Student Representative Meeting
April 21, 2010
Present: Dr. Burke, Drew Benson, Margaret Dorer, Rita Sandidge
First year Master students:
- Busy this semester, especially the last few weeks.
- Most people have gotten practicum sites, though some are still looking.
- Some cohort members are interested in getting information (from 2nd year cohort, perhaps) about what route they are taking to their LPCC...summer classes, extra semester, or trying to fit things in during the year.
-- Response: Students were encouraged to talk to their advisors. If they have specific questions, perhaps second year students would be willing to talk to them about what they chose.
Second year Master students:
- The invitations for the reception for the practicum supervisors and supervisees didn't go out soon enough, were very unclear, and ended up being incorrect.
- Due to low responses from supervisors of community and higher ed counseling, this portion of the reception was cancelled. Dr. Herting-Wahl
- held a reception for school counselors and their supervisors.
- Why is there not a capstone course for the program?
- Essentially, there isn't the time or the money. If the program transitions to 3 years that may be an option.
- Are there limits on tickets for graduation? Is there a plan for how we sit? Will faculty be there?
-- Response: There are not limits, seating for guests is first come, first served. It's at a new site this year, so things are a bit confusing. Faculty will be at graduation.
- When exactly is the CSPP pre-graduation party?
-- Response: The CSPP party is combined with the rest of the EPSY group party. It is May 12, from 4:00 to 6:00 PM in the Williams Arena Club Room. If cohort members want to organize a CSPP-only event, that can be done. Picnics, happy hours, and nothing have all been done in the past.
- There were a number of issues regarding the comprehensive exam:
-- Many students wanted to make sure that faculty paid attention to the feedback given on the test.
-- There were a lot of typos and misspellings, which were distracting and unprofessional.
-- Some questions used terminology in questions that was different that the nomenclature we'd been taught.
-- It was frustrating to have questions are subject areas we hadn't studied yet, like sleep disorders.
--- Response: The test is meant to cover all two years, and we were made aware of this in advance. If all students were not aware that it covered all the syllabi for 2 years then the faculty will work to ensure this is communicated for the years to come.
-- It seems like there is a disconnect between the time allotted for the exam, the difficulty of the material, and the purported 'goal' of the test. If this is really a 'minimum entry level' exam, then it should be testing general concepts only, and 4 hours is not necessary. However, if it is going to be a MA comprehensive exam, then the material should be more specific and more practical.
--- The faculty appreciates this (and all) feedback about the exam. The exam covers both breadth and depth of material for the past two years, from wide ranging theories to smaller specifics learned. Again, if not all students were aware of its depth and breadth then the faculty will continue to work to ensure that this is more adequately communicated in the future.
-- Platitudes from faculty like "You'll be fine" or "Everyone passes" were unhelpful. More concrete preparation or a practice test (perhaps at the end of first year?) would help the cohort more.
--- Counseling and Counseling psychology is a profession of feedback, and this feedback is helpful.
-- Is there a specific reason why the test isn't split up by course? It was hard to go back and find questions about specific topics with the questions mixed throughout the exam.
--- Response: Yes, because the questions are randomized, they are not put in any sections or split up by course.
-- Some test items seemed poorly constructed and/or confusing for many students. Some seemed culturally encapsulated, some seemed to have more than one correct answer, or were unclear. Perhaps the test would benefit from an outside evaluation for test items.
-- Some of the major tenets of counseling seemed to go unmentioned, while there were a number of questions about relatively minor research articles.
-- It would be nice to know our score, or at least know what the right answers were for some questions. Is there a time when we could go over the test as a group or have the correct answers posted somewhere?
-- The quick grading process and the quick response by the admin folks was appreciated by students. It was great to know the results as soon as possible
Caroline Burke expressed gratitude for input and feedback on the MA exam. She wants to ensure that the faculty will indeed take the feedback written by students following the exam seriously.
- No updates
- PhD students for next year have all been accepted, and faculty are excited!
- Master's students for next year have been accepted, but the group is still evolving.
- Dr. Goh is leaving, which is difficult for both faculty and for students. The faculty are pleased for him to have a different professional opportunity which meets his specialization in multi-cultural counseling and education. Faculty are deciding how his courses will be taught long term.
- Faculty are trying to figure out and secure funding for all the PhD students.
- All faculty have gone through a faculty review, including teaching evals, research published, etc.
- CSPP alumni are very active and will be meeting to talk about fund raising, awards, and the expansion of the profession.
National Center on Educational Outcomes
Institute on Community Integration
College of Education and Human Development
University of Minnesota, Minneapolis Campus
National Center on Educational Outcomes
Projects: Improving the Validity of Assessments for English Language Learners with Disabilities (IVARED) which is housed at the National Center on Educational Outcomes in 207 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis campus. IVARED is a consortium of five state departments of education and the National Center on Educational Outcomes. The project will address the validity of assessment results for English language learners (ELLs) with disabilities in statewide accountability assessments through a variety of activities designed to improve assessment systems. These activities will include an examination of the characteristics of the students and their assessment performance, development of recommended assessment participation and accommodations decision-making practices via expert panel input and studies of decision-making, and development of principles to guide the assessment of ELLs with disabilities.
Start date: May 2011
Appointment: One Graduate Research Assistant position at 25%, Level 1, $17.08/hour
• Interview teachers and other project staff in person and via web-based conferencing tools. (May require some Minnesota travel)
• Assist with the development of a web-based training module
• Assist in conducting focus groups with teachers about assessment decision-making
• Write project reports
• Current graduate student at the University of Minnesota enrolled in a program related to education or public policy
• Experience working with English language learners or students with disabilities in the U.S. K-12 education system
• Experience with web-based survey design and data analysis.
• Excellent English academic writing skills.
• Experience conducting focus groups and/or focus group coursework
• Valid Minnesota driver's license
Other possible duties:
• As assigned by project management team
To apply: Please send an e-mail cover letter to Kristi Liu at firstname.lastname@example.org (612-626-9061) and Laurene Christensen email@example.com (612-624-5832). In the "Subject" line of the e-mail indicate you are applying for GRA position #1. To the e-mail attach a CV, a current transcript, and an academic writing sample.
The University of Minnesota is an equal opportunity educator and employer.
Graduate Research Assistant Position #2
Appointment: One Graduate Research Assistant position at 25%, Level 1, $17.08/hour
• Assist project staff with using the Delphi consensus-building approach to develop a list of recommended best practices for appropriately including English language learners with disabilities in large-scale content and English proficiency assessments for grades K-12.
• Write project reports collaboratively.
• Write journal articles collaboratively.
• Current graduate student at the University of Minnesota enrolled in a program related to education or public policy.
• Experience working with English language learners or students with disabilities in the U.S. K-12 education system.
• Graduate coursework in qualitative or mixed method research design and data analysis.
• Excellent academic English writing skills.
• Experience conducting studies with the Delphi methodology
• Minnesota driver's license for travel to local schools.
Other possible duties:
• As assigned by project management team.
To apply: Please send an e-mail cover letter to Kristi Liu at firstname.lastname@example.org (612-626-9061) and Laurene Christensen email@example.com (612-624-5832). In the "Subject" line of the e-mail indicate you are applying for GRA position #2. To the e-mail attach a CV, a current transcript, and an academic writing sample.
The University of Minnesota is an equal opportunity educator and employer.
The MPA Division of Women in Psychology is hosting an event on Monday, May 9 in partnership with the Powell Center and the School of Public Health, for more information click on this link: Interdisciplinary Womens Health Panel 4.20.11-1.pdf
Women's Center's CSPP practicum student responsibilities for 2011-2012 can be found by visiting this link: View image
Call for Papers
University of Minnesota
July 29-31, 2011
Disability and Identity in the 21st Century
Call for Papers
In recent years, the "minority model" that shaped advances in disability rights at the end of the twentieth century has come under scrutiny both for its failure to acknowledge the full variety of lived experiences and for the backlash this model engendered. Activists and theorists have begun to posit disability as a transient and situational phenomenon, one whose meaning and impact are ever in flux, shaped by stigma, economic access, perceptions of pain and its management, medications, access to support services, a sense of community and shared experiences with others, etc. New scholarship invites more nuanced consideration and new interpretations of the contexts--biomedical, educational, professional, humanistic, social, cultural--in which these identities are expressed and experienced. Proposals in any area of specialization and pertaining to any area of the world are welcome.
This symposium will bring together scholars working in disability studies for a weekend of shared research, community, and dynamic interdisciplinary discussion.
Ravi Malhotra, University of Ottawa
"Finding a Voice of Their Own: Exploring Disability Identity and the Articulation of Disability Rights through the Narratives of Young Adults with Physical Disabilities"
Ellen Samuels, University of Wisconsin
"Ranges of Motion: Disability, Biocertification, and the Parking Permit Paradox"
The Minnesota Symposium on Disability Studies will take place at the University of Minnesota's Minneapolis campus. This symposium is the result of collaboration between the Interdisciplinary Graduate Group in Disability Studies, The School of Music, and the Office for Equity and Diversity at the University of Minnesota.
Thanks to the generosity of The Office of Graduate Education, the registration fee will be waived for participants who are invited to present at the symposium. Regular registration for other attendees is $40; student registration is $20. Updates about the symposium will be posted at:
Abstracts are due by May 6, 2011 and should be sent as an attachment to both
Bartek Plichta firstname.lastname@example.org and Tammy Berberi email@example.com
(Questions may be addressed to either of the above).
(Mon, Tue, Wed, Thu, Fri) May 23- June 3, 2011
125 Burton Hall
ý Anorexia in Hong Kong ý PTSD in Sri Lanka ü Schizophrenia in Zanzibar þ Depression in Japan
Do these terms have the same meaning and symptoms in these countries as the United States? These are some cases we will explore to understand how mental health is conceptualized across cultures and whether treatments comfort or collide with local customs. This course is designed as an introduction to the theory and practice of cross cultural counseling. It is intended for those considering a career in counseling or for those who may utilize counseling skills in their work. Other topics include:
Cultural Identity Development
Multicultural Counseling Models
Developmental Model of Intercultural Sensitivity Cultural Intelligence Cultural & Language Barriers
Cross-Cultural Simulations Case Studies Video Demonstrations
Cultural Immersion Courageous Conversations
About Your Instructor: Dr. Michael Goh is an associate professor in the Counseling and Student Personnel Psychology Program, Department of Educational Psychology at the University of Minnesota. Dr. Goh's teaching, research, and service are focused on improving access to mental health services for ethnically diverse, new immigrant, and international populations. His current research program includes cultural competence in mental health practice, cultural intelligence, multicultural master therapists, the use of interpreters in mental health counseling, career development, and help-seeking behavior and attitudes across cultures and countries. Dr. Goh is a passionate teacher about culture in counseling and teaching. He is a U of M President's Distinguished Faculty Mentor and also a mentor for the American Psychological Association Minority Fellowship Program. He was voted Teacher of the Year in 1998 and won the CEHD Distinguished Teaching Award in 2006. Also in 2006, Dr. Goh was recognized by the Minnesota Psychological Association for his Distinguished Leadership in Psychology and Mental Health. In 2010, the Association for Multicultural Counseling and Development of the American Counseling Association presented him with the Exemplary Diversity Leadership Award. He was also named the inaugural recipient of the College of Education and Human Development Marty and Jack Rossman Faculty Development Award for his creativity and innovation in scholarship, teaching, and service.
Thursday, May 12, 4:00 - 6:00 p.m., reception in the Williams Arena Club Room, for the Department of Educational Psychology
RSVP by April 30 to firstname.lastname@example.org or 612 624 1698. Please indicate the number of people who will be attending.
Williams Arena is located on the East Bank at 1925 University Avenue SE.
Parking is available at the 4th Street Ramp, 1625 4th Street SE, Minneapolis.
The commencement ceremony will follow the reception at 7:00 p.m. in Mariucci Arena
McNally Smith College of Music
NAME: New Hire
RESPONSIBILITIES AND DUTIES
Administer individual and group therapy at a college of contemporary music within the Office of Student Affairs. Assess problems and work therapeutically with student and staff clients. Participate in crisis prevention and response. Foster a culture of acceptance and mental wellness across the college community.
Specific Responsibilities that may be assigned:
• Individual, couples, and group counseling and therapy sessions - caseload to be determined based on employment status.
• Basic understanding of concerns such as:
Lifestyle, career, and academic pursuits
Transitions, grief & loss
Managing stress and anxiety
Coping with depression
• Intake, assessment, and treatment planning
• Awareness of mental and emotional disorders and dysfunctional behavior
• Administer psycho-educational and interpersonal therapy groups
• Lead workshop series in conjunction with colleagues in the Office of Student Affairs
• Participate in college community via committees, organizations, and presentations
• Network with local mental health service providers to update referral lists
• Give recommendations for outside support programs and practitioners as needed
• Consult and collaborate with staff and faculty to identify students in distress
• Advise during situations of crisis that may require parental notification
• Demonstrate strong social and cultural foundations with sensitivity to multicultural issues
• Assist Sr. Counselor to plan yearly Counseling Services budget
• Provide guidance to the Resident Assistants & Orientation Leaders
• Demonstrate a broad degree of creativity and flexibility
• Maintain thorough and confidential records
• Uphold ethical and legal standards of practice
• Perform a variety of administrative tasks to support the work of the Sr. Counselor
• Master's degree in counseling psychology or related field from a CACREP program
• Minimum 2 years experience in the field
• State of Minnesota Professional Licensure current or eligible (LPC preferred)
• Familiarity with a variety of theories, techniques, and ethical procedures
• Solid understanding of the creative mind
• Ability to adapt to the needs of students in an ever-changing academic setting
• Desire to help grow the counseling services at McNally Smith College of Music
• Exceptional personal and communication skills
• Patience, self-motivation, and long-term visioning
SUPERVISION: Sr. Director Student Affairs
IMMEDIATE SUPERVISOR: Full-time (senior) Counselor
We are now accepting applications for our 2011 Minority Fellowship Program Psychology Summer Institute. Please see the attached flyer for more details which includes how to apply, or visit our website at www.apa.org/pi/mfp. The deadline is May 1, 2011. Feel free to distribute this information.
If you have any questions, please contact Kyra Kissam, Professional Development Specialist, at 202-336-6127 or via email at email@example.com.
Title: Prospective Transfer Student Adviser and Transfer Admissions Coordinator
Classification (9354) Coordinator
Reports to (title) Assistant Director--Recruitment and Retention
Start Date June 2011
Appointment P&A 12 month annually renewable
This position is part of the CEHD Student Services team and reports to the Associate Director of Student Services. The individual in this position will serve as an academic advisor with a special emphasis on the advisement and recruitment of prospective internal and external transfer students. By helping students to identify their strengths, interests, and pertinent resources, information, and learning opportunities, the transfer coordinator will assist students in developing skills to make well informed educational choices. This person will build and maintain relationships with internal and external stakeholders to facilitate clear pathways for recruitment as well as facilitate the application review process, and work with transfer initiative such as orientation and other programming. This person will collaborate with other members of the CEHD Student Services team as needed to best assist students in meeting their educational goals.
• A bachelor's degree
• Experience in an educational or non-profit setting working with prospective students/academic advising and/or admissions/recruitment
• Strong computer experience with word processing and database management
• Master's degree in higher education and student affairs, college student personnel psychology, counseling, social work, or field related to advising
• Major or significant coursework in a CEHD major
• Knowledge of CEHD undergraduate programs and career services
• Commitment to fostering student learning and applying student development to work with students
• Evidence of effective oral and written communication skills, team-building, and interpersonal skills
• Compassion and enthusiasm for the undergraduate experience
• Exceptional work-ethic
• Ability to take initiative and work independently as well as collaboratively
• Commitment to diversity and ability to appreciate and support diverse student backgrounds and experiences
• Ability to initiate projects and programs and see them through to completion
• Ability to work in a fast-paced environment and prioritize conflicting demands
• Ability to effectively deal with conflict
Major areas of accountability:
Recruitment and advising: 40%
• Advise prospective transfer students through advising sessions, information sessions, phone, email and appointments
• Meet with prospective students to review transcripts and manage the process of transferring into or applying to CEHD
• Coordinate and execute the transfer recruitment plan for internal and external transfer students through student advising and outreach efforts
• Serve as contact for prospective internal and external transfer students to CEHD
• Make extensive outreach efforts to prospective external transfer students via telephone, written communication, and on campus visits
• Present information sessions about CEHD and its transfer process
• Represent the University and CEHD to students, families, faculty and advisors, and at off-campus recruiting venues, such as college fairs, community college visits and other events
• Create partnerships with other U of M departments and community colleges to create pathways for transfer students
• Communicate transfer requirements and information to the University of Minnesota community, including other collegiate units, advisors and staff
• Analyze transfer credit for CEHD prerequisite courses and advise students on requirements
Coordinate and manage transfer admission cycle: 20%
• Review student coursework to determine transfer and fulfillment of prerequisite coursework
• Communicate to students the steps that need to be taken to fulfill prerequisite coursework
• Evaluate application procedures and processes in an effort to increase efficiencies and service to students
• Serve as a liaison to the Office of Admissions transfer team
• Coordinate admission review process with departments and make admission decisions for designated programs
• Meet regularly with CEHD departments/units to establish admission process and criteria, as well as maintain knowledge of admission standards, prerequisites and program details
• Maintain an understanding of all CEHD undergraduate programs and keep up to date of all major program changes and updates
• Share knowledge of undergraduate programs, student progression, and transfer orientation in collaboration with student services advisers and staff
• Develop and monitor print and web materials for transfer students to ensure accurate and updated information is available
• Create/maintain communication materials of admission decisions
• Update orientation materials and assist with transfer orientation delivery in collaboration with the orientation coordinator
Monitor enrollment and progression of students into CEHD majors: 10%
• Coordinate student access to coursework for orientation
• Coordinate and execute review of lower division students to ensure students are on track to a major/graduation
• Coordinate and participate in efforts to ensure lower division students are able to seamlessly access CEHD majors which includes liaising with TRIO Student Support Services, Athletics, and departments
• Coordinate and execute review of lower division student academic records. Point-person for late student-athlete applications - both for communication and processing purposes
Department Administration and Professional Development 10%
• Engage in professional development and service activities related to the advising and student services profession, within the University of Minnesota community and beyond.
• Contribute to the strategic planning process for the Office of Student Services and ongoing evaluation for improvement of services
• Continue professional development and scholarly activity in the field of student affairs and academic advising to maintain knowledge of trends and best practices
• Serve on Student Services, College and University-wide committees as requested
Title: Prospective Graduate Student Adviser and Recruiter
Classification: Coordinator (9354)
Reports to (title): Assistant Director--Recruitment and Retention
Start Date: June 2011
Appointment: P&A 12 month annually renewable
Job Summary: This position is an integral part of the admissions and recruiting team in CEHD. Reporting to the Coordinator for Recruitment and Retention, the Prospective Graduate Student Adviser and Recruiter is responsible for the implementation of the prospective student recruitment plan and works with M.Ed. admissions and Initial Licensure Program orientation.
1. Completed bachelor's degree from an accredited institution of higher education
2. 2 or more years experience in an educational, non-profit, or business setting working with prospective students/clients, recruitment, and/or admissions
3. Knowledge of higher education recruitment and admissions, or background in sales or marketing
4. Ability to travel within the Greater Metro Area and to work occasional evenings and weekends
5. Proficiency with standard computer software as well as comfort in learning and working with new technology
1. Master's degree
2. Excellent written and verbal communication skills
3. Excellent organization and time management skills
4. Commitment to diversity and ability to appreciate and support diverse student backgrounds and experiences
5. Ability to work with students from a developmental perspective, assisting them in making informed educational choices
6. Exceptional work ethic
7. Ability to work in a fast-paced team environment
8. High energy personality
9. Able to suggest and take on new projects and priorities as they arise
10. Experience, comfort and skill working with individuals from a wide variety of backgrounds and cultures
11. Ability to work in a fast-paced environment and prioritize conflicting demands
Recruiting and advising 55%
1. Coordinate and run recruitment events for prospective students in collaboration with community, school, and University partners
2. Represent CEHD at information sessions community college and high school visits, college fairs, community events, and other recruitment events
3. Conduct information sessions for prospective students
4. Act as first point of contact for all inquiries around teacher education from students, parents and/or advisers
5. Advise prospective students by helping them make informed educational choices based on their strengths, interests, and career/academic goals
6. Organize an on-campus student group for undergrads interested in pursuing teaching
7. Complete preliminary review of student coursework to determine transferability and fulfillment of prerequisite coursework
8. Maintain and update a course equivalency database
9. Ensure a seamless transition for students from inquiry, pre-admission advising, application, admission, and registration in collaboration with graduate advisors
1. Provide clear, consistent messaging about teacher education and assist students along the path to licensure in collaboration with the Freshman Admissions Counselor, Transfer Admissions Counselor, and DirecTrack to Teaching Coordinator
2. Liaise with U of M colleges and departments to provide advising and support to non-CEHD students interested in pursuing an ILP degree
3. Monitor print and web publications around teacher education and ensure accurate and consistent messaging around teacher education
4. Continually communicate with other members of the admissions/recruitment team to ensure consistent response to admitted applicants
5. Maintain knowledge of CEHD and all current activities to provide the most accurate information to prospective students
6. Continually evaluate prospective student information needs and implement web and print advising tools to effectively meet those needs, including oversight of a "self-service" transcript evaluation page
Admissions and Orientation 10%
1. Evaluate and enact admissions policies and processes in collaboration with the Coordinator for Recruitment and Retention and the Associate Director for Recruitment, Admissions and Orientation
2. Review student applications and make admission decisions in collaboration with graduate advisors and departmental faculty
3. Understand all aspects of the admissions and scholarship process
4. Utilize admissions technology fluently in order to ensure accurate data entry and communication throughout the office
5. Assist with ILP Orientation coordination and delivery as necessary
Administrative and Professional Development 15%
1. Represent student services at appropriate college or university level committees as requested by the Coordinator for Recruitment and Retention
2. Participate in graduate program and departmental meetings
3. Engage in professional development opportunities
MA Comprehensive Exam Date: April 16, 2011 (Saturday)
Location: The new Science Teaching & Student Services building, room 412 (Not 312).
Time: Please arrive at 8:45AM, Exam will begin at 9:00AM and end at 1:00PM.
If you have not already, your Examination Report Master's Degree and Certificate of Specialist in Education form should be turned into me prior to you taking the exam. There is a box on my desk in 250 ESB. Please have this form turned in by April 12th. We will collect the signatures of your examining committee and notify you when the form has been submitted to the Graduate School.
Please bring two pencils to the exam. All other materials will be provided.
Daniel Hess (CSPP/Educational Psychology alumni, PhD '2008), 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. 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. Dr. Hess is the director of counseling services at Concordia University in St. Paul, MN. You can hear the interview at this website (http://hereandnow.wbur.org/2011/03/29/college-mental-health ) and clicking "listen to the story."