for its successful implementation. It includes appendix material to assist in the evaluation of RTI data, troubleshoot instruction, and monitor interventions.

March 17, 2010

Ph.D. student Parker awarded CEHD Alumni Society Scholarship

David Parker, doctoral student in Educational Psychology, was awarded the CEHD Alumni Society's Advanced Study Scholarship. The Society's criteria for granting this award are academic performance and potential for making a significant contribution to the field of education and human development--David's selection as a recipient denotes excellence in both areas. The college will honor David and other scholarship recipients at the Celebration of Scholars event in the fall.

Faculty, students study the impact of high school math curricula on college math achievement

Thomas PostMichael Harwell Educational Psychology professor Michael Harwell and Curriculum & Instruction professor Thomas Post coauthored a paper entitled "A Multi-Institutional Study of the Impact of High School Mathematics Curricula on College Mathematics Achievement and Course-Taking" with Debra Monson, C&I graduate student, and Amanuel Medhanie, Danielle Dupuis, and Brandon LeBeau, Educational Psychology graduate students. The paper was presented earlier this month at the annual meeting of the Society for Research on Educational Effectiveness, Washington, D.C.

March 12, 2010

Goh receives AMCD Exemplary Diversity Leadership Award

Educational psychology Associate Professor Michael Goh received the Association for Multicultural Counseling and Development's 2010 Exemplary Diversity Leadership Award. The award recognizes Goh's career-long commitment to multiculturalism and diversity and promotion of enhanced cultural sensitivity among members of the counseling community and the society at large.

December 3, 2009

Bush Foundation commits $4.5M for TERI

The Bush Foundation has committed up to $4.5 million to support the University of Minnesota as it restructures teacher preparation programs in the College of Education and Human Development. The Bush Foundation today announced a total of seven partnerships, which include 14 higher-education institutions, focused on transforming teacher-preparation programs in Minnesota, North Dakota and South Dakota.

Through ongoing collaboration with K-12 schools, the college's Teacher Education Redesign Initiative (TERI) will have a long-lasting, positive impact on the children of Minnesota, new teachers and programs within the college. Improved partnerships with K-12 districts are designed to benefit the university, district and prospective teachers.

Teachers prepared through TERI will strongly focus on student learning and have the ability to adapt to the needs of all learners. The university will diversify its teaching candidate pool and provide pathways into its teacher preparation programs for both exceptionally qualified undergraduate students and for career changers.

The first group of prospective teachers will enter the redesigned program during summer 2011.

Read the press release

December 2, 2009

Bart publishes new book on chess cognition

William BartWilliam Bart, Educational Psychology professor, has published a new book: Atherton, M., & Bart, W. (2009). Cognitive transfer in chess playing: A study of chess cognition. Saarbruecken, Germany: VDM Verlag Dr. Mueller.

The book describes cognitive research on the topic of transfer in chess, a complex game played by over 500 million individuals worldwide that requires integrated usage of all higher thinking skills, including problem solving, decision making, critical thinking, creativity, and planning.

November 18, 2009

David W. Johnson receives Jeffrey Rubin Theory-to-Practice Award

David W. JohnsonDavid W. Johnson, professor of Educational Psychology, was awarded the Jeffrey Rubin Theory to Practice Award, which is cosponsored by the International Association for Conflict Management and the Program on Negotiation at Harvard Law School. It is given to unique individuals whose professional contributions demonstrate a strong competence in (a) theory development and empirical research, (b) ability to move effectively and skillfully between theory and practice in their professional activities, (c) history of conducting rigorous research that has important practical implications, and (d) history of translating findings in a manner that makes them accessible to students and practitioners. Prof. Johnson's nomination was described as "an exemplar of the best the field has to offer in terms of theory, practice, and their intersection." The award will be presented at the association's annual conference in Boston in June 2010.

November 11, 2009

Goh and Educational Psychology/CSPP Students Facilitate Cross-Cultural Dialogue

Michael Goh, associate professor in Educational Psychology, along with Monica Froman, Lidan Gu, Ian MacFarlane, Morgan Paldron, Anna Roth, Adam Sumner, and Erin VandenLangenberg (all Educational Psychology/Counseling and Student Personnel Psychology Ph.D. students) were discussion facilitators at the seventh annual It's Time To Talk Forums on Race, November 10, 2009. Over 1000 community members gathered at the Minneapolis Convention Center to discuss race as part of the YWCA's on-going mission to foster cross-cultural understanding and strengthen our communities' commitment to work against racism.

November 9, 2009

Educational Psychology Leads in Multivariate Behavioral Research Methods

The October issue of Multivariate Behavioral Research contains three articles by faculty, graduate students, and alumni of Educational Psychology's Quantitative Methods in Education (QME) track: one on a logistic regression analysis of growth/change by alumnus Jeffrey Harring (now at the University of Maryland), one on a hierarchical regression analysis of patterns in test item responses by alumnus Steve Culpepper (now at theUniversity of Colorado, Denver), and one on structural equation modeling of multivariate score patterns by Professor Mark L. Davison, alumnus Se-Kang Kim (now at Fordham University) and graduate student Catherine Close.

October 21, 2009

Gifted and Talented Youth Week

Governor Tim Pawlenty, has proclaimed the week of October 17-24, 2009 to be Gifted and Talented Youth Week in the State of Minnesota, according to Professor Bill Bart, Educational Psychology. The Minnesota State Government recognizes the importance of gifted and talented Minnesota youth and their education for the economic well-being and the cultural vitality of the State of Minnesota.

October 20, 2009

Everson publishes in Faculty Focus

Michelle EversonMichelle Everson, Ph.D., lecturer in Educational Psychology, recently published an article, Understanding the Instructor's Role in Facilitating Online Discussions in Faculty Focus.

September 30, 2009

Jitendra and McComas receive NIH stimulus grant

Jennifer McComasAsha Jitendra Educational Psychology is pleased to announce that Professors Asha Jitendra and Jennifer McComas were awarded an NIH stimulus grant to fund their study on improving problem-solving performance of students with mathematics difficulties. This two-year project will test the efficacy of a fully developed intervention (Schema-Based Instruction, SBI) with approximately 260 third graders in the Twin Cities.

September 14, 2009

Everson publishes in eLearn Magazine

Michelle EversonMichelle Everson, Ph.D., lecturer in Educational Psychology, recently published an article, "10 Things I've Learned about Teaching Online" in eLearn Magazine.

September 1, 2009

Hess receives APA Outstanding Graduate Student Research Awards

Daniel Hess, graduate of the doctoral program in Counseling and Student Personnel Psychology program in Educational Psychology, won two Outstanding Graduate Student Research Awards at the 117th American Psychological Association Annual Convention in Toronto, Canada, August 7, 2009. APA Division 17 (Society of Counseling Psychology) and Division 52 (International Psychology) both awarded Dan separately for his dissertation research titled: "The Mental Health Sequelae and Treatment of Massive Community Violence in West Africa".

Dan's dissertation was advised by Michael Goh, Associate Professor in Educational Psychology, and co-advised by Jon Hubbard, an alum of the Institute of Child Development. Dan just completed a post-doc at University of California Berkeley Counseling and Psychological Services.

July 23, 2009

Burns inducted into Society for the Study of School Psychology

Dr. Matthew BurnsMatthew Burns, Ph.D., associate professor in Educational Psychology, was recently inducted into the Society for the Study of School Psychology. SSSP's mission is to promote and recognize scholarship and research in school psychology.

Davenport comments on achievement gap in Minnesota

Ernest DavenportErnest Davenport, Ph.D., associate professor in Educational Psychology, contributed toward a recent story on the achievement gap between black and white students in Minnesota on Minnesota Public Radio .

June 16, 2009

Yussen named Educational Research editor; Dillon, Harwell named associate editors

YussenS-2002.jpgFormer CEHD Dean Steve Yussen, professor and director of undergraduate studies in the Institute of Child Development, has been named editor of AERA's flagship journal, Educational Researcher. Deborah Dillon, Guy Bond Chair in Reading in the Department of Curriculum and Instruction, and educational psychology professor Michael Harwell join Yussen as associate editors.

Yussen brings more than 35 years of scholarly experience to this new endeavor. In the past he has served as associate editor of Child Development and the Journal of Educational Psychology, as a reviewer for numerous scholarly journals, and as an editorial advisory board member. His own research, which centers on cognitive development, instructional psychology, memory, learning, and reading comprehension in school-age children, has been widely published.

The American Educational Research Association publishes Educational Researcher nine times each year for its members. The peer-reviewed journal features scholarly articles, reviews, analyses, and commentary of importance to the broad community of education researchers.

James Hearn, of the University of Georgia, will join the University of Minnesota faculty as an associate editor.

The full text of AERA's announcement is available here.

May 28, 2009

Everson wins Distinguished Teaching Award

Michelle EversonMichelle Everson, Ph.D., lecturer in Educational Psychology, received the 2009 Distinguished Teaching Award from the College of Education and Human Development. The Distinguished Teaching Award recognizes outstanding contributions by a college faculty member who enhances learning through classroom and/or field-based teaching, student advising and academic innovations.

Educational Psychology's US News Rankings

The Department of Educational Psychology is proud to announce that it has received 3 of the 5 top ten U.S. News & World Report rankings with which CEHD was honored in 2009. Counseling and Student Personnel Psychology received a ranking of 6th. Educational Psychology received a ranking of 7th. Special Education received a ranking of 8th.

May 12, 2009

Danov awarded Doctoral Dissertation Fellowship

Stacy Danov, doctoral candidate in Educational Psychology, has been awarded a Doctoral Dissertation Fellowship from the Graduate School for 2009-2010. These prestigious fellowships allow a select number of students to devote full-time effort to their dissertations during their final year of study.

Danov's studies focus on how neuroleptic medication affects positively and negatively reinforced severe problem behavior in children with developmental disabilities. Frank Symons, Ph.D., serves as her adviser.

April 27, 2009

Bart contributes to Encyclopedia of Research Design

William BartWilliam Bart, Ph.D., professorin Educational Psychology, has had a third entry accepted for publication in the SAGE Reference work, Encyclopedia of Research Design. The reference is the following:

Bart, W. M., & Bart, T. (in press). Markov Chains. In N. Salkind(Ed.), Encyclopedia of research design. Thousand Oaks, CA: Sage.

This entry is 16 pages in length. Thomas Bart, co-author, is the son of William Bart.

April 23, 2009

CSPP students matched for APA internships

All seven Counseling and Student Personnel Psychology Program students (Educational Psychology) successfully matched with American Psychological Association (APA) accredited pre-doctoral internships around the country for 2009-2010. The process was exceptionally competitive this year with a record 3,825 applicants and an eventual 846 students who did not match. Congratulations to the following (internship sites in parenthesis):

Julia Conkel-Ziebell (University of Minnesota Medical School-Neuropsychology-Pediatric Psychology)

JuiHsien Kao (University of Minnesota Counseling and Consulting Services)

Jason Netland (Hazelden Foundation)

Sandra Sanger (University of St. Thomas Counseling Center)

Michael Starkey (University of Maine Counseling Center)

Chia-Chen Tu (University of New Hampshire Counseling Center)

A Yang (Ohio State University Counseling and Consultation Service)

Goh appointed faculty mentor for APA Minority Fellowship Program

Michael GohMichael Goh, Ph.D., associate professor in Educational Psychology, has been appointed faculty mentor for the 2009 American Psychological Association Minority Fellowship Program Psychology Summer Institute (PSI). PSI provides educational, professional development, and mentoring experiences to advanced doctoral students of psychology and psychologists who are in the early stage of their careers. Participants from across the United States are guided toward developing a grant proposal, postdoctoral fellowship, dissertation, treatment program, publication, or program evaluation project. All projects focus on issues affecting ethnic minority communities.

April 22, 2009

Bart and Kato contribute to Encyclopedia of Research Design

William BartWilliam Bart, Ph.D., professor, and Kentaro Kato, graduate student, both in Educational Psychology, have had two entries accepted for publication in the SAGE Reference work, Encyclopedia of Research Design:

Kato, K., & Bart, W. M. (in press). Bernoulli distribution. In N.Salkind (Ed.), Encyclopedia of research design. ThousandOaks, CA: Sage.

Kato, K., & Bart, W. M. (in press). Poisson distribution. In N.Salkind (Ed.),Encyclopedia of research design.ThousandOaks, CA: Sage.

Kentaro Kato is a graduate advisee of William Bart and Ernest Davenport.

April 21, 2009

Bart presents at AERA

William Bart In addition to being honored as a Fellow in the American Educational Research Association at its recent annual meeting in San Diego, California, April, 2009, William Bart, Ph.D., professor in Educational Psychology, presented two papers co-authored by former advisees at the meeting.


Dr. Seth Langley and Bart co-authored the paper Examining self-regulatory factors that influence the academic achievement motivation of underprepared college students.

Dr. Saahoon Hong, Jihoon Ryoo, and Bart co-authored another paper A preliminary longitudinal study of performance pay for teachers: Examining elementary school performance in mathematics and reading.

April 17, 2009

Bart honored as AERA Fellow

William BartWilliam Bart, Ph.D., professor of Educational Psychology, was honored as a Fellow in the American Educational Research Association (AERA) at its recent annual meeting in San Diego, California, April, 2009, in “recognition of sustained achievement in education research.”
Bart joins five other CEHD faculty as Fellows of AERA: Robert Bruininks, Mark Davison, Joan Garfield, David W. Johnson, and Geoffrey Maruyama.

April 16, 2009

McComas receives US Department of Education grant

Jennifer McComasJennifer McComas, Ph.D., associate professor in Educational Psychology, was awarded a $778,000 grant from the U.S. Department of Education for Leadership Training to Promote Students' Academic and Behavioral Success.

April 8, 2009

Ted Christ receives Steppingstones for Technology Award

Theodore J. ChristTed Christ, Ph.D., associate professor in Educational Psychology, was recently awarded a Steppingstones for Technology Award from the Office of Special Education Programming (US Department of Education). This two-year, $400,000 award will provide ongoing funding for the Computer-Based Assessment Systems for Reading project, which is designed to develop and evaluate a computer adaptive test to assess skill development across the primary grades.

March 27, 2009

Rodriguez receives Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education

Michael RodriguezMichael Rodriguez, Ph.D., associate professor in Educational Psychology, received a 2009 Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education. This award is sponsored by the Senate Committee on Educational Policy, the Office of the Senior Vice President for Academic Affairs and Provost, and the University of Minnesota Alumni Association. Rodriguez and other recipients will be honored at an April 27 reception.

March 24, 2009

Romano and Tuicomepee receive American Counseling Association Research Award

John Romano Arunya Tuicomepee, assistant professor of Psychology at Chulalongkorn YUniversity, Bangkok, and John Romano, professor in Educational Psychology, were co-recipients of the American Counseling Association 2009 Research Award. The award, which was presented at the Association's annual convention, was given in recognition of the paper, ""Thai Adolescent Survivors 1 year after the 2004 Tsunami: A Mixed Methods Study"" which appeared in the July 2008, Journal of Counseling Psychology. This paper was based on Dr. Tuicomepee's doctoral dissertation under the direction of Romano.The University, CEHD, and Educational Psychology all have institutional partnerships with Chulalongkorn University.

March 19, 2009

2009 MITER Lecture & Brown Bag

The 2009 MITER Lecture and MITER Brown Bag talk, on neuroimaging and reading research, given by Ken Pugh of Haskins Laboratories and Yale University on February 27, 2009, are now available on the MITER Program’s Events page.

March 18, 2009

Albano awarded ETS summer internship

Tony Albano, doctoral student in Educational Psychology (Quantitative Methods in Education), has been awarded a summer internship at Educational Testing Service (ETS) in Princeton, New Jersey. Tony will work with Dr. Jinghua Liu on a project investigating the Effects of Smoothing on Equating Functions in the Presence of Structurally Irregular Data. This is a great recognition of his work and preparedness and a very competitive award. Michael Rodriguez is Tony's adviser.

March 17, 2009

School Psychology to host Summer Institute

The School Psychology program is hosting its annual Summer Institute on August 11, 2009. Jim Wright of Intervention Central will present: Instruction and Interventions within Response to Intervention. Please see the Summer Institute web page for more information and registration. The program will be held at the Radission Hotel in Rosevillle.

March 11, 2009

Ted Christ receives Institute of Education Sciences grant

Theodore J. ChristTheodore J. Christ, Ph.D., associate professor in Educational Psychology, was recently awarded $1.6 million from the Institute of Education Sciences (IES) to fund the project entitled Formative Assessment Instrumentation and Procedures for Reading (FAIP-R). That project will fund activities to establish guidelines, procedures and instrumentation for collecting, interpreting, and using progress monitoring data to evaluate students’ reading growth in 1st through 5th grades. Researchers will translate their findings directly to practice with a set of interactive web-based materials to assist school personnel in the use of data for school-based decision-making. This is one of three federally funded projects for which Dr. Christ is principal or co-principal investigator.

March 6, 2009

Samuels presents at International Reading Association

Jay SamuelsJay Samuels, Ed.D., professor in Educational Psychology presented a symposium on "The Role of Practice in Learning" at the International Reading Association's national meeting in Phoenix in February.

February 27, 2009

Bart presented at conference of MN Educators for Gifted and Talented

William Bart William Bart, Ph.D., professor in Educational Psychology, made two presentations at the 2009 Minnesota Educators for the Gifted and Talented Conference in Brainerd, Minnesota. Approximately 300 educators attended the conference.

One presentation was entitled “Origami training: An enjoyable approach to develop critical and creative thinking skills in the visual-spatial domain”. The other presentation was entitled “Critical thinking skills: What they are and how to develop critical reading, writing, and thinking skills among gifted and talented learners.”

February 13, 2009

MITER Lecture and Brownbag Scheduled

This year’s Minnesota Interdisciplinary Training in Education Research (MITER) Lecture will be given on February 27, 2009, by Dr. Ken Pugh (Haskins Laboratories and Yale University, New Haven, Connecticut). The lecture, Neuroimaging Research and Phonological Interventions for Struggling Readers, is scheduled for 4:00 – 6:00 pm, 275 Nicholson Hall, 216 Pillsbury Dr. SE

For registration and further details, please contact Peggy Ferdinand, MITER Program Coordinator, at mlif@umn.edu.

February 6, 2009

Deno article most frequently cited

photo of Stanley DenoAn article published in 1984 by Stan Deno, Ph.D., professor in the Department of Educational Psychology (special education), along with two of his students (Lynn Fuchs and Phyllis Mirkin), is the most frequently cited article in the field of educational research as reported by the American Educational Research Association. The Top-50 List of most frequently cited articles spans more than 50 years of research. Deno’s is first on the list.

Lynn S. Fuchs, Stanley L. Deno, Phyllis K. Mirkin (1984). The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning, Am Educ Res J , 21:449-460.

January 29, 2009

Hansen to participate in conference

Annie Hansen, Ph.D., lecturer in Educational Psychology, has been invited to participate in the 2009 School Psychology Research Collaboration Conference as an Early Career Scholar. The conference will be held in Toronto in August, 2009.

Burns publishes journal articles

Matthew BurnsMatthew Burns,Ph.D., associate professor in Educational Psychology and co-director of the Minnesota Center for Reading Research, recently published two research articles that are referenced below:

Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance the implementation integrity of the problem-solving team process. Journal of School Psychology, 46, 537-550.

Szadokierski, I., & Burns, M. K. (2008). Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Journal of School Psychology, 46, 593-609. (Co-author, Isadora Szadokierski, is a doctoral student in Educational Psychology.)


January 21, 2009

Ysseldyke Receives Lifetime Achievement Award

Jim Ysseldyke is the recipient of the 2009 Wallace Wallin Lifetime Achievement Award from the Council for Exceptional Children. This award speaks volumes for the persistent and outstanding contributions that Ysseldyke has made on behalf of exceptional children both nationwide and internationally. Previous recipients of this award include other Educational Psychology faculty: Maynard Reynolds, Evelyn Deno, and Frank Wood.

Rodriguez elected to NCME Board of Directors

Michael RodriguezMichael Rodriguez,Ph.D., associate professor in Educational Psychology, has been elected to the Board of Directors of the National Council of Measurement in Education (NCME). The mission of the National Council on Measurement in Education includes (1) the encouragement of scholarly efforts to advance the science of measurement in the field of education; improve measurement instruments and procedures for their administration, scoring, interpretation, and use; and improve applications of measurement in assessment of individuals and evaluations of educational programs. (2) The dissemination of knowledge about theory, techniques, and instrumentation available for measurement of educationally relevant human, institutional, and social characteristics; procedures appropriate to the interpretation and use of such techniques and instruments; and applications of educational measurement in individual and group evaluation studies. Rodriguez is also currently serving as the coordinator for the Quantitative Methods in Education track in Educational Psychology, director for the Office of Research Consultation Services (ORCS), and PI for the McKnight Foundation funded Identifying Essential Element of Childcare Project (IEEoCC) .

December 3, 2008

Bart and Langley: Recent publication

Professor William Bart (Department of Educational Psychology) and alum Seth Langley (Ph.D., educational psychology) have recently published a research article on self-regulation and academic achievement motivation among underprepared learners: Langley, S. R., & Bart, W. M. (2008). Examining self-regulatory factors that influence the academic achievement motivation of underprepared college students. Research & Teaching in Developmental Education, 25(1), 10-22.


William was Seth's graduate adviser as he completed the doctoral program in educational psychology. Seth is presently employed as Staff Associate/Assistant Director in the Office of Academic Development division of Student Affairs at the State University of New York (SUNY) Downstate Medical Center in Brooklyn, New York.

Goh, Sumner, and CSPP students partner with Hmong Academy

GohM-2004.jpgAssociate professor Michael Goh (Department Educational Psychology), teaching assistant Adam Sumner (Ph.D. student, Department of Educational Psychology) joined 36 educational psychology graduate students in the counseling and student personnel psychology program to partner with approximately 80 students of the entire senior class at Hmong Academy in St Paul to engage in career development conversations.

According to their mission statement, Hmong Academy partners with Hmong families, teachers and community leaders to advance academic excellence, leadership, and future success for K-12 students, specifically those facing the challenges and risks of adapting to a new culture.

November 26, 2008

McConnell and colleagues present at DEC conference

McConnellS-2008.jpgProfessor Scott McConnell (Department of Educational Psychology) and colleagues presented several papers and posters at the Division of Early Childhood Conference held in Minneapolis at the end of October, including the keynote address.

McConnell, S. R. (2008, October 27). Renewing our energy: How we sustain commitment and enthusiasm in professional practice. Keynote presentation, annual meeting of the Division of Early Childhood, Council on Exceptional Children, Minneapolis MN.

Craig-Unkefer, L., McConnell, S. R.,, Schwabe, A., Shkolnik, A., Rafdal, B. & Bradfield, B. (2008, October). Literacy and language development of children in Family, Friend, and Neighbor settings. Poster presented at the annual meeting of the Division of Early Childhood, Council on Exceptional Children, Minneapolis MN.

McConnell, S. R. Wackerle-Hollman, A., Cadigan, K., Bradfield, T. & Missall, K.M. (2008, October). Individual Growth & Development Indicators for Preschool Children: What's up? Symposium presented at the annual meeting of the Division of Early Childhood, Council on Exceptional Children, Minneapolis MN.

McConnell, S. R. (2008, October). Foundations in Measurementfor Response to Intervention in Early Childhood: What we’ll do and what we hope to learn. Paper as part of symposium, CRTIEC--Center for Response to Intervention In Early Childhood (J. Carta, Chair), presented at the annual meeting of the Division of Early Childhood, Council on Exceptional Children, Minneapolis MN

Cadigan wins David Sexton Award

Karen Cadigan, research fellow in the Center for Early Education Development (CEED) and doctoral student in the Department of Educational Psychology, received the J. David Sexton Doctoral Student Award at the International Division of Early Childhood (CED) conference at its October meeting.

This award is given to a DEC member and doctoral-level student whose contributions include research, higher education, publications, policy, and information dissemination.

Congratulations Karen!

CSPP Alumni Council holds fall event

The recently formed Counseling and Student Personnel (CSPP) Alumni Council held its fall alumni event on October 23rd. The CSPP program is housed in the Department of Educational Psychology.

Approximately 100 CSPP alums met in the Education Sciences Building, where alumni socialized and networked with current CSPP students, staff, and faculty. The CSPP Alumni Council co-chair, Dr. Susan Hendrickson, introduced the newly formed CSPP Foundation Fund for student support. Professor Michael Goh, CSPP Coordinator, summarized recent CSPP activities, and CSPP professor John Romano gave a presentation about his work in prevention.

November 19, 2008

McConnell wins McEvoy service award

McConnellThe Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) has awarded professor Scott McConnell (Department of Educational Psychology, Center for Early Education and Development) the 2008 Mary McEvoy Service to the Field Award in recognition of his significant and lasting contributions to the fields of early intervention and early childhood special education.

The DEC issued the following press release:

Scott has been involved in the field of Early Childhood Special Education since 1984 and a member in the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) since 1986.

Scott McConnell received his Ph.D. in Educational Psychology. He is a national authority on early literacy and social emotional skills for preschoolers with disabilities. His work spans a range of areas including formative measurement of early literacy skills in preschoolers, evidenced-based practice, and the social behavior of young children; and working in partnership with community agencies to promote the translation of evidence-based intervention practices into settings serving the most vulnerable children and families

At the University of Minnesota, he is Professor of Educational Psychology and Child Psychology; Director of Community Engagement, Center for Early Education and Development at the University of Minnesota. He is also affiliated with the Institute on Community Integration (ICI), and the National Center for Progress Monitoring.

Besides the collaborative organizations at the University of Minnesota, Scott is currently a co-PI of the Center for Response to Intervention in Early Childhood, and Five Hundred Under Five, a community-based collaboration in North Minneapolis. In the past, he has been involved in the Early Childhood Research Institute on Mainstreaming; Early Childhood Research Institute on Substance Abuse; Early Childhood Research Institute on Measuring Growth and Development.

Scott is proud of his community-based work. Currently he is working on the Five Hundred Under Five project, an initiative designed to help children ages 0-5 in two north Minneapolis neighborhoods enter kindergarten ready to learn. He's happiest in his role in the fulfilling the true "land grant mission," as it plays out for the University of Minnesota, located in an urban environment.

The Division for Early Childhood (DEC) is one of seventeen divisions of the Council for Exceptional Children (CEC) - the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

DEC is especially for individuals who work with or on behalf of children with special needs, birth through age eight, and their families. DEC is dedicated to promoting policies and practices that support families and enhance the optimal development of children.

DEC and its members are committed to promoting parent-professional collaboration in all facets of planning, designing, and implementing early childhood intervention services. In addition, DEC advocates for policy, planning and best practice in prevention and intervention. DEC supports full access for young children with special needs and their families to natural settings and service delivery options. Respect for family values, diverse cultural and linguistic backgrounds, and family circumstance are integral considerations in DEC's prevention and intervention efforts. Finally, DEC supports those who work with or on behalf of infants and young children with special needs and their families. For more information, visit DEC’s web page at www.dec-sped.org.

November 13, 2008

Han named Doctoral Student Scholar

The Division for Research of the Council for Exceptional Children (CEC) recently announced that Insoon Han, a doctoral student in the Department of Educational Psychology, was selected through a national competition to participate in the inaugural cohort of Doctoral Student Scholars in Special Education Research.

Ten Doctoral Student Scholars from across the United States will participate in a series of online seminars designed to foster connections among students at different universities and contribute to raising the standard of scholarship through sustained inquiry into the question, “What makes for excellence in special education research?? Seminars will be led by noted scholars recognized for making outstanding contributions to special education research and include: Dr. Karen Harris of Vanderbilt University, Dr. Bryan Cooke of the University of Hawaii, and Dr. Michael Coyne of the University of Connecticut.

All graduate students attending CEC’s 2009 Convention and Expo in Seattle, April 1-4, are welcome to attend the culminating seminar on April 3 dedicated to graduate student development in special education research. For more information, see the Web site: www.cecdr.org.

November 10, 2008

Yoon, Goh, and Lee publish study

Alum Eunju Yoon and Associate Professor Michael Goh (both from the Department of Educational Psychology) and Richard Lee (Department of Psychology) recently published a study.

The study is titled "Acculturation, social connectedness, and subjective well being" and was published in Cultural Diversity and Ethnic Minority Psychology, a refereed journal of the American Psychological Association.

EdPsych faculty and alums publish study

Alums Len Jennings and Vilma D’Rozario, Associate Professor Michael Goh, and Professor Tom Skovholt (all from the Department of Educational Psychology), along with Assistant Professor Ashley Sovereign of Argosy University, recently published a study.

The study is titled "Psychotherapy expertise in Singapore: A qualitative investigation" and was published in Psychotherapy Research. Psychotherapy Research is an interdisciplinary refereed journal that seeks to enhance the development, scientific quality, and social relevance of psychotherapy research and to foster the use of research findings in practice, education, and policy formulation.

Goh, Koch, and Sanger publish book chapter

Associate Professor Michael Goh, alum Julie Koch, and Ph.D. student Sandra Sanger (all from the Department of Educational Psychology) recently published an invited book chapter.

The chapter is titled “Cultural intelligence in counseling psychology: Applications for multicultural counseling competence,? and appears in Soon Ang & Linn Van Dyne’s Handbook of Cultural Intelligence (M.E. Sharpe, 2008), a "state-of-the-science" summary of the body of knowledge about cultural intelligence and its relevance for managing diversity both within and across cultures.

November 5, 2008

EdPsych faculty and staff present on teacher prep

Bob Utke, Mary Lindell, Susan Hupp, and Kristen McMaster (all from the Department of Educational Psychology) recently gave a presentation entitled “Research on Quality Personnel Preparation for Inclusive Settings: Building the Evidence Base." The presentation was delivered at the Teacher Education Division Conference of the Council for Exceptional Children, held in Dallas, Texas on November 6.

Researchers and policy makers have called for improving the evidence base for teacher education practice. This presentation addresses approaches to research in the teacher preparation classroom. The featured research was conducted in sections of a class about exceptional education that were taken by undergraduate students preparing for general education-elementary licensure. The focus was on teacher candidate characteristics and instructional strategies focusing on teacher reflection that support their future professional development.

October 30, 2008

Garfield: Recent publication

GarfieldProfessor Joan Garfield (Educational Psychology) has co-authored a new book.

Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice
By Joan Garfield and Dani Ben-Zvi (University of Haifa, Israel)
Springer Publishers, 2008

October 28, 2008

Miller and Rose receive $400K grant

Postdoctoral Associate Charlie Miller (Curriculum and Instruction) and Associate Professor Sue Rose (Educational Psychology) have received a Phase I Department of Education Stepping Stones grant in the amount of $399,942 for the period October 2008 through September 2010 to develop a technology-based avenue for progress monitoring with deaf and hard of hearing students.

October 21, 2008

McGrew: Recent publications and presentations

Dr. Kevin McGrew, visiting professor in the Department of Educational Psychology, has recently published several articles and delivered a variety of presentations.

Recent publications

McGrew, K. (in press). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence (2008) doi:10.1016/j.intell.2008.08.004.

Taub, G., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics. School Psychology Quarterly, 23(2), 187-198.

Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132-144.

Taub, G. E., McGrew, K. S., & Keith, T. Z. (2007). Improvements in interval time tracking and effects on reading achievement. Psychology in the Schools, 44(8), 849-863.

Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007). Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly, 22(2), 200-233.


Recent presentations

McGrew, K. (2008, Sept). The Australian standardization of the Woodcock-Johnson III Cognitive and Achievement Battery. In W. Howe (chair), Adaptation and norming of cognitive and achievement tests in other countries—issues and outcomes. Symposium conducted at the Forty-third Australian Psychological Society Conference, Hobart, Tasmania, Australia.

McGrew, K. (2008, July). Advances in the prediction of academic achievement using WJ III subtests. General Session at the Third National School Neuropsychology Conference, Grapevine, Texas.

McGrew, K., Wendling, B. & Read, B. (2008, Feb). Using CHC theory to link assessment to intervention. Workshop presented at the annual convention of the National Association of School Psychologists, New Orleans, LA.

McGrew, K. (2007, July). The brain clock: An overview of contemporary research and theory regarding the neuroscience of brain-based interval timing and its relevance to learning and rehabilitation. Invited keynote presentation at the Interactive Metronome Professional Conference, Chicago, IL.


For further information on Kevin's work, including the presentations and publications listed above, visit his academic blogs:

IQ's Corner - http://www.intelligencetesting.blogspot.com

The IQ Brain Clock - http://ticktockbraintalk.blogspot.com/

October 13, 2008

EdPsych faculty publish lead Teaching Statistics article

Professor Joan Garfield and lecturers Michelle Everson and Andrew Zieffler (all in the the Department of Educational Psychology) recently published the lead article in Teaching Statistics: An International Journal for Teachers.


Entitled "Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses," this article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.

See the issue's table of contents.

September 8, 2008

Burns comments on RTI

Burns
Associate professor Matt Burns (Educational Psychology) comments in an article on the Response-to-Intervention (RTI) teaching approach.

Measure for measure, teaching approach gaining popularity

Star Tribune (Minn.) Sept. 7, 2008

September 4, 2008

Alum Anttonen and wife to lead parade

Ralph Anttonen (Ph.D., educational psychology) and his wife, Judy, have been named the 2008 grand marshals of Pennsylvania's Millersville Community Parade, chosen among 25 other nominees by the Millersville Community Parade Committee.

The two mile, award-winning parade will take place on Saturday, November 1, which coincides with Millersville's Homecoming weekend, Family Day, and Community Day.

Read the full story.

September 2, 2008

Hansen launches international gender equity site

HansenProfessor Emerita Sunny Hansen (Educational Psychology) recently launched a new international gender equity Web site called Born Free International.

The site, under development for the last three years, consists of original, revised, and new print materials created by 14 Minnesota institutions through a federal grant from the Women’s Educational Equity Act. International authors from about a dozen countries have contributed articles to the site. Authors provide a brief section on country demographics, another on gender issues in the culture, and a third on their own experiences growing up, studying, or working in the country.

For more information about Born Free International, read the full press release.

August 26, 2008

Turner voted treasurer for APA division

TurnerAssociate Professor Sherri Turner (Educational Psychology) was recently voted Treasurer for the American Psychological Association's (APA) Society of Vocational Psychology (Division 17).

Congratulations Sherri!

August 7, 2008

Goh appointed to JMCD editorial board

GohM-2004[2].jpgAssociate professor Michael Goh (Educational Psychology) has been appointed to the editorial board of the Journal of Multicultural Counseling and Development (JMCD). JMCD is a refereed quarterly journal of the Association for Multicultural Counseling and Development (AMCD), a member association of the American Counseling Association. The journal is concerned with research, theory, and program applications pertinent to multicultural and ethnic minority interests in all areas of counseling and human development. JMCD is ranked one of the top 5 journals most cited for multicultural psychology.

Congratulations Michael!

July 30, 2008

Rodriguez wins UMMAA award

RodriguezAssociate professor Michael Rodriguez (Educational Psychology) has been honored by the University of Minnesota - Morris Alumni Association (UMMAA) with the 2008 UMMAA Distinguished Alumni Award. Michael received the award for his scholarly and community efforts.

Congratulations Michael!

July 24, 2008

Bart named AERA fellow

BartProfessor William Bart (Educational Psychology) has been named a Fellow in the American Educational Research Association (AERA). AERA, founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.

Congratulations, Bill!

June 25, 2008

Alumna McGrath publishes two books

Alumna Mary Zabolio McGrath (M.A. '78, educational psychology; Ph.D. '88, educational policy and administration) recently published two books.

Ethical Dilemmas in Education: Standing Up for Honesty and Integrity
by Beverley H. Johns, Mary Z. McGrath, and Sarup R. Mathur
Rowman Education, 2008

Reaching Students with Diverse Disabilities: Cross Categorical Ideas and Activities
by Mary Z. McGrath and Beverley H. Johns
Rowman Education, 2008

Congratulations, Mary!

May 27, 2008

McConnell to oversee part of CRIEC

McConnellCongratulations to Scott McConnell (Educational Psychology, CEED), who will oversee a component of the newly funded Center for Response to Intervention in Early Childhood (CRIEC). This center is supported by a $10 million grant from the Institute of Education Sciences awarded to the University of Kansas, with subcontract collaborators here at the University of Minnesota, at The Ohio State University, and at Dynamic Measurement Group in Eugene, Oregon.

With an overall goal of reducing the number of children with reading problems by increasing the number of children entering school with knowledge and skill in early literacy and language, CRIEC will conduct research, development, and demonstration of procedures to implement Response to Intervention (RTI) models in early childhood programs.

Good luck to Scott and his colleagues!

April 28, 2008

Skovholt: Recent presentation

Skovholt
In April Tom Skovholt, professor of counseling and student personnel psychology in the Department of Educational Psychology, was an invited speaker at the University of Washington Psychology Department and Counseling Center. He presented on: Counselor Development: Elevated Stressors of the Novice Practitioner; Portrait of the Master Therapist; and Competent Clinical Supervision at Varying Developmental Levels.

Romano: Recent publication

John RomanoEducational Psychology Professor John Romano's article "Preserving Emotional Wellness" appeared in the Spring 2008 issue of the University's Wellness Works magazine. Download the entire issue [.pdf].

April 22, 2008

McConnell named Fesler-Lampert Chair

McConnellProfessor Scott McConnell (Educational Psychology) has been named the 2008-09 holder of the University's Fesler-Lampert Chair in Urban and Regional Affairs. Scott received the chair because of the work he's done over his career in early childhood education and development and his proposed project to extend this work to children living on Minneapolis's north side and to integrate the educational issues with health care concerns. Scott will be officially honored at a reception during the fall.

Congratulations, Scott!

April 14, 2008

Davison comments on school testing

DavisonM-2004[1].jpgProfessor Mark Davison (Educational Psychology) offers comment in an article on statewide school testing.

Statewide school testing starts today
MPR (MInn.) April 14, 2008

Goh presents in Lincoln, Nebraska

GohM-2004[2].jpgAssociate Professor Michael Goh (Educational Psychology) and community partners David McGraw Schuchman (People, Incorporated) and Kathryn McGraw Schuchman (Fraser Child and Family Center) presented a two-day workshop “Working with Immigrants and Refugees: Culture, Language, and Practice“ in Lincoln, Nebraska April 4-5, 2008. In the 1990s, Lincoln was selected by the U.S. Office of Refugee Resettlement as a preferred community for newly arrived refugees. Now they are one of the top twenty cities in America for new arrivals from abroad, the story of which is the highlight of bestselling author Mary Pipher’s book The Middle of Everywhere: Helping Refugees Enter the American Community. The workshop was organized by the College of Education and Human Sciences and the Psychological Consultation Center at the University of Nebraska, Lincoln.

April 9, 2008

Schriver receives MSCSA award

Carolyn Schriver, a first year master’s student in the Counseling and Student Personnel Psychology program in the Department of Educational Psychology, has just been chosen to receive the Minnesota State College Student Association (MSCSA) Advisor of the Year Award.

She received this award in honor of her work as Advisor to the Minneapolis Community & Technical College (MCTC) Student Senate this academic year. Regarding her work Carolyn states, “The Senate has made large strides this year for the welfare of the student body at MCTC, and I have been privileged to be an integral part of this progress." She will officially accept the award next Friday, April 18, at the MSCSA Spring General Assembly in Breezy Point, Minnesota.

Congratulations Carolyn!

April 7, 2008

Symons co-sponsors MN Futures Grant symposium

SymonsF-2005[1].jpgAssociate Professor Frank Symons (Educational Psychology) was among the 2007-08 Minnesota Futures Grant Program awardees. As part of this award, Frank co-sponsored a symposium at the beginning of January titled “Pain in Neurodevelopmental Disorders: Analgesic Failure and the Promise of Biomarkers" with Dr. Lois Kehl, D.D.S., Ph.D. (University of Minnesota, Department of Anesthesiology).

Frank's longstanding clinical interest in the assessment and treatment of severe self-injury among children and adults has led to the development of a program of translational research addressing the problem of pain in neurodevelopmental disorders. He is co-editor with Dr. Oberlander of the only book specific to pain and developmental disabilities and was recently awarded an NIH/NICHD Career Development Award (K02) to support his work.

April 2, 2008

Johnson receives AERA award for distinguished contributions

JohnsonDW-2003[1].jpgProfessor David Johnson (Educational Psychology) has received the 2008 Distinguished Contributions to Education Award from the American Educational Research Association (AERA). The award honors an individual who has demonstrated outstanding achievement and success in education research. David was presented with the award on March 26 during AERA's 2008 Annual Meeting Awards Presentation and Presidential Address.

Congratulations, David!

Christenson receives MSPA award

ChristensonSandy Christenson, professor of educational psychology, received the Minnesota School Psychologists Association (MSPA) 2007-08 Ysseldyke Best Practices Award. This award is given in recognition of her principles, standards, and dedication that have enhanced the profession of School Psychology.

Congratulations, Sandy!

March 27, 2008

Trotter wins leadership and service award

Michelle Trotter, a doctoral student in Educational Psychology studying counseling and student personnel psychology, has received a 2008 President's Student Leadership and Service Award. Michelle will receive the award from President Bruininks at the awards banquet in May. Michelle is being recognized for her many valuable contributions to the University and Twin Cities communities, including her pivotal role on the Stamp Out Stigma campaign.

Congratulations, Michelle!

Romano and colleagues win outstanding contribution award

RomanoJ-2008[1].jpgProfessor John Romano (Eductional Psychology) and his co-authors received the 2007-08 Outstanding Contribution Award from Sage Publishing and the Society of Counseling Psychology at the American Psychological Association Convention. The award recognizes the following paper by John and colleagues, which appeared in the Counseling Psychologist:

Hage, S. M., Romano, J. L., Conyne, R. K., Kenny. M., Matthews, C., Schwartz, J. P., & Waldo, M. (2007). Best practices guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist, 35, 493-566.

The award will be presented at the APA convention in August.

Congratulations, John and colleagues!

February 29, 2008

CSPP students all receive pre-doc internships

A nice note from Michael Goh, associate professor in the Department of Educational Psychology:

In the highly competitive national pre-doctoral internship competition for psychology doctoral students, all three doctoral students from the Counseling and Student Personnel Psychology Program (CSPP) in the Department of Educational Psychology who applied for internships were successfully matched.

Of the 3,492 internship applicants nationally, only 79% were matched to an internship site—for our Ph.D. students the match rate was 100%! Please join CSPP/Educational Psychology in congratulating these accomplished students who received internships from the following American Psychological Association-accredited sites:

  • Ling-Hsuan Tung (Boston Medical Center/Boston University Center for Multicultural Training in Psychology)

  • Michelle Trotter (Montana State University, Bozeman Counseling and Psychological Services)

  • Kimberly Zahm (Towson University Counseling Center)

February 18, 2008

Pellegrini research on play mentioned

PellegriniA-0000[1].gifProfessor Anthony Pellegrini's (Educational Psychology) research on play is mentioned in a BlueRidgeNow.com article.

Taking Play Seriously
BlueRidgeNow.com (N.C.) Feb. 18, 2008

February 11, 2008

Wahl discusses school counselor shortage

WahlK-2005.jpgAssociate Professor Kay Herting Wahl (Educational Psychology) was part of a panel discussing the shortage of counselors in Minnesota schools. Don Shelby also reported on this issue in his evening news segment "In The Know."

February 4, 2008

Davenport, OED, receive funds

DavenportE-2003[1].jpg
Associate professor Ernest Davenport in the Department of Educational Psychology recently received more than $23,000 to fund an ACT/SAT preparation course for at-risk students.

Two programs at the University of Minnesota have received more than $60,000 in matching grants to focus on increasing high school graduation rates, college participation and academic success among students. The Minnesota Office of Higher Education awarded the grants to organizations that demonstrated an effective plan to address key factors supporting college access and success. These factors include raising students’ aspirations for college, improving academic preparation for college, easing the initial transition to college and providing more support for students once in college.

Associate professor Ernest Davenport in the department of educational psychology in the College of Education and Human Development received more than $23,000 to fund an ACT/SAT preparation course for at-risk students. The course is designed to increase student knowledge in key content areas to better prepare them for successful college experiences. About 150 high school students will have large and small group instruction on the topics assessed on college admission tests. Practice tests and informational sessions on topics such as course-taking, test preparation, college admissions and financial aid will also be given.

Davenport sees the program as a natural extension of his work. “I have volunteered my time and talent to helping at-risk students prepare themselves for college since 1991, because I believe that the effects of a good education last for several lifetimes,? Davenport said.

The Office for Equity and Diversity’s Maadaadizi (Start a Journey) program received more than $36,000. Through the program, 60 American Indian students from two St. Paul high schools will participate in career and college planning sessions with Indian Education licensed school counselors and university staff. The students will also participate in college visits and field trips to college fairs; receive individual assistance in ACT preparation, high school course selection and college and financial aid application; and participate in mentoring sessions with current college students. In addition, the program will offer information to parents on advanced high school courses and college admissions.

“The Office for Equity and Diversity is excited about the grant for a number of reasons,? said Rickey Hall, assistant vice president. “We know that success in attracting American Indian students to postsecondary education institutions begins by making sure the students are adequately prepared to do college-level work.?

The Minnesota Office of Higher Education’s competitive grant program supports state educational institutions and nonprofit organizations that help students in grades six through college increase their chances for participation and success in higher education. Through the grant program, 24 projects received a total of $696,000. Grant funds were made available under the Minnesota Higher Education Omnibus Bill of 2007.

January 25, 2008

Burke's research mentioned in Monitor on Psychology

Lecturer Caroline Burke's (educational psychology) research on client fabrication and information witholding was referenced in the January 2008 issue of Monitor on Psychology.

An elephant in the office: Experts discuss why clients withhold truth, and what practitioners can do about it
Monitor on Psychology (D.C.) Jan. 2008

January 16, 2008

Register for Christenson's upcoming webinars

ChristensonS-2003[1].jpgProfessor Sandy Christenson is hosting two upcoming webinars.

The first of Christenson's seminars will be held on Tuesday, January 22. The talk is titled "Engaging Students with School: The Essential Dimension of Dropout Prevention Programs" and will be held from noon to 1:30 p.m. (Eastern).

In this National Dropout Prevention Center for Students with Disabilities webinar, Sandy will describe universal and individualized dropout prevention interventions for students with and without disabilities. She will explain the ideal heuristic to achieve an assessment-to-intervention link, as well as data-based interventions that maximize the person-environment fit. She will discuss effective interventions with a focus on attendance and academic skills, and indicators of students’ commitment to learning, perceptions of academic and social competence, and sense of belonging. Registration is required, and is free for the first 150 registrants.

Register for the event.

The second seminar will be held on Wednesday, January 23. The title of this talk is "Student and Family Engagement: Lessons Learned from the Check & Connect Intervention Studies." The talk will be held from 2 to 3 p.m. (Central).

In this teleconference, sponsored by the Exiting Community of Practice, Sandy will describe Check & Connect, an evidence-based model for engaging students at school and with learning. She will also share evidence of Check & Connect’s effectiveness from two experimental studies and three replication studies, provide suggestions for implementing Check & Connect in local schools, and take questions from the audience. To access the call, dial 866-393-8073 and enter the passcode *2830894* (including the asterisks before and after the number). Participation is free, and registration is not required.

More information.

January 14, 2008

Green to deliver MLK Day homily

Alumnus Bill Green (M.A., educational psychology; Ph.D., education), superintendent of Minneapolis public schools, will deliver a homily at Gustavus Adolphus College in celebration of Martin Luther King, Jr. Day.

Mixed Blood Theatre to perform on Martin Luther King, Jr. Day

Gustavus News (Minn.) Jan. 11, 2007

October 23, 2007

Grier, students to present at NASP convention in spring

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Assistant Professor Tabitha Grier (postsecondary teaching and learning) and educational psychology doctoral students Nicole Skaar and Julia Conkel will present a paper at the National Association of School Psychologists (NASP) convention in February. The paper will cover their work at Patrick Henry High School in Minneapolis and an alternative school in Iowa.

September 4, 2007

Pellegrini research mentioned in editorial on recess

PellegriniA-0000.gifProfessor Anthony Pellegrini's (Educational Psychology) research on playground behavior is mentioned in a Modesto Bee editorial advocating unstructured games and play at school.

UPDATE: Anthony's research was mentioned again in this article in the Indianapolis Star.

August 29, 2007

Christenson receives APA award, fellow status

Professor Sandra Christenson.jpgSandy Christenson (Educational Psychology) received the American Psychological Association Division 16 (School Psychology) Senior Scientist Award, which is the highest honor that the division awards. She was also named a fellow of Division 16. Congratulations, Sandy!

July 30, 2007

Burns: Recent publications

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Associate Professor Matt Burns (Educational Psychology) recently published the following book and articles.

  • Burns, Matthew K., Jimerson, Shane, VanDerHeyden, Amanda (Eds.). Handbook of Response to Intervention: The science and practice of assessment and intervention. New York, N.Y.: Springer Publishing Company.
  • Burns, Matthew K. (2007). Comparison of opportunities to respond within a drill model when rehearsing sight words with a child with mental retardation. School Psychology Quarterly, 22, 250-263.
  • Flower, Ashley, Burns, Matthew K., & Bottsford-Miller, Nicole A. (2007). Meta-analysis of disability simulation research. Remedial and Special Education, 28, 72-79.

July 25, 2007

Third award for Tuicomepee

Arunya Tuicomepee, a Ph.D. student in the Department of Educational Psychology, has just received a third award to be presented at the American Psychological Association convention in August. This latest award is the Division 17 Graduate Student Award. Arunya has also been awarded the Division 52 Graduate Student Research Award and the Council of Counseling Psychology Training Programs' Outstanding Graduate Student Award. As her adviser Professor John Romano notes, "Arunya obviously is very deserving of these recognitions."

Congratulations Arunya!

July 19, 2007

Bart lectures at U of Tokyo

BillBart.jpgEarlier this month, educational psychology professor Bill Bart delivered two lectures at the University of Tokyo in Japan. The lectures were entitled "Diagnostic Item Analysis: The Dense Item Perspective," and "Toward the Integration of Cognitive Diagnosis, Diagnostic Item Analysis, and Internet-Based Instruction." As Bill notes, "Japanese scholars are interested in advances in diagnostic testing."

June 12, 2007

Cooperative learning benefits students, says Johnson

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David Johnson, professor of educational psychology and co-director of the Cooperative Learning Center, explains the benefits of cooperative learning in this Deseret News article.

June 11, 2007

WPLC announces 2007 awards

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Several members of the College community received awards from the Women's Philanthropic Leadership Circle (WPLC) this year:

  • Faculty/Staff award: Michelle Everson, Educational Psychology
  • Graduate student awards: Eva Lynn Boehm, Curriculum and Instruction; Julia Conkel, Educational Psychology; Kaoru Kinoshita, Educational Policy and Administration; and Kyoung-Ah Nam, Educational Policy and Administration.
  • Rising Star awards: Kristen McMaster, Educational Psychology; and Karen Miksch, Post Secondary Teaching and Learning.

The WPLC promotes networking, leadership, and involvement among women, through philanthropic efforts which result in the financial support of students, staff, and faculty in their scholarly pursuits.

May 29, 2007

CAUSE lifetime achievement award for Garfield

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Professor Joan Garfield (educational psychology) received a Lifetime Achievement award from the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE). The award was presented to her on May 18 at the U.S. Conference on Teaching Statistics, held at The Ohio State University in Columbus, Ohio. The award is for “timeless and continuing contributions to the improvement of statistics education."

Hansen subject of JCD profile

hansenS.jpg Sunny Hansen, professor emerita of educational psychology, was profiled in the spring 2007 issue of the Journal of Counseling and Development. Links to full-text copies of the article are available here for University users.

May 24, 2007

EdPsy team publishes article

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Associate professors Michael Goh and Kay Herting Wahl; graduate students Julie Koch and Annette Brisett; and alumna Eunju Yoon, all from the Department of Educational Psychology, published “Working with immigrant students in schools: The role of school counselors in building cross-cultural bridges" in the April 2007 issue of the Journal of Multicultural Counseling and Development, 35, 66-79.

Goh and students present symposium

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Associate Professor Michael Goh and graduate students Dan Hess and Pahoua Yang (all from the Department of Educational Psychology) presented a symposium entitled “Vim Dab Neeb Los Tshoj: Traditional and Non-Traditional Explanations of a Hmong-American Man in Distress" at the Annual Teachers’ College Winter Roundtable on Cultural Psychology and Education.