CEHD Research In Press: December 2022


Congratulations to Dr. Chris Clark on his award-winning paper Social Studies Teacher Perceptions of News Source Credibility (Educational Researcher). The National Council for the Social Studies awarded him the 2019-2020 NCSS Exemplary Research in Social Studies. He will be honored for his research at the 101st NCSS Annual Conference.

Dr. Deborah Worley contributed a chapter to a recently published book titled, The History of American College Football: Institutional Policy, Culture, and Reform. Deborah’s chapter, “Mugs, Jugs, Bells, and Bowls: Traveling Football Trophies as Campus Traditions and Windows into Institutional Culture at Division III Institutions”, explores how institutional public identities are impacted by intercollegiate athletics and, specifically how institutional culture as a component of public identity is communicated through college football’s traveling trophy. The book is published by Routledge and is part of the Perspectives on the History of Higher Education series. In addition, the book is currently part of an exhibit on the history of American college football at the Museum of Education at the University of South Carolina.

On December 9, 2021, the college held a workshop called Public Scholarship: A Virtual Workshop from the editors of Washington Post’s Made by History. Hosted by Dr. Diana D’Amico Pawlewicz, about 30 faculty and students were joined by Brian Rosenwald and Kathryn Brownell in an online session digging into the nuts and bolts of public scholarship. They covered why and how to write for the public or do broadcast media: everything from why to look for public venues for your work to how to write various types of op-eds, to how to pitch editors and how to publicize your work both within and outside of the academy. This session will address the differences stylistically between academic and public writing and how to adapt to the new form, as well as the differences among different types of broadcast media stylistically.

Dr. Diana D’Amico Pawlewicz’ latest essay, entitled “Today’s teacher shortages are part of a longer pattern”, was published on November 18 in the Washington Post.

UND kinesiology students participating in the NASA-funded Bridge Fellowship program were featured in two recent UND Today stories (here and here). The articles highlight Dr. Jesse Rhoades BiPed Laboratory’s motion-capture technology to provide experiential learning to students.

Dr. Grant Tomkinson and several international colleagues published in the Active Voice blog (American College of Sports Medicine) a story about a recent publication on How Should Adult Handgrip Strength be Normalized for Body Size?

EFR MS Educational Studies student Courtney Souvannasacd was named as one of The National Center’s 2021 Native American 40 Under 40 Award Recipients

Courtney Souvannasacd was also awarded a Racial Equity and Interfaith Cooperation Award for $1000 for UND Interfaith Week.



Pictured from left to right: Dr. Katherine Nelson (School Health Hub Co-Primary Investigator, Assistant Professor, CPCS, EHBS), Tracey Meagher (Viking Elementary School Social Worker), Brenda Barragan (School Health Hub Graduate Research Assistant, Counseling Psychology Doctoral Student), Kiya Knable (Viking Elementary School Counselor), Jolyn Bergstrom (Viking Elementary School Principal)

The School Health Hub is an interdisciplinary and collaborative initiative between our College of Education and Human Development; the Counseling Psychology and Community Services Program Area, Early Childhood Education Program; Public Health Education Program, Grand Forks Public Schools (GFPS), and Viking Elementary School in GFPS. Drs. Nelson, Votava, and Walch serve as the Co-Primary Investigators. After years of collaborative planning, stemming from initial conversations with CEHD Dean Cindy Juntunen and the Viking Elementary School Principal, Jolyn Bergstrom, the School Health Hub was implemented in Fall 2021.

The creation, implementation and evaluation of the School Health Hub within the Grand Forks school district will further address school-based mental health, physical and social-emotional challenges in elementary-aged children, their families, the school community, as well as family engagement. This project aims to improve student, family, and educational staff mental and physical health and improve the quality of the learning environment for the students and school community. Quality elements of the School Health Hub include increased individual and group counseling for Viking Elementary Students; couples and/or family counseling and consultation for Viking Elementary School Families; a before-school “Healthy Heart Club” for 4th and 5th grade students to increase activity, reduce tardy and absenteeism; Friday yoga classes; bi-weekly instruction of the 2nd grade health classes; consultation to Viking Elementary school staff and stakeholders; and a book club for teachers, staff, and parents, guardians, and primary caregivers on social-emotional learning. Brenda Barragan’s dissertation research is examining the influence of immigration status, gender, and SES towards Latinx adolescents’ mental health stigma.

Dr. Katherine Nelson is an Assistant Professor of Counseling Psychology and Community Services and formerly served as the School Counseling Programs Director (arrived at UND in 2017). Dr. Nelson is a Licensed Counseling Psychologist, Licensed Professional Counselor, and a Formerly Licensed School Counselor who holds a Ph.D. in Counseling Psychology, a M.A. in Counseling with dual emphases in Community and School Counseling, and a B.A. in Psychology. Dr. Nelson’s research and clinical interest pertain to intersectional culturally responsive and social justice oriented school-based mental health programs and outcomes, training and supervision, and longitudinal quasi-experimental single subject (compound unit, such as educational systems) time-series research designs.

Dr. Nelson’s School-Based Mental Health Research Team, in collaboration with schools throughout the country, is finding positive results in educational outcomes based on school-based mental health program interventions. Her scholarship has been presented throughout North Dakota, regionally, and nationally. Most recently, she presented with colleagues and graduate students, “Anti-racist evidence-based practices for working with youth and creating positive systemic change,” at the 2021 American Psychological Association Convention. Dr. Nelson, along with graduate students, will be presenting her Longitudinal School Counseling Program Outcome Research Team Framework this summer 2022 at the American School Counseling Association (ASCA) Conference. Since arriving at UND, Dr. Nelson has annually presented her findings to our North Dakota school community stakeholders through the North Dakota Counseling Association Conferences. Her national and regional service currently includes serving on the ASCA committee working to revise the ASCA Ethical Standards for School Counselors and as the North Dakota School Counseling Association Higher Education Vice President.

Dr. Tanis Walch is an Associate Professor of the Public Health Education program.  She received her B.S. in Exercise Science while competing on the collegiate golf team at the University of Nebraska-Omaha and was recently inducted into the UNO Athletic Hall of Fame. She earned her M.P.H., and Ph.D. in Human Nutrition from Kansas State University.  Originally from Winnipeg, Manitoba, in December of 2021, Dr. Walch became a naturalized United States citizen.

Since her arrival at UND in 2012, Dr. Walch’s ultimate research goal is to eliminate health disparities and enhance health equity through chronic disease prevention.  Her research has expanded to include the COVID-19 pandemic to collect and share local data to improve community health (http://blogs.und.edu/und-today/2020/11/video-und-students-study-use-of-face-coverings/).  Currently, Dr. Walch serves as PI on a $448,666 grant funded by the North Dakota Department of Health to increase Vaccine Confidence in UND students, staff, and faculty.

Dr. Kristen Votava is an Associate Professor and graduate director of the early childhood program at the UND (arrived at UND in 2012). She is a speech-language pathologist and early interventionist specializing in work with birth to 5-year-olds. She has worked as an early interventionist, provided technical assistance for early intervention programs, and has been an adjunct in the Early Childhood Education, Physical Therapy, Special Education, and Communication Sciences and Disorders at the University of North Dakota. Dr. Votava is trained in Hanen, routines-based interview/family assessment, adverse childhood experiences (ACES), and NEAR@home toolkit.  Kristen has interests and research in the areas of implementation science, social-emotional development, family-centered services, and family engagement.  She has presented nationally and internationally on early intervention topics.

Dr. Votava and colleague Dr. Carol Johnson recently presented Writing Meaning IFSP Outcomes in Early Intervention, based on their early intervention functional outcome framework, at the American Speech-Language-Hearing Association (ASHA) Rising UNITED conference in Washington, DC, November 18-21. Drs. Votava and Johnson successfully co-wrote North Dakota’s Preschool Development Grant receiving 2.275 million in funding for the North Dakota Department of Public Instruction in 2018 and the 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 faculty are in bold, and CEHD students are underlined. 


Clark, C. H., Schmeichel, M., & Garret, H. J. (2020). Social studies teacher perceptions of news source credibility. Educational Researcher, 49(4), 262-272.

LeMire S., & Chu, Y. H., (2021). Tenth Grade American Indian/Alaska Native Students’ Feelings of School Belonging, Instructional Alignment, and Math Performance. Journal of American Indian Education, 59(2-3), 57-74.

Wilson, N., & Stupnisky, R. H. (accepted Nov. 30, 2021). Assessing Motivation as Predictors of Academic Success in Collegiate Aviation Classrooms. The Collegiate Aviation Review International.

Cho, H., & Christ, T. (2021). How two emergent bilingual students from refugee families make inferences with more and less culturally relevant texts during read-alouds. TESOL Quarterly. First published online https://doi.org/10.1002/tesq.3094

Gutierrez, J. A., Grafnetterova, N., & Banda, R. M. (2021). Identidad Invisible: Hispanic-Serving Institutions operating as Predominantly White Institutions. Consortium for Educational Development, Evaluation, and Research (CEDER) Yearbook. https://www.tamucc.edu/education/research/ceder/

Link, L. J., & Guskey, T. R. (2022). Is standards-based grading effective? Controversies in education: Separating fact from fiction. Theory into Practice.

Juntunen, C. L., Pietrantonio, K. R., Hirsch, J. K., Greig, A., Thompson, M. N., Ross, D. E., & Peterman, A. H. (2021). Guidelines for psychological practice for people with low-income and economic marginalization: Executive summary. American Psychologist. Advance online publication. https://doi.org/10.1037/amp0000826

Worley, D. (2021). Mugs, Jugs, Bells, and Bowls: Traveling Football Trophies as Campus Traditions and Windows into Institutional Culture at Division III Institutions. In C. Anderson and A. Lattuca (Eds.), Perspectives on the History of Higher Education (volume 34): The History of American College Football: Institutional Policy, Culture, and Reform (pp. 151-166). New York: Routledge.

Hung, W., & Murphy, M.P. (2021). Instructional models in course design. In Rudestam, K.E., Schnoenholtz-Read, J., & Snowden, M.L. (Eds.), Handbook of online learning in higher education (pp. 277-303). Fielding University Press.

Doyon CY, Colley RC, Clarke J, Janssen I, Timmons BW, Tomkinson GR, Tremblay MS, Lang JJ. Trends in physical fitness among Canadian adults, 2007 to 2017. Health Rep;32(11):3–15. https://www150.statcan.gc.ca/n1/daily-quotidien/211117/dq211117f-eng.htm.

Fraser, B.J., Rollo, S., Sampson, M., Magnussen, C. G., Lang, J. J., Tremblay, M. S., & Tomkinson, GR (2021). Health-Related Criterion-Referenced Cut-Points for Musculoskeletal Fitness Among Youth: A Systematic Review. Sports Med 51, 2629–2646 (2021). https://doi.org/10.1007/s40279-021-01524-8

Nevill AM, Tomkinson GR, Lang JJ, Wutz W, Myers TD. How should adult handgrip strength be normalized? Allometry reveals new insights and associated reference curves. Med Sci Sports Exerc. 2022;54(1):162–168. DOI: 10.1249/MSS.0000000000002771.


Adamsen, C., Dionne, J., Souvannasacd, C. (Nov, 2021).  Identifying Needs to Empower Native Elders Administration for Community Living, Title VI Chat

Zehavi, E., Miller, D., & Link, L. (2022). Three thresholds in a single crossing: Harnessing new alliances within a critical friendship. Paper to be presented at the annual Castle Conference, Self-Study of Teacher Education Practices’ special interest group meeting of the American Educational Research Association, East Sussex, England.

Worley, D. (2022, March). A Monumental Task? Institutional Response Concerning Removal of Confederate Symbols. Paper to be presented at the 2022 annual convention of ACPA – College Student Educators International, St. Louis, MO.


A student in EFR 530 Learning Analytics recently shared this application of data visualization!






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