FALL 2008

CULTIVATING STEM EDUCATION Plus 2007–08 Donor Report connect Dear friends, Vol. 3, No. 1 • Fall 2008 ON SEPTEMBER 1, at the request of Provost Tom Sullivan, EDITOR I assumed the position of interim dean in the College of Diane L. Cormany Education and Human Development. Let me fi rst say that it is a 612-626-5650, [email protected]

privilege to work in this new role with the faculty, staff , and ART DIRECTOR/DESIGNER students of this college. Going forward, I plan to focus on four Nance Longley issues outlined by Provost Sullivan: the budget, fund-raising, PHOTO EDITOR Rebecca Noran recruitment and retention of excellent faculty, and faculty and WRITERS staff morale. I also intend to further increase the diversity of Anitra Budd, Diane L. Cormany, Kate Hopper, J. Trout our faculty, staff , and students and improve communication Lowen, Brigitt Martin, Lynn Slifer, Andrew Tellijohn, Richard Wassen with inside and outside audiences. PHOTOGRAPHERS We wish former Dean Darlyne Bailey well as she takes a half-time leave to cope with Andrea Canter, Amy Hewitt, Greg Helgeson, Raleigh serious medical issues in her family. For the other 50 percent of her appointment, she Kaminsky, Leo Kim, Chris Ocken will accept additional responsibilities in her role as assistant to University President ONLINE EDITION cehd.umn.edu/pubs/connect Robert Bruininks. OFFICE OF THE DEAN I am excited to carry forward the college’s dedication to healthy human development Jean Quam, interim dean across the lifespan, including the critical examination of a pipeline that leads from early David R. Johnson, senior dean Heidi Barajas, associate dean childhood to a successful adulthood. One area of particular focus by University Mary Bents, associate dean educators is science, technology, engineering, and math, also known as STEM, where Lynn Slifer, director of external relations career demand exceeds qualifi ed college graduates. Understanding the complex issues DEAN’S ADVISORY COUNCIL Will Antell, Joyce Bell, Gail Buuck, Carmen Campbell, of our times—climate change, energy sources, food safety—requires a general science Steve Geiger, Jennifer Godinez, Susan Hagstrum, Patricia literacy that recent assessments show to be lacking. Harvey, John Haugo, Frances Hesselbein, Dale Johnson, Sharon Lynn Kagan, Dale LaFrenz, Dorothy McIntyre, Our faculty members are collaborating with government, business, community Michael McKasy, David H. Olson, Beth Patten, Judy leaders, and K–12 educators to develop a pipeline of STEM majors and future Potts, Terrance Kwame-Ross, Jean Sylak, Mary Tjosvold, Joseph White, Jay Zack professionals. Th is requires building student interest by integrating science and math ALUMNI SOCIETY BOARD concepts throughout the curriculum, as at Mahtomedi High School (see “Th e Science Patricia Baldwin, Andrea Canter, Kenneth Dragseth, of Shakespeare,” p. 10), where CEHD faculty are developing curricula in concert with Barbara Stephens Foster, Billie Gray, Tom Greve, Tom Harding, Randy Johnson, Ellie Meade, Carol Mulligan, district educators including the superintendent—an alumnus. Jon Oyanagi, Tex Ostvig, Lou Quast, Mary Louise Letting students shape curriculum is another way to spark curiosity. Th is inquiry- Ramirez, Jeannie Robertson. Lesley Rylander, Bill Schrankler, Heather Vinge Hanson, Sara Zoff based learning, featured in the story “Inquiring Minds” (p. 18), is a cornerstone of CEHD’s educator preparation programs as well as ongoing professional development Photo of Jean Quam by Greg Helgeson. programs, such as the Austin Teacher Partnership (p. 25) and summer Microscopy Connect magazine is published three times a year by the Camps (p. 18). Both model the college’s dedication to pedagogy, content knowledge, University of Minnesota College of Education and Human and teacher development. A similar multifaceted approach begins at the undergraduate Development for alumni, faculty, staff, and friends of the college. Send correspondence to the editor, 48 McNeal Hall, level with PhysTEC (p. 22), a partnership with the Institute of Technology that 1985 Buford Ave., University of Minnesota, St. Paul, MN 55108. encourages physics majors to pursue teaching. For address corrections, call 612-625-1310. In fact, most of the programs featured in this issue involve collaboration across This publication is available in alternative formats upon request. Contact the editor at 612-626-5650 for more information. the University, as well as across the community. Interdisciplinary collaboration is The University of Minnesota is an equal opportunity educator integral to successful STEM education and a strategy that our college is uniquely and employer. qualifi ed to advance. Sincerely,

Jean Quam, interim dean contents

FEATURES 10 The science of Shakespeare STEM integration takes center stage at Mahtomedi schools 18 Inquiring minds Teacher development supports best STEM practices 22 Teaching physics matters Multidisciplinary program encourages physics students to teach 25 An eye to the future Businesses partner with education to develop technology leaders 35 Women working The Women’s Philanthropic Leadership Circle in depth DEPARTMENTS 4 community What’s happening around the college neighborhoods 8 colloquium Customized reading solutions 29 connecting with emeriti faculty

Gary McLean, work and human resource education 28 compendium

Honors, transitions, in memoriam 30 alumni update Sekou Robertson and Bryan Jackson 32 continuity Alumni news 36 report to donors 2007–08

39 commitment Giving opportunities

on the cover: Students at Northrop Urban Environmental School learn science out in the world. photo by Leo Kim

The College of Education and Human Development is Connect is printed on recycled paper containing 100-percent post-consumer a world leader in discovering, creating, sharing, and content that is EcoLogo, Processed Chlorine Free- and Forest Stewardship  applying principles and practices of multiculturalism and Council-certifi ed, and manufactured using biogas energy. This issue of Connect multidisciplinary scholarship to advance teaching and saved the equivalent of 1,046 trees and lowered air emissions by 15,476 lbs. " learning and to enhance the psychological, physical, and   
 By using this FSC Recycled product, you are supporting the responsible use of forest resources. 


  social development of children, youth, and adults across © 1996 Forest Stewardship Council A.C. 

  !!! the lifespan in families, organizations, and communities. #
 

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  community COMPILED BY ANITRA BUDD AND DIANE L. CORMANY

Zambia delegation explores disabilities advocacy in Minnesota

IN MARCH NINE DELEGATES from Zambia traveled to the Twin Cities for an intensive two-week training program in disability advocacy and support. Together they learned local best practices in advocacy, policies, and services for those with disabilities through a series of seminars and on-site visits. Program content was modeled on the college’s certifi cate in disability policy and services.

Amy Hewitt, training and project director within the Institute on Community Integration (ICI), which cosponsored the visit, and disabilities advocate Sandy Beddor fi rst visited Zambia in January to identify partners for the Twin Cities and Zambia Disability Connection, as the collaboration is called. Th ey Amy Hewitt from ICI visited a school in Zambia as part of an ongoing brought together a team of individuals exchange with the disability-support community. from across the country, among them a parent advocate, a government Participants were impressed by how Association for the Scientifi c offi cial, and several religious workers. well people with disabilities are Study of Intellectual Disabilities. integrated into American society. Th e Twin Cities team then went “Th e choices given to people with to Zambia for 10 days to conduct disabilities to do what they can to further inclusiveness training, contribute to their communities is working with local educators, wonderful,” noted one delegate. In families, and religious workers. Zambia, disabilities are oft en seen as the result of curses or bad fortune. For more information about the project visit twincitieszambiadisability Th e Twin Cities and Zambia Disability connection.blogspot.com. Th e ongoing Connection continued this August exchange is cosponsored by Arc Greater when two delegation members and Twin Cities, Fraser, Opportunity several ICI staff members traveled Partners, and St. David’s Child A member of the Zambian to South Africa for the Th irteenth Development and Family Services. delegation enjoys his fi rst snow. World Congress of the International PHOTOS: Amy Hewitt and courtesy of Paul Rusesabagina of Paul and courtesy Hewitt Amy PHOTOS:

4 CONNECT FALL 2008 + Forming a better system for A fruitful legislative early childhood education by adopting research-based session + Changing the school “report practices card” system to include + Increasing the supply of college preparation measures teachers of color through BY RICHARD WASSEN and student engagement grants to support teacher indicators preparation FOR THE FIRST TIME, more + Recommending new Minnesota legislators identify approaches to mental health Summaries of legislation that was “education” as their primary services for all ages passed (or then vetoed by the occupation than any other + Creating new strategies to governor) can be found at profession. Many were new to the address the achievement gap education.state.mn.us/mde/Legislation/ legislature in 2008, and they used the that use proven models to SessionSummaries. Contact Richard opportunity to develop innovative enhance student outcomes Wassen, [email protected], external approaches to policy and fi scal issues relations liaison in the Offi ce of + Identifying new approaches that aff ect Minnesota schools and for improved reading/literacy Research and Policy, with questions human service organizations. Th ey instruction, including a more about the college’s interaction with tried multidisciplinary approaches in-depth defi nition of best policy makers. that combine education and human practices development perspectives (e.g., discussing solutions to childhood obesity in both the education and public health committees and Can one person bringing the two committees together). Members also increased make a difference? their awareness of Minnesota’s rapidly evolving multicultural THAT QUESTION, which forms the basis of population in an eff ort to create the college’s new First Year Inquiry course, is culturally relevant legislation. answered powerfully in Paul Rusesabagina’s book An Ordinary Man. This story of an individual who Th e college is dedicated to building puts his life on the line to save neighbors and upon its legacy of assistance to strangers caught in the middle of the Rwandan legislators by improving how it confl ict will be read and discussed by all of the “translates” research into policy. Th e 430 or so incoming CEHD fi rst-year students. role of college experts is to provide research-based input on relevant As part of the curriculum, developed by faculty issues rather than to advocate. in the Department of Postsecondary Teaching and Learning, the students will also have the Th is past session, legislators asked a rare opportunity to bring their inquiries to number of CEHD faculty and staff Rusesabagina. The author will speak to their fi rst- to collaborate with work groups, year seminars on Nov. 3. Later that evening, he will comment on draft legislation, present a public lecture in Northrop Auditorium, and testify at committee hearings. which is open to alumni and to the public. Highlights in 2008 included input on: For more information on Rusesabagina’s Nov. 3 lecture, please see cehd.umn.edu/paul.

CEHD.UMN.EDU 5 community

New Tucker Center report makes headlines

THIS SPRING the Tucker Center for Research on Girls & Women in Sport released Physically Active Girls: An Evidence-based Multidisciplinary Approach, which highlights the sociological, psychological, and physical factors that encourageg eexercise and good health among young females. Produced aass an uupdate to the original TTuckerucke Center report, created a decadedec ago in conjunction witwithh the President’s Council on PhysicalP Fitness & Sport, Developing Physically A the new publication is CEHD programs at home memeant to appeal to parents,

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6 CONNECT FALL 2008 Undergraduates learn from leaders

THIS SPRING, seven fi rst- and and community second-year CEHD students had the activism. Her rare opportunity to sit down with example resonated the likes of Minneapolis Mayor R.T. with students who Rybak, Minnesota Sen. Mee Moua, want to give back to and Hubbard Broadcasting CEO their communities, UGO students with PsTL Chair Amy Lee and co-instructor Stanley S. Hubbard. Th e speakers were notes Katrina Uhly, Katrina Uhly. among 13 Twin Cities luminaries research fellow, who off ered candid observations and who co-taught the Th e class is part of the college’s answered questions about leadership class with postsecondary teaching UGO! program for fi rst-generation as part of a May term class. and learning Chair Amy Lee. students from underrepresented collegiate populations. UGO! Little & Company founder and “It made a huge impact on me,” students are provided laptop CEO Monica Little (whose fi rm one female student said of the computers, full tuition, and room designed the college’s visual identity class. “I’ve realized what my true and board for their entire four- system) focused on the students and passion is; it made me realize who year experience. More importantly, anticipating their next steps aft er I am, my potential, and what I can they are given academic, social, graduation. Gloria Perez, director do with this passion. I know I can and life-skills support, including a of the nonprofi t Jeremiah Program, make a diff erence in the world. faculty mentor assigned to only two recounted how she developed I learned that a leader could be students each. Th e program will be leadership skills through volunteering anyone. You can be a leader, too!” expanded to 10 students this fall.

Fuel your Mind POET JOYCE SIDMAN will be Th e poet’s presentation, “Joyful Noise: Book Week is the featured speaker when the Writing Poetry for Children,” will be sponsored by College of Education and Human given Oct. 14 at 6:30 p.m. in Wiley the Department Development celebrates Book Week, Hall. Th e evening’s events will begin at of Curriculum October 14 through 16. Sidman has 4:00 p.m. with a review of new books. and Instruction published seven books for children A book display will be featured in and supported that demonstrate her love of words, Andersen Library from Oct. 14 through 16. by the generous as well as her affi nity for her readers. contributions Among her titles is Song of the Water Tickets are required for the Sidman from Ruth Mitchell and other alumni; Boatman, a Caldecott Honor Award- lecture. For more information, see cehd. Th e Red Balloon Bookshop; and by winning collection of poems that umn.edu/CI/Literacy/bookweek.html, or the Children’s Literature Research ponder the world Sidman observes contact Cathy Zemke at 612-625-7835 or Collections, Andersen Library, while “poking around outside.” e-mail [email protected]. University of Minnesota. PHOTOS: Courtesy University of Minnesota—Rochester and Katrina Uhly and Katrina of Minnesota—Rochester University Courtesy PHOTOS:

CEHD.UMN.EDU 7 colloquium

Customized reading solutions

COLLEGE RESEARCHERS CONNECT COGNITIVE PROCESSES WITH LITERACY CHALLENGES BY DIANE L. CORMANY & ANITRA BUDD

READING MAY BE the single most “Th ere’s an implicit connection average or good readers do. Th ose important skill for children to between cognitive theory and with reading challenges, however, learn—a portal to the world of reading research,” says McMaster. oft en drew on information that knowledge. Yet a 2007 report by the “However, there have been relatively was irrelevant or unrelated. National Center for Education few attempts to connect the science Th e second group, “paraphrasers,” Statistics showed that 33 percent of with the classroom—to develop would repeat back text, sometimes fourth-grade students and 26 percent interventions that are directly word for word, indicating that they of eighth-grade students read below tied to cognitive theories.” may not be making connections grade level. with the larger meaning. Th e percentage of struggling Unique reading struggles Such a focus on comprehension readers has scarcely decreased over During the fi rst year of the study, at the intermediate level is vital for the last decade despite extensive researchers created individual cogni- students to advance in math, science, research and interventions developed tive profi les of 270 students in grades social studies and other concepts as to address the trend. Educational four, seven, and nine who had a range they progress through upper grades, psychology assistant professor of reading abilities. Th ey administered says Jim Angermeyr (’88, Ph.D.), Kristen McMaster, professor two assessments of cognitive reading director of research and evaluation Paul van den Broek (now at the processes with the goal of comparing for Bloomington Public Schools, University of Leiden, Netherlands), the profi les of struggling readers with where McMaster has conducted and associate professor David Rapp those of students who measure aver- much of her research. Formal (now at Northwestern University) age or above average in reading. reading education typically ends in set out to reverse this trend by In one, researchers used an eye sixth or seventh grade, he explains, developing interventions to address tracker—a head-mounted device that but a new set of comprehension the specifi c cognitive challenges that uses video and specialized soft ware— strategies are needed to tackle can trip up struggling readers. to monitor eye movement as the nonfi ction at the secondary level. Although a number of subject read on a computer screen. In interventions are commonly used to the other assessment—a “think-aloud” Tailored interventions improve reading skills, it is diffi cult approach in which readers would Th e researchers used the cognitive to match these approaches to the off er a verbal commentary about the profi les to develop and test specifi c specifi c challenges faced by the reader. text as they read—two distinct camps reading interventions. Custom- Further, relatively little is known about of struggling readers emerged: tailored questioning, delivered via the cognitive processes that cause “Elaborators” made inferences peer-assisted learning, was designed reading-comprehension problems. based on what they read, just as to prompt the kind of text processing

8 CONNECT FALL 2008 learned in the other reading-skills development text so far?”) methods, she showed marked “Th e fact that improvement over the year. the subgroups “Her parents had nothing but rave appear to reviews,” Burda comments. “I, too, respond thought she defi nitely showed growth, diff erently is and it was just a delight to see.” compelling,” During the following year, McMaster says. Burda switched to fi ft h grade, where she used techniques she had Classroom learned through the research with payoff Different reading challenges demand customized McMaster, including breaking text interventions, CEHD researchers discovered. Among the into more manageable chunks and participating asking review questions along the that had proven problematic for the teachers was Jan Burda (’88, M.Ed.), way. She also retained many of the individual. By pairing a stronger whose fourth-grade class at Westwood students who had been part of the reader with one who was struggling, Intermediate in Spring Lake Park research and noticed that some the team was able to engage both Independent School District 16 continued to improve in reading, students and to provide more included gift ed students, some who including the same little girl. dedicated time than a teacher could had been identifi ed as having ADHD “Just seeing the smiles of this little give students on an individual basis. or other challenges, and some right in girl, seeing her be able to understand Elementary, middle, and high the middle. and to comprehend,” Burda recalls. “I school educators served as consultants She says the ones who struggled get goose bumps just thinking of it.” and collaborators to evaluate how the with reading benefi ted in particular McMaster, van den Broek, and various interventions worked and to from the questioning approach. Rapp are disseminating their fi ndings assist in developing an intervention “Th e children on the low spectrum, and applying for additional funding tool-kit. In the process the team I saw they were able to break to research the specifi c conditions confi rmed that diff erent interventions down the stories and fi nd the that aff ect the effi cacy of each helped diff erent students. Th e little details,” she says, adding intervention, for example duration “elaborators” seemed to respond better that the approach helped some of and frequency. Th ey also hope to to specifi c, causal questions about the the students who have attention develop a simple way for teachers text (i.e., “How did what happened in challenges to focus on the reading. to identify each student’s reading school earlier in the day aff ect how Th ere is one student who stands profi le without dedicating the time for the girl feels right now?”), rather than out most in Burda’s mind, though—a extensive individual cognitive testing. more generic inquiries. On the other girl who entered the fourth grade hand, the “paraphrasers” were able to reading more slowly and with slower For more information recall more of the text in response to comprehension than her grade Kristen McMaster, 612-624-1859, broader queries (i.e., “How does what level. Th rough a combination of [email protected] you just read relate to what you’ve the peer-assisted questioning and PHOTO: Leo Kim Leo PHOTO:

CEHD.UMN.EDU 9 THE Science OF Shakespeare STEM INTEGRATION TAKES CENTER STAGE THROUGH A NOVEL PROGRAM AT MAHTOMEDI SCHOOLS BY J. TROUT LOWEN

MOST MIDDLE AND HIGH SCHOOL STUDENTS learn science in science class and math in math class. Technology is taught mainly in the context of computers. Engineering, if it’s taught at all, is yet another independent discipline. Such is the siloed nature of traditional secondary education. But what if engineering—and its problem-solving processes—could be incorporated into the curriculum for math, science, and technology? And why not incorporate it into English and physical education lessons, too? Would students learn more? Be more engaged? Would they take more science, math, and technology courses? Educators at Mahtomedi Public Schools are getting at those questions through the district’s new Engineering Leadership Program. Working with Tamara Moore, assistant professor of math education, and Gillian Roehrig, associate professor of science education in the Department of Curriculum and Instruction, the district is developing new curriculum that will promote STEM (science, technology, engineering, and mathematics) instruction for all students.

10 CONNECT FALL 2008 E=mc2

CEHD.UMN.EDU 11 12 CONNECT FALL 2008 Th e reasons for rethinking engineering and science develop new integrated approaches, and 25 middle and high education are many. Over the past decade the number of school teachers responded. college students who major in STEM fi elds and pursue Moore describes engineering as a way of thinking rather related careers has declined signifi cantly. Only 40 percent than just a discipline, which means it lends itself to an of high school graduates are ready for college-level math integrated curriculum. For example, she says, students in a and science classes, according to a recent report by physical education class may learn how a joint moves, and national college admissions testing fi rm ACT. A recent instructors can easily expand the discussion to include the international survey found U.S. high school science and biomedical aspects of engineering and artifi cial joints. math scores lag those of other highly developed countries. When engineering is taught in a real-world context, Roehrig says there are two major issues that worry people students gain a sense of how relevant concepts come into about these statistics. “Th e fi rst is an issue of general science play in a wide variety of fi elds and careers, explains Moore. literacy,” she explains. “Th e second is a pipeline issue. We aren’t preparing enough students in science, technology, engineering, and math to fi ll jobs in teaching and industry.” Th is pipeline issue is a serious one, says Karen Klinzing, assistant commissioner of the Minnesota Department of Education. “Only 10.8 percent of middle school students have expressed an interest in pursuing a career in science or math, yet 90 percent of job growth is in these areas.” Mahtomedi is bucking the state and national trend by focusing its curriculum on rigorous state science standards and through the Engineering Leadership Program. Th e district had the highest science profi ciency levels in the state, according to recent results released by the Minnesota Department of Education. While average profi ciency, measured at the fi ft h- and eighth-grade and high school levels, hovered around 40 percent for Minnesota as a whole, Mahtomedi averaged 71 percent.

Engineering interest Mahtomedi began considering an engineering technology program in 2005–06, starting with a pre-packaged curriculum before deciding to pursue a more customized approach, says Mahtomedi Superintendent Mark Wolak (Ed.D. ’99). Instead of creating a program that would likely only attract students already interested in engineering, Mahtomedi decided to embed relevant skills across the curriculum. Last year the district asked volunteers to help

Led by physics teacher Scot Hovan, Mahtomedi students measure trajectory and velocity using eggs

PHOTOS: Greg Helgeson Greg PHOTOS: and rubber bands.

CEHD.UMN.EDU 13 To get at the communication aspects of engineering, some Mahtomedi students read Shakespeare’s Julius Caesar in English class and then participate in a modern-day boardroom strategy discussion about the climactic battle scene. Th is approach means getting out of curriculum silos and making teaching and learning more interdisciplinary, says Wolak. “Th ose are very powerful philosophical changes in a public school,” he adds. “Many high schools today continue to be lecture-oriented. What we’re saying is we want to be inquiry-based; we want to be interdisciplinary, and we want to be helping students do problem-solving as a way of strengthening their learning.” Mahtomedi students also participate in model eliciting activities (MEAs)—real world, client-driven problems that require generalized, open-ended solutions that can be applied to diff erent or changing circumstances. “Most problem-solving prompts ask you to solve the problem at hand, and they require an answer,” says Moore, whose research focuses on engineering- related modeling using realistic situations and open- ended questions. “Th is is diff erent because this is a solution to a class of problems, and therefore it needs to be very explicit in how to solve a set of problems so that someone else can implement the solution.”

Funding STEM’s future Mahtomedi has created an advisory group of academics from local universities and colleges and a second advisory group comprised of local business people has helped secure grants and other funding for curriculum development and teacher training. 3M is one signifi cant supporter of the Engineering Leadership Program, donating $66,000 in cash and equipment in 2007. Science, math, and economics education is one of the company’s biggest funding priorities, says Barbara Kaufmann, manager of education giving at the 3M Foundation.

A student uses the engineering technology concepts learned in her Mahtomedi eighth-grade class to build a scale model of a student-designed home.

14 CONNECT FALL 2008 “Th ese are disciplines that will serve students well if they go into engineering, or if they go into marketing and work for a high-tech company like 3M,” she adds. Model eliciting activities 3M is also funding two CEHD graduate student fellows A MODEL ELICITING ACTIVITY (MEA) is meant who will help Moore and Roehrig replicate the Engineering to solve a client-driven problem in a replicable way. Students are given a reading activity—maybe in memo form—that sets up the reason for solving the problem, says Tamara Moore, assistant professor of math We want to be inquiry-based; we want education. Th en they are given two to three hours to design a sequence and a generalized solution that can to be interdisciplinary, and we want to be applied not only to the specifi c problem but also to a class of similar problems. help students do problem-solving as a One example of an MEA that can be used for students from sixth grade through college asks way of strengthening their learning. students to determine a way to measure the roughness of material at the nanoscale—the minuscule — MARK WOLAK, SUPERINTENDENT measurement used in nanotechnology—to help extend the life of a part used in hip replacements. Students are told the part is currently made Leadership Program in North St. Paul schools. out of gold, but it wears out every 10 years, and Mahtomedi has dedicated $100,000 for ongoing that another company is looking at making the program development. Assistant professor Moore will part from diamond, but diamond is rough. “Th e problem has many dimensions,” Moore spend the fall semester at Mahtomedi and work with says, “big mathematical ideas in terms of scaling, assistant principal Kathe Nickleby—who directs the in terms of sampling; it has a lot of statistical engineering program—to assess what teachers will need undertones in it. It’s a really rich problem, but it to implement the new curriculum and to evaluate the puts you in a very socially relevant context because process and outcomes for teachers and students alike. students can see the need. ‘Wow, someone’s going Th e district will continue to track the program’s to have to have one less surgery in their lives.’ ” Model eliciting activities have helped improve impact on students beyond graduation. “We will retention in STEM fi elds, particularly among be assessing the number of students interested in women and minority students, as Moore STEM in ninth grade, the number who take STEM has discovered through her research with classes, who graduate and go into STEM education undergraduate engineering students. in postsecondary, and then the number who actually “Th e study we did at the freshman level—which get jobs in STEM fi elds,” says Nickleby. Eventually, is really not that diff erent than K–12—found the retention level went up even with the white males she says, all Mahtomedi students in grades 6 through once we started using [MEAs],” she says. “So we’re 12 will be exposed to STEM concepts in all classes. interested in putting model eliciting activities in a Moore hopes that Mahtomedi’s Engineering K–12 setting, particularly the secondary setting, to Leadership Program will yield a curriculum that other encourage students to go into a STEM discipline. Are schools can use to increase student interest in STEM. they more likely to stay if they choose to do that?” ● “In some respects, this is my model eliciting activity,” she says. ●

Additional reporting by Kate Hopper

CEHD.UMN.EDU 15 Tradition and innovation A PARTNERSHIP BETWEEN THE COLLEGE AND THE ANISHINAABE TRIBE USES TRIBAL KNOWLEDGE TO IMPART KEY STEM CONCEPTS

WHAT CAN BUILDING BIRCH BARK CANOES teach Th e Reach for the Sky (RFTS) program, funded by the about geometry or tapping maple trees convey about National Science Foundation, strives to make STEM more chemistry? Quite a bit, as it turns out. Associate professor culturally relevant to the Anishinaabe youth. Tribal elders Gillian Roehrig and assistant professor Tamara Moore from share their knowledge while University researchers develop the Department of Curriculum and Instruction; Stephan related curriculum to teach key concepts about science and Carlson, professor and Extension educator with the College math. Students also learn engineering through activities such of Food, Agricultural, and Natural Resource Sciences; and as bike design and solar- and wind-energy production. faculty from the Institute of Technology, in collaboration with As part of the program, this summer 65 middle school White Earth Tribal College, are utilizing such traditional students from four White Earth schools came to the Twin Native American knowledge to engage students on the White Cities campus, where they toured the Bell Museum of Earth Reservation in northwestern Minnesota. Natural History and a number of high-tech labs. Some

Some of the White Earth students took part in the Starbase program at the Minnesota Air

National Guard Base, where they learned to engineer craft for Mars exploration. of Gillian Roehrig Courtesy PHOTOS:

16 CONNECT FALL 2008 The Reach for the Sky program strives to make science, technology, engineering, and math more culturally relevant to the Anishinaabe youth.

also participated in the Starbase program at the Minnesota Air National Guard base, which taught students about engineering star craft for Mars exploration and other related science. Participants also built hovercraft s and rockets and tested their aeronautical design skills with a launch. Back at Circle of Life School on the reservation, the students designed bikes and other equipment to be used A boy tests his aeronautical design in a race at the end of the fi ve-week program. Th e racers skills with a were given a list of tasks to be accomplished and beginning picture-perfect rocket launch. and ending points for each of the designated stops. Team members had to determine the order in which to fi nish the tasks and which team member would ride at what time. “Th is is a systems-engineering optimization problem,” Moore explains. Practice scenarios leading up to the race helped students prepare for the big day. Reach for the Sky will continue this fall as an aft er-school program with topics related to bridge design (tied to the I35W bridge collapse and rebuild) and snow snakes, which are traditional Native American children’s sleds. During summer 2009, the program will continue with a focus on renewable energy sources including water and wind. “Developing these student’s STEM skills will have consequences beyond the classroom,” says Roehrig. “Th ese eff orts will help build a skilled work force prepared for tomorrow’s challenges.” Moore, Roehrig, and Carlson will also provide professional development to teachers in the participating White Earth schools. ●

Adapted from “Head of the Class,” by Andria Peters, originally published in Research 2007 by the Offi ce of the Vice President for Research. PHOTOS:

CEHD.UMN.EDU 17 18 CONNECT FALL 2008 Inquiring minds

ONGOING TEACHER DEVELOPMENT SUPPORTS BEST PRACTICES BY KATE HOPPER

MINNESOTA IS A LEADER IN SCIENCE AND MATH “and when they are more engaged, they learn better.” EDUCATION in the United States, according to the National When science curricula are based on student Assessment of Education Progress. In an increasingly ideas and curiosity, the students develop a sense of competitive global market, however, leading the nation is no ownership around the content and concepts, explains longer enough. A recent international survey by the Program science education instructor Leslie Flynn, also from for International Student Assessment shows U.S. science and the Department of Curriculum and Instruction. “It’s math scores have fallen far behind many other highly important to empower students to answer questions for developed countries—a concern to educators and business themselves,” she explains. “It becomes part of them.” leaders alike. In 2006, Minnesota Governor Tim Pawlenty highlighted Teachers model curriculum these concerns, calling for increased rigor in science An inquiry-based approach drives Microscopy Camp, an and math. He announced the launch of a collaboration annual professional development opportunity for Twin Cities between government, business, and education to help secondary science teachers led by Flynn and chemistry students succeed in STEM studies and to double the professor Lee Penn. Participants are asked what they need to number of college graduates with related degrees by 2015. learn about matter and nanotechnology to answer their Recent science and math assessments are disheartening, students’ own questions. Th ese inquiries drive the content of though. Only about 40 percent of fi ft h- and eighth- the intensive 40-hour, weeklong course, where teachers have grade and high school students met state science access to high-resolution transmission electron microscopes, standards established in 2004, now under review. atomic force microscopes, and other sophisticated equipment So what can individual educators do to change this trend? capable of viewing particles at the nanoscale. According to Gillian Roehrig, associate professor of science Aft er hands-on labs in the University’s Characterization education in the Department of Curriculum and Instruction Facility, the participants are given time to refl ect individually and a member of the state’s Science Standards Revision on how they might use the content in their classrooms, Committee, student success in math and science depends then exchange ideas as a group. Th e curriculum piece is on eff ective teachers and hands-on, inquiry-based learning. what sets Microscopy Camp apart from other professional “Students aren’t blank slates,” says Roehrig. “Inquiry- development opportunities led by scientists, which can based learning is a student-centered approach to teaching be more like attending a science lecture, says Flynn. that gives students the opportunity to put their prior “It had a great balance of hands-on activities, including knowledge to work building and testing hypotheses.” synthesis of gold nanoparticles and ferrofl uid (tiny magnetic Th is approach helps students develop abstract, conceptual particles suspended in liquid—a process used in targeted thinking and problem-solving skills, and research shows tumor treatment), expert lectures and demos, and group

PHOTOS: Leo Kim Leo PHOTOS: that it works. “Students are more engaged,” says Roehrig, discussions,” exclaims Peter Grul, a physics teacher at

CEHD.UMN.EDU 19 Washburn High School who is pursuing his M.Ed. at the college. “I left with genuine new knowledge for myself and very usable curriculum for my class.” When camp wrapped up on July 18, each educator was sent home with a fl ash drive fi lled with images from the high-powered microscopes they used and an assignment to write curricula based on what she or he learned. Flynn is providing feedback on the curriculum and will spend the next year visiting each participant in the classroom to provide support as they implement what they learned about matter and about teaching science. “Th e reason follow-up is so crucial to professional development is it can be scary to teachers to let students drive content,” Flynn says, explaining that the teacher may not know much about some of the newer technologies or other areas of student interest. “However, that portrays the correct nature of science,” she continues. “Science is not knowing the answers, and you search with colleagues for an answer.”

Real-world solutions Teachers who participated in Microscopy Camp hailed from across the scientifi c disciplines—from life sciences to chemistry and physics. Nanotechnology is encouraging this kind of interdisciplinary exchange, explains Flynn, as physicists share their knowledge of atoms, for example, with biologists examining cells as they search for a cure for cancer. Showing how science can help solve such critical questions—How do we address climate change? What is a better source of fuel, nuclear power or oil from off shore drilling?— helps students see how the discipline applies to their day-to-day life, Flynn says. Students can view subjects such as physics, mathematics, or computer class as boring because they don’t see how individual concepts relate to the important questions in their lives. “Th ey don’t see the relevance to big, global issues,” she says. “We need to incorporate ideas that are fun and exciting and at the same time demonstrate the power of connecting ideas from several disciplines to answer complex questions.”

Northrop second-graders visited Lake Nokomis to learn more about fi sh habitat, runoff, and water quality, plus fi shing essentials such as casting.

20 CONNECT FALL 2008 Demonstrating the relevance of science in the day-to-day world can also spark interest among students from populations that have been underrepresented in STEM-related fi elds, Flynn continues. Pointing out science at work in the world is what educators do every day at Northrop Urban Environmental School, an elementary school in Minneapolis. Northrop off ers an integrated curriculum that emphasizes the environment and utilizes neighborhood resources such as Minnehaha Creek, Lake Nokomis, and Lake Hiawatha for hands-on learning activities. “Science begins when a child lies down in the grass and wonders about the ants on the ground or the way the clouds split in the sky,” says Northrop Principal Kathleen Alvig (B.S. ’71, M.S. ’72, Ph.D. ’99). “We’re trying to build scientists from the moment they notice science.” Alvig was named the 2008 Science and Mathematics Elementary and Middle Level Principal of the Year by the Science Museum of Minnesota Northrop Urban Environmental Principal Kathleen Alvig and the Minnesota Elementary School Principals’ Association. inspires student interest through hands-on learning.

Retaining excellent educators teachers, they found those who report the highest job Northrop’s curriculum refl ects its principal’s belief that satisfaction and most oft en use inquiry-based teaching students must be able to do science, mathematics, reading, methods are ones who had signifi cant practicum and and writing simultaneously. Beyond the curriculum, however, student teaching experiences and six or more credits of Alvig knows that science achievement comes from good science-methods coursework in their teacher preparation teacher practices. “I work with excellent teachers who are as programs. At the University of Minnesota, budding science excited about math and science as I am,” she says. Weekly teachers earn 11 such credits and spend a semester student professional development meetings foster opportunities to teaching in a middle school and one in a high school. share ideas and have real conversations about teaching. Continuing science-specifi c support is also vital to new Such teacher support and ongoing professional teachers’ success. At the college this support is provided via development is vital for retaining science teachers, as an online mentoring program that pairs new teachers with Roehrig has found through her research into teacher experienced teachers based on grade level and subject matter. induction programs. “Beginning teachers are still “Teachers who feel good about their jobs and are supported learning,” says Roehrig. “It takes four or fi ve years to in their work are much more likely to stay put,” says Roehrig. become a master teacher, yet 50 percent of science And that experience ultimately leads to more engaged teachers leave the profession before their fi ft h year. Th at students. “It’s easy to feel as if you are being baptized means we have a lot of inexperienced teachers in the by fi re when you begin teaching,” comments alumnus classroom, and this aff ects student achievement.” Jon Anderson (B.S. ’86, M.Ed. ’92), a physics teacher at Roehrig is collaborating with Julie Luft from Arizona Centennial High School in Circle Pines with 23 years under State University on a fi ve-year study that focuses on how his belt. “You may know your subject matter, but presenting diff erent types of mentoring and induction programs it in a way that interests and makes sense to students is infl uence beginning science teacher development. In diff erent,” he says. “It takes time. Like in any professional the National Science Foundation-funded study of 115 fi eld, teachers need ongoing professional development.” ●

CEHD.UMN.EDU 21 THOUGH TEACHING PHYSICS Teaching may not (quite) be rocket science, not all physics educators are created equal. Nor are they created in adequate numbers. According to Th eodore Hodapp, physics director of education and diversity for the American Physical Society (APS), only 1,200 new physics teachers enter the national pool annually. matters Of those, a mere 400 have a college major or minor in physics. To help avert a critical shortage of qualifi ed physics teachers, APS banded with the American Association of Physics Teachers and the American Institute of Physics to create the Physics Teacher Education Coalition, or PhysTEC. Th rough partnerships with six colleges and universities nationwide, including the University of Minnesota (an additional six have completed their grants), the program encourages undergraduates to become high school physics teachers and supports early-career educators with training and mentoring. Th e University of Minnesota garnered a three-year PhysTEC grant in August 2007, joining the pedagogical expertise of the

Alumna Nancy Bresnahan applies her passion for teaching and physics as teacher-in-residence for PhysTEC and member of the visiting performance troupe Physics Force, shown at left.

22 CONNECT FALL 2008 MULTIDISCIPLINARY PROGRAM CROSSES COLLEGES TO ENCOURAGE PHYSICS STUDENTS TO TEACH BY BRIGITT MARTIN

College of Education and Human Development with Th e main method of recruitment, however, involves the content expertise of the Institute of Technology’s PhysTEC’s learning assistants sub-program, which (IT) School of Physics and Astronomy. Th ough the Bresnahan coordinates. Of the 13 students that program is housed in IT, the value placed on preparing participated in PhysTEC last year, 10 freshmen and students in how to teach, as well as what to teach, is a sophomores were hired as paid learning assistants to hallmark of CEHD’s science education program. support undergraduate physics classes this fall. “Th e physics department values research, but Nationally, an average of 15 percent of learning assistants PhysTEC will help reform the culture to add a healthy have chosen to become physics teachers, according to respect for teaching as a possible career path,” says Bresnahan. Statistics from APS’s PhysTEC Offi ce show Nancy Bresnahan (M.Ed. ’91), a veteran physics teacher that institutions participating in the program have at of 26 years. Bresnahan was hired from the Hopkins least doubled the number of physics teachers that were school district to serve as a teacher-in-residence—one educated over the course of the three years of funding. of the key components of PhysTEC—for the 2007–2008 “Every problem needs a variety of solutions,” school year. Teachers-in-residence, sometimes known as Bresnahan notes. “Th at said, PhysTEC in one year has master teachers, create connections between university called attention to the importance of physics teaching.” physics departments, colleges of education, and K–12 systems. Bresnahan also taught physics to CEHD The future of PhysTEC students in the elementary education program. Next year, the learning assistants will be required to declare a Leon Hsu, associate professor in the Department of major in physics, says Bresnahan. Th ey must also enroll in Postsecondary Teaching and Learning, notes that being CEHD’s DirecTrack to Teaching program, which exposes well-versed in science and comfortable in the classroom undergraduates to the culture and experience of teaching, don’t always go hand in hand. “One of the stumbling and may ultimately speed their licensure process. Finley, an blocks to [teacher] recruitment is that many people experienced science education professor, is investigating how view teaching as an art and not a science. Th at can be DirecTrack and PhysTEC can align to support the daunting for science students,” he says. Hsu is a co- development of physics educators. investigator on the PhysTEC grant, along with science And fi nally, the PhysTEC team is working to create education associate professor Fred Finley (curriculum programs to help reduce the high attrition rates among and instruction), and three physics faculty members, high school physics teachers—in Minnesota, about 58 including principal investigator professor Cynthia Cattell. percent leave within their fi rst fi ve years of teaching, according to the North Central Educational Research Building future teachers Laboratory. To address this critical shortage, incoming To date, the University’s PhysTEC program has focused on teacher-in-residence Jon Anderson (B.S. ’86, M.Ed. ’92) will recruiting physics students into teaching through outreach develop a physics-teacher mentoring program. Anderson eff orts that include the Physics Force troupe, led by Cattell is an award-winning physics teacher at Centennial High and other physics professors, which travels to K–12 schools School, Circle Pines, and a member of Physics Force. teaching students about science through slapstick and prop “Students are more likely to be interested in teaching comedy. Th e Physics Force team also includes Bresnahan and as a career if good teaching and best practices are modeled,”

PHOTO: Courtesy of Physics Force of Physics Courtesy PHOTO: a number of other CEHD alumni. says Cattell. ●

CEHD.UMN.EDU 23 Setting the to increase participation in science Preparing students standard through the Linking Food and the with disabilities Environment (LiFE) curriculum. Th e Curriculum and instruction lecturer curriculum encourages lower income Students with disabilities are less likely Terry Wyberg spent the summer families and marginalized groups to to gain the high school-level writing curriculum for new Math and draw connections between science and opportunities and experiences they need Science Teacher Academies, which will technology and their home and to stay current with technology. As a bring middle school teachers up to community experiences. result, they oft en enter adulthood with speed on new algebra requirements. Upadhyay hopes to identify student limited employment options. Supported by a $1.5M grant from the experiences that off er sources of Th e Institute on Community State of Minnesota, the academies are knowledge for teaching science and Integration (ICI) has partnered with being delivered in partnership with study how teachers integrate those Minnesota’s Pathways to Employment Hamline University, Normandale experiences into the classroom. Project to promote careers in technology Community College, and Twin Cities for more than 75 Minnesota youth school districts. Supporting teacher through the High School/High Tech Over the course of the 2008–09 practice project (HS/HT). Th is national network school year, more than 500 metro-area Misty Sato, assistant professor of gives young people with disabilities teachers will learn how to teach Algebra science education, is helping teachers access to experiences and resources I at the middle school level; the course improve ongoing student assessments that may lead to technology-related was previously taught in high school. and defi ne instructional practices that jobs and ensures they have the supports Meetings throughout the year will give support this approach. While research they need to succeed as adults. teachers the chance to use what they has demonstrated that student outcomes “I can see that the students really learn in the classroom and refl ect as improve when teachers apply formative a group. Th e academies will integrate enjoy the curriculum, most of which is assessment strategies—adapting their pedagogy as well, connecting what in work readiness, fi nancial literacy, and teaching to learner response and research shows about how younger adult living,” says ICI’s Joe Timmons, feedback—studies also show that most children learn algebra with how teachers the state coordinator for HS/HT along teachers do not really comprehend the communicate with their students. with Ann Mavis, also from ICI. “Because relevant strategies. Wyberg is collaborating with many students with disabilities spend so “Assessing student understanding Tamara Moore (curriculum and much time on remedial academics, HS/ is one of the most important jobs instruction), and Brian Lindaman HT activities provide developmental that teachers do,” Sato explains, from the University’s School of opportunities essential for transition- “and they do it hundreds of times Mathematics on the academies. Th ey age youth in work and social settings.” every day, not just at test time.” have received additional funding Among other tasks, Timmons and As part of Sato’s research, ten high for a module related to elementary Mavis have been developing curricula school science teachers are integrating STEM education and hope to and strengthening community supports formative assessment into their include secondary science as well. in a number of local school districts. teaching and sharing their experiences Th ey are also working with partners in person and online as members of Connecting including Medtronic and Unity the research team. Sato is examining Hospital on e-mentoring and other science with life regulated learning environments and activities to provide an entrée to work Assistant professor Bhaskar Upadhyay collaborative inquiry while using her experiences for youth with disabilities. ● (curriculum and instruction) is working research on formative assessments to with immigrant parents and students, guide teacher inquiries and to analyze particularly from Hmong communities, changes in their teaching practice.

24 CONNECT FALL 2008 An eye to the future

Over the summer Austin teachers brushed up on science skills with help from University faculty.

BUSINESSES DEVELOP TOMORROW’S TECHNOLOGY LEADERS THROUGH K–12 PROGRAMS BY ANDREW TELLIJOHN

AUSTIN, MINNESOTA, IS SYNONYMOUS with Hormel lead the program, but it didn’t dictate the structure, Foods and the iconic Spam. Th e 116-year-old company’s explained Dick Nunneley, coordinator of graduate headquarters, fl agship manufacturing plant, research and studies in the Department of Educational Policy and development facility, and the Spam Museum all are located Administration, adding, “We didn’t have a blueprint.” within the southern Minnesota town’s borders. With about In the end, he and a team from the University, in six percent of the town’s workforce in its employ, Hormel collaboration with Austin educators, developed a tri-fold clearly has a stake in the educational future of Austin’s youth. approach focusing on content, pedagogy, and systems One year ago the Hormel Foundation announced an change via teacher collaboration. Th e multifaceted eff ort, unprecedented grant for Austin Public Schools—$2.8 coordinated by Julie Kalnin (educational policy and million to advance science and math profi ciency. Of that, administration), joins experts from the Departments of $1.3 million is dedicated to professional development for Educational Policy and Administration and Curriculum teachers, which has been designed and coordinated by and Instruction with faculty from the College of Biological the College of Education and Human Development. Sciences, the Institute of Technology, and others. Th e foundation earmarked the money for teacher “One of the best ways to increase achievement among

PHOTOS: Courtesy of Austin Public Schools of Austin Courtesy PHOTOS: development and specifi ed that the University of Minnesota our students is to develop teachers in both content

CEHD.UMN.EDU 25 knowledge and pedagogy,” explains John Alberts (M.Ed. math (STEM) education. Innovative leaders such as 3M ’99), director of educational services for Austin schools, and Best Buy have committed both fi nancial and human who prepared for his principal licensure at CEHD. resources to the eff ort. Th ey, and other companies like Nearly one-third of Austin Public School teachers—94 in them, know that the success of their business rides on all—representing preK through secondary levels is enrolled in educating future employees with strong STEM backgrounds the program. Th e secondary teachers will pursue certifi cates and that strong schools attract top employees. or masters of education in science or math. PreK and 3M is supporting the college’s eff orts to develop elementary educators are pursuing interdisciplinary masters leading K–12 STEM educators by funding two CEHD degrees in education that include a literacy strand integrated graduate fellows who will help bring best practices for with a math or a science strand. Th eir tuition and fees are integrating STEM into selected North St. Paul-area covered entirely by the Hormel Foundation grant, and classes middle schools. Th e 3M Foundation also subsidizes are held in Austin. Th e foundation also funded improvements larger eff orts to incorporate STEM into the curricula in to Austin high school science labs with a $1.5 million grant. these districts and supports the Engineering Leadership Hormel is one of a number of leading Minnesota Program at Mahtomedi Public Schools, where CEHD companies that are partnering with educators to emphasize professors Tamara Moore and Gillian Roehrig are the importance of science, technology, engineering, and helping the district develop a framework for such STEM integration (see “Th e Science of Shakespeare,” p. 10). 3M employees also volunteer as tutors in St. Paul High Schools, helping raise participating students’ test scores signifi cantly. In another program, eligible students from the district can take classes at the company’s Maplewood laboratories, where they work a full-time summer job as well. Such hands-on experiences help students understand how science relates to their interests and their lives, as alumnus Steve Brehmer (M.Ed. ’96), who teaches A.P. physics at Rochester Mayo High School, has discovered. “Th ey know science has a place in life,” Brehmer says. “Until you make it real in some way it’s hard to see where that’s going to be.”

The greater good Th ere’s a civic element to these business commitments as well. Th e future of individual students and of society as a whole may just ride on technological and engineering innovations. Take for example the challenge of climate change, which requires an understanding of basic science and of the principles of engineering and technology that may help address the challenge. Th rough the college’s GoNorth! Program, sponsored by Best Buy, K–12 students from Texas to Australia collaborate on solutions to climate change, led by Aaron Doering, Bonnie Westby-Huebner Endowed Chair of Education and Technology and an assistant professor of learning technologies. Doering and others teach from their base camp on annual Arctic

26 CONNECT FALL 2008 expeditions, using a curriculum tied to authentic adventures and an online learning environment. “We’re truly letting students have the discourse about the issues that are at hand and letting them come up with solutions and possibilities to the situations that we raise,” he says. GoNorth! wouldn’t be as valuable without the strong support of Richfi eld-based Best Buy, says Doering. When businesses step to the plate they help not only with funds, but also in creating the vision and providing the expertise necessary for putting together such projects. “We need to constantly build the relationships that have begun and hopefully will continue so that you have academics and businesses working together on a common good,” Doering says. “Th at common good is the future of our children. We can do that successfully if we work together.”

The real payoff Th ough Austin teachers just started taking classes with the college in January, their students are already reaping the benefi ts. Th is fall a yearlong class that blends physics with will be refl ected in a new pre-Advanced Placement engineering concepts in industrial technology will be off ered biology course for tenth graders at Austin High School. for the fi rst time. Th ough the class is an elective that must be A chemistry elective will be off ered at the eighth-grade taken on top of a required life science class, 60 seventh-grade level in 2009 to help build excitement early for the students are enrolled. high school advanced science classes, says Alberts. Th e new class is team taught by the industrial arts With nearly all of the Austin public middle teacher and a middle-school science teacher who is school and high school math and science teachers taking part in the Hormel-funded classes. It’s the type involved in teacher development, he says, “rigor and of collaboration that the University partnership fosters, knowledge across the board increase.” A handful of explains Alberts, who is pursuing a Ph.D. in educational private school teachers are also participating. policy and administration at the college. During the school year, Kalnin teaches classes to support such collaboration, The next generation as well as teacher leadership and school change. Other companies and organizations are supporting STEM “STEM by its very nature, if done well, should be a with an eye to the next generation. Among a number of collaborative eff ort,” says Alberts, adding that by creating related initiatives, the Minnesota High Tech Association the systems and structures that support cooperation, he (MHTA) is collaborating with college faculty members on also hopes to eff ect school and systems improvement. cross-functional courses for the Mahtomedi program. Mark Th is summer, the Austin teachers focused on specifi c Klein, chair of MHTA’s K-12 Committee and vice president of content areas, including elementary level literacy for English consulting for Accelare Inc., says if the program proves language learners, taught by curriculum and instruction successful, the organization will consider expanding such assistant professor Lori Helman, and science courses programs into other schools. led by faculty from the College of Biological Sciences. “Businesses need to be more proactive in engaging Th e teachers’ improved knowledge and pedagogy with educators to envision the future,” says Klein. ●

CEHD.UMN.EDU 27 compendium

APPOINTED National Association of Industrial Assistant professor Bic Ngo and Technical Teacher Education. (curriculum and instruction) was Ann Edgerton, director, University of Minnesota Child Care Center Jerry McClelland, professor, named one of the University’s curriculum and instruction; Interdisciplinary Graduate Faculty Edgerton joins us from Monterey Teaching Fellows for 2008-10. Peninsula College, where she was 28 years at the University Frank Symons an instructor in infant/toddler Jerry McClelland was a core faculty Associate professor development and childcare center member for the family, youth, and (educational psychology) was among administration. She previously community program. Her publication the University’s 2007-08 Minnesota directed the Child Development credits include College Teaching and the Futures Grant Program awardees. Center at California State Journal of Research in Rural Education. IN MEMORIAM University, Monterey Bay. HONORED Sarabeth Barnes, professor RETIRED Assistant professor Shonda Craft emeritus, General College, Mary Berg, University of (family social science) is a 2008 winner died January 28 at age 84 Minnesota Child Care Center; of the University President’s Faculty Barnes taught at both Hamline 26 years at the University Multicultural Research Award. University and the University of Minnesota, joining the faculty Berg served in administrative roles Professor Sandra Christenson in the University of Minnesota Child here in 1970. She retired from the (educational psychology) former General College in 1985. Care Center and was highly involved received the Minnesota School in the Civil Service Committee, once Psychologists Association 2007-08 Harvey Carlson, adviser, TRiO as its chair and, most recently, as Ysseldyke Best Practices Award. program, died June 29 at age 57 chair of the search sub-committee. Postdoctoral associate Christine Carlson began his long association with Harold Grotevant, professor, Greenhow (curriculum and the former General College in 1991 as a family social science; 18 years instruction) received the 40-plus year-old freshman. He went on Grotevant joined the Department of University’s Outstanding to complete his master’s in counseling Family Social Science in 1990 and Postdoctoral Scholar Award. and student personnel psychology and his doctoral coursework in was its chair from 1990–1995 and Associate professor Leon Hsu from 2001–2003. He received an higher education through the (postsecondary teaching and Department of Educational Policy Award for Outstanding Contributions learning) received a 2008 Morse- to Graduate and Professional and Administration. Carlson Alumni Undergraduate Teaching was a highly regarded academic Education from the University’s Award from the University. Alumni Association and a McFarland adviser and career instructor, most Outstanding Teaching Award from Associate Dean David R. Johnson recently with the TRiO program. the College of Human Ecology. received a 2008 President’s Award Gerhard Neubeck, professor Grotevant leads the Minnesota/ for Outstanding Service. emeritus, Family Social Science, Texas Adoption Research Project. died January 28 at age 89 Carol Leitschuh, research associate Theodore Lewis, professor, work and and lecturer in the School of In the 1960s Neubeck taught the fi rst human resource education; 18 years Kinesiology, received a Fulbright college course on human sexuality, Lewis designed the undergraduate Award for 2009 to teach and conduct which garnered national media degree in technology education, research in the Czech Republic. attention. He was the fi rst to use group sessions for marriage therapy along with the Technology and Professor Scott McConnell and also was the fi rst to pen a book Ethics course. He was a past (educational psychology) was about extramarital aff airs. In 1972 program offi cer at the National named the 2008-09 Fesler-Lampert he joined the Department of Family Science Foundation, past editor of Chair in Urban and Regional the Journal of Vocational Education Aff airs in recognition of his work Social Science; he retired in 1986. Research, and is past president of the in early childhood development.

28 CONNECT FALL 2008 connecting with emeriti faculty Gary McLean: globe-trotting “retiree” BY ANITRA BUDD

THIS PROFESSOR every year. “Anyone who had no place to go for Th anksgiving EMERITUS isn’t could always come over to our house, which sometimes one to let his meant throwing Th anksgiving for 50 people at a time!” passport gather Th rough a partnership with one of his former international dust. Since retiring students, Ahmad Ajarimah (Ph.D. ’98), McLean helped bring last year from the the college’s M.Ed. program in human resource development Department of to Ajarimah’s home country of Saudi Arabia. Th e satellite Work and Human program graduated its fi rst class of 24 students in May Resource Education 2007, with McLean on hand to toast their achievement. Gary McLean has Ajarimah refl ects fondly on his adviser and friend: “Gary continued to travel to locations from France to Taiwan, was the prime mover behind the … excellent partnership advising international organizations on their human resource that evolved between the University of Minnesota on practices. He also serves as principal of McLean Global one hand and the Arabian Society for Human Resource Consulting, which he operates with two of his grown children Management and Saudi Aramco on the other hand. All of who are also human resource development (HRD) the people who’ve met him in our business, including his consultants. students,” he continues, “have been touched by his kindness, Additionally, he has worked on two books, one on cross- dedication, [and] understanding of global perspectives.” cultural approaches to HRD and one on using organizational But lest you think McLean is all work and no play, the development to drive social development. “I’m a very effi cient globetrotting consultant is taking time out for relaxation when worker,” McLean says, by way of explaining his frenetic his new position as senior professor and executive director lifestyle. “I type 120 words a minute, and I’m a multitasker. of international HRD programs at Texas A&M University As a professor I always had anywhere from four to seven allows. “My wife accompanies me on most of my trips now,” articles going at a time. I draw energy from this pace.” he notes. “We’re doing lots more vacationing together.” ● McLean also continues to advise and mentor graduate students from around the world, a job the Morse Alumni Thanks for the memories Distinguished Teaching Professor relishes. His dedication to teaching is so strong, in fact, that he agreed to continue Faculty and alumni from the human resource development program have initiated a graduate fellowship in Gary McLean’s honor. working with Ph.D. students in the college even aft er “We wanted to let him know that people within the HRD profession his departure. “My number one commitment is to my understand and admire his contributions to the fi eld,” says Lou Quast students, who have also been the number one priority (Ph.D., ’03), a former mentee of McLean. “Creating a graduate fellowship in his name is consistent with his values of encouraging scholarship and in my entire career. I’m down to advising 22 doctoral helping the next generation of students.” students at the University, which of course doesn’t Alumni will match the fi rst $10,000 toward an initial $25,000 goal. include my advisees in other parts of the country.” The University of Minnesota will also match income from the fellowship. You may contribute online at giving.umn.edu or by sending a check to: McLean’s passion for guiding students, particularly those College of Education and Human Development, 48 McNeal Hall, 1985 from other countries, is longstanding. During his 38-year Buford Avenue, St. Paul, MN 55108. Clearly designate that your gift is for tenure in CEHD, McLean held monthly potlucks for HRD the Gary N. McLean Legacy Fellowship. You may also contact Richard Burbach at 612-625-4546 or [email protected] for more information. doctoral students in his home. He also had a standing

PHOTO: Leo Kim Leo PHOTO: practice of hosting international students at Th anksgiving

CEHD.UMN.EDU 29 teaching+learningtogether

ALUMS FOLLOW PARALLEL PATHS TO VERY DIFFERENT SCHOOLS BY JESSICA ROYER OCKEN

SEKOU ROBERTSON AND BRYAN JACKSON met at Jackson chose Minnesota for its architecture program. summer orientation before their fi rst year at the University of Aft er discovering that he enjoyed teaching complex concepts Minnesota. In the 10 years since, their education and career to children—a requirement in one of his architecture paths have intertwined while their friendship has grown. classes—he decided to teach a summer class on the science Th ey credit their camaraderie and the College of Education behind architecture. He still recalls his lesson on “cookie and Human Development with getting them where they are tectonics,” using graham crackers and whipped cream today. But when they met, neither would have imagined to explain plate tectonics. Soon he joined Robertson in ending up in the classroom. CEHD. “It was hard at fi rst,” he says. “But it was defi nitely Robertson started college studying computers, but my calling.” Education classes helped broaden Jackson’s found his niche in education aft er volunteering as a tutor. perspective from the structured approach he took in He transferred to CEHD during his sophomore year. architecture. (“Even now I’m drawn to linear design,” he

30 CONNECT FALL 2008 Alumni Bryan Jackson (left) and Sekou Robertson in charge of instruction, where he helps determine refl ect on their hometown of Chicago. curriculum. “Th e administration recognized says. “All my ties are stripes.”) “I began to understand that my brilliance,” he says with a sly smile. education is driven by the teacher but supported by the Although their schools are diff erent, Robertson and student,” Jackson explains. “My creativity grew immensely.” Jackson support and advise one another. One challenge Aft er graduating in 2002 with their bachelors in they share is the need to gain their students’ trust. elementary education foundations, the friends set off for New Robertson’s students come predominantly from low- York and Columbia University’s Teachers College, where income families, where siblings or extended family, rather future CEHD Dean Darlyne Bailey was academic dean at than parents, may be the primary caregivers. “Th ere’s a the time. Th eir University of Minnesota experiences had craving that students have [for trust and stability]. Th ey prepared them well for the rigors of graduate school, they want to know if you’re going to be there tomorrow.” recall. “Coming in, I knew teaching, child psychology, how to Although Jackson’s students are from the opposite write a lesson plan, how to assess students,” says Robertson. end of the fi nancial spectrum, many don’t spend much Th ey also brought with them an understanding time with their parents either. “At my school parents of the diff erence between a teacher and an educator. may be traveling to Europe, Spain, China, and kids “A teacher can show you how to ride a bike,” says are raised by nannies,” he says. “How do I instill the Jackson. “But an educator instills the value of knowing value of trust in them if their parents are absent?” how to do it when you leave the classroom.” Th e support the friends off er one another is not Aft er completing Columbia’s two-year M.A. program limited to discussion. Both have spent time at the other’s for elementary education in just nine months, both Jackson school. “Sekou interacts with students in a way that and Robertson ended up teaching in Chicago—though in [helps them] feel they can be successful,” says Jackson. very diff erent schools. Jackson teaches third grade at Th e “When I went into his classroom, all the kids looked me Latin School, a venerable independent school on the Near in the eye and shook my hand, same as my kids in my North Side. “We have high-profi le parents and students, and classroom, and I thought, ‘Th is is a sign of Sekou.’ ” it’s very diff erent from what I was used to growing up in an In chatting with one of the students, Jackson casually urban environment and student teaching in urban schools.” showed him how to tuck the tail of his tie into the tag on Yet his skills still apply, and his responsibilities have the back. Since that day, Robertson reports, Dwayne has increased steadily over his four years there. “Being an not once failed to have his neckwear in perfect alignment. independent school, [we’re] built around teacher-leaders. “I made it a teachable moment,” Jackson says. And then, A lot of what I do involves curriculum development, exchanging a look, the two note in unison, “Minnesota.” nurturing, coaching, and being involved in the Diversity Last summer Robertson was able to help two LEARN Initiative [a program that ensures classroom curriculum, students get into the High Jump program at Th e Latin books, and materials provide a variety of perspectives].” School. To make sure they had the support they needed Robertson had always intended to return to his native in this new environment, he rode his bike to the school Chicago, and he chose LEARN (Lawndale Educational and and went to class with them. He also told them about his Regional Network), a Chicago Public Schools-affi liated friend Mr. Jackson. “Kids know; good people know good charter school on the South Side. “Th ere’s a shortage of people,” says Jackson. “We watch out for each other.” male teachers, and a deeper shortage of African-American When asked about a lesson to pass along, both Robertson teachers—especially black male teachers in elementary and Jackson urge students of all ages to reach out and schools,” he says. “I’ve been there fi ve years, and I’m still fi nd opportunities for networking and connection—like the only certifi ed black teacher, so I’m an anomaly.” they did. “No matter who these people are, you can Th ough he started in the classroom, over time learn something from them if you make yourself an

PHOTO: Chris Ocken PHOTO: Robertson advanced to the role of assistant principal absorber,” says Jackson. “Information is free.” ●

CEHD.UMN.EDU 31 continuity

With the presidential election just around the corner, the 1940s buzz is building around who Virginia Holcomb Bennett Wells will be our country’s new (M.A. ’42) passed away on May 2 leader. Along with the in Salt Lake City. She was a French election comes discussion teacher, volunteer with Literacy about appointments to Volunteers of America, taught various important posts. All English as a second language, and of these appointees are asked volunteered with autistic children. to represent our country and to be goodwill ambassadors for the United States. Ellen Meyer (M.A. ’43) died on April 29 in Sarasota, Fla. Meyer The new CEHD Alumni Board took Th is past spring the U of M Alumni offi ce in June, including Tex Ostvig Association embarked on a new eff ort taught high school in a number of (left), president, Carol Mulligan, vice to enlist alumni to be ambassadors for Northern Minnesota schools. She president, and Past President Randy the University. While not an appointed wrote the column “Tales from Tonka” Johnson (not pictured, Jon Oyanagi, secretary/treasurer). post, an alumni ambassador is an honor- in the Wayzata Weekly News and ary position for which all University of was a piano teacher and cellist. 1970s Minnesota graduates are qualifi ed. Margaret Virum (B.S. ’49) passed How does being an ambassador work? away. She was an award-winning Jim Holden (M.A. ’72) has written You can volunteer to help students by being a teacher in Minneapolis schools Tennis in the Northland (2008, Ingram, mentor or a career resource. Talk to prospec- who taught primarily fi rst and Baker & Taylor), a comprehensive tive students about your time at the University second grade for nearly 50 years, 75-year history of boys’ high school and encourage them to apply for admission. then continued to volunteer for tennis in Minnesota. Holden is a retired Connect with legislators and advocate for the nine years aft er retirement. Virum English teacher and tennis coach of University. Attend Saturday Scholars, march was named one of CEHD’s 100 Northfi eld High School and professor in the homecoming parade with your family, Distinguished Alumni in 2006. emeritus of education at Gustavus or attend a lecture or a concert. Support the Adolphus and St. Olaf colleges. 1950s University and our CEHD students through 1980s a gift to the annual fund. Join the UMAA. Patricia Hoyt Neils (B.S. ’59) Mary Endorf (Ph.D. ’87) will receive Th e list is long and varied. And, if passed away May 7. She taught at the University’s Alumni Service you don’t live near campus, you can Minneapolis Vocational School, Award for her volunteer service to connect through UMAA geographic Patrick Henry High School, and in the college and the University. Th e chapters, subscribe to e-newsletters, the Wayzata School District. Neils award will be presented at the October or check out cehd.umn.edu. was a member of the Robbinsdale 29 UMAA Awards Celebration. If you already consider yourself an alumni School District #281 School Board. ambassador, we salute you. And if you are an ambassador-in-waiting, don’t wait any longer 1960s Stanley Sahlstrom (Ph.D. ’61) the Don’t forget to keep in touch! Send for the honor of serving as an “M-bassador.” your news to Heather Peña, assistant “founding father” of the Crookston alumni director, [email protected]. campus, passed away. He is Or keep the conversation going remembered for his leadership, vision, on our social networking page, and commitment to the Crookston cehdconnect.ning.com. Also, don’t community and campus. Sahlstrom miss out on receiving the E-Connect Tex Ostvig, B.A. ’96 electronic newsletter fi lled with president, College of Education and was a past member of the University timely news and information about Human Development Alumni Society Board of Regents and was named one alumni activities and news, which of CEHD’s 100 Distinguished Alumni. replaces the InterConnect paper newsletter. Opt-in by going to: cehd.umn.edu/alumni.

32 CONNECT FALL 2008 forms of dialogue that propel students to read, write, and reason in domains from engineering to the arts. Horowitz is one of CEHD’s 100 Distinguished Alumni. Fouzia Saeed (Ph.D. ’87) was awarded a University 2008 Distinguished Alumni Doobie Kurus (left) and Ben Dreon Leadership Award for enjoy the CEHD Scramble for Scholarships Internationals in recognition Golf Tournament. of her leadership in addressing women and Endorf is past president of the children’s human rights issues CEHD Alumni Society Board and in developing countries. Saeed a charter member of the Women’s is the director of Mehergarh, a Philanthropic Leadership Circle. center for learning in Pakistan. Rosalind Horowitz (Ph.D. ’82), a professor of discourse and literacy 1990s studies at the University of Texas, San Verna Cornelia Price (M.A. ’90, Antonio, College of Education and Ph.D. ’96) received the Minneapolis Human Development, edited Talking Chamber of Commerce Women Texts: How speech and writing interact in the Workplace Achievement in school learning (2007, Routledge), Award for her role as an “innovator Beta of Clovia sorority sisters celebrated their 50th class which presents research-supported known for creating programs and reunion during the annual St. Paul processes which campus reunion. increase organizational eff ectiveness and individual performance.” Adele Munsterman (M.Ed. ’99) Phillip Larkins (M.S.W. has been elected to an at-large ’98) was named 2008 position on the Governing Board of Social Worker of the Education Minnesota and was also Year by the National appointed to represent the Th ird Association of Social Congressional District on the Board Workers Minnesota of Directors of the Foundation for Chapter. Larkins is a Excellence in Teaching and Learning. resource development 2000s coordinator at Family Brad Hokanson (Ph.D. ’00) Alternatives in received the inaugural Outstanding Minneapolis, where he Teaching Award from the trains foster families in Among the 11 students who received University of Minnesota College cultural diversity and scholarships during the annual CEHD Alumni of Design, where he is an associate Society Awards in April were Brice Dixon (left) adolescent development. and Julia Conkel-Ziebel, shown with Randy professor of graphic design. Johnson, past alumni society president. PHOTOS: Raleigh Kaminsky, Greg Helgeson, and Andrea Canter Helgeson, and Andrea Greg Raleigh Kaminsky, PHOTOS:

CEHD.UMN.EDU 33 continuity

University of Minnesota Homecoming: JOIN US! Marching into the Future October 27–November 1 October 29 For specifi c information on these events go to UMAA Awards Celebration cehd.umn.edu/alumni 5–7:30 p.m. CEHD alumna Mary Endorf (Ph.D. ’88) will be Second Annual Wine Tasting Alumni Social recognized with a University of Minnesota Alumni St. Croix Vineyards, Stillwater Service Award. October 15, 5 p.m. November 1 $10 per person Homecoming parade Tour the vineyard and taste Minnesota-made wine. A 9 a.m. special invitation is extended to GOLD (graduates of the last decade) alumni. RSVP by Oct. 10. Minnesota Gophers vs. Northwestern 11:00 a.m. Second Annual CSPP Alumni Reception March with CEHD students, staff, faculty, alumni, and October 23, 5:30–8 p.m. friends, socialize at Burton Hall after the parade, and Education Sciences Building cheer for the Gopher football team. Alumni of the counseling and student personnel psychology program are invited for networking and Lecture by Paul Rusesabagina a presentation by professor John Romano on November 3, 7:30 p.m. “Prevention science: Enhancing well-being and Northrop Auditorium mental health across the life cycle.” RSVP by Oct. 15 Free and open to the public, no tickets required to Salina Renninger, [email protected]. Join us for a special evening with Paul Rusesabagina, author of An Ordinary Man, which was the basis for Women’s Philanthropic Leadership Circle the acclaimed 2004 fi lm Hotel Rwanda. Fall Kickoff Event: Women on the court and Rusesabagina’s public lecture complements the in the classroom college’s new First Year Experience. Discuss the October 27, 5:30–7:30 p.m. book with other alums at cehdconnect.ning.com. Campus Club Free and open to non-Circle members UMAA Minne-College Panelists Maureen Weiss, co-director, and Nicole January 24 LaVoi, associate director, of the Tucker Center for Naples, Florida Research on Girls and Women in Sport; Pam Borton, March 7 coach, U of M Women’s Basketball Team; Ashley Ellis Scottsdale, Arizona Milan, CEHD student athlete; and Lea Olsen, former Snowbirds and alumni who live in Florida and player and tri-captain of the U of M women’s Arizona are invited to participate in a day of learning. basketball team, sideline reporter for the Minnesota Visit alumni.umn.edu for event details or call Timberwolves, and in-arena host for Wolves Vision 1-800-UMALUMS. will discuss what it takes to be a successful female athlete and student. Deadline for CEHD Alumni Society Awards RSVP by October 17 to 612-625-1310 or contact nominations January 31 [email protected]. Nominate alumni for the Gardner, Mork, Wilson, and early career awards. Go to cehd.umn.edu/alumni for criteria and nomination forms.

34 CONNECT FALL 2008 Women working WPLC OFFERS A NETWORK OF EDUCATION AND SUPPORT

“We are volcanoes. When we women offer our Ishihara (doctoral student, curriculum and instruction) experience as our truth, as human truth, all the used part of the funds for a data collection trip to Japan. maps change. There are new mountains.” Founding WPLC member and chair of the group’s Steering — Ursula LeGuin, author Committee Andrea Hjelm (B.A., ’65) expresses enthusiasm THESE WORDS, initially delivered at a college commencement about the group, which is echoed across the college. “It gives address, describe a transformational group of women in our own me great pleasure to be a part of a circle that is innovative in midst: Th e Women’s Philanthropic Leadership Circle (WPLC). its intent,” she says. “I feel a sense of pride in watching our WPLC strives to raise the overall visibility of women recipients receive and utilize the funds we present to them.” leaders in education and human development and provides One of the group’s hallmarks is its approach for fi nancial support to women in educational leadership distributing money for awards and scholarships. Members positions. When it was founded in 2002, the circle was the decide annually as a group where to direct their donations only women-centered philanthropic group at the University. within the college. “Women tend to make charitable gift s Development offi cers in the college had discovered that that will refl ect their values and to create change, and they married couples who had both attended the University tended want the charity to be accountable for the use of their to make donations to the husband’s college rather than the money,” says Slifer. To that end, WPLC is highly intentional wife’s. “Despite the success of University-wide fundraising at about making all fi nancial decisions democratically. the time, we observed that a disproportionate amount of those Women join WPLC at one of several tiered levels starting donations were going to other collegiate units,” explains Lynn at $500 per year. Members meet several times each year to Slifer, director of external relations in CEHD. WPLC was formed build relationships and to learn more about personal fi nance not only to raise money for grants and scholarships, but also and philanthropy. Past WPLC workshops and seminars have to teach women about the importance of philanthropy and touched on strategies for aging with vitality, diff erences in how the impact of collaborating with other like-minded women. men and women make In 2003 a similar women’s philanthropy group was founded fi nancial decisions, 2007–08 award winners in the former General College, and the circles joined three and personal stories GRADUATE SCHOLARSHIP RECIPIENTS Joletta Falknor, curriculum and instruction from women leaders years later. Since their inception, the groups have raised a Abigail Gadea, social work and Humphrey combined total of $300,000 and given nearly $90,000 in on the “frontlines” Institute scholarships, program support, and research aid to promising of education. Jinous Kasravi, educational policy and administration faculty, staff , and students. To fi nd out more Nancy O’Brien, educational policy and Th e circle holds an annual awards celebration to honor about joining WPLC, administration achievement and leadership by three groups: graduate visit cehd.umn. Chia-Chen Tu, educational psychology edu/giving/circle or students; CEHD staff with exceptional professional and RISING STAR AWARD community activities; and female junior faculty members, contact Women’s Tamara Moore, curriculum and instruction or Rising Stars, whose research, teaching, and outreach Circle Coordinator Misty Sato, curriculum and instruction hold great future promise. Doctoral student Julia Conkel Raleigh Kaminsky STAFF AWARD (educational psychology) used her fi nancial award to present at 612-626-1601 or Venoreen Browne-Boatswain, Student Services research at an international diversity conference, while Noriko [email protected]. ●

CEHD.UMN.EDU 35 report to donors 2007-08 Celebrating philanthropy Private giving is critical to enhancing the University of Minnesota’s teaching, research, and outreach. To recognize the important role donors play, the University of Minnesota established a University-wide donor recognition program. Th e Presidents Club recognizes those individuals and organizations whose lifetime giving totals $25,000 or more, or who make future gift s of any amount. Th e names listed in this roster are donors to the College of Education and Human Development and qualifi ed for membership in the Presidents Club either before or during the fi scal year ended June 30, 2008. Also listed are donors to the Women’s Philanthropic Leadership Circle and annual donors of $1,000 or more. A complete donor list is available at cehd.umn.edu/giving.

Builders for Billie Jo Jones & Scott Chancellors Society Marian Ortolf & Ayers Bagley Annette D. Robbins H. Davis the Future Recognizes donors who make Sara E. Blackwell Terrie K. & Larry H. Rose Recognizes donors who make Ruth A. Stricker & Bruce gifts of $50,000 to $99,999 Frank R. Braun Lesley & Vern Rylander A. Dayton gifts of $1 million or more Francis F. Busta Karen Seashore Natalie A. & Burton R. Galaway Gail N. Anderson Cornelia W. Ooms Beck Almond A. Clark Andrea M. & P. Eric Siegert Bridget D. Harter Grace I. Andrews Carmen & Jim Campbell Shirley M. Clark A. Marilyn Sime Janet C. Hoag Dorothy Berg Campbell Foundation Susan A. Hagstrum & Robert Bernice E. Cullinan Jean B. Keffeler & David Georgiana G. & C. David Stanley Joan W. Harris Hollister H. Bruininks Susan M. Duncan Brandon Sullivan Cay Shea & Lowell W. Hellervik James H. Houchens JoAnne Buggey Joan & Denneth Dvergsten Judith C. & John L. Sullivan Dan F. Huebner Julie M. Jensen Jean Illsley & Richard W. Crystal K. Meriwether Clarke & William E. Gardner Mary L. Topp Irving Harris Philanthropic Amy Jean Knorr Foundation Comer Science & Education Marvin E. Goldberg Maxine H. & Winston R. Wallin Jeanne T. Lupton Nancy E. & John E. Lindahl Foundation Miriam R. Goldberg Kathleen & Daniel Dottie A. & Jack C. Merwin L. Wetterstrom Dorothy McNeill Tucker Jeanne Goodson Karyn Gruenberg Goldstein Karen B. & David H. Olson Julie A. & Rodney S. Wallace Jean D. Helms Dorothy C. Guilford Patricia R. & Allison R. “Pete” Lorena W. Jacobson Charter Club Palmer Sunny S. & Tor K. Hansen Regents Society Elizabeth V. Koenig Janet L. & Albert C. Hoff Recognizes donors who joined Personnel Decisions the Presidents Club with gifts International William R. Maddux Veronica J. Johnson Recognizes donors who make and pledges totaling at least Mildred I. & Van D. Mueller gifts of $500,000 to $999,999 Dorothy J. Petitt Pauline L. & Robert A. Koenig $10,000, the minimum level F. Robert Naka Marguerite Henry Family Trust Judy G. & Robert D. Potts James J. L’Allier before July 1, 1998 Charles E. Noreen Wilson Learning Corporation Joyce H. Rosene Dale L. Lange Ira E. Aaron M. Jan Hogan & Bob Schiltgen Marilyn Nordstrom & Valdemar Mary K. McConnon Olson James C. Agre Trustees Society Karen Sternal Miles W. McNally James Patterson Robert E. Ballintine Recognizes donors who make Ruth G. & Paul F. Thomas Alida R. Messinger Irene A. & James H. Scatliff Susan W. & Joel A. Barker gifts of $100,000 to $499,999 Eleanor V. Thorne Jacqueline S. Mithun Philip C. Smaby Mark L. Baumgartner Gretchen Wallace Rodney L. Nelson American Guidance Service Terri & Matthew Stark Carol A. Carrier Rodney S. Wallace, Jr. Gretchen & Jack A. Norqual Elizabeth Blenman Alice M. & Bruce R. Thomas Ramona L. Springis Doss Mary W. Bowers Judy D. & H. William Walter Gerald L. Olson John N. DuRand* Marian L. Campbell Estate Mollie S. Weinberg* Founders Society Irene M. Ott Fred L. Estes Mary B. & Jeffrey Sidney P. Page Mary E. Corcoran Recognizes donors who make Linda S. & Richard A. Hanson L. Werbalowsky Geraldine & Roland Mary J. & John B. Custer gifts of $25,000 to $49,999 Mary E. Heltsley Eleanor & John P. Yackel L. Peterson Ida J. & John G. Davies Charlotte M. & John Carl R. Pohlad W. Anderson * deceased

36 CONNECT FALL 2008 Dorothy & Donald O. Hilligoss Mary & Verlane Endorf Janet M. Hively Kenneth C. Foxworth Eloise Holden Francis C. Gamelin Marjorie E. & Charles William E. Gardner R. Hopkins Catherine M. & Gary D. Geroy Robert J. & Mildred E. Lalor Carole Peterson Gesme David J. Madson Richard S. Goldman Mark Madson Karyn Gruenberg Goldstein Geoffrey M. Maruyama Beverly Henningsen Goodsell Donor Charles Noreen with Andrew Kastenberg and Hanna Dobke, two recipients of the Carol Ann Noreen Memorial Scholarship he established. Mary North Mulier Janet O. Hagberg Darcia Narvaez Rosemary A. Hagen Lucille N. Paradela-Fernandez Ruth M. & Harlan S. Hansen Margaret L. Nordin Teresa Topic Stemmer Marcia C. Carthaus Jean K. Quam Sunny S. & Tor K. Hansen Jeanne A. Ojala Elaine & H. Jerome Stulberg Mona C. Dougherty Mary G. Endorf † Robert Rose Jean Morris Helms George K. Olson Barbara M. Taylor Michelle G. Everson Marty & Jack Rossmann JoAnne R. & Donald E. Heltner Karen B. & David H. Olson Josephine Reed-Taylor Karen Schreiner Marilyn Nordstrom & Valdemar & David V. Taylor Barbara Stephens Foster LeAnn R. Hensche Carole Peterson Gesme James N. Snyder Olson Mildred C. Templin Marjorie E. & Charles Mary B. Gove Mark J. Spartz R. Hopkins Ruth Helm Osborn Blythe H. & Roy L. Thompson Dale U. Osborn Mary L. Topp Susan A. Hagstrum Barbara M. Taylor Joan A. & John P. Huseth Janet R. Heidinger Mary A. Ost* Dorothy McNeill Tucker Martha J. & Michael G. Wade Joseph C. Imberman Jeanne Higbee Susan J. & Thomas C. Oswald Floyd A. Tweten Suzann & Steven R. Yussen Newton E. James* Andrea Hricko Hjelm Veronica J. Johnson Margaret Christianson Palm Lowell T. Van Tassel Patricia L. Hoag Heritage Society Raleigh & Randall Kaminsky Jeanette C. Paul Helen L. Von Lehe Patricia L. Holder Recognizes individuals who Pauline L. & Robert A. Koenig Bette J. Peltola Judy D. & H. William Walter Haley L. Hontos make a future gift of any size Brett Laursen Dorothy J. Petitt Karen S. Wehner Beverly Post Johnson to the University Thomas J. Libby L. Ann Thompson Rood J. Andrew Holey & Gary Mary E. Johnson S. Whitford Robert E. Ballintine Patricia A. & D. Kenneth Marty & Jack Rossmann Laura C. Koch Delta E. & John A. Youngquist Cornelia W. Ooms Beck Lindgren Lesley & Vern Rylander Mary J. Laukka Shirley L. Zimmerman Jean E. Linwick Elizabeth C. Blenman Diane E. & James L. Lindquist William F. Sampson Jeanne T. Lupton Elizabeth C. Bryan David J. Madson Eleanor S. & Glenn A. Sather Women’s Linda M. Madsen Richard C. Burbach Mark S. Madson Marilyn M. Sauer Philanthropic Anne M. Mockovak Deanne L. & Merlin Sharyn & Bruce Schelske Francis Busta Leadership Circle Betty Ruth Raygor † J. Magnusson John L. Schneider Carmen & Jim Campbell A welcoming circle of donors Josephine Reed-Taylor Margaret M. Matalamaki Margaret Sughrue Carlson Rene M. & Allan G. Schwartz combining their resources to Robert V. Schmitt Lucy J. & Loring W. McAllister Carol A. Carrier Rena Searl support and develop women Judith A. Schuck Mary K. McConnon Marcia & Dick Carthaus Eleanor R. Shelling leaders and philanthropists Barbara J. Shin Mary E. & Keith N. McFarland Louis A. Cecil Jacqueline M. Shick Ada C. Alden Julie Slapp Erma Ruth Ellerbroek McGuire Robert H. Chandler Julia Slapp Joyce A. Bell Mary K. St. John Jane H. & Robert E. McNamara Almond A. Clark Mary Ann M. & Lowery Smith Karen Bencke Deb Wilkens-Costello Jack C. Merwin Serena L. Wright Jean Illsley & Richard W. Shirley J. Snackenberg Mary L. Bents Clarke Mildred I. & Van D. Mueller Mark J. Spartz Mary E. Brecka Mary North Mulier Julianne Bye Mary E. Corcoran Marietta E. Spencer † denotes lifetime member Rodney L. Nelson Kathleen M. Cahill Edna C. Downing* Arlene L. Stansfi eld * deceased Margaret Sughrue Carlson Joan & Denneth Dvergsten Debra J. Noll Betty Kay & George Stein

CEHD.UMN.EDU 37 DEVELOPMENT TEAM

Lynn Slifer director of external relations 612-625-5511 [email protected]

Penny Bader stewardship manager 612-626-5660 [email protected] Members and guests enjoy a Women’s Circle reception at Eastcliff.

Gold Club Josephine Reed-Taylor & David Lenora Yin Lau & Chak Chi Sara Beyer Recognizes donors who gave $2,500 V. Taylor Patricia A. Martinson development to $24,999 between July 1, 2007 – Lee & Peter Vandermark Keith L. Meyers administrator June 30, 2008 612-625-1310 Maxine H. & Winston R. Wallin Jane S. Miller [email protected] Delwin M. Anderson* Lauren P. Weck Kim Thoa & Hoai The Nguyen Grace I. Andrews Caldon R. Norman Maroon Club Marlena J. Bromschwig & Robert Mary A. & Paul D. Pearson C. Barnett Richard Burbach Recognizes donors who gave $1,000 Hazel & Linder Peterson Susan A. Hagstrum & Robert to $2,499 between July 1, 2007 – development offi cer Sharon E. & Louis N. Quast H. Bruininks June 30, 2008 612-625-4546 Ruth M. Quast Donna Lee Carnes Herbert Ashe [email protected] Jacqueline & James Reding Jean Illsley & Richard W. Clarke Ann & Randy Bailey Donna L. & Maynard C. Reynolds Grace & John Cogan Mary Beth Barry Marty & Jack Rossmann Ida J. & John G. Davies Jean W. & Marvin E. Bauer Barbara B. & Philemon C. Roy Noriko Gamblin Mona C. & Thomas A. Dougherty Matthew C. Bockley Joan L. & Curtis L. Roy development offi cer Susan M. Duncan Julianne Bye Robert V. Schmitt 612-624-1068 Byron R. Egeland Elsa M. Carpenter Mary & Jeff Scott [email protected] Ann P. & William W. George Marcia & Dick Carthaus Steve Semler Megan Gunnar Sandra L. & James M. Christenson Julia Slapp Veronica J. Johnson Patricia A. Colburn David Hoffman MaryJo O. & Guy M. Smith Amy Jean & Philip Knorr Alexandra E. Decker senior development Mark E. Stecklein Dale L. Lange Colleen* & William C. Deuberry offi cer Janet L. Strand 612-626-5658 Doris G. & Erwin Marquit Mary K. St. John & David L. Ekstrand Janice K. Templin [email protected] Mary K. McConnon Rosalind M. & James H. Elmquist Katherine A. & Robert E. Tunheim Alison & Andrew F. Mellin Michelle G. Everson Barbara Wallace Jacqueline S. Mithun Lorraine M. Fox Lori Wallace Raleigh Kaminsky Julie E. Oswald Jean A. Freeman Matt Walter WPLC coordinator, Betty Ruth Raygor Bruce D. Goodman Richard E. Wassen annual fund manager Susan D. Reese Kathryn W. & Harrison G. Gough Pamela & Daniel Weisdorf 612-626-1601 James P. Rogers Mary B. & Peter L. Gove [email protected] Lisa Wersal & Louis Asher M. Jan Hogan & Bob Schiltgen Dorothy C. Guilford Jennet & Greg Silverman Mary & Peter Hepokoski * deceased Judith C. & John L. Sullivan Bev & Jerry Johnson

38 CONNECT FALL 2008 commitment

New gifts and commitments How to give Drs. J. Andrew Holey and Gary S. Whitford have made a future gift of $250,000 through their estate to in uncertain times create the Whitford Holey Fellowship. A gift of $154,000 from the estate of Mollie Soell THERE IS NO QUESTION that we are facing challenging times—the Weinberg will benefi t Th e Mollie and Meyer subprime mortgage crisis, rising oil and gas prices, a faltering economy, Weinberg Endowment for Child Development and and less money available for student loans. It can be diffi cult to think Public Policy. about making charitable gift s in times like these, but this is when places Th e Irving Harris Foundation has made a gift like the University and the College of Education and Human of $100,000 for the Irving B. Harris Institute for Development need your support more than ever. Infancy Training. Th ere are a number of ways you can make a gift without making a dent in your monthly cash fl ow. Recently, an alumna made a generous Jane H. McNamara has made a future gift of estate gift through her will because she wanted to maintain her annual $100,000 through her estate to provide giving of $1,000 a year to the Department of Family Social Science and undergraduate scholarships for immigrant or felt that a major gift out of her current income would preclude that. foreign-born students. Another donor established a large will bequest and then decided to set up Th e 3M Foundation has made a gift of $90,000 for a current scholarship—into which the bequest will eventually be added. science, technology, engineering, and mathematics Estate gift s off er you a simple and, in some cases, a revocable way to (STEM) graduate fellowships. give a future gift . Options include: Floyd A. Tweten has made a future gift of $60,000 + WILL BEQUEST—can be made in the form of property, a stated through his estate to benefi t the School of dollar amount, or a specifi ed percentage of your estate Kinesiology. + RETIREMENT PLAN ASSETS—can be designated to the college Karen Sternal has made gift s of $56,708 to benefi t when you name the University of Minnesota Foundation to receive all the I Have a Dream Scholarship program. or some portion of your account assets Professor Mary E. Corcoran has made a gift of + LIFE INSURANCE—can be designated to the college by naming the $50,000 to benefi t the Educational Evaluation and University of Minnesota Foundation as an irrevocable benefi ciary Policy Studies Fellowship Fund. and/or owner of the policy. Jeanne Lupton has pledged $100,000 to create the Jeanne Traphagen Lupton Legacy Scholarship. If you would like more information on making an estate gift — and benefi ting future students and faculty—please contact the CEHD Dr. Matthew Stark has made a gift of $50,000 to create the Dr. Matthew Stark Civil Rights and Civil development offi ce at 612-625-1310. Liberties Faculty and Student Award. Frank Braun has made a gift of $25,000 to

benefi t the CEHD Alumni Society Scholarship for Study Abroad. Lynn Slifer, director of external relations Karyn Gruenberg Goldstein has made a future gift of $25,000 through her estate to benefi t the Jimmy SAMPLE LANGUAGE FOR WILL BEQUEST: “I give, devise, and bequeath to and Karyn Goldstein Scholarship Fund. the University of Minnesota Foundation, Minneapolis, Minnesota, 55455 Thomas J. Libby has made a future gift of $25,000 [percentage of revenue, sum, or description of property], the principal and through his estate to benefi t the CEHD Art income of which shall be distributed by the Board of Trustees to the College of Education Endowed Fellowship Fund. Education and Human Development for the purpose of [state purpose such as scholarships, unrestricted, program support, etc].” Th e Mardag Foundation has made a grant of $25,000 for the Learning Dreams program.

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connect 48 McNeal Hall 1985 Buford Avenue St. Paul, MN 55108

Can’t we all just get along?

Stop aggression before it begins.

Institute of Child Development Director Nicki Crick, Emma Birkmaier Educational Leadership Professor, is researching relational aggression in young girls with the use of a single ice cream cone—for three girls. Or, she off ers them a picture to be colored and three crayons, but only one color that will work. Crick observes if the kids share or if they physically or relationally bully one another. By understanding aggression, we may learn to curb it at an early age. Watch Crick explain her research in detail at discover. umn.edu/featuredDiscoveries/ curbingAggression.php and see her Driven to Discover television ad at www.discover. umn.edu/viewCampaign/ televisionCurbingAggression.php.