Alexandre Ardichvili, Ph.D., professor in the Department of Organizational Leadership, Policy, and Development (OLPD), has been chosen as an Outstanding Paper Award Winner at the Emerald Literati Network Awards for Excellence 2013 for his article entitled "Sustainability or limitless expansion: paradigm shift in HRD practice and teaching" published in European Journal of Training and Development.
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For the past two years, CEHD Career Services has collaborated with the International School of Sweden (IES Sweden) to recruit CEHD teacher candidates to work at their 17 schools throughout Sweden. Representatives from IES Sweden have come to campus in the spring to interview teacher candidates, and several UMN students have received job offers. Robin Kirk Johansson, a principal with IES Sweden, says they are impressed with the UMN teacher licensure program because of its emphasis on learning communities and the teacher candidates' full-year placement in schools. Success stories of some of the students who have been hired at IES Sweden are posted on the Career Services blog.
For his pioneering work in science education, Larry Yore will receive one of the highest awards bestowed on alumni of the University of Minnesota at a ceremony on campus May 22. The U's Outstanding Achievement Award recognizes graduates who have attained unusual distinction in their chosen fields -- appropriate for Yore, an internationally known expert on the role of language in science and science education and on how language affects scientific inquiry.
"Larry has international teaching and research accomplishments that go beyond what most teachers and educators could even dream of," said Jean Quam, dean of the U of M's College of Education and Human Development (CEHD), which nominated Yore for the award. "But his generosity of spirit and tireless commitment to students, colleagues, and learning is even more impressive."
Yore is a Distinguished Professor Emeritus at the University of Victoria, British Columbia, but his roots run deep in Minnesota. A native of Delavan, in the south-central part of the state, Yore earned his bachelor's degree ('64), master's degree ('68), and Ph.D. ('73) in education at the University of Minnesota. Teaching science and studying its connection to reading and literacy became his specialty early on, including positions where he excelled as both a teacher and administrator in the Eden Prairie Public Schools and University High School ('64 to '70) before joining the faculty at the University of Victoria. Over 41 years of service at Victoria, he taught science, technology, and science literacy and research courses, and he chaired the Departments of Social and Natural Sciences and of Curriculum and Instruction. He also served as president of the university's faculty association and a member of the Board of Governors.
His accomplishments in higher education include 76 research articles in national and international journals, service on the board of directors of the National Association for Research in Science Teaching, participation on review panels for 20 education research journals, and founding membership on the International Journal of Science and Mathematics Education. At Victoria and other universities, he has mentored and advised more than 175 graduate students, worked with numerous researchers whose second language is English, and led studies on scientific literacy in many countries around the world.
Yore has been honored as "Science Teacher Educator of the Year," by the Association for Science Teacher Education; awarded with highest honors for contributions to science education through research, by the National Association for Research in Science Education; recognized with the Distinguished Contributions Award, by both the reading and science education communities; and named the University's first Distinguished Professor at the University of Victoria.
Yore, who recently joined the CEHD Dean's Advisory Council, will receive the Outstanding Achievement Award at a ceremony on May 22, 5-7 p.m., at McNamara Alumni Center, 200 Oak St. S.E., Minneapolis, on the U of M's Twin Cities campus.
Photo credit: University of Victoria Photo Services.
Department of Family Social Science graduate student Diego Garcia-Huidobro will present two posters at the Society for Prevention Research 21st Annual Conference in San Francisco, May 28-31. The posters are titled "Participants' Satisfaction with an Immigrant Family-Skills Building Program to Prevent Tobacco and Substance Use in Latino Youth" and "Family Health Behaviors Model: A Conceptual Framework for Prevention Research and Interventions."
Diego will also travel to Prague, Czech Republic to present at the 20th World Conference of Family Medicine, June 25-29. The titles of his presentations are the "ABCs of practicing family centered research I: Grounding research into theory" and "ABCs of practicing family centered research II: Conducting the research."
Doctoral candidate Shannon McManimon (Culture and Teaching) is the recipient of this year's C&I Outstanding Graduate Student Research Paper Award for her paper, The Practice of Teaching as Blurred Translating. The award was established by the Department of Curriculum and Instruction in order to recognize excellence in research and research writing among graduate students.
Shannon is also the recipient of the Seashore Fellowship awarded by the College of Education and Human Development to a doctoral student whose interests focus on issues of broad social inquiry problems, social and cultural change, or social justice.
Shannon's research and teaching interests include critical pedagogy, critical whiteness studies and school-community partnerships. She works with the Neighborhood Bridges Critical Literacy and Creative Drama Program.
In honor of the 20th anniversary of the Tucker Center for Research on Girls & Women in Sport in the School of Kinesiology, Heather L. Burns and Kathleen A. Maloy have made a significant financial commitment to the University of Minnesota Foundation through their Live to Give Charitable Trust Fund to establish the Tucker Center Internship Fund for Gender Equity in Sport. The program is designed to mentor, educate, and provide a quality research experience for aspiring undergraduate students who work collaboratively with Tucker Center faculty and graduate students on important research projects. Students receive hands on experience by participating in a full spectrum of research opportunities.
Benefactors Burns and Maloy have long admired the ground-breaking work of the Tucker Center. Their desire to support the Tucker Center's efforts stems from their commitment to and passion for gender equity in sport as well as their work through the Live to Give Charitable Trust Fund. "Live to Give makes strategic and catalytic gifts to promote social justice, equity, and human rights with a particular focus on girls and women," says Burns. "Kathleen and I believe that gender equity in sport can catalyze gender equity in other socioeconomic and political arenas. Supporting the Internship Program allows the Tucker Center to attract the 'best and the brightest' students and to mentor them in ways that will enhance their commitment to gender equity through participation in sport and physical activity."
David Chapman, Ph.D., professor in the Department of Organizational Leadership, Policy, and Development (OLPD) was a featured or keynote speaker at the following venues:
- Featured speaker an invitational seminar on Strategic Planning in Malaysia Higher Education on May 2-3 in Kuala Lumpur. The seminar was sponsored by the Malaysian Ministry of Higher Education as part of its midterm review of its strategic plan for higher education.
- Keynote speaker at a national conference on higher education-industry collaboration held at Chi Nan University in Puli, Taiwan on April 27-28. Chapman presented key findings of the 2-year Asian Development Bank study of higher education issues in Asia, for which he served as Team Leader.
- Featured speaker on April 26 at Chiayia University, Taiwan and guest of the Graduate Institute of Educational Administration and Policy Development. Chapman spoke on recent research on issues and opportunities in cross-border collaboration in higher education in Asia.
For the past 12 months, the College of Education and Human Development (CEHD) has partnered with the Austin, MN, school district (APS) to prepare a new STEAM-focused school for all local fifth and sixth graders. CEHD has provided customized professional development -- drawing from multiple departments and centers -- to support teachers in developing an integrated, trans-disciplinary approach to instruction, with engineering being the thread that ties teaching and learning together.
"While more districts are moving to incorporate STEM-focused instruction [Science, Technology, Engineering, and Math], few are integrating the arts in a meaningful way," says Kara Coffino, coordinator of CEHD's field-based professional development partnerships. "APS, along with the U of M as its university partner, are building this school from the ground up -- literally -- with the district supporting physical construction of the school building and the University of Minnesota supporting teacher development and curricular discernment."
The goals of this innovative partnership include:
- Creating an integrated, trans-disciplinary curriculum.
- Supporting teacher development and preparation to teach in a specialized, high-tech environment by U of M staff and faculty.
- Engaging with community partners to support teaching and learning in and out of the classroom.
"It's almost unheard of for a Research 1 institution to engage with partners in a truly collaborative manner like this, and it's something we hope to do much more of in support of our land-grant mission and outreach across the state," says Coffino.
The final "All Teacher Professional Development" meeting for the 2013-14 academic year, will take place on May 8 in Austin, where teachers who will teach at IJ Holton Intermediate School, school and district leadership, and U of M partners will roll up their sleeves, link theory to practice, and begin the work on aligning instruction across the disciplines to develop rigorous integrated thematic units that focus on a single engineering design problem.
This is phase two of the partnership. Last May, approximately 70 Austin teachers earned master's degrees in education from the U, taking all classes on-site in Austin.
The Hormel Foundation is providing funding for this project and hopes to use it as an example for other foundations to improve education.
The school opens for classes Sept. 3, with a ribbon cutting ceremony scheduled for Sept. 28.
The Spring 2013 issue of CW360°, "The Intersection of Child Welfare and Disability: Focus on Children," from the Center for Advanced Studies in Child Welfare (CASCW) is now available online. This CW360° explores issues impacting children with disabilities in child welfare and provides examples of policy solutions and practice strategies for working with this population.
It is essential for child welfare workers and advocates to understand and be aware of the prevalence of disability in child welfare. As Traci LaLiberte and Tracy Crudo state in their letter from the editors,
"There is not a child welfare worker, supervisor, or administrator practicing in the field today that has not or will not come into contact with children with disabilities. Indeed, it is likely that many of the children on any given child welfare worker's caseload have some form of disability."
CASCW's annual CW360° magazine provides comprehensive information on the latest research, policies, and practices in a key area affecting child well-being to communities, child welfare professionals, and other human service professionals. CASCW will also produce a special issue this summer focusing on parents with disabilities in the child welfare system.
To view the current and past issues of CW360°, visit the CW360° webpage on the CASCW website.