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Ph.D., Family Science - University of Minnesota, Twin Cities
M.A., Family Social Science - University of Minnesota, Twin Cities
B.S., Social Work, minor in Parent Education - St. Cloud State University
Teaching is the greatest privilege of my professional life – and working with undergraduates is an honor. I believe that individuals entering higher education are at pivotal crossroads on their life course trajectories. As an educator I am profoundly aware of the precious lives before me and the enormous untapped potential that every student possesses.
Leading from social constructivist pedagogy, I relate to students as co-generators of knowledge. This empowers and mobilizes their own leadership to emerge in the process of engaging with me (and with each other) in courses that I teach. My philosophical position in phenomenology ensures that I respect and nurture the unique lived-experience of each student as they – and indeed, we – learn and grow. Creating and facilitating a safe place and context wherein students thrive as co-generators of knowledge is the heart of my pedagogy.
- FSoS 3102: Family Systems and Diversity. Department of Family Social Science, University of Minnesota.
View syllabus (PDF)
- Healthy Relationships Workshop: Series for Student-Parents. The Student Parent HELP Center, University of Minnesota
- Intimate Relationships. University of Minnesota
- Adoptive and Foster Families, Family Social Science, University of Minnesota
- Buckman Fellowship for Leadership in Philanthropy, University of Minnesota
- Family Psychology, Family Social Science, University of Minnesota
- Newell, J.E. (Spring 2013). Healthy Relationships Workshop: Series for Student-Parents. The Student Parent HELP Center, University of Minnesota.
- Newell, J. E., & Mendenhall, T. J., (March 20, 2012). Intimate Relationships: Exploring students' perceptions about the course's influence on their relationships and career choices. CEHD Research Day. University of Minnesota.
- View CV for more
- DeLong, M., Kahn, C. & Newell, J. (2012). Emerging Leaders in Philanthropy—Making a Difference through the Buckman Fellowship. Creative Education.
- Grotevant, H. D., Wrobel, G., Von Korff, L., Skinner, B., Newell, J., Friese, S. & McRoy, G. (2008). Many faces of openness in adoption: Perspectives of adoptive adolescents and their parents. Adoption Quarterly.
Efforts to change socio-cultural norms and practices through policy development and implementation to decrease tobacco use, promote healthy eating, and change active lifestyles in the four Southeast Asian communities in Minnesota.
- Newell, J. (2013). STEEP Project Background, Context, and Accomplishments. STEEP's policy development and implementation handbook: Lessons learned, tips, tool, and resources for Southeast Asian community leaders. St. Paul, MN: Regents of the University
- Xiong, Z. B., Newell, J., Hoskins, L., Angelica, E., Watkins, E., Bui, H., Daoheuang, M., Touy, R., Yang, T. T., & Shamblott, M. (2013). STEEP's policy development and implementation handbook: Lessons learned, tips, tools, and resources for Southeast Asian community leaders. St. Paul, MN: Regents of the University of Minnesota.
- Xiong, Z. B., Peng, S., Newell, J., Watkins, E., Bui, H., Daoheuang, M., Touy, R., & Yang, T. T. (2011). Statewide tobacco education and engagement project (STEEP): History, framework, and evaluation results. St. Paul, MN: Lao Family Community of Minnesota, Inc.
Exploring students' perceptions about the course's influence on their intimate relationships and career choices.
Thematic analyses of participants' qualitative responses found that more than 77% attribute lasting and noticeable changes in their intimate relationships resulting from participation in FSoS 1101. Three major findings from narrative accounts are that students reported (1) increased awareness of self as a relational person, (2) greater insight into relationships with others, and (3) increased action to be more mindful and aware in relationships with others. More than one-in-five reported that they changed their majors to a familyoriented field, and others maintained that they would have if they had been exposed to Intimate Relationships earlier in their academic careers.