For Students, Faculty, and Staff: MyU One Stop

Menu

Research and Outreach

Teacher in front of classroom of adorable elementary kids

Centers and Labs

C&I Faculty and Students conduct research in and affiliate with multiple research centers and labs throughout the University of Minnesota. Our centers afford students the opportunity to explore what they are learning in practical settings and produce original research. The centers below represent the three that are closely affiliated with C&I. To find others, please visit CEHD's Research Centers and Labs page and the University of Minnesota's Centers and Institutes portal.

LT Media Lab

The mission of the Learning Technologies Media Lab (LTML) is to inspire and create opportunities for global collaboration in addressing humanity's most pressing educational, social, and environmental issues by designing and evaluating innovative technology-mediated solutions for learners, educators, researchers, and organizations worldwide. In other words, create change, not simply respond to it.

Featured projects:

Minnesota Center for Reading Research

The mission of the Minnesota Center for Reading Research is to conduct applied research on reading and teaching approaches that facilitate reading instruction. The focus is on conducting research that supports teachers, particularly those who teach students of poverty, as they learn to effectively teach children and youth from diverse backgrounds, to become competent readers in K-12 school settings. The research will be primarily applied research; basic research would also be important to the work of the center.

Featured projects:

STEM Education Center

The Science, Technology, Engineering and Math (STEM) Education Center's primary goal is to have a significant impact on STEM education through concerted interdisciplinary research efforts in learning and cognition, STEM integration, instructor development, and evaluation and assessment.

Featured projects:

(TERI)
Teacher Education
Redesign Initiative

The College of Education and Human Development is engaged in a significant re-envisioning of our teacher education program to better prepare teachers for the challenges they face in a 21st century classroom. The Teacher Education Redesign Initiative (TERI) will have a long-lasting, positive impact on the children of Minnesota, our new teachers, and our programs within the college.

CEHD is one of fourteen higher education partners across Minnesota and the Dakotas working within the Bush Foundation's Network for Excellence in Teaching (NExT) on a 10-year project intended to improve high school graduation rates and reduce disparities in student achievement.

TERI is being led by teacher education faculty and staff from C&I and other departments across the college and is engaging school district partners in the Minnesota P-12 community. The first group of prospective teachers entered the redesigned program in summer 2011.

CEHD prepares between 250 and 350 new teachers each year across 20 licensure areas. The college is working alongside school partners to develop the unique qualifications of our candidates and to identify needs for future teaching staff.

Please visit the TERI site to learn more.

Misty Sato, TERI Director
Associate Professor and Campbell Chair for Innovation in Teacher Development
teri@umn.edu
612-625-7793

MNMAP research papers
Minnesota Mathematics Achievement Project

The Minnesota Mathematics Achievement Project (MNMAP – NSF funded 2006-2011) is a program of coordinated research that to date has published twelve papers, with three additional papers currently submitted or in press. Prepared by both faculty and graduate students, each paper examines the relationship between high school mathematics curricula and college level mathematics performance.

The most important and consistent finding across all of the papers is that integrated high school curricula (Core+, IMP and MMOW) does not negatively affect students subsequent college level mathematics course taking patterns, achievement or persistence. Integrated students performed equally as well as students with a more traditional high school mathematics background on all but one of the dependent variables that were of interest to project personnel. There was some evidence of a higher percentage of integrated students enrolling initially in developmental level coursework. This was consistent with the national percentages of first year college students enrolling in such coursework. Following this initial course, integrated students performed equally well on the other dependent variables.

MNMAP research papers

Thomas R. Post, PI
Professor, Mathematics Education
postx001@umn.edu

Michael Harwell, PI
Professor, Quantitative Methods
harwe001@umn.edu