Amanda Sullivan, assistant professor in the Department of Educational Psychology (School Psychology), received the 2013 Lightner Witmer Award from Division 16 of the American Psychological Association. This prestigious award recognizes individuals who are within seven years of receiving their degree and who have demonstrated continuous scholarship that merits special recognition.
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The University of Minnesota STEM Education Center is a recipient of a College Ready grant from the Great Lakes Higher Education Guaranty Corporation, which will provide mathematics tutors/mentors to 135 eighth and eleventh graders in Minneapolis during the 2013-14 academic year. The $300,000 award will support the Prepare2Nspire program, which prepares underserved students to succeed on grade-level, high-stakes mathematics exams and to inspire them to continue their study of mathematics.
Prepare2Nspire is an innovative, cascading, multi-grade mathematics tutoring and mentoring opportunity that will include graphing calculator technology.
Principal Investigator Dr. Lesa Covington Clarkson, associate professor, has a history of working in urban schools with diverse populations in the Twin Cities. "Too often, underrepresented students aren't served in our urban classrooms," she said. "This program will provide additional time and tools to support students in their mathematics learning."
As university undergraduate students will be tutoring and mentoring eleventh grade algebra 2 students in the program, the eleventh grade cohort will be tutoring and mentoring eighth grade algebra students. Graphing calculator technology will support students' development of algebraic thinking and their preparation for postsecondary study.
Every student profits from this model, according Clarkson. Tutors are developing mathematics communication and reasoning skills as they explain content in which they were recently engaged and at the same time they are developing roots in mathematics that are fundamental to their current study. Middle school participants are receiving individualized tutoring and mentoring services designed to meet their unique challenges in the mathematics content studied. Simultaneously, grade-level skills will be continually addressed through mini lessons at weekly meetings.
The University's ACT/SAT Review Program also received an award of $21,721 to help 180 high school students through a 10-week ACT review program. Led by Ernest Davenport, associate professor in the Department of Educational Psychology, the program addresses test-taking and other issues for academically at-risk students. It's been offered for more than 20 years.
The Great Lakes Higher Education Guaranty Corporation awarded more than $4 million in May to 34 student-centered programs that will serve nearly 4,000 students in Minnesota and Wisconsin in grades 6 through 12 and adult learners. Each program is actively preparing more students to succeed academically, enroll in college, and then succeed in college-level coursework.
Part of the College of Education and Human Development (CEHD), the STEM Education Center includes researchers from five U of M colleges, with core faculty from CEHD's Department of Curriculum and Instruction.
Educational Psychology professor Kay Herting Wahl was named Post-Secondary Counselor Educator of the Year at the recent MN State School Counselor (MSCA) Conference. Jim Bierma, CSPP doctoral student, was installed as President Elect of MSCA for the 2014-15 academic year.
Mark Davison, professor in the Quantitative Methods track of the Department of Educational Psychology, along with alumni Chi-Keung Chan (Educational Psychology) and Jungwon Hahn (Psychology) received the Distinguished Paper Award from the 2013 International Symposium on Education and Psychology, Kitakyushu, Japan. Their paper, "Latent profile patterns of MMPI-2 clinical scales: Interindividual and intraindividual comparisons of American and South Korean college students," describes similarities and differences in the personality patterns of American female, American male, Korean female, and Korean male college students.
Currently, Dr. Chan is on the faculty of Hong Kong Shue Yan University. Dr. Hahn is at Merrimack College, North Andover, MA.
The Counseling and Student Personnel Psychology (CSPP) program in the Educational Psychology Department was ranked fourth in graduate student counseling and personnel programs by U.S. News and World Report (The program tied for fourth with University of Wisconsin-Madison and University of Missouri.) Previously, CSPP was ranked eighth.
Congratulations to the Counseling and Student Personnel Psychology (Educational Psychology) doctoral students who were placed in APA accredited internships for 2013-14. All seven CSPP students who applied received internships that were accredited by the American Psychological Association (APA). This is the gold standard of accrediting for doctoral level psychologists in the United States, and placement at APA accredited sites is highly competitive.
Nationally, almost 4,500 doctoral students in psychology applied for pre-doctoral internships for the 2013-2014 school year. The national match rate for these students was 76.4% for matching to any internship site, and 60% for matching to APA and Canadian Psychological Association (CPA) accredited internship sites.
The following CSPP students were placed in the sites listed:
Angela Browder and Ju-Ri Joeng
University of Florida - Counseling Center.
Monica Froman-Reid
Southern Illinois University
Ruth Swartwood
University of MInnesota
Sam Tourek
University of California, Berkeley
David Wells
Hazelden Foundation - Adolescent Track
Marcuetta Williams
Duke University - Counseling Center
CEHD will have 14 representatives at the 65th Annual Meeting of the American Association of Colleges of Teacher Education (AACTE) this week in Orlando, Florida. This group will represent the college through research presentations, national panels, teacher preparation program redesign panels, accreditation workshops, and fellowship programs. C&I's Lori Helman will be launching her new book, Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School, published by Teachers College Press. She will also present a session on the work in PRESS and MCRR with two doctoral students, Alyssa Boardman and Kari Dahle. Three sessions featuring the work of the Teacher Education Redesign Initiative (TERI) will be represented by EDRC's Elizabeth Finsness, Stacy Ernst, Tiffany Moore, and Misty Sato. Sato will also speak on a panel about the national implementation of the edTPA in teacher education. EDRC's Jo Matson will represent CEHD at sessions about NCATE and the new standards board, Council for Accreditation of Educator Preparation.
Five C&I doctoral students -- Mary Hoelscher in science education, Fang (Andie) Wang and Jason Martel in second languages and cultures, Ann Mogush Mason in culture and teaching, and Heidi Jones in literacy education -- will present a symposium on four perspective on defining and developing teacher identity. EPsy doctoral student Julio Cabrera will participate in the Holmes Scholars Program, which consists of doctoral students from traditionally underrepresented backgrounds pursuing careers in education at AACTE member institutions.
Jim Ysseldyke, Educational Psychology professor, received a presidential citation and award from the Trainers of School Psychologists organization for career contributions to the training of school psychologists. The award was presented at the organization's annual meeting in Seattle in February.
Dr. Yong-Lin Moon (Ph.D. '87, Educational Psychology) has recently been elected superintendent of education for Seoul City, Korea. In that position, he will lead one of the largest school districts in the world with a budget of over $7 billion. Dr. Moon is currently a professor of education at Seoul National University. He served as the Korean minister of education in 2000.
While at the University of Minnesota, he conducted research in the area of moral development with his advisor, Dr. James Rest, and Dr. Mark L. Davison. After returning to Korea, he directed the design of a nationwide curriculum and textbook on moral education in elementary and secondary education. Through his service as Minister of Education, member of the Education Reform Committee, member of the New Education Committee, and director of the moral education curriculum development project, Dr. Moon has had a major influence on Korean education.
Dr. Michael Rodriguez, from the Department of Educational Psychology, was selected to assume the new position of Campbell Leadership Chair in Education and Human Development, and Dr. Ann Masten, in the Institute of Child Development, was selected to assume the position of Irving Harris Professorship in Child Development.
As the first faculty member to fill the Campbell Leadership Chair, Rodriguez will contribute significantly to the shared CEHD and University mission of high-quality education for all K-12 students in Minnesota. Rodriguez, an internationally known researcher and leader in education, will support ongoing initiatives to reduce the achievement gap, expand collaboration across the University, and advise President Kaler on ways the University can best help to improve educational access and success.
"As we address these challenges, I have great confidence in Michael's ability to work with researchers at the University and our community partners to shed light on how to reduce the achievement gap for Minnesota students," said Jean Quam, dean of the College of Education and Human Development.
Masten, an expert on resilience, fills the Irving Harris Professorship, previously held by Dr. Nicki Crick, who died in Oct. 2012. One of the goals of the Irving Harris Professorship is to encourage scholarly activity in those aspects of child development related to children growing up in high-risk conditions.
"Her latest work in helping homeless children overcome the challenges of school-readiness is life changing," said Quam. "I am pleased we can honor Ann, in this regard, as she promotes the better understanding of and appreciation for the complex development of children, particularly those in the throes of poverty."