CEHD Research In Press: October
Dr. Robert Stupnisky has been designated Interim Co-Associate Dean of Research and Faculty Development for CEHD. He is excited to join Dr. Rachel Navarro this year to:
- Promote faculty research
- Develop and oversee faculty and graduate student professional development
- Oversee and cultivate external funding for research and scholarly activity
- Maintain data on research productivity and funding
Dr. Diana D’Amico Pawlewicz will continue to serve as an editor for the Washington Post’s “Made by History” series, which will now be co-sponsored by UND’s CEHD. Diana and the Post are planning a workshop available to faculty and graduate students to get some great training in public scholarship… date to be announced soon!
The UND Bureau of Evaluation and Research Services (BEARS) provides state-of-the-art and affordable research, design, collection, analysis and reporting services to meet the needs of their stakeholders. We are actively seeking new opportunities to provide research and evaluation services in education, human development, and related fields! In doing so, the Bureau trains the next generation of North Dakota researchers through student supervised research for clients. Please contact Robert.Stupnisky@und.edu if you are interested in:
- Program and grant evaluations
- Research design
- Data collection
- Data analysis
- Data visualization
- Data wrangling, cleaning, management
- Grant seeking, writing, or review
- Review of empirical research literature
- Other research support as requested
The College of Education and Human Development’s Initiative for Rural Education, Equity and Economic Development (I-REEED) springs from the conviction that public education is a critical social good that is inseparable from the mental and physical health of communities, economic development, and social justice. The primary goal of I-REEED is to produce rigorous, interdisciplinary, solution-oriented research that is relevant and useful to our local partners. I-REEED teams of researchers are currently collaborating on projects with North Dakota’s Department of Public Instruction as well as districts across the state.
What We Do:
- Build collaborations with state and local level educators.
- Produce rigorous, collaborative, solution-oriented research that addresses the questions local and state educators care most about.
- Share findings that are useful and actionable.
- Interested in collaboration or looking for a research partner? Contact Dr. Diana D’Amico Pawlewicz at Diana.Pawlewicz@UND.edu
Dr. Zarrina Azizova joins other scholar-theorists and book editors in the panel discussions of the Part 1 of Square Pegs and Round Holes author webinar series organized by Stylus Publishing. This webinar and its focus on the newly released book Square Pegs and Round Holes: Alternative Approaches to College Student Development Theory foregrounds critical new approaches to student development theory for diverse college students. https://www.youtube.com/watch?v=Hzo6-TgeNxI
Welcome new CEHD faculty!
Dr. Radomir (Ray) Mitic, Assistant Professor of Education, Health & Behavior
Radomir Ray Mitic has spent the last 15 years working in or studying higher education. His research is informed by his experiences working in residence life, study abroad, and international student and scholar services as well as that of a firs-generation college student. Mitic’s program of research centers on the equitable outcomes of higher education at the local, national, and international levels. His recent work on outcomes includes post-college civic engagement and graduate school aspirations, enrollment, and attainment. His funded research includes an examination of civic education at a Russian university. Most recently, Mitic received an inaugural research accelerator grant from the Inclusive Graduate Education Network to study the lived experiences of racially minoritized and female graduate students in the space sciences. At UND, he teaches assessment in higher education, academic administration, and planning and finance. Prior to UND, he was a postdoctoral researcher at the Council of Graduate Schools where he studied the career orientation and pathways of PhD students and alumni on NSF and Mellon Foundation a jointly-funded project. Mitic has earned degrees at New York University (Ph.D.), Northwestern University (M.S.) and Loyola University Chicago (B.A.).
Dr. Joonkil Ahn, Assistant Professor of Teaching & Leadership
Originally from South Korea, Joonkil taught high school English for 17 years. As a teacher leader, he especially enjoyed taking the lead to turn around public schools into communities of practice, where teachers and principals work towards shared leadership, enhanced collective efficacy, and a clear focus on equity and student learning. He earned his M.A. in teaching English as a second language from Carson-Newman University in TN and a Ph.D. in Education Policy, Organization and Leadership from the University of Illinois Urbana-Champaign. As a licensed principal in Illinois and teacher leader, Joonkil examines how leadership as an organizational quality enhances staff development and student learning outcomes. Framing teachers as proactive reform agents, not as targets of it, his research also investigates how teacher collaboration and their individual and collective efficacy operate with and mediate the relationships between leadership enactments and student outcomes. Primarily using quantitative methods, his research actively engages with innovative approaches such as multilevel structural equation modeling and longitudinal data analyses, using local, national, and international datasets.
Dr. Laura Link, Assistant Professor of Teaching & Leadership
Laura Link has spent more than 30 years in education. A former Teacher of the Year, she taught English and other subjects in K-12 schools for 14 years, and was one of the first nationally board-certified high school teachers in the country. Additionally, she has served as a teacher mentor, school leader, professional development director, and assistant superintendent, as well as chief of talent and chief academic officer for some of the largest school districts in the nation. She was also one of seven executive committee members charged with leading the largest school district merger in United States’ history. She shifted to higher education, and earned her degrees at Florida State University, North Georgia College and State University, and the University of Memphis. At UND, she teaches legal issues in education, along with other educational leadership courses, and directs the Masters in Teaching and Leadership program. Her research focuses on K-12 classroom assessment and grading.
Dr. Jocelyn Gutierrez, Clinical Assistant Professor of Education, Health & Behavioral Studies
Jocelyn Gutierrez has 15 years in academic affairs administration. She previously worked with Title V programs and was the former director of the Title IV programs at Texas A&M University-Corpus Christi. She earned her degrees at Lubbock Christian University, Texas Tech University, Texas A&M University-Corpus Christi, and her Higher Education Teaching Certification from Harvard University. She will be directing the higher education, Ed.D. specialization and hopes to continue to bring critical consciousness methodologies into the classroom as well as within the organizational structure of the Ed.D. higher education program. She is actively engaged in equity-based research which includes issues of diversity within higher education, institutional and organizational structures, and critically examining Hispanic-Serving Institutions within PWI frameworks. At UND she has taught Higher Education and Public Policy and is currently teaching Principles and Practices in Higher Education and Higher Education Student and Support Services.
CEHD faculty are in bold, and CEHD students are underlined.
Mitic, R. (2021). Ad Astra Diveritas: Advancing Full Participation in Space Science. Inclusive Graduate Education Network Research Accelerator Grant.
Summers, R., & Robinson, J. (2021). Engaging pre-college students in working with authentic biomedical data to develop understandings about experimental design and clinical research. ND EPSCoR Seed Funding Grant.
Ahn, J., Bowers, A. J., & Welton, A. D. (2021). Leadership for learning as an organization-wide practice: evidence on its multilevel structure and implications for educational leadership practice and research. International Journal of Leadership in Education, 1-52. https://doi.org/10.1080/13603124.2021.1972162
de Silva, R. M., & Hunter, J. E. (2021). Puhi in the Tree and Other Stories: Unlocking the Metaphor in Native and Indigenous Hawaiian Storytelling. Qualitative Report, 26(6). https://doi.org/10.46743/2160-3715/2021.4109
Disterhaupt JW, Fitzgerald JS, Rhoades JL, Tomkinson GR. The relationship between the digit ratio (2D:4D) and vertical jump performance in young athletes. Am J Hum Biol. DOI: 10.1002/ajhb.23679.
Rollo S, Fraser BJ, Seguin N, Sampson M, Lang JJ, Tomkinson GR, Tremblay MS. Health-related criterion-referenced cut-points for cardiorespiratory fitness among youth: a systematic review. Sports Med. 2021 Sep 1. DOI: 10.1007/s40279-021-01537-3.
Klawitter L, Bradley A, Hackney KJ, Tomkinson GR, Christensen BK, Kraemer WJ, McGrath R. The associations between asymmetric handgrip strength and chronic disease status in American adults: results from the National Health and Nutrition Examination Survey. J Funct Morphol Kinesiol, 2021. DOI: 10.3390/jfmk6040079.
Liu Y, Tremblay MS, Tomkinson GR. Temporal trends in step test performance for Chinese adults between 2000 and 2014. J Exerc Sci Fit. 2021;19(4):216–222. DOI: 10.1016/j.jesf.2021.07.001.
Kolose S, Stewart T, Hume P, Tomkinson GR. Cluster size prediction for military clothing using 3D body scan data. Appl Ergon. 2021;96:103487. DOI: 10.1016/j.apergo.2021.103487.
Kolose S, Stewart T, Hume P, Tomkinson GR. Prediction of military combat clothing size using decision trees and 3D body scan data. Appl Ergon. 2021;95:103435. DOI: 10.1016/j.apergo.2021.103435.
Potter, N. J., Tomkinson, G. R., Dufner, T. J., Walch, T. J., Roemmich, J. N., Wilson, P. B., Fitzgerald, J. S. (published ahead of print). Effects of Exercise Training on Resting Testosterone Concentrations in Insufficiently Active Men: A Systematic Review and Meta-Analysis. The Journal of Strength and Conditioning Research.: October 7, 2021, – https://journals.lww.com/nsca-jscr/Abstract/9000/Effects_of_Exercise_Training_on_Resting.93869.aspx
Gilpin, S., & Azizova, Z. T. (in press Fall 2021). Graduate and professional student development. In, K. E. Rudestam, J. Schnoenholtz-Read, & M. L. Snowden (Ed), Handbook of Online Learning in Higher Education (pp. 396-422). Santa Barbara, CA: Fielding University Press.
Azizova, Z.T., Kim, J., & Mendez J.P. (in press Fall 2021). Anticipatory socialization and forms of capital in pre-law students’ intent to pursue a juris doctorate. Journal of Access, Retention and Inclusion in Higher Education.
Azizova, Z.T., Clark, M.H.,Krsmanovic, M., Johnson, J. D., & Mendez, J.P. (in press Fall 2021). Impact of a first-year seminar on retention and academic achievement of students of color in a large urban Hispanic-serving institution. Journal of Latinos and Education. DOI:10.1080/15348431.2021.1976184
LeMire, S. D., & Chu, Y. H. (2021). American Indian/Alaska Native feelings of school belonging, instructional alignment, and math performance. Journal of American Indian Education. 59 (2&3). https://doi.org/10.5749/jamerindieduc.59.2-3.0057
Leitch, Bennett A.; Wilson, Patrick B.; Ufholz, Kelsey E.; Roemmich, James N.; Orysiak, Joanna; Walch, Tanis J.; Short, Sandra E.; Fitzgerald, John S. Vitamin D Awareness and Intake in Collegiate Athletes, Journal of Strength and Conditioning Research: October 2021 – Volume 35 – Issue 10 – p 2742-2748. doi: 10.1519/JSC.0000000000003240
To promote focus and attention during research, one CEHD PhD student recently found success with the Pomodoro Technique! Its named after an Italian tomato, give it a try…
- Get a to-do list and a timer.
- Set your timer for 25 minutes, and focus on a single task until the timer rings.
- When your session ends, mark off one pomodoro and record what you completed.
- Then enjoy a five-minute break.
- After four pomodoros, take a longer, more restorative 15-30 minute break.