CEBS Fall 2009 Newsletter

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serving at UNC, Dr. Carolyn Edwards served elementary ..... with a sixth grade science teacher at a middle school in Loveland, Colorado. ..... Student's Study Guide, Elementary Statistics: Picturing the World, 4th ed., New Jersey: ... Instructor's Solution Manual, Elementary Statistics: Picturing the World, 4th ed., New.
University of Northern Colorado College of Education & Behavioral Sciences

NEWSLETTER

Spring Semester 2009

College Receives Teach Colorado Grant Collaborative efforts from institutions and individuals help address educational challenges The College of Education and Behavioral Sciences received a Teach Colorado Grant from the Colorado Department o f Higher Education. Dr. Carolyn Edwards, Project Director, saw an opportunity, with grant funds, to help address educational challenges facing Colorado and to support UNC’s outstanding teacher candidates. Since 1991, Dr. Carolyn Edwards has been serving UNC and UNC teacher candidates in a variety of roles from adjunct faculty member to Assistant Dean of the College of Education and Behavioral Sciences. Prior to serving at UNC, Dr. Carolyn Edwards served elementary school students as a fourth grade teacher. The UNC Teach Colorado Grant exemplifies her dedication to the teaching profession and her willingness and ability to advocate for students’ best interests and their success. The goal of the UNC Teach Colorado Grant Initiative proposal is for the College of Education and Behavioral Sciences in collaboration with six local school districts and one BOCES partner to join with the Colorado Department of Higher Education to provide scholarships to high performing UNC Teacher Candidates who have entered teacher preparation programs in the high-need areas of secondary mathematics and science, K-12 special education generalist, elementary and secondary English language acquisition, and K-12 world languages. The UNC Teach Colorado Grant provided scholarships to forty-six teacher candidates who are fully admitted to a UNC Professional Teacher Education Program, excelling in their chosen discipline, and maintaining the GPA requirements in their programs. The scholarship recipients committed to student teaching in a high-poverty (at least 50% free and reduced lunch status) or rural (one of 15 districts in northern and northeast Colorado)

school setting. While student teaching, candidates will work with university and public school personnel in a service learning project. The Teach Colorado service learning project gives the scholarship recipients the opportunity to learn about the challenges of teaching in high-need areas and the guidance to develop three lesson plans focused on promoting high school graduation, post secondary education, and teaching careers, especially among students of diverse backgrounds in their classrooms and schools. At the conclusion of their student teaching, recipients are required to write a final reflection about what they learned from participating in the project. All scholarship recipients receive additional mentoring before and during the project to assure candidates are successful.

Graduate In Action

Mr. Steve Phan interpreted at an important press conference given on the Capitol West Front in Wa s h i n g t o n , D.C. by the House Majority Leader, Steny Hoyer. This p r e s s conference was held to announce the ADA Amendments Act. Mr. Phan completed the Legal Interpreter Training Program from the UNC Distance Opportunities for Interpreter Training Center (DO IT). He also received his national credentials as a legal interpreter, which he used to spring board to his goal—a government service position as an interpreter for Congress. He is now an online instructor and mentor in the UNC DO IT Center programs. PAGE 1

NEW FACULTY We welcomed the following new faculty to the College for the 2008-2009 academic year. SCHOOL OF APPLIED PSYCHOLOGY AND COUNSELOR EDUCATION • Dr. Betty Cardona
(Ph.D., 2008, U. of Wyoming) Area of expertise: diversity and multicultural counseling • Dr. Elysia V. Clemens (Ph.D., 2008, U. of North Carolina at Greensboro) Area of expertise: school counselors’ relationships and collaboration with parents, teachers, administrators, and other mental health care professionals Dr. Stephen L. Wright (Ph.D., 2008, Ball State University) Area of expertise: work-family interface, career development, and gifted adults SCHOOL OF PSYCHOLOGICAL SCIENCES • Dr. Michael Phillips
(Ph.D., 2007, Michigan State University) Area of expertise: student motivation, psychology of interest, educational technologies, research methodologies SCHOOL OF EDUCATIONAL RESEARCH, LEADERSHIP AND TECHNOLOGY • Dr. Matthew Birnbaum (Ph.D., 2008, U. of Arizona) Area of expertise: organization and administration, computer mediated communication, and student subcultures SCHOOL OF TEACHER EDUCATION • Mr. Quaylan Allen (M.Ed., 2004 Arizona State University) Area of expertise: social foundations of education • Dr. Margo Walsh Barnhart (Ed.D., 1991, Harvard University) Area of expertise: early childhood education, public/ private partnership and collaboration • Dr. Kathleen O’Neill (Ph.D., 2007, University of Colorado, Boulder) Area of expertise: elementary literacy SCHOOL OF SPECIAL EDUCATION • Dr. Rashida Banerjee (Ph.D., 2008, University of Kansas) Area of expertise: assessment of young children, issues around diversity; effective community, family, and professional partnerships

• Dr. Todd Sundeen
(Ph.D., 2007, U. of Central Florida ) Area of expertise: evidenced-based practices in literacy and mathematics, strategies for adolescent learners with disabilities, recruitment and retention policy

Faculty Awards National Buros Institute of Mental Measurements, Distinguished Reviewer Award Dr. Eugene Sheehan, Dean’s Office Council for Exceptional Children, Doctoral Student Research Award Dr. Rashida Banerjee, School of Special Education Fulbright Scholars Dr. James Gall, School of Educational Research, Leadership and Technology Dr. Sean O’Halloran, School of Applied Psychology and Counselor Education Mortar Board, National College Senior Honor Society, Favorite Professor Dr. William Woody, School of Psychological Sciences Rocky Mountain Psychological Association, Distinguished Service Award Dr. Nancy Karlin, School of Psychological Sciences Rocky Mountain Psychological Association, Outstanding Poster Award Becky Jobes (graduate student), School of Psychological Sciences Provost Awards 2008 Excellence in Graduate Education: Dr. Katrina Rodriguez, School of Educational Research, Leadership and Technology School Excellence in Service: School of Psychological Sciences College Awards 2008 Advisor: Dr. Jennifer Harding-DeKam, School of Teacher Education Service Provider: Dr. Madeline Milian, School of Teacher Education Scholar: Dr. Michael Opitz, School of Teacher Education Teacher: Dr. Tracy Mueller, School of Special Education PAGE 2

College Mission The College contributes to the betterment of society through research, professional service and the preparation of individuals who are skilled lifelong learners capable of working effectively with diverse populations in an evolving global economy. Major Accomplishments * Teacher preparation programs reauthorized by the Colorado Department of Education and the Colorado Department of Higher Education. * All programs have full national accreditations (APA, CACREP, and NCATE). * Over 85% of education programs are nationally recognized by their Specialty Professional Associations. * $4,010,152 in external grants and contracts in 2008. * Project with Thai Commission on Higher Education to train Thai faculty in strategies for working with disabled university students ($64,000). Other contracts with Thailand are under negotiation. * Multiple new program cohorts and programs added and planned (see table on page 2). * Faculty published over 80 scholarly papers and books. * Two scholarly journals are housed in the College. * Russia-U.S. Teacher Preparation Conference. * Rocky Mountain Children’s Literature Conference attracted over 100 teachers. * Research in the Rockies: Low-Incidence Disabilities Conference. * Two CEBS faculty members received Fulbright Awards for study in Thailand and Ukraine. * CEBS faculty are involved in a major study of teacher quality with Denver Public Schools. * College personnel influenced legislation by testifying before the Colorado legislature on several educationrelated topics. * Number of graduates in FY 2009: graduate 311; undergraduate 171. Teachers recommended for licensure: 656. * Annually, hundreds of education professionals attend workshops and seminars organized by units in the College including: Teaching with Primary Resources, Tointon Institute for Educational Change, National Center on Severe and Sensory Disabilities, and Bresnahan-Halstead Center.

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Vision Statement of College of Education and Behavioral Sciences We support the belief that education is transformational; that candidates who successfully complete our professional education programs make a difference in the lives of their students and clients. For humankind, according to Paulo Freire, “to transform the world is to humanize it” (1988, p. 501). The vision of the CEBS is to lead conversations around issues of human enlightenment, social conscience, content knowledge, and mutual caring. This ideal includes helping candidates acquire the skills, the ability, and the will to impact all students’ life opportunities. Our vision is to inspire in candidates a heightened and consequential sense of responsibility for stewardship of our schools, our communities, and our world.

Dean’s Report For the past several years the College of Education and Behavioral Sciences has focused on priorities in the areas of program quality, scholarship and grant writing, diversity, visibility, and recruitment and retention. Thanks to the efforts of our faculty, students, staff, and administrators we have made progress and achieved successes in all areas. It gives me great pleasure to highlight some of our accomplishments in this newsletter. You will find many examples of important contributions made by members of our college to teaching, research, and service throughout this newsletter. Program quality is a perennial focus of our efforts. All of our programs have the appropriate national accreditation. This academic year our teacher preparation programs were reauthorized by the Colorado Department of Education and the Colorado Department of Higher Education. After a three-day visit to campus that involved a review of documentation along with meetings with a wide array of individuals, including school principals and graduates of our programs, the review team left impressed that UNC teacher candidates are well prepared for the rigors of the classroom. Our faculty and students are at the forefront of applied research in education and the behavioral sciences. An impressive list of books, peer-reviewed research

articles, book chapters, and grants is provided in this newsletter. Many of these works are published in leading academic journals. Members of the College are ensuring our profile remains high by serving on national and state boards and by testifying before various legislative bodies. Congruent with our goals in diversity and recruitment and retention, we have implemented a College Teacher Ambassador Program. Through this program we will train teacher candidates to have specific discussions about attending college with pupils in their classrooms. As the program gains momentum we hope to focus on recruiting minority students into the teacher workforce. We have secured scholarship funds to begin the project--see the front page article. The College Diversity Committee is developing procedures to ensure that the topic of diversity is properly integrated across the curriculum. In fall semester the College hosted faculty visitors from Russia (attending an international conference on teacher education), Thailand (completing a series of professional development seminars in special education), and Nigeria (with whom UNC has an exchange agreement). These visitors provide members of our College community with diverse perspectives and opportunities for international collaboration.

President Norton has proposed an exciting education-related initiative for the University. Through her efforts, three Colorado legislators have proposed a bill to develop an Education Innovation Institute at UNC. Building on our reputation for excellence in education, this institute will serve as an umbrella for the many campus-wide centers and institutes that focus on education. It will also serve as a statewide clearinghouse on best practices and educational program evaluation and assessment. State and private support will be sought for the institute. In the coming months neither UNC nor the College will be able to avoid the effects of the global economic downturn. However, we can be greater masters of our financial situation by attending to and investing in student recruitment and retention, grant writing, and the development of new degree programs and additional off-campus cohorts. Thank you for your support.

Eugene Sheehan, Dean PAGE 4

TRANSFORMING LIVES Dr. Kay Ferrell, Professor of Special Education My life was transformed years ago by a blind attorney who told me, his secretary, that I should teach blind children. I laughed at the time, but gradually the idea grew on me. I taught blind and visually impaired children in both public and specialized schools for a number of years before I earned my doctorate and began training teachers to do the same thing: adapting the curriculum to make it accessible to children who must rely on senses other than vision in order to learn. The work is challenging, but it is dynamic: One day you can be teaching a young child to read using braille, while another day you can be teaching a teenager to use computer technology to research a term paper, while yet another day you can be creating a tactile version of a map of Colorado or adapting a science experiment. Some days, you do it all. The teachers we prepare at UNC do this work on a daily basis. Their work is vital and produces visually impaired adults who are successful and productive citizens. We not only transform the lives of the teachers we teach; we impact children’s potential for life. I taught at other universities before coming to UNC, but it is UNC that connects me to families, educators, and schools through its support and encouragement for educational innovation and development. What I do here would never happen at another university. In transforming the lives of others, I have transformed myself.

The University of Northern Colorado

TRANSFORMING LIVES “I taught First Grade for 30 years in the Denver Public Schools. I believe it is there that one lays the beginning of a sound education foundation upon which a child can continue to learn successfully.” — Marie L. Greenwood (UNC B.S.’35)

M

arie L. Greenwood, 94, grew up in the Denver Public School system. She was third in her class of 257 when she graduated from West High School. She became the first African American woman to be given a contract in the Denver Public School system. Her recently published book, Every Child Can Learn, epitomizes the important role that the attitudes, behaviors, and personality attributes of a teacher serve in the academic and interpersonal growth of children. Marie L. Greenwood Elementary School, now advanced to K-8, is named in her honor.

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FULBRIGHT SCHOLAR During the Fall 2008 semester, Dr. James Gall of the college’s Educational Technology Program spent his sabbatical leave as a Fulbright Scholar in Ukraine. Dr. Gall is one of approximately 1,100 U.S. faculty and professionals who travelled abroad through the Fulbright U.S. Scholar Program last year. The Fulbright Program, A m e r i c a ’s fl a g s h i p international educational exchange program, is sponsored by the United States Department of State, Bureau of Educational and Cultural Affairs. Since its establishment in 1946 under legislation introduced by the late Senator J. William Fulbright of Arkansas, the Fulbright Program has provided approximately 286,500 people – 108,160 Americans who have studied, taught or researched abroad and 178,340 students, scholars and teachers from other countries who have engaged in similar activities in the United States – with the opportunity to observe each others' political, economic, educational and cultural institutions, to exchange ideas and to embark on joint ventures of importance to the general welfare of the world's inhabitants. The Program operates in over 155 countries worldwide.

that has established 22 free resource centers in collaboration with regional libraries across the country. Each center contains multiple computers with Internet access; a collection of core documents on American history, government, and culture; other English language resources; and a DVD library of classic and influential American films. Dr. Gall made formal presentations at the center on the History of Film-Making in America, the U.N.’s International Day of Tolerance, and Higher Education in the United States. He was also a regular participant in the center’s English Talking Club. According to Dr. Gall, “The Window on America is a great resource for these students who come from many different institutions in the city. They are very literate and cultured, but also come from a system that is still trying to adapt to Western standards of democracy, education, and so on.”

Dr. Gall was based in Kharkiv, the second largest city in Ukraine, at the Kharkiv State Academy for Design and Arts. His primary work involved teaching students in the Academy’s Interactive Multimedia Program. “Although they have similar hardware and software to what we use at UNC, it is relatively much more expensive there,” reported Dr. Gall. “On the other hand, they have much more training in aesthetics and traditional art than our students. They also spend five years getting their undergraduate degrees.” Because of the students’ past experience with digital photography, Dr. Gall focused on teaching them how to use digital photographs in constructing interactive websites, particularly with Apple’s QuicktimeVR software.

Dr. Gall returned to Colorado in January, but he plans to return to Ukraine in the future. “Although Ukraine has been independent since 1991, it is still struggling with its post-Soviet identity.” Dr. Gall explained, “At the same time, the students I’ve worked with have little to no direct experience with that history. I think I had more Cold War stereotypes of them than they had of me. This country is filled with untapped potential. As a high school student in the 1980s, I never thought I’d be able to visit any part of the Soviet Union and now I have. Hopefully, I can continue to visit and watch them emerge as the modern European country they strive to be.”

As part of his sabbatical, Dr. Gall has committed to using technology to share his experiences with others. He posted short travelogue videos on YouTube (http:// www.youtube.com/user/audiovisualgeek) and used Facebook to communicate with students and colleagues back in the United States. “I hadn’t planned to use Facebook at all,” said Dr. Gall, “but some of my students wanted to see photos shortly after I got here. When I put them up on Facebook, the students started commenting and asking questions. It really made for some interesting dialogue.” Dr. Gall has also used Skype video conferencing to take part in doctoral defenses while in Ukraine.

Dr. Gall was active with the Window on America center at the V.N. Karazin National University in Kharkiv. Window on America is a project of the U.S. Embassy in Ukraine PAGE 6

TOMORROW’S NATIVE AMERICAN SCHOOL LEADERS By Gary Dutmers With projects that range from identifying and preserving archeologically significant sites in Colorado for future generations of Ute Indians to developing the skills of Navajo teachers, UNC projects have been furthering Native American education for over 15 years. Harvey Rude, director of the School of Special Education, presented information to a campus gathering about the Navajo Nation Teacher Education Consortium, which Rude has chaired for the past seven years. He was joined by Michael Welsh, professor of History, and Linda Vogel, associate professor of Educational Leadership and Policy Studies. The Navajo Nation invited UNC to join the consortium as a charter member in 1991 to help implement a Ford Foundation minority teacher education grant. Some of the many contributions that UNC has provided to the consortium include initiation of a pre-collegiate program known as “Today’s Students Tomorrow’s Teachers,” development and implementation of several personnel preparation grant projects, facilitation of strategic planning for all divisions of the Department of Diné Education and ongoing quarterly meetings to advance the agenda of Navajospecific education ideals. Michael Welsh presented information about multiple grant projects that he’s involved with. They include the Presidential Academy in American History and Civics Education, which Welsh directs as part of a U.S. Department of Education grant to offer professional development activities for up to 125 teachers from the Navajo Nation. Known as the Middle Ground Project, unique features of the program’s curriculum include a variety of meaningful hands-on learning experiences and the use of best practices, content and national assessment rubrics to interweave the stories of America and the Navajo people, creating a new narrative about the past that the two cultures have experienced.

Welsh also is director of the Four Corners Paraprofessional Education Project, which received an Office of Indian Education grant to develop an online degree and K-12 teacher licensure program in special education and deliver it to 18 Native Americans who will help fill a shortage of special education educators in Native communities in the Southwest. Six students are currently participating in the project and recruitment efforts are underway for additional students. Linda Vogel provided information about the Native American Innovative Leadership Project, which she directs. This project received an Office of Indian Education grant in 2005 to develop an interdisciplinary master’s degree program leading to principal and special education administrator licensure for Native American educators. The program primarily uses online delivery and curriculum to provide students with leadership preparation for the unique and complex challenges of schools serving Native American student populations, on and off of reservations. Six students graduated in May 2008 from the program and 24 students will graduate in May 2009. • Native American education projects currently underway at UNC involve more than $5 million in federal grants. • Eleven tribes in seven states are represented in the Native American Innovative Leadership Project. • The Navajo Nation Teacher Education Consortium includes, in addition to UNC, Arizona State University, Northern Arizona University, Western New Mexico University, Prescott College, the University of New Mexico, Fort Lewis College, Diné College and San Juan College. PAGE 7

Thai Faculty Attend UNC Program Thirty faculty members from Thailand completed a two-week UNC program that helped them develop action plans to create disability support systems at their institutions abroad. The professors completed four modules administered by the School of Special Education that focused on necessary design elements through seminars and supervised practicum experiences. The program is part of UNC's ongoing partnership with Thailand's commission on higher education. Earlier this year, four UNC faculty members visited Thailand for two weeks in May and two weeks in August as part of the exchange to deliver eight additional modules on topics related to disability support services. 

Research in the Schools Transformative Learning “What happens here stays here.” Unfortunately, this Las Vegas slogan applies all too well to school learning. The learning that takes place in the classroom often stays there. Students often fail to apply or even think about their learning outside the classroom. Dr. Pugh, School of Psychological Sciences, is working to change this in schools in Loveland and Fort Collins. Dr. Pugh’s mission is to make learning transformative. He believes learning should not merely be an end unto itself, but a means to enriching and expanding students’ experience of the world. Along with colleagues at other universities, he has conducted research on the nature of transformative experiences (i.e., experiences in which students choose to use Dr. Kevin Pugh their school learning to see and experience the everyday world in a meaningful, new way) and has developed a set of instructional methods for fostering transformative experiences in science classrooms. Last year, Dr. Pugh and a group of UNC graduate students (Karen Schmidt, Karen Koski, and Ben Heddy) started working with a sixth grade science teacher at a middle school in Loveland, Colorado. Collaboratively, they redesigned major units on weather and geology with the goal of making the learning of these topics more transformative. For example, the science teacher began to invite students to sit in a carpeted area on occasion and share their weather experiences (e.g., recent observations, past dramatic situations). The class then analyzed these experiences in terms of the science ideas they were learning (e.g., heat transfer, air pressure, differential heating). This “carpet time,” as it came to be known, served as bridge to connect the abstract and sterile curriculum to the students’ meaningful, everyday experience. Dr. Pugh and his team are continuing this collaboration. Over time they plan to refine the instructional intervention and expand it to other curricular topics. In addition, there is growing interest among other teachers at the school to expand this work to other classrooms and teachers. The research team hopes to involve some of these new teachers in the project in the near future. Currently, the research project is also being expanded to other schools. As part of her dissertation work, one of the graduate students on the team is experimenting with using experiential learning methods to foster transformative experiences in her own elementary school classrooms.

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Faculty Publications Adams, C., Finnerty, M., Sebald, A., & Sweet-Barnard, S. (2008). National Center on Severe and Sensory Disabilities: TeachSSD Website. Retrievable from http://teachssd.org/tssd/index.php?title=Main_Page Amsel, E., Klaczynski, P. A., Johnston, A., Bench, S., Close, J., Sadler, E., & Walker, R. (2008). A dual-process account of the development of scientific reasoning: The nature and development of metacognitive intercession skills. Cognitive Development. 23, 451-471. Artiles, A., Bárcenas, S. , & Milian, M. (2008). Guía pedagógica para la educación inicial para niños y niñas con necesidades educativas especiales. Managua, Nicaragua: Ministerio de la Familia. Athanasiou, M. S. (2008). Behavioral observation methods, assessment. In Leong, F. T. L. Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editor), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Athanasiou, M. S., Ducey, R., & Stoeckel, A. (2008). Functional behavioral assessment. In Leong, F. T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors). Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Athanasiou, M. S., & Riley, K. (2008). Best practices personnel preparation for early childhood service. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology-V (pp. 2041-2052). Bethesda, MD: National Association of School Psychologists. Bashore, T.R., & Hernandez, J.R. (2008). Personality theories. Encyclopedia of Counseling Psychology. Sage Publications. Benner, G., Beaveniou, K., Mooney, P., Uhing, B. & Pierce, C. D., (2008). Convergent validity with the BERS-2 teacher rating scale and the Achenbach Teacher’s Report Form: A replication and extension. Child and Family Studies, 17, 427-436. Blalock, G., Patton, J.P., Kohler, P, & Bassett, D. S. [Eds.] (2008). Transition and students with learning disabilities: Facilitating the movement from school to adult life (2nd Ed,), Austin, TX: Pro-Ed. Bowen, S. K. (2008). Co-enrollment for students who are deaf or hard of hearing: Friendship patterns and social interactions, American Annals of the Deaf, 153 (3), 285-293. Brewer, R., & Mueller, T. G. (2008). Strategies at hand: Quick and handy strategies for working with students on the autism spectrum. Kansas City, MO: Autism Asperger Publishing Company. Clemens, E. V., & Milsom, A. (2008). Enlisted service members' transition into the civilian world of work: A cognitive information processing approach. Career Development Quarterly, 56, 246-256. Clemens, E. V., Shipp, A. E., & Pisarik, C. T. (2008). MySpace as a tool for mental health professionals. Child and Adolescent Mental Health, 13, 97-98.

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Correa-Torres, S. M. (2008). The nature of social experiences of elementary students with deafblindness educated in inclusive classrooms. Journal of Visual Impairment & Blindness, 102, 272-283. Correa-Torres, S. M. (2008). Communication opportunities for students with deafblindness in specialized and inclusive settings: A pilot study, RE:view, 39, 197-205. DeGraff, A., & Schaffer, J. (2008), Emotion-focused coping: The primary defensive against stress for people living with spinal cord injury, Journal of Rehabilitation 74(1), 19-24. DeRoche K. K., & Lahman M. K. E. (2008). Methodological considerations for conducting qualitative interviews with youth receiving mental health services. Forum: Qualitative Social Research. 9(3), Article 17. Duckwitz-Thomas, C., & Hess, R. S. (2008). Putting the pieces together: Assessment of culturally and linguistically diverse children (book review). School Psychology Quarterly, 23, 149-153. Dunn, T.M. (2008). Transporting the suicidal patient. Journal of the Emergency Medical Services, 33, 87-92. Eckhoff, A. & Urbach, J. (2008). Understanding Imaginative thinking during childhood: Sociocultural conceptions of creativity and imaginative thought. Early Childhood Research Quarterly, 36,179-185. Farnsworth, C.R., & Luckner, J.L. (2008). The impact of assistive technology on curriculum accommodation for a Braille-reading student. RE:view, 39(4), 171 – 187. Fertig, G. (2008). Using biography to help young learners understand the causes of historical change and continuity. The Social Studies, 99(4), 147-154. Ford, M. & Opitz. M. (2008). A national survey of guided reading practices: What primary teachers tell us. Literacy Research and Instruction, 47, 1-23. Geist, M. R., & Lahman, M. K. E. (2008). Mixed Methodology Research. In F. T. L. Leong, E. M. Almaier, & B. D. Johnson (Eds.). Encyclopedia of counseling. (Vol. 1, 300-305). Thousand Oaks, CA: Sage Publications. Geringer, J. (2008). An incomplete picture: Looking beyond the Caldecott. Colorado Reading Council Journal, 19, 11-16. Harter, C., & Ku, H-Y. (2008). The effects of spatial contiguity within computer-based instruction of group personalized two-step Mathematics word problems. Computers in Human Behavior, 24(4), 1668-1685. Helm, H. (2008). Couple and family counseling. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Helm, H. (2008). Externalizing problems of childhood. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. PAGE 10

Helm, H. (2008). History of counseling. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Helm, H. (2008). Internalizing problems of childhood. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Hutchinson, S. R. (2008). Quantitative Methodologies. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors). Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Hutchinson, S. R. Quantitative methodologies. (2008). In F. T. L. Leong, E. M. Almaier, & B. D. Johnson (Eds.). Encyclopedia of counseling. (Vol. 1, 363-367). Thousand Oaks, CA: Sage Publications. Hutchinson, S. R., Raymond, K., & Black, K. (2008). Factorial invariance of a campus climate measure across race, gender, and student classification. Diversity in Higher Education, 1, 235-250. Jimerson, S., Anderson, A., & Hess, R. S. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds.), Best Practices V (pp. 1085-1098). Bethesda, MD: National Association of School Psychologists. Johnson, B.D. & Bunce, R. (2008). Attention Deficit Disorder. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors). Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Johnson, B.D. & Li, Y. (2008). Parent Stress Index. In Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors). Encyclopedia of Counseling:. Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Katsap, A. & Silverman, F. L. (2008). A case study of the role of ethnomathematics among teacher education students from highly diverse cultural backgrounds. Journal of Mathematics and Culture, 3(1), 37 pages. Retrievable from http://nasgem.rpi.edu/index.php?siteid=37&pageid=543 King, D. B., Viney, W., & Woody, W. D. (2008). A history of psychology: Ideas and context (4th edition). Boston: Allyn & Bacon. Klaczynski, P. A. (2008). There’s something about obesity: Culture, contagion, rationality, and children’s responses to drinks ‘‘created’’ by obese children. Journal of Experimental Child Psychology, 99, 58-74. Knofczynski, G. T. & Mundfrom, D. J. (2008). Recommended sample sizes and sample size to predictor ratios when using multiple linear regression for prediction purposes. Educational and Psychological Measurement, 68, 431-442. Ku, H-Y., Lahman, M. E., Yeh, H-T., & Cheng, Y-C. (2008). Into the academy: preparing and mentoring PAGE 11

international doctoral students. Educational Technology Research and Development (ETR&D), 56(3), 365-377. Koehler-Hak, K., M. (2008). Functional assessment of academic problems: a paradigm shift for improving student outcomes. The School Psychologist 62 (2), 50-54. Kozleski, E. B., Engelbrecht, P., Hess, R. S., Swart, E., Eloff, I., Oswald, M. Molina, A., & Jain, S. (2008). Where differences matter: A cross-cultural analysis of family voice in special education. Journal of Special Education, 42, 26-35. Lahman, M. K. E. (2008). Always othered: Ethical research with children. Journal of Early Childhood Research, 6(3), 281-300. Lahman, M.K. E. (2008). The blue period. Qualitative Inquiry,14, 1540-1542. Lahman, M. K. E., & Geist, M. R. (2008). Qualitative Methodologies. In F. T. L. Leong, E. M. Almaier, & B. D. Johnson (Eds.). Encyclopedia of counseling. (Vol. 1, 359-363). Thousand Oaks, CA: Sage Publications. Leong, F.T. L. (Editor-in-Chief), Altmaier, E., & Johnson, B. (Volume Editors) (2008). Encyclopedia of Counseling: Volume 1. Changes and Challenges for Counseling in the 21st Century. Thousand Oaks, CA: Sage Publications. Lewis, T. F., & Clemens, E. V. (2008). The influence of social norms on college student alcohol and marijuana use. Journal of College Counseling, 11, 19-31. Lohr, L. (2008). Creating Visuals for Learning and Performance: Lessons in Visual Literacy, 2nd Edition, Cleveland: OH, Prentice-Hall. Lohr, L. L. & Gall, J. E. (2008). Representation strategies. In J. M. Spector, M. D. Merrill, J. V. Merrienboer, & M. P. Driscoll. Branch (3rd ed.), Handbooks of Research on Educational Communications and Technology (pp. 85 -96). Taylor & Francis Group, LLC. Luckner, J. L. (2008). Communication considerations A- Z: Deaf education. Hands & Voices. Retrievable from http://www.handsandvoices.org/comcon/articles/deafEd.htm Luckner, J.L., & Handley, C.M. (2008). A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing. American Annals of the Deaf, 153(1), 6 – 36. McDevitt, T. M., & Ormrod, J. E. (2008). Fostering conceptual change about child development in prospective teachers and other college students. Child Development Perspectives, 2 (2), 85-91. McDevitt, T. M., Sheehan, E. P., & Sinco, S., Cochran, L. S., Lauer, D., Starr, N. (2008). These are my goals: Academic self-regulation in reading by middle school students. Reading Improvement, 45(3), 115-138.

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Meir, S. T., McDougal, J. L., & Bardos, A.N. (2008). Development of a change-sensitive outcome measure for children receiving counseling. Canadian Journal of School Psychology, 23 (2), 148-160. Monson, M. R. & Bowen, S. K. (2008). The relationship of phonological awareness and braille: A review of the research. Journal of Visual Impairment & Blindness, 102 (4), 210-220. Mueller, T.G., & Pierce, C.D. (2009). Educational diagnosis. In P. A. Gallagher Teaching Students with Behavior Disorders (2nd Ed.). Denver, CO: Love Publishing. Mueller, T.G., Singer, G.H.S., & Draper, L. (2008). Reducing parental dissatisfaction with special education in two school districts: Implementing conflict prevention and alternative dispute resolution. Journal of Educational and Psychological Consultation, 18 (3), 191- 233. Opitz, M. & Ford, M. (2008). Do-able differentiation: Varying groups, texts, and supports to reach readers. Portsmouth, NH: Heinemann. Phillips, K.T., Anderson, B.J., & Stein, M.D. (2008). Predictors of bacterial infections among HCV-negative injection drug users in Rhode Island. The American Journal of Drug and Alcohol Abuse, 34, 203-210. Phillips, K.T., & Rosenberg, H. (2008). The development and evaluation of the Harm Reduction Self-Efficacy Questionnaire. Psychology of Addictive Behaviors, 22, 36-46. Rosenberg, H., Baylen, C., Murray, S., Phillips, K.T., Pristas, E., Versland, A, & Tisak, M. (2008). Attributions for abstinence from illicit drugs by university students. Drugs: Education, Prevention and Policy, 15, 365-377. Rude, H. A., & Whetstone, P. J. (2008). Ethical practices in special education. Rural Special Education Quarterly,27(1/2), 10-18. Schaffer, Jay R. (2008). Student’s Study Guide, Elementary Statistics: Picturing the World, 4th ed., New Jersey: Prentice-Hall, Inc. Schaffer, Jay R. (2008). Instructor’s Solution Manual, Elementary Statistics: Picturing the World, 4th ed., New Jersey: Prentice-Hall, Inc. Stauffer, L., Annerino, P., & Lawrence , S. (Eds.). (2008). Towards effective practice: A national dialogue on AA-BA partnerships. Lulu Publishers: National Consortium of Interpreter Education Centers. Shannon, C., & Hess, R. S. (2008). Homeless Youth (Book entry). In F. T. L. Leong (Editor-in-Chief) & E. M. Altmaier & B. D. Johnson (Volume Eds.), Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. Softas-Nall, B. (2008). A view of systemic therapy in Greece: An interview with Charis Katakis. The Family Journal: Counseling and Therapy for Couples and Families. 16 (1), 87-92. Softas-Nall, B. (2008). Family Therapy. Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Vol. 1, pp. 27-34). Thousand Oaks, CA: Sage Publications. PAGE 13

Softas-Nall, B., Beadle, M. Newell, J. & Helm, H. (2008). Attitudes of family therapists on the disclosure of extramarital affairs. The Family Journal: Counseling and Therapy for Couples and Families. 16 (4), 328-337. Softas-Nall, B., Beadle, M., Newell, J., & Helm, H., (2008). Spousal disclosure of extramarital relationships: Attitudes of marriage and family therapists. The Family Journal, 16 (8), 328-337. Thompson, S., & Williams, K. (2008). Photo essays: Using photographs to tell a story. Social Studies and the Young Learner, 20 (3), 18 – 31. Walker, D. (2008). Examining the intersection of popular culture in youth-radio after school. Youth Media Reporter, 2(4), Academic Issue, Retrievable from http://www.youthmediareporter.org Walker, J. M. & Bardos, A.N. (2008). Play attention interactive tool: A review. Journal of Attention Disorders, 12 (2), 191-193. Walker, D. and Romero, D. (2008). When ‘Literacy is a Bennie’: researching contested literacies in bilingual youth radio. Ethnography and Education, (3)3, 283-296. Wandry, D., Webb, K., Williams, J., Bassett, D., Asselin, S., and Hutchinson, S. (2008). Identifying the barriers to effective transition planning and implementation: A study of teacher candidates from five teacher preparation programs. Career Development for Exceptional Individuals, 31(1), 14-25. Webb, K., Asselin, S., Bassett, D., Wandry, D. Williams, J., & Hutchinson, S. (2008). Identifying the barriers to effective transition planning and implementation: A study of teacher candidates from five teacher preparation programs. Career Development for Exceptional Individuals, 31 (1), 14-25. Welsh, M. C., De Roche, K. & Gilliam, D. (2008). Neurocognitive Models of Early-treated Phenylketonuria: Insights from Meta-Analysis and New Molecular Genetic Findings. In C. Nelson & M. Luciana (Eds.), Handbook of Developmental Cognitive Neuroscience. Boston: MIT Press. Witter-Merithew, A. (2008). Infusing demand control schema into an interpreter education program curriculum. In R. Q Pollard & R. K. Dean (Eds.). Applications of Demand Control Schema in Interpreter Education (pp. 15-22). (Proceedings of the August 3, 2007 pre-conference meeting at the national convention of the Registry of Interpreters for the Deaf.) Rochester, NY: University of Rochester. Woody, W. D. (2008). Collaboration: Faculty perspective. In R. Miller, R. Rycek, E. Balcetis, S. Barney, B. Beins, S. Burns, R. Smith, & M. E. Ware, (Eds.), Developing, promoting, and sustaining the undergraduate research experience in psychology (pp. 215-219). Electronic book: Society for the Teaching of Psychology. Retrievable from http://teachpsych.org/resources/e-books/ur2008/5-2% 20Woody.pdf Woody, W. D. (2008). Learning from the codes of academic disciplines. New Directions for Higher Education, 36, 39-54.

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Woody, W. D. (2008). Instructor’s manual and test bank. A history of psychology: Ideas and context (4th ed.). Boston: Allyn & Bacon. Woody, W. D. (2008). Instructor’s PowerPoint presentation. A history of psychology: Ideas and context (4th ed.). Boston: Allyn & Bacon. Woody, W. D. (2008). Psychology and the law. In S. F. Davis, & W. Buskist (Eds.), 21st century psychology: A reference handbook (Vol. 2, pp. 425-434). Thousand Oaks, CA: Sage Publishers. Woody, W. D. (2008). The influence of liability information, severity of injury, and attitudes toward vengeance on damage awards. Psychological Reports, 102, 239-258. Woody, W. D., Comer, L. K., & Bromley, S. (2008). Anticipated group versus individual examinations: A classroom comparison. Teaching of Psychology, 35, 13-17. Yeh, H-T, & Lahman, M. E. (2008) Preservice teachers’ perceptions of asynchronous online discussions on blackboard. The Qualitative Report, Vol. 12(4). Faculty Grant Awards Athanasiou, M. (2008). University of Denver from U.S. Department of Education. Supplemental funding & Extension for Project Inspect: Integrated School Psychology Early Childhood Training: $3,445. Bashore, T. (2008). Henry M. Jackson Foundation. Continuation Year Two Blast Lethality Injury Program: $52,134. Bassett, D. (2008). Colorado Department of Education. Continuation Consultation with CDE Exceptional Student Leadership Unit: $22,153. Conroy, P. W. (2008). United States Department of Education Office of Special Education Programs, Preparation of Teachers of Students with Visual Impairments and Orientation and Mobility Specialist to meet the needs of students who are Culturally and Linguistically Diverse: $800,000. Conroy, P. (2008). US Department of Education OSERS. New Award Preparing Teachers to Meet the Needs of Culturally and Linguistically Diverse Students with Visual Impairments: $799,956. Edwards, C. (2008). Colorado Department of Higher Education. New Award UNC's Teach Colorado Grant Initiative: Partnering to Increase Teachers in High-need Teaching Areas who are Prepared to Teach in Diverse Schools: $100,000. Ferrell, K. (2008). Congressional Appropriations Funding. New Award National Center on Severe & Sensory Disabilities Earmark: $162,117. Ferrell, K. (2008). American Printing House for the Blind. Meta-Analysis of the Research Literature in Low Vision: $95,571. Ferrell, K. (2008). Pennsylvania College of Optometry. Continuation funding for year four National Center for Leadership in Visual Impairment: $84,846. PAGE 15

Jackson, L. B. (2008). Empowering Teachers to Provide Educational Access for Students with Significant Learning Needs. Research Fellowship Award, Sponsored Programs and Academic Research Center (SPARC): $15,891. Johnson, L. (2008). California State University, Northridge. Continuation Year Two PEPNet West: $120,000 Johnson, L. (2008). Various State Agencies. New Award Educational Interpreting Certificate Program Cohort 7 – Nevada: $63,000 Johnson, L. (2008). Louisiana Department of Education. Continuation Year 2 Louisiana Educational Interpreter Program: $52,000. Johnson, L. (2008). University of Arkansas at Little Rock. Continuing Year 4 Rehabilitation Services Administration for the Mid-American Regional Interpreter Education Center: $150,000. Rude, H. A. (2008). United States Department of Education Office of Special Education Programs. Graduate Preparation of Intervention Specialist Teachers: $500,000. Rude, H., (2008). Co-PI: Jeraldine Kraver, School of English Language & Literature US Department of Education OSERS. New Award Graduate Preparation of Special Education Intervention Specialists: $498,358. Rue, L. (2008). Life Center of Long Island. Continuation Year Two Evaluation of the Teen Freedom Abstinence Education Program: $53,860. Rue, L. (2008). U.S. Department of Health & Human Services. New Award Replication Study of the Options Project: $50,000. Rue, L. (2007). Pal Tech, Inc. Quarterly Research Update for Community-Based Abstinence Education Training, Technical Assistance and Capacity Building Contract: $28,304 . Rue, L. (2007). Pal Tech, Inc. Supplement to Quarterly Research Update Grant: $5,517. Rue, L. (2007). Earle School District. Earle School District Community Based Abstinence Education Evaluation: $225,000. Rue, L. (2007). Friends First. Adolescent Family Demonstration Project (Year 1): $90,000.

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College of Education & Behavioral Sciences

NEWSLETTER

Calendar Teacher Employment Days

Teaching with Primary Sources

March 26 & 27, Butler-Hancock Pavilion, UNC

March 21, Folklife workshop April 25, Webquest workshop

CEBS Honors Convocation

July 28 - July 30 Advanced Applications Summer Institute

March 31, UC Ballrooms, Keynote speaker: Marie L. Greenwood

Tointon Institute Teacher and Principal Leadership Academies

CUMBRES Fiesta

June 5-8, Vail; June 10-13, Vail; June 22-26, Beaver Creek

April 3, Summit Event Center Keynote speaker: John Pacheco

Summer Enrichment Program for Grades 4 through 12 July 6 - August 1, UNC

Thank you for your support! Supporting the College of Education and Behavioral Sciences at the University of Northern Colorado through a financial contribution is one of the easiest ways to participate in the life of the college and to directly impact students, faculty, academic research, programs and community outreach efforts. To make a gift today, please visit http://www.uncalumni.org/Foundation/give/. Thank you for considering a gift to the University of Northern Colorado in support of our mission of transforming lives through education. For more details about any of the items in this newsletter please contact: Dean Eugene Sheehan College of Education and Behavioral Sciences McKee Hall Campus Box 106 University of Northern Colorado Greeley, CO 80639 Phone: (970) 351-2817 Please visit our web page: www.unco.edu/cebs and our youtube channel www.youtube.com/user/uncocebs