Around the neighborhoods: The neighborhood themes pull together the college's talents and strengths toward a common vision and mission. The themes are: Teaching and Learning; Psychological, Physical, and Social Development; and Family, Organization, and Community Systems and Contexts.

Neighborhood retreats stimulate future plans

This spring, college faculty, staff, and community members gathered in a series of spirited half-day retreats to plan the future of the new neighborhoods—an organizing principle for carrying out the mission and vision. The gatherings were intended to generate ideas for the neighborhood framework, as well as to spark collaborative relationships among college colleagues. Developed by Dean Darlyne Bailey in partnership with members of the college community, the three neighborhood themes—teaching and learning; psychological, physical, and social development; and family, organization, and community systems and contexts—bring to life the college’s calling to enhance human development across the lifespan.

“Not only do the neighborhoods allow us to live up to our vision and into our mission, but most importantly, they also bring together our faculty, students, staff, and resources for multidisciplinary scholarship and community-based action,” says Bailey.

The unique nature of each neighborhood led to several distinct ideas for mobilization. Among their many suggestions, participants in the three Teaching and Learning retreats discussed the need for increased faculty collaboration with E–12 (early childhood through twelfth grade) educators. During a May 4 retreat planned around the remaining two neighborhoods, faculty and staff discussed how performance incentives could be used to encourage multidisciplinary research across departments and fields.

The dean’s office is studying feedback from the retreats and developing concrete next steps for each neighborhood.

Cultivating cultural awareness

The Learning Abroad Center has made a course co-created by educational policy and administration Professor R. Michael Paige required for all University students who study abroad through its programs. The one-credit Maximizing Study Abroad course is based on a student guide by the same name that Paige co-authored with Professor Andrew Cohen from the Center for Advanced Research on Language Acquisition, Barbara Kappler from International Student & Scholarship Services, and graduate research assistants Julie Chi and James Lassegard.

The authors use reflective questions and real and hypothetical situations to teach strategies for learning new cultures and languages. The curriculum is paced to deal with cross-cultural interactions as the students may encounter them, such as figuring out the ground rules in a home-stay environment (How long can I spend in the shower?), inter-cultural dating etiquette and safety (Who pays?), moving from culture shock to cultural adaptation, and much more. The majority of the 420 students who were enrolled in the Maximizing Study Abroad class this spring took the course online from Ph.D. students in educational policy and administration’s comparative and international development education (CIDE) program.

Ultimately the students’ learned ability to adapt to new situations will translate to any situation and location, even in their home country, says Shelly Kippa, a CIDE doctoral candidate who was lead instructor last fall, adding that this skill is necessary in our increasingly intercultural world.

Paige and Cohen have also developed pre- and post-departure courses as part of their ongoing Maximizing Study Abroad research, though neither class has been scheduled.

ICI imparts global expertise

In fall 2006, the Institute on Community Integration (ICI) launched the Global Resource Center for Inclusive Education to help educational organizations and agencies around the world improve programs, practices, and policies that affect people with disabilities. Christopher Johnstone, a research associate in ICI’s National Center on Educational Outcomes, and Tom Delaney, of ICI’s North Central Regional Resource Center, founded the center in response to a number of invitations from international clients. Johnstone will serve as the Global Resource Center’s first director and Delaney will act as assistant director.

So far staff members have conducted research in Trinidad, Tobago, and Kenya. Johnstone is researching the overlap between HIV/AIDS and developmental disability in Lesotho, Africa this summer. He and Delaney will lead a group of teacher trainers to Singapore throughout 2007.

New certificate promotes community learning

The Department of Curriculum and Instruction has begun accepting applications for a new certificate in community and learning. Drawing on faculty from across the college and University, the certificate develops informal education skills in a variety of community settings. The multidisciplinary approach to learning and teaching is designed to appeal to students interested in fields such as youth program leadership, community activism, and environmental education. In keeping with the community-based spirit of the program, students will also have ample opportunity to work and learn outside the classroom. The 15-credit certificate is available to undergraduate and graduate students.

Youth studies grows into major

The much anticipated four-year degree in youth studies will begin admitting students for fall 2007. In February the University Regents approved the bachelor of science degree in the popular subject, which has been available as an undergraduate minor since 2001. The program will be housed in the School of Social Work.

The youth studies B.S. was developed over the course of five years, drawing from the latest youth work being conducted locally, nationally, and abroad. The degree will give students a cross-cultural perspective on youth, preparing them for future graduate studies and for careers in education, social service, juvenile justice, and a host of other areas.

Youth studies faculty member Lisa Kimball is enthusiastic about the program. “The B.S. in youth studies meets a demonstrated need in Minnesota communities for knowledgeable, culturally competent youth workers,” she says.

Fellow faculty member Ross VeLure Roholt agrees, adding “Simultaneously, [the program] formally positions the University and the college to provide leadership in the emergent international field of youth studies research and teaching.”

New Ph.D. examines urban, teacher education

A new doctorate of culture and teaching (CAT) was recently launched by the Department of Curriculum and Instruction. The program, focused on the interplay between culture, teacher development, and urban education, has 10 students enrolled for 2007.

Faculty members Tim Lensmire, Bic Ngo, Misty Sato, and Thom Swiss founded the program in response to student demand and recent trends in scholarship on teaching and learning. In a decidedly diverse world, increasing numbers of teachers and education scholars accept the idea that culture is a central backdrop of teaching and teacher development. The CAT program uses this idea as a springboard for interdisciplinary studies in pedagogy, philosophy, and other fields.

“The culture and teaching faculty is exemplary,” enthuses Stacy Ernst, a student in the program. “All passionately champion equity, social justice, and community-building in teacher development and in pre-K-12 schools. They ‘walk the talk.’”

While CAT students will analyze education issues that pertain to all teachers and students, much of the program focuses specifically on urban and immigrant education.

Undergraduates reach out with meaningful mural

Students from the Multicultural Voices Learning Community in the Department of Postsecondary Teaching and Learning unveiled their mural, “Reaching Out,” at the college Assembly and Recognition Event in April. Commissioned by Dean Darlyne Bailey, the collaborative project represents the many communities the college serves as well as the community of students who created the mural. The college mission statement flanks photos of students’ own hands, which reach toward diverse paintings and photographs of their families and friends. The spring 2007 learning community included Creativity Art Lab, taught by Pat James; International Literature, taught by Rashné Jehangir; and Basic Writing, taught by Pat Bruch.

For a list of individual honorees who were also recognized at the college-wide event, please see Compendium.

African American Read-In wins major award

Ezra Hyland, teaching specialist in the Postsecondary Teaching and Learning department, has won a $50,000 PageTurner Award for the University’s African American Read-In program. The award, given by celebrated novelist James Patterson, was one of only 39 presented to reading programs across the country.

The African American Read-In, now in its eighteenth year, is a national initiative aimed at promoting African American literature during Black History Month each February. The Minnesota branch of the program extends its reach throughout the year via a book club, book drive, and other community events. In 2007 co-sponsors included the Black Caucus of the National Council of Teachers of English and the Givens Foundation for African American Literature.

Hyland became the volunteer regional coordinator for the program in 1996, a year after joining the University. Since then, the largest grant ever received was $5,000. Until now, of course. But Hyland is certainly not resting on his laurels. He plans to donate books to the schools and programs that participated this year and will take a group of secondary and college students to South Africa next summer.

In May Hyland used a portion of the award funds to sponsor discussions with South African literacy activist Neville Alexander, who was once imprisoned alongside Nelson Mandela for speaking out against apartheid. Alexander will lead the students who travel to South Africa in discussions of African and African American history and give them a firsthand perspective on daily life in his home country.

As for Hyland’s hopes for the program’s long-term future? “I hope the program can focus on cultural activities, [after] we and our partners have helped eliminate the problem of illiteracy in Minnesota.” With more awards like this one, that goal might not be so far away.

College steps forward on Northside initiative

The College of Education and Human Development has been named the academic lead in an ongoing community development initiative in North Minneapolis. The University Northside Partnership (UNP) will gather University resources to strengthen community, build human capital, and improve overall health in one of the most challenged urban communities in the Twin Cities.

One of the college’s primary goals as academic lead is to help weave together the various components of the Northside partnership to align faculty outreach and research with needs that the community has identified. UNP’s objectives include improved school and learning outcomes for young children, assistance with job training and business opportunities, and increased access to higher education within the North Minneapolis community. The college will also engage with UNP members and with the community to evaluate the process and impact of the partnership.

College leaders will immediately collaborate with interested University and community partners with the goal of creating work teams around community-identified core themes of health, education, and economic and community development. Continuing to strengthen UNP’s relationships with community organizations and liaisons will be a key step in this process. The college will also survey University faculty to understand gaps and overlaps in existing projects in North Minneapolis.

A number of UNP initiatives have already started; others will emerge from ongoing activities. The University is constructing a child and family center, to be directed by Dante Cicchetti, McKnight Presidential Chair and professor, Institute of Child Development and Department of Psychiatry. The center will research the causes and consequences of mental illness as well as provide community access to the best practices and intervention on issues facing children and families. Scott McConnell, professor of educational psychology and director of community engagement for the Center for Early Education Development, is working with community colleagues from Hennepin County and Folwell Center for Urban Initiatives to launch Five Hundred under 5, an interdisciplinary project focused on early child development and school readiness.

PHOTOS: Greg Helgeson, courtesy of the Learning Abroad Center, Christopher Johnstone, and Nance Longley