CEHD Research In Press: November

NEWS 

Dr. Tanis Walch (PI) received a 2-year grant from the North Dakota Department of Health for ($448,666). The primary aim is to develop and implement an evidence-based Vaccine Education and Promotion Intervention (VEPI) for UND students, staff and faculty. CEHD collaborators on the grant include Drs. Todd Sabato, Klaus Cavalhieri, Rachel Navarroand Rob Stupnisky

Drs. Kristen Votava and Carol Johnson successfully co-wrote the Personnel Development To Improve Services and Results for Children with Disabilities- Leadership Development Programs: Increasing the Capacity of Leaders to Improve Systems Serving Children with Disabilities grant in partnership with the North Dakota Department of Human Services with funding of $200,000 per year for up to five years totaling $1 million from the Office of Special Education Programs (OSEP). The grant will fund 2 cohorts of 18-students to complete the newly developed Early Intervention Leadership Certificate beginning January 2022.  

CEHD will be VERY well represented at the American Educational Research Association (AERA) conference this year. Faculty and graduate students will make 28 presentations in San Diego from April 21-26 (see references below).  

Dr. Grant Tomkinson co-authored a recent publication in the #2 ranked journal for Sports Science (impact factor of 11.1) with an overseas PhD student (citation below). This research identified performance indicators taken outside of a game that elite athlete coaches consider important for the recruitment of basketball players. Coaches rated psychological and game intelligence indicators as more important than physical fitness and movement skills, with coach observation the most common way of measuring such indicators. These findings may inform the development of a basketball-specific test battery for recruiting and monitoring players. 

Dr. Emily Midkiff had a book accepted for publication by the U Press of Mississippi.  Equipping Space Cadets: Primary Science Fiction for Young Children is a scholarly exploration of how children’s books embrace and wrestle with the science fiction genre. Dr. Midkiff says, “Science fiction for young children–or ‘primary sf’–is often disregarded due to cultural beliefs about children’s innocence and scientific naivete; however, the books themselves, and the children who read them, tell another story.” 

 Dr. Julie Robinson led a teacher cohort at White Horse Hill, engaging in culturally relevant engineering education. As part of the project, they created a short video for an NSF showcase discussing the project (click here for video)

 The Bureau of Evaluation and Research Services (BEARS) was featured in UND Today, describing its history, purpose, and reasons for optimism (click here to read the article). 

On November 17, the college held a professional development session entitled, Team Science in CEHD: Should I Start a Research Group?, attended online and face-to-face by about 20 faculty . The session was prompted by growth in CEHD faculty-graduate student research collaboration, along with recent changes to several CEHD doctoral programs, increasing interest from faculty in developing research groups for conducting “team science”. The session began with a presentation reviewing the concepts and empirical literature on faculty led research groups by PhD student Michael Herbert. A panel of UND faculty with experiences leading or participating in research groups (Richard Van Eck, Ryan Summers, Grant Tomkinson, RaeAnn Anderson) shared their experiences, pros/cons, strategies, challenges, and suggestions.

SPOTLIGHT

Dr. John Fitzgerald is an Associate Professor in Education, Health & Behavior Studies at UND. He earned his Ph.D. in Kinesiology at the University of Minnesota. Much of his research focuses on vitamin D and athlete health, and exercise performance testing. A few years after arriving at UND in 2013, he published an article in Medicine and Science in Sports and Exercise, one of the premiere journals in his field, establishing body fat as a risk factor for poor vitamin D status in athletes independent of environmental, dietary, and anthropometric predictors. Dr. Fitzgerald’s work in this area has garnered him international attention substantiated by the Institute of Sport in Warsaw, Poland contacting him in 2016 and initiating a sustained collaboration. This collaboration led to a series of five publications evaluating the links between vitamin D concentrations to physical performance, other hormones, immune function, and upper respiratory tract infection in athletes. 

In an article published last month in The Journal of Strength and Conditioning Research, Dr. Fitzgerald was the first to find an association between aspects of vitamin D awareness and vitamin D intake in collegiate athletes, providing evidence for nutritional education programs designed to increase vitamin D awareness as a potential solution to the high prevalence of vitamin D deficiency in athletes. 

Dr. Fitzgerald’s current research is inspired by his daughter, Audrey, and aims to take lessons learned researching vitamin D in athletes and apply them to cancer survivors; a step that may decrease mortality and other health disparities in this population. In collaboration with the Grand Forks Human Nutrition Research Center and other experts, Dr. Fitzgerald is investigating vitamin D-related knowledge, attitudes, and behaviors in cancer survivors and the general population with the aim of optimizing information interventions designed to increase vitamin D status. As we begin vitamin D winter on campus this month, consider asking a health professional how to keep your level up!   

LATEST SCHOLARSHIP

CEHD faculty are in bold, and CEHD students are underlined

Grants

Walch, T., Sabato, T., Cavalhieri, K., Navarro, R., Stupnisky, R., & Karikari, I. (Oct. 2021 to June 2023). Promoting Vaccine Confidence of UND Students, Staff, and Faculty: An Evidence-Based Approach. North Dakota Department of Health ($448,666). 

Votava, K., & Johnson, C. (2021-2026). Personnel Development to Improve Services and Results for Children with Disabilities- Leadership Development Programs: Increasing the Capacity of Leaders to Improve Systems Serving Children with DisabilitiesNorth Dakota Department of Human Services, Office of Special Education Programs ($200,000 per year for up to five years totaling $1 million) 

Publications

Summers, R. (2021). A mixed methods exploration of secondary students’ attitudes and intentions in relation to elective science course enrollment. School Science and Mathematicshttps://doi.org/10.1111/ssm.12495 

Midkiff, E. and S. Austin (2021). The Disneyfication of climate crisis: Negotiating responsibility and climate action in FrozenMoana, and Frozen 2The Lion and the Unicorn, 45 (2), pp. 154-171. https://muse.jhu.edu/article/819552 

Clark, C. H. (2021). Civic education’s relationship to affective partisan divides later in life. Education, Citizenship and Social Justicehttps://journals.sagepub.com/doi/full/10.1177/17461979211041332  

Cho, H., Christ, T., & Liu, Y. (Accepted). Recognizing emergent bilingual parent-child dyads’ funds of identity through their discussions about culturally relevant text. Journal of Language, Identity & Education. 

Rogers M, Crozier AJ, Schranz NK, Eston RG, Tomkinson GR. Player profiling and monitoring in basketball: A Delphi study of the most important non‑game performance indicators from the perspective of elite athlete coaches. Sports Med. 2021 Nov 5. DOI: 10.1007/s40279-021-01584-w. Online ahead of print. 

Presentations

American Educational Research Association (AERA)

Azizova, Z., & Kim, J. (April, 2022). Are SATs/ACTs fair for all? The consequences of using standardized tests for admissions decisions. Research Paper to be presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA. 

Stupnisky, R. H., Lariviere, V., & Hall, N. C. (2022, April). STEM faculty members’ self-determined motivation for research predicts publication and citation counts. Paper at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Stupnisky, R. H.Chang, C., Omojiba, M. O., Amida, A., Clinton-Lisell, V., Herbert, M. J., Jaeger, J. A., Mardani, M. (2022, April). University Faculty Motivation for Teaching and Research: A Systematic Literature Review. Poster at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Herbert, M. J., Clinton-Lisell, V., & Stupnisky, R. H. (2022, April). Faculty motivation for oer textbook selection and future use. Poster at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Chang, C., Jaeger, J. A., & Stupnisky, R. H. (2022, April). “I can’t do research when stressed”: How Mental Health Affects Faculty Research Motivation and ProductivityPoster at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Mardani, M. & Stupnisky, R. H. (2022, April). Under-represented minority stem faculty members’ motivation for research: A multi-group structural equation model predicting success. Roundtable at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Omojiba, M. & Stupnisky, R. H. (2022, April). How Graduate Student Mentorship Affects STEM Faculty Motivation for Research. Paper at the American Educational Research Association Conference, April 22-25, San Diego, CA. 

Link, L.,Guskey, T., & Link, N. (2022). Understanding our differences: Analyzing stakeholders’ views on homework, assessment, and grading. Paper to be presented at the annual meeting of the American Educational Research Association, San Diego, CA. 

Gutierrez, J. A. & Banda, R. M. (2022, to be presented). “You know, it’s an entrepreneurial field”: Problematizing institutional policies for assistant tenure-track professors at R1-HSIs. [Roundtable discussion: Analyzing leadership trajectories, faculty policies, student outcomes, and STEM program diversity at Hispanic-serving institutions]. American Educational Research Association, virtual presentation. 

Hung, W.Groskreutz, B. J., & Bump, H. (2022, April). Is Virtual reality the future of STEM learning: Student perspective. Paper to be presented at paper session (Simulations and Immersive Learning Experiences) at AERA Annual Meeting, San Diego, April 21-26, 2022. 

Murphy, M. & Hung, W. (2022, April). Perceived Benefit of Active Study Strategies Among Physician Assistant Students. Paper to be presented at paper session (Experiential and Active Learning in Professions Education) at AERA Annual Meeting, San Diego, April 21-26, 2022. 

Murphy, M. & Hung, W. (2022, April). Using systems modeling in facilitating undergraduate integration of physiological concepts. Paper to be presented at poster session (Using Systems for School and Instructional Improvement) at AERA Annual Meeting, San Diego, April 21-26, 2022. 

Amida, A.Hung, W., Yang, C. X., Ji, Y., & Algarni, S. (2022, April). Exploring Students’ Experience with the Use of System Modeling Instructional Strategy in Promoting Engineering Learning Outcomes. Paper to be presented at poster session at AERA Annual Meeting, San Diego, April 21-26, 2022. 

Cho, H., Christ, T., & Chiu, M. M. (2022, April). Emergent bilingual students’ vocabulary engagement during discussions of culturally relevant texts. Paper presented at the 2022 American Educational Research Association (AERA) Annual Meeting. San Diego, CA. 

Christ, T., Cho, H., Chiu, M. M., Klebba, H., & Brown, H. (2022, April). Teacher and bilingual children’s talk turns during small group discussions about more/less culturally relevant texts. Paper presented at the 2022 American Educational Research Association (AERA) Annual Meeting. San Diego, CA. 

Ozturk, E., Bowman, F., & Robinson, J. (2022, April). Teachers’ Perceptions on Culturally Relevant Engineering Design: Reflections from Professional Development. Paper to be presented at the American Educational Research Association (AERA) Annual Meeting, San Diego, CA.   

Robinson, J., Hunter, J., & Mackey, H. J. (2022, April). Bridges instead of borders: Fostering student resilience through integrated, play-based watershed curriculum. Paper to be presented at the 2022 American Educational Research Association (AERA), Indigenous People of the Americas SIG.  

Ahn, J. (Accepted). Looking inside the black box of the school improvement process: A network analysis approachPaper to be presented at the 2022 annual meeting of the American Educational Research Association, San Diego, CA. 

Nelson, J.,Ahn, J.,& Hegtvedt, K. A. (Accepted). Teachers’ perceptions of principal versus assistant principals’ leadership: An organizational justice and attribution theory approach. Paper to be presented at the 2022 annual meeting of the American Educational Research Association, San Diego, CA. 

Flores, O., & Ahn, J. (Accepted). Kids have taught me. I listen to them: Principals legitimizing student voice in their leadershipPaper to be presented at the 2022 annual meeting of the American Educational Research Association, San Diego, CA. 

Hoang, A. P., Ahn, J., Vernikoff, L., Roegman, R., Reagan, E., & Goodwin, L. (Accepted). Advancing racial equity in extended clinical practice. Paper to be presented at the 2022 annual meeting of the American Educational Research Association, San Diego, CA.  

Roegman, R., Flores, O., & Ahn, J. (Accepted). Measuring race: A literature review on the anti-racist practice in principal preparation. Paper to be presented at the 2022 annual meeting of the American Educational Research Association, San Diego, CA. 

Clinton-Lisell, V.Gilpin, S., & Litzinger, C. (accepted). Comparisons of Reading from Paper and Screens before and after COVID-19 Learning Changes. To be presented at the American Educational Research Association’s Annual Meeting. San Diego, California.  

Clinton-Lisell, V.(accepted). How does Open Educational Resources’ Efficacy Vary Based on Student Age and Course Modality? A Multi-institutional Analysis. To be presented at the American Educational Research Association’s Annual Meeting. San Diego, California.  

Seipel, B., Dahl, A., Ness-Maddox, H., Carlson, S.,Clinton-Lisell, V., & Davison, M. (accepted). Measuring Elaborative Inferences with MOCCA-College. To be presented at the American Educational Research Association’s Annual Meeting. San Diego, California.  

Kelly, A., Cuccolo, K., & Clinton-Lisell, V(accepted). Using Instructor-Implemented Interventions to Improve College Students’ Time Management Behavior. To be presented at the American Educational Research Association’s Annual Meeting. San Diego, California. 

Rollag Yoon S. & Gilpin S. (2022, April). Digital Spaces for Complex Identities: Teacher Educators Advancing Open Pedagogy Practices for Preservice Teachers. Poster to be presented at the American Educational Research Association’s Annual Meeting. San Diego, California.    

Gilpin, S. & Rollag Yoon S. (2022, April). New Moves for Building Community Online: Humanization through Relational Small Group Discussions. Paper to be presented at the American Educational Research Association’s Annual Meeting. San Diego, California.    

Even More Presentations

Mackey, H. J., Luecke, D., Robinson, J., Biggane, E., & Rino, R. (2022, April). Partnership through story: Promising practices for meaningful research. Paper to be presented at the 2022 American Educational Research Association (AERA), Indigenous People of the Americas SIG. 

Mitic, R.R. & Okahana, H. (2022). Workplace climate and faculty career satisfaction: Exploring research culture. Presentation at the Annual Meeting of the American Education Research Association. San Diego, California. 

Mardani, M. J. Stupnisky, R. H. (2021, October) YOU’RE IN MY WAY: Effects of Discrimination on Women in Academia. Society of Women Engineers Conference. 

Gutierrez, J. A. (2021, October 27). “I don’t know…”: Navigating the borderlands of serving Latinx populations at R1-HSIs. [CEP roundtable discussion: Critical approaches to space and placemaking]. Association for the Study of Higher Education, virtual presentation. 

Christ, T., & Cho, H. (2021, December). Emergent bilingual students’ vocabulary engagement across more and less culturally relevant books during read-aloud discussions. Paper presented at the annual conference of the Literacy Research Association, Atlanta, GA. 

Votava, K. & Johnson C. (2021, July). Empowering Teams: Writing Early Intervention Outcomes. Office of Special Education Programs Leadership and Project Director’s Conference, poster presentation, Washington, DC. Virtual due to COVID.  

Johnson, C. & Votava, K(2021, July). Professional Development with Impact: Building Leadership Capacity in Early Intervention. Office of Special Education Programs Leadership and Project Director’s Conference, poster presentation, Washington, DC. Virtual due to COVID. 

Ahn, J.& Wang, Y. (2021, November). Relationship matters: What does network analysis have to offer to educational leadership research. An invited network table session presented at the 2021 annual convention of the University Council for Educational Administration, Columbus, OH 

Ahn, J. (2021, November). The mediating role of teacher self-efficacy between leadership for learning and teacher outcomes. Paper presented at the 2021 annual convention of the University Council for Educational Administration, Columbus, OH  

Nelson, J., Ahn, J.& Hegtvedt, K. A. (2021, November). Investigating gaps in teachers’ perceptions of principal and assistant principal leadership. Paper presented at the 2021 annual convention of the University Council for Educational Administration, Columbus, OH  

Flores, O., & Ahn, J. (2021, November). Listening to a different perspective: School leaders’ commitment to equity through advocacy for student voicePaper presented at the 2021 annual convention of the University 

 … FOR LAST 

 

CEHD data over the last five years shows an upward trajectory of grant submissions (FY17 = 5, FY21 = 22), budgets for proposals (FY17 = $1,369,884, FY22 = $6,350,154) and expenditures (FY17 = $1,563,863, FY22 = $2,028,522).

One thought on “CEHD Research In Press: November

  • December 16, 2021 at 3:33 pm
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    This is great seeing the awesome research of colleagues from across the college—Job Well Done!!.

    Reply

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