Meet a few M.A. and Ph.D. students in the
Family, Youth, and Community (FYC) education track
M.A. students
Heather Cline
My interests have shifted since my studies as an undergraduate. Initially, my studies were focused in neuroscience, as this was the most prevalent research in the Department of Psychology at Winona State University. My work experience after my undergraduate work really revealed my new love: families. My glimpse into the world of parenthood, as I worked with children, led me to grow very passionate about working with families and empowering parents to be better equipped to interact with their children. I quickly discovered the highly regarded Department of Curriculum and Instruction. After meeting with Dr. Thomas, I knew the family education track would provide me with the knowledge and experience to turn my passion into my life’s work. I am currently working towards my M.A. in family, youth and community, and completing my Ph.D. coursework.
Before applying to the University of Minnesota, I met with Dr. Ruth Thomas, the Department of Curriculum and Instruction chair. Her research on reflective dialogue parent education design introduced an aspect of family education that inspired me. The opportunity to get involved with this research and her enthusiasm about my coming to the University secured my decision to begin my studies here.
Attending was made easy because of the funding that was offered in the form of two exciting research assistantships. I worked with Dr. Thomas on a qualitative research project and also was honored with the Pricilla Rugg Scholar Family Education Graduate Assistantship. In this position, I worked closely with Dr. Jerry McClelland promoting a symposium and with other administrative duties.
As a new graduate student, I would not be adapting as well to my new studies and lifestyle without the guidance and the support of the faculty and staff of Curriculum & Instruction. In this community, I intend to stay until I complete my Ph.D.
The university has many great resources to help students explore their passions and fulfill their goals. During my studies, I developed an interest in human rights discourse and human rights education. I received funding from the University of Minnesota Human Rights Center in the Law School to complete a four-month post-graduate research internship at the UNESCO Centre in Northern Ireland, which proved to be an invaluable experience.
Hsin-Ru Kang
I come from Taiwan, and my college major was music education. In my past ten years’ teaching experience in elementary schools, I found that parenting and family relationships affected children’s development deeply and, accordingly, decided to dedicate my life to help parents and enhance family relationships in the future. For that reason, I am pursuing my M.A. and Ph.D. degrees in FYC with a specialization in family education, and have declared a graduate minor in complementary therapies and healing practices. I am currently researching the issue of foreign-born mothers in Taiwan and developing a mindfulness program for this population as my master’s project. I will also investigate foreign-born mothers’ experience of participating in a mindfulness program as my dissertation. After doing my Ph.D. degree, I plan to teach college in Taiwan and help parents and families in the society. It is my pleasure to do my Ph.D. degree in FYC. Everyone here is like family. I appreciate many offers of help from the faculty and fellow students. It will be very precious experience in my life after I return to Taiwan.
Ph.D. students
Heeran Kim
I am completing my first year as a doctoral student in the family, youth, and community track with a focus in family education. I was born and raised in South Korea. I received a B.A. in educational psychology and a M.A. in counseling psychology from Sookmyung Women's University. I have worked with children and their families of diverse backgrounds including low income families and people living in suburban areas of Korea. I am interested in family and parent education for minority people such as families and parents with ethnic diversity, lower socioeconomic status, and single parents. My research interests include family resilience and multicultural education. After completing the Ph.D., I intend to return to Korea to pursue my professional goals. One of my goals is to teach students in academic settings and the other is to work as a practitioner (as an activist) in educational organizations serving families and parents.
Diane R. Anderson
I am originally from a small rural town in western Minnesota. I left there go to college in a big town—University of Minnesota-Morris! I migrated to the Twin Cities, following the love of my life. I’ve been on the University of Minnesota-Twin Cities campus ever since, first as a student, and now in my dual role of faculty in the Program in Occupational Therapy and doctoral student. I chose to stay and do my graduate work here because it’s a beautiful campus, there is a wonderful diversity in students and faculty, and there are tremendous opportunities for learning.
Currently, I am a student in the FYC track, with a focus on community education. With an undergraduate degree in occupational therapy and a master’s degree is in public health with an emphasis in maternal and child health, this program was a natural choice. I was working in the community with high-risk women and children and the degree felt like coming home. I had long felt that my “calling” was to try to improve the lives of women and kids.
I have continued to be interested in prevention and intervention with Fetal Alcohol Spectrum Disorder (FASD). My most significant shift that I attribute to my doctoral studies has been in adopting a new methodological approach to my research. I am moving away from positivistic studies to using phenomenology to try to understand more deeply the experiences of the mothers who have children with FASD. This shift is a direct result of taking Dr. McClelland’s course on interpretive research. It’s a good fit for me with my interest in community engagement with these women.
Publications
Feneis, A. & Anderson, D.R. (in revision). Comparison of children with and without Fetal Alcohol Spectrum Disorder on the Infant/Toddler Sensory Profile. Physical and Occupational Therapy in Pediatrics.
Reike, E. & Anderson, D.R. (in revision). Clinical validity of the Adolescent/Adult Sensory Profile with Adults with obsessive-compulsive disorder. American Journal of Occupational Therapy.
Anderson, D.R. & Martin, P.M. (manuscript preparation). Planning and Implementing Programs for Fetal Alcohol Syndrome. Journal of Allied Health.
Anderson, D.R. (manuscript preparation). Public Engagement: Good for the Student, Good for the Community, Good for the Profession. OT Practice.
Presentations
Anderson, D.R. (November, 2006). Public Engagement: Good for the Student, Good for the Community, Good for the Profession. Communication Address, MOTA annual conference, Plymouth, MN.
Anderson, D.R. (November, 2006). Planning and Implementing Programs for Fetal Alcohol Syndrome. Presented at the MOTA annual conference, Plymouth, MN.
Anderson, D.R. (November, 2006). Recognizing and Intervening with FASD. Training of Education and Social Services staff west metro school districts. Hopkins, MN.
Anderson, D.R. & Terwey, S. (February, 2006). Building Strengths, Creating Hopes. District 287 training for understanding and working with students with FASD. Plymouth, MN.
Anderson, D.R. (January, 2006). Old Actors, Persistent Problems: Lead and Alcohol. Preventing Harm to Growing Brains Conference. Invited by Institute for Agriculture and Trade Policy and the Collaborative on Health and the Environment.
Anderson, D.R. (2004-present; each semester). Brain Growth and Fetal Alcohol Syndrome. To Waconia Child Development Classes. Waconia, MN.
Anderson, D.R. (May, 2004). Thunder Spirit Center: A Model for Program Development and Evaluation. Presented at MOTA Annual Conference. Duluth, MN. Anderson, D.R. (October, 2004). Thunder Spirit Center: A Model for Program Development and Evaluation. Presented at AOTA Annual Conference. Minneapolis, MN.
Anderson, D.R., Brosseau, L. & Chomsky, C. (August 2003). Teaching Professional Students. Invited by Center for Teaching and Learning Services. University of Minnesota-TC.
Anderson, D.R. (June, 2003). FASD Statewide Planning Retreat. Primary planner, convener and facilitator; to develop statewide strategies and plans from a community perspective for assessment, diagnosis, intervention, research related to FASD. Minneapolis, MN.
Anderson, D.R. (April, 2003-present offered quarterly). Parenting the Child with FASD: Behavioral Strategies. Invited speaker by Project SOS, Minnesota Organization on Fetal Alcohol Syndrome. Minneapolis, MN.
Kathleen Matuska, M.P.H., O.T.R.
After 14 years teaching occupational therapy at the College of St. Catherine in St. Paul, I decided to return to school as a student to pursue a Ph.D. in family, youth and community. My studies help to blend my interests in teaching and research in higher education with my passion for community based health and wellness promotion.
My experience as a college professor stimulated my appetite for more learning. I was lucky enough to have some wonderful mentors who introduced me to research and publications. I discovered that I loved research and I enjoyed college administration. In order to progress further in these interests, I needed to advance my knowledge and skills through a doctoral education.
I’m at a stage in life where I find almost everything enriching about being a student. I don’t think I would have said that in my undergraduate years because I was too focused on getting on with my life and career to really appreciate being a student. Now that those big life decisions and experiences are settled, it’s really rewarding to enjoy learning for its own sake. Like everyone else, my life is very busy and I find it refreshing to take time out to learn something in depth that I wouldn’t do on my own. Besides, it makes me feel young to be on the campus! After teaching at a college, I’ve learned to appreciate higher education as a privilege that should not be taken for granted.
After I complete my degree, I would like to continue my position as director of the graduate program in occupational therapy at the College of St. Catherine but expand my research and publication experiences. I’m also open to any exciting opportunity that might knock on my door as time goes on.
Publications
Matuska, K., Mathiowetz, V., Finlayson, M. (in press). Use and Effectiveness of Energy Conservation Strategies for Managing Multiple Sclerosis Fatigue. American Journal of Occupational Therapy.
Christiansen, C., Matuska, K. (2006). Lifestyle Balance: a review of concepts and research. Journal of Occupational Science, 13(1). 49-61.
Finlayson, M., Shevil, E., Mathiowetz, V., Matuska, K. (2005). Reflections of occupational therapists working as members of a research team. Australian Occupational Therapy Journal, 52, 101-108.
Mathiowetz, V., Finlayson, M. L., Matuska, K., Chen, H. Y., & Luo, P. (2005). Randomized controlled trial of an energy conservation course for persons with multiple sclerosis. Multiple Sclerosis, 11, 592-601.
Bass Haugen, J., Henderson, M.L., Larson, B., Matuska, K. (2005). Occupational Issues of Concern: Delay, Deprivation, Disparities, Interruption, and Imbalance. In Christiansen, C. Baum, C., Bass Haugen, J. (Eds). Occupational Therapy: Enabling Function and Well-being. Thorofare, NJ: Slack.
Christiansen, C. Matuska, K. (Eds.) (2004) Ways of Living: Adaptive Strategies for Special Needs. AOTA Press.
Matuska, K., Heinz, A, Neighbor, M., Flinn, N. Bass-Haugen, J. (2003) Outcomes of a Pilot Occupational Therapy Wellness Program for Older Adults. American Journal of Occupational Therapy.. 57(2). 220-224.
Mathiowetz, V., Matuska, K., Murphy, M. (2001) Effectiveness of an Energy Conservation Program for Fatigue in Multiple Sclerosis. Archives of Physical Medicine and Rehabilitation. 82. 449-456
Recent presentations
Erickson, B Matuska, K. (2006). Life Balance experience of people who have Multiple Sclerosis. Society for the study of Occupation: USA. Annual conference. St. Louis, MO.
Mathiowetz, V., Matuska, K., Finlayson, M. (2005) Randomized Controlled trail of an energy conservation course for persons with multiple sclerosis: one year follow-up. AOTA conference. Long Beach, CA.
Matuska, K. (2005). Fatigue Management. Living Successfully with MS conference. Sponsored by the Minnesota Multiple Sclerosis Society. Bloomington, MN. (May).
Christiansen, C., Matuska, K. (2005). Development and validation of a model and measure of lifestyle balance. Poster presentation. Canadian Association of Occupational Therapy annual conference. VanCouver, BC.
Matuska, K., Christiansen C. (2005) Development and validation of a model and measure of lifestyle balance. Poster presentation. International Organization of Quality of Life Researchers annual conference. San Francisco, California.
Christiansen, C., Matuska, K (2005) Lifestyle balance and health promotion. Workshop presented at the Oregon Association of Occupational Therapists annual conference. Portland, Oregon.
Matuska, K. (2005) Fatigue, energy conservation, and fatigue management. Multiple sclerosis: Care Strategies for Health care, Mental Health and Social Service providers. Minnesota Chapter of the National MS Society. St. Paul, MN.
Matuska, K. (2006). Examining satisfaction with time use in important activities for a balanced life. 19th Annual Midwest Dean’s Occupational Therapy Research Conference. St. Paul, MN.
Matuska, K., Christiansen C. (2005) Development and validation of a model and measure of lifestyle balance. Poster presentation. 19th Annual Midwest Dean’s Occupational Therapy Research Conference. St. Paul, MN.
Sheila Moriarty
I am a youth and social worker who has worked with youth in crisis and homeless youth for the last twenty years. My passion for working with youth is stronger today than it ever has been. After years of supervising, program development, and group work practice, I decided that it was time to add some academic rigor to my thoughts and experience. As an adjunct, I have taught five years in the M.S.W. program at Augsburg College in Minneapolis, and I hope to teach more with this doctoral education as well as consult and develop leadership opportunities for youth.
My undergraduate degree was in youth studies at the University of Minnesota in the late 80’s. I really enjoyed the attention to relationship development with youth. In my work, I was exposed to some postmodern ideas, which stimulated my thinking on the idea of truth, privilege, culture, and expertise. My M.S.W. education added the necessary structures of frameworks of theories and perspectives.
All of this has left me very interested in assisting youth with opportunities for self-discovery, leadership, creativity, challenges, and community service. I respect youth voice, and believe that twentieth century constructions of adolescence have denied youth voice a legitimate place in public discourse.
My coursework as a doctoral student is constantly shaping and adding dimension to these ideas. I have become excited about the possibilities of uncovering and honoring youth voice through phenomenological methods of research. I am very interested in the lived experience of young people, and appreciate qualitative forms of research that closely explore these perspectives. I want to know more about the experiences young people, especially those who are often disenfranchised.
Sample student dissertation titles
Brown, M. P. (2007). Unconcealed: Nursing in Public.
Bulander, T. M. (2007). Moments that Matter: The Lived Experience of Belonging in Faith Communities.
Champlin, B. E. (2007). Being There for Another with a Serious Mental Illness.
Knutson, A. (2007). Mothers' experience of pulling their children out of school in order to homeschool.
Labani, A. A. (2007). The experience of the first day of teaching during the student teaching for home economics student teachers in Saudi Arabia.
Jerpbak, Michael Reid (2006). Being like my father in parenting: A phenomenological study of fathers' lived experiences. University of Minnesota, Minneapolis, MN.
Barker, J. M. (2005). Adolescent reflections on a sexuality education course. Unpublished doctoral thesis. University of Minnesota, Minneapolis, MN.
Englund, L. (2005). A living education: An approach for the 21st century. Unpublished doctoral thesis. University of Minnesota, Minneapolis, MN.
Rodrigues, L. A. (2003). Developing critical multicultural practice: An action approach. Unpublished doctoral thesis. University of Minnesota, Minneapolis, MN.
Michener, M. E. (2002). The experience of becoming a mother of a son with heart disease. Unpublished doctoral thesis. University of Minnesota, Minneapolis, MN.
Nash, S. K. S. (2001). Hermeneutic phenomenological study of the lifeworld of stay-at-home mothers. Unpublished doctoral thesis. University of Minnesota, Minneapolis, MN.
Alumni in action
Elizabeth (Elee) Wood
Ph.D., University of Minnesota
After spending six years working at the Minnesota Children’s Museum, I decided to pursue a master’s degree and entered the youth development leadership program. Graduate studies opened up new worlds and opportunities for me. Securing a position at the University’s Center for 4-H Youth Development enabled me to continue on with my doctoral studies in the comprehensive work, community, and family education program, the precursor to the family, youth and community program. I earned my Ph.D. in 2005.
I had many truly meaningful interactions with the faculty in the program. With Dr. Jerry McClelland and Dr. Jane Plihal as guides, a small study group spent nearly two years reading and discussing research methodology. Through these meetings we searched for ways to create a new model for dissertations. We worked well as a group and built strong relationships that helped us develop a sense of our role as researchers and as colleagues—searching for new ways together.
I have come to discover that it isn’t so much the particular courses, but the ways in which I was able to create and shape a program that met a somewhat different way of thinking about education. I find it immensely valuable that I was in charge of my curriculum, as well as my dissertation research. This allowed a person like me, more of a boundary crosser, and dweller of the ‘in-between,’ to develop an educational approach that suited my disposition, my interests, and my abilities. And, I guess for lack of a better assessment, it got me a unique position that makes the most of my talents, my dream job.
I am currently in a faculty position in Education at Indiana University-Purdue University Indianapolis. The position is a combination of teacher education and community-based education, museum studies, with an education and evaluation focus, and acts as a ‘scholar in residence’ at a museum. The goal of the position is to build relationships between schools and museums, and to infuse the museum studies program with strong educational foundations and civic engagement.
Publications
Stein, J., Wood, E., Walker, J., Kimball, L., Outley, C.W., & Baizerman, M. (2005). The youth development leadership experience: Transformative, reflexive education for youth work practitioners. Child and Youth Care Forum 34(4), 303-3255
Wood, E. (2004) How youth development programs support learning. MN Youth Work Institute Research Insights series. Regents of the University of Minnesota.
Wood, E., & Moore, D. (2004) An analysis of the current training and technical assistance programs available to Minnesota’s out-of-school time providers: A report to the MN commission on out-of-school time. Minnesota Commission on Out-of-School Time.
Wood, E. (2002). Making the BEST of POST, The Center, Center for 4-H Youth Development, Spring 2002.
Wood, E. (2001). Basic youth development workshops: Building relationships. Regents of the University of Minnesota.
Wood, E. (2001). Basic youth development workshops: Quality programming. Regents of the University of Minnesota.
Wood, E. & Walker, J. (2001). Youth work matters. [On-line training] Regents of the University of Minnesota. http://www.youthworkmatters.org.
Wood, E., Walker, J., Stein, J., Wurster, P. (2000). Promoting youth development: A community approach. Regents of the University of Minnesota.
Bob Brenneman
Ph.D., University of Minnesota
After teaching at North Central University in downtown Minneapolis in the intercultural studies and languages department, I decided it was time to pursue a Ph.D. When deciding which program to enter, I determined it was most important to find a mentor that would guide me in my studies. Dr. Jane Plihal has become the highlight of my experience at the University of Minnesota. She always went the second mile to see me succeed.
My background had been more in anthropology. Prior to entering the program, I had not read much philosophy or texts related to education. After living in the Middle East for many years, my passion has been Middle Eastern studies, specifically the dilemmas facing the Kurdish people. The family, youth, and community program really expanded the depth and breadth of my knowledge base of education, thereby enriching my understanding of the Kurds. It has also opened up other research interests in international and informal education.
Equally as important to my development as a scholar have been the research courses. Dr. Jerry McClelland’s research foundations course stretched my understanding of the qualitative research paradigm. A class on ethnography helped to formulate my research question for my dissertation research and shaped my path for future research.
Sara Carpenter
M.A., University of Minnesota
I moved from Nashville, Tennessee to Minnesota to pursue my undergraduate degree (B.A., 2001, Macalester College, St. Paul). At Macalester, I explored learning outside of the traditional classroom. Eventually, I found my way to the Jane Addams School for Democracy on St. Paul’s West Side, where I stayed for over six years. JAS had a profound impact on my understanding of diversity, inequality, democracy, and participation. Based on these experiences, I enrolled at the University of Minnesota in a master of arts program with a specialization in education for community. Combining community work with graduate study created great opportunities for reflection on the theory and practice of education. My coursework helped me to critically examine my own questions concerning adult education. Work on my master’s thesis pulled me into a variety of new areas of scholarship, many of which I’ll be exploring over the next few years as I complete a Ph.D. in the adult education and community development program at The Ontario Institute for Studies in Education of the University of Toronto, Canada.
One of my most meaningful interactions with faculty during this process was with my advisor, Dr. Jane Plihal. As a teacher and a mentor, she helped me approach my research questions with multiple lenses. Dr. Plihal was always a supportive and reflective sounding board as I “thought out loud” about the theoretical complexity of my thesis project. She pushed me and supported me, but left me alone with my ideas just enough that I cultivated a real sense of academic independence and accomplishment as a scholar. I pursued questions that I was passionate about in a way that reflected my values of justice. The process of researching and writing my thesis was a very empowering experience. When I graduated, I felt that I had made a real contribution.
