May 22, 2007

NATIONAL ACADEMY OF EDUCATION / SPENCER 2008-2009 POSTDOCTORAL FELLOWSHIPS

The National Academy of Education/Spencer Postdoctoral Fellowship Program supports early career scholars working in critical areas of education research. This nonresidential postdoctoral fellowship funds proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members.

QUALIFICATIONS AND GUIDELINES
--Applicants must have received their PhD, EdD, or equivalent research degree between January 1, 2002, and December 31, 2007.
--Applications from all disciplines are encouraged provided they describe research related to education.
--Proposed project must be a research project.
--Applications will be judged on the applicant's past research record, promise of early work, career trajectory, and the quality of the project described in the application.
--Applications must be made by the individual applying for the fellowship; group applications will not be accepted.
--This is a non-residential fellowship; non-US citizens are welcome to apply.

Complete application materials, including three letters of recommendation, must be postmarked by November 9, 2007. Awardees will be notified in May 2008.

More information and application materials are available at the National Academy of Education website: http://www.naeducation.org/NAEd_Spencer_Postdoctoral_Fellowship.html#TopOfPage

Posted by kwalter at 2:48 PM

ADOLESCENT LITERACY PREDOCTORAL FELLOWSHIP

The National Academy of Education is administering a new Adolescent Literacy Predoctoral Fellowship. The goal of this new program is to strengthen and stimulate the field of adolescent literacy by infusing it with highly talented, well-trained, and motivated researchers and teacher educators.

Twenty fellows will each receive a stipend of $25,000 to be disbursed over a period of up to two years. Funds may be used to finalize a dissertation proposal, design and conduct rigorous research, analyze data, and write up research resutls. Fellows will participate in ongoig training activities to interact with and learn from leading researchers in the field of adolescent literacy and in activities that promote building a community of emerging scholars.

Deadline to apply is December 1, 2007. Application form and more information are available on the National Academy of Education website: www.naeducation.org.

Posted by kwalter at 2:35 PM

May 15, 2007

DISSERTATION SEMINAR

The Scholarly Community is cordially invited to share the Final Oral Dissertation presentation by

Sharon Lane-Getaz

In partial fulfillment of requirements for PhD in Educational Psychology

A Thesis Submitted to the Faculty of the Graduate School Of the University of Minnesota

Development and Validation of a Research-based Assessment:
Reasoning about P-values and Statistical Significance

Wednesday, May 23, 2007
10:00-11:00 a.m.
240 Burton Hall


COMMITTEE:
Dr. Frances Lawrenz (chair)
Dr. Joan Garfield (advisor)
Dr. Robert delMas (advisor)
Dr. Mark Davison

Posted by kwalter at 3:55 PM

May 10, 2007

STUDENT TRAVEL FUNDS: MAY 15 DEADLINE

The Educational Psychology Department is allocating funds for reimbursement of student travel this year. Award amounts will be based on the number requests received, up to a maximum of $250 per student.

To request funds you must be an active Educational Psychology graduate student and travel to and present at a national or international conference or professional meeting between July 1, 2006 and June 20, 2007. Your faculty advisor must approve the travel. Send your advisor a letter noting the title of the paper presentation, including all authors and presenters, and the name, date, and location of the conference. Also include proof of attendance, a copy of the conference program showing the presentation, original receipts for all expenses for which you are requesting reimbursement. Your advisor should sign the letter, noting his/her approval.

Submit all of the above and a completed expense reimbursement form (http://process.umn.edu/groups/ppd/documents/Form/um1612p.pdf) to Lori (PsyF), Mary (SpEd and CSPP) or Deb (SchPsy) by May 15, 2007. No late requests will be considered. If you are presenting after June 20 (e.g. APA), those requests will be considered during the 2007-2008 academic year.

Posted by kwalter at 11:36 AM

DISSERTATION SEMINAR

The Scholarly Community is cordially invited to share the Final Oral Dissertation presentation by

Mary V. Radomski

In partial fulfillment of requirements for PhD in Educational Psychology

A Thesis Submitted to the Faculty of the Graduate School Of the University of Minnesota

Impact of Post-discharge Habit Training of Self Care Skills on Independence, Caregiver Burden,
and Development of Automaticity for Survivors of Recent Stroke

Wednesday, May 23, 2007
2:00-3:00 p.m.
128 Burton Hall

COMMITTEE:
Dr. Frances Lawrenz (chair)
Dr. Jay Samuels (advisor)
Dr. William Bart
Dr. Jean King

Posted by kwalter at 11:28 AM

May 2, 2007

FULBRIGHT FELLOWSHIPS

The Graduate School Fellowship Office is pleased to announce six Fulbright Information Sessions for students who are interested in conducting research abroad during the 2008-09 academic year. Excellent opportunities are available to over 140 countries. Applicants must be U.S. citizens. The UM campus application deadline is Monday, September 10, 2007.

If you would like to attend, please call the Graduate School Fellowship Office at 625-7579 or email gsfellow@umn.edu to reserve a place at one of the six meetings.

Meetings are scheduled as follows:

Wednesday, May 23, at 10:15 a.m., Room 433 Johnston Hall
Wednesday, May 23, at 2:15 p.m., Room 433 Johnston Hall
Thursday, June 7, at 9:15 a.m., Room 433 Johnston Hall
Monday, June 11, at 1:15 p.m., Room 433 Johnston Hall
Tuesday, June 19, at 9:15 a.m., Room 433 Johnston Hall
Wednesday, June 20, at 2:15 p.m., Room 433 Johnston Hall

Posted by kwalter at 9:13 AM

May 1, 2007

MESSAGE FROM DGS

Greetings and Happy Spring. As you know, thanks to some of your colleagues, you have a new vehicle for communicating with the Ed Psych Graduate Advisory Council (GAC) and faculty: the Graduate Student Advisory Council (GSAC). The co-chairs of this committee are Danielle Dupuis (Foundations) and Monica Jacob (School Psychology). At the April GSAC meeting, they brought a number of items that were raised by students. Here is a summary of those items and the GAC response to them.

1. Program Planning: It was expressed that some students have a difficult time reading and making sense of their student handbooks for the purpose of program planning.

While each track in Educational Psychology has its own particular requirements, there are some suggested guidelines for hitting milestones in the degree requirements, making adequate progress in one's degree program, and engaging in developmentally appropriate professional development activities. In the coming weeks, we will revise the existing table that is in the student handbook that depicts the departmental milestones. Additionally, we will work with each program to post a clear set of milestones that are unique to each program.

2. Developmentally appropriate professional development activities: It was expressed that after a student has served as a TA or a course instructor, it is difficult to have to relinquish that position to another graduate student.

We hope that students would approach changes such as this as "moving into" other opportunities rather than "moving out of" their previous positions. As part of the preparation and training of our Graduate Program in Ed Psych, the faculty makes an attempt to facilitate developmentally appropriate professional development activities. For example, for the graduate students who intend to seek academic positions upon graduation, it is important that they have experience in the tripartite mission of University faculty: teaching, research, and service. Therefore, attempts are made to provide students with opportunities, guided practice, and feedback in each of these areas. Students should carefully consider opportunities such as service on committees both within the University and within one's academic discipline.

In addition, students should work with their advisors to identify opportunities to practice higher-ed teaching (e.g., TAs, instructing courses, developing special topics courses for undergraduate and professional degree programs) and to engage in research (e.g., RAs). In many cases, these professional development activities are associated with opportunities for employment (i.e., TAs and RAs). In fact, well over 75% of Ed Psych graduate students receive financial support in the form of Graduate Assistantships and Fellowships from the Department, College, or University. However, paid positions are rarely guaranteed for the duration of a students' degree program and from an advising perspective, professional development must be a higher priority than funding. This sometimes results in very difficult decisions regarding funding opportunities. For example, it would be more appropriate for a graduate student to TA 2 courses, teach a course, and hold 2 research assistantships over the course of their degree program than to TA for 12 consecutive semesters. The latter would represent a consistent funding stream, yet would not provide developmentally appropriate professional development opportunities.

3. Taking advantage of other opportunities: Please pay careful attention to announcements posted on the Student News Blog, the College's home webpage, and postings around Burton, Elliot, and Pattee Halls. At least once per week there is a brown bag colloquium on some topic as well as numerous presentations from guest speakers from outside the University. Take advantage of these opportunities, as they might spark a new interest, fuel an existing interest, or contain opportunities for collaboration that you might not otherwise encounter.

Jennifer J. McComas
Director of Graduate Studies

Posted by kwalter at 9:09 AM