2020-2021 Faculty Publications

Our faculty have published more than 200 articles, books, chapters, and other resources recently. The list below is organized by department, author (last name, first name), and publication type. If you are looking for a specific author, topic, or resource:

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If you are a faculty member and have a publication to share that is not included below, please send details to mce.marketing@du.edu.

Counseling Psychology

Blueford, Jillian M. 

  • Book Chapter 
    • Adams, C. R., & Blueford, J. M. (2021). Children and adolescents in disrupted family systems. In R. Byrd (Ed.), Counseling children and adolescents: Cultivating empathic connection. New York: Routledge. 
  • Newsletter 
    • Blueford, J. M.-L., & Pinto, S. A. (2020). How social media can retraumatize Black students. Rocky Mountain Association for Counselor Education and Supervision (RMACES) Summer Newsletter. 

Brownstone, Lisa M. 

  • Journal Article, Academic Journal 
    • Brownstone, L. M., & Bardone-Cone, A. M. (2020). Subjective binge eating: A marker of disordered eating and broader psychological distress. Eating and Weight Disorders: Studies on Anorexia, Bulimia, and Obesity. 
    • Brownstone, L. M., DeRieux, J., Kelly, D. A., Sumlin, L. J., & Gaudiani, J. L. (2020). Body mass index requirements for gender-affirming surgeries are not empirically based. Transgender Health. 
    • Brownstone, L. M., Kelly, D. A., Ko, S., Jasper, M. L., Sumlin, L. J., Hall, J., . . . & Goffredi, A. R. (2021). Dismantling weight stigma: A group intervention in a partial hospitalization and intensive outpatient eating disorder treatment program. Psychotherapy. 

Garriott, Pat O. 

  • Journal Article, Academic Journal 
    • Garriott, P. O., Hunt, H., Navarro, R. L., Flores, L. Y., Lee, B. H., Suh, H. N., Brionez, J., Slivensky, D., & Lee, H.-S. (2021). Development and initial validation of the Engineering Learning Experiences Scale. Journal of Vocational Behavior, 124. 
    • Duffy, R. D., Kim, H. J., Gensmer, N. P., Pendleton, L. H., Boren, S., & Garriott, P. O. (2021). Testing a critical cultural wealth model of well-being among first-generation students. Journal of Counseling Psychology, 67(2), 103516. https://doi.org/10.1037/cou0000388. 0022-0167. 
    • Garriott, P. O., Chao, H. I., Jessen, M., Jordan, R. A., Galluzzo, J. A., Hadjeasgari, C., . . . & Allan, B. A. (2020). Development and validation of the College Social-Emotional Crossroads Inventory. Journal of Career Assessment, 28(3), 496-511. 
    • Raque-Bogdan, T., Ratchford, J., Garriott, P. O., Borges, N., & Duffy, R. (2020). Counseling psychologists in medical education in the United States: Career development, professional identity, and training implications. Counselling Psychology Quarterly, 33(2), 218-244. 

O’Malley, John A. 

  • Journal Article, Academic Journal 
    • O’Malley, J. A., Teman, E. D., & Dzik, P. W. (2020). Discovering islands of competence through play: Experiences of individuals with a learning disability. Journal of Creativity in Mental Health. 

Owen, Jesse J. 

  • Journal Article, Academic Journal 
    • Cross, W. E., Drinane, J. M., Owen, J. J., Schmidt, C. K., Raque-Bogdan, T., Hook, J. N., . . . & Ajibade, A. (2020). Uncovering alternate ethnic identity trajectories: A cluster analysis of the MEIM and psychological well-being. Race and Social Problems, 12, 103-111. 
    • Raque-Bogdan, T., Ash-Lee, S., Mitchell, J., Joseph, E. C., Ross, K. V., Solberg, M. E., & Owen, J. J. (2020). A group positive psychology intervention for cancer survivors and caregivers: A pilot study of Activating Happiness©. Journal of Psychosocial Oncology, 38(6), 649-669. 
    • Kivlighan, D. M., Owen, J., & Antle, B. (2020). Do racial/ethnic disparities differ between groups? Testing the cultural effectiveness of racially diverse relationship education groups. Couple and Family Psychology: Research and Practice, 9, 1-12. 
    • Quirk, K., Owen, J., Reese, R. J., Babins-Wagner, R., & Berzins, S. (2020). Benchmarking community-based couple therapy: Considering measurement reactivity. Family Process, 59, 1423-1433.  
    • Jankowski, P., Sandage, S., Bell, C., Davis, D., Porter, E., Jessen, M., Motzny, C., Ross, K., Owen, J. (2020). Virtue, flourishing and positive psychology in psychotherapy: An overview and research prospectus. Psychotherapy, 57, 291-309. 
    • Palmer, R., Owen, J., & Frazier, P. (2021). Trajectories of changes in distress in counseling center clients: A replication study. Psychotherapy Research, 31, 289-301. 
    • Roncoroni, J., Dong, Y., Owen, J., Wippold, G. (2021). The association of sleep duration and feeling rested with health in US Hispanic women. Sleep Medicine, 83, 54-62. 
    • Coleman, J. J., Drinane, J. M., Owen, J., & Kopta, S. M. (2021). Establishing expectations: Exploring session limits in university counseling centers. Journal of College Student Psychotherapy, 35(2) 103-117.  
    • Pace, B. T., Kuo, P., Tao, K., Owen, J., Van Epps, J., Davies, R., Imel, Z. E. (2021). Determining the therapist’s contribution in therapist multicultural competence process and outcome. Journal of Counseling Psychology, 68, 149-155.  
    • Anders, C., Kivlighan III, D. M., Porter, E., Lee, D. L., & Owen, J.  (2021). Attending to the intersectionality and saliency of clients’ identities: A further investigation of therapists’ multicultural orientation. Journal of Counseling Psychology, 68, 139-148. 
    • Dolgin, R., Riva, M. T., & Owen, J. J. (2020). Clinical congruence of cohesion in group psychotherapy. Professional Psychology: Research and Practice, 51(6), 598-605. 
  • Book 
    • Davis, D., DeBlaere, C., Hook, J., & Owen, J. (2020). Mindfulness-based practices in therapy: A cultural humility approach. American Psychological Association: Washington, DC.  
  • Book Chapter 
    • Captari, Laura E.; Nyiransekuye, Hadidja; Zaremba, Jolie Shelton; Gerber, Monica; Hook, Joshua N.; Davis, Don E.; Owen, Jesse; Van Tongeren, Daryl R.; In: Refugee mental health. Aten, Jamie D. (Ed); Hwang, Jenny (Ed); Publisher: American Psychological Association; 2021, pp. 45-75.   

Pinto, Stacy A. 

  • Journal Article, Academic Journal 
    • Lardier, Jr., D. T., Opara, I., Brammer, M. K., Pinto, S. A., Garcia-Reid, P., & Reid, R. J. (2021). Psychological sense of community, community civic participation, and ethnic identity on social justice orientation and psychological empowerment between LGBQ and non-LGBQ youth of color. Journal of LGBT Youth. 
  • Newsletter 
    • Blueford, J. M.-L., & Pinto, S. A. How social media can retraumatize Black students. Rocky Mountain Association for Counselor Education and Supervision (RMACES) Summer Newsletter. 

Raque-Bogdan, Trisha 

  • Journal Article, Academic Journal 
    • Cross, W. E., Drinane, J. M., Owen, J. J., Raque-Bogdan, T., Schmidt, C. K., Hook, J. N., . . . & Ajibade, A. (2020). Uncovering alternate ethnic identity trajectories: A cluster analysis of the MEIM and psychological well-being. Race and Social Problems, 12, 103-111.  
    • Duffy, R., Prieto, C. G., Kim, H. J., Raque-Bogdan, T., & Duffy, N. O. (2021). Decent work and physical health: A multi-wave investigation. Journal of Vocational Behavior, 127, 103544. 
    • Raque-Bogdan, T., Ash-Lee, S., Mitchell, J., Joseph, E. C., Ross, K. V., Solberg, M. E., & Owen, J. J. (2020). A group positive psychology intervention for cancer survivors and caregivers: A pilot study of Activating Happiness©. Journal of Psychosocial Oncology, 38(6), 649-669. 
    • Raque-Bogdan, T., Nellis, R., Becker, R., Solberg, M. E., & Zech, O. (2021). Walking on thin ice: How cancer survivors manage disclosure at work. Journal of Psychosocial Oncology, 39(2), 252-267. 
    • Raque-Bogdan, T., Ratchford, J., Garriott, P. O., Borges, N., & Duffy, R. (2020). Counseling psychologists in medical education in the United States: Career development, professional identity, and training implications. Counselling Psychology Quarterly, 33(2), 218-244.  

Rian, Sage 

  • Peer Reviewed Journal Article 
    • Rian, S. W. (2021). Increased exposure to nature reduces elementary students’ anxiety.  Ecopsychology. 
  • Book Chapter (in my birth name)  
    • Sheridan, B. (2020). Skipping stones In M. E. Delaney (Ed.), Nature is nurture: Counseling  and the natural world (pp. 94-98). New York, NY: Oxford University Press.  

Riva, Maria 

  • Journal Article, Academic Journal 
    • De La Rosa, S., & Riva, M.T. (2020, November). Relationship Variables in Group Psychotherapy for Women Sexual Trauma Survivors, International Journal of Group Psychotherapy. Special Issue on Groups for Women. 1-36. 
    • Cornish, J.E., Smith, R.D, & Riva, M.T. (2020). In defense of the Ethics Code: A comment on O’Donohue (2019). Ethics & Behavior, 30, 299-302.  
    • Dolgin, R., Riva, M. T., & Owen, J. (2020, March 26). Clinical Congruence of Cohesion in Group Psychotherapy. Professional Psychology: Research and PracticeProfessional Psychology: Research and Practice, 51(6), 598-605 

Roncoroni, Julia 

  • Journal Article, Academic Journal 
    • Roncoroni, J., Dong, Y., Owen, J., Wippold, G. The association of sleep duration and feeling  rested with health in U.S. adult Latinas. (In Press). Sleep Medicine 
    • Roncoroni, J., Frank, M. G., Hudson, A. L., Wu Whitaker, S., Edelman, A. K., Garcia, P., . . . & Ratchford, J. L. (2021). Latinx patients’ perception of culturally sensitive health care and their association with patient satisfaction, patient-provider communication, and therapeutic alliance. Journal of Racial and Ethnic Health Disparities. 
    • Roncoroni, J., Hernandez-Julian, R., Hendrix, T., & Whitaker, S. W. (2021). Breaking barriers: Evaluating a pilot STEM Intervention for Latinx children of Spanish-speaking families. Journal of Science Education and Technology. 
    • Tucker, C.M., Roncoroni, J., Klein, K.G., Derias, T.O., Ateyah, W., Williams, J., Nmezi, N.A., Shah, N.A., Bilello, L.A., Anton, S. Views of Black Women Patients with Obesity on Desired and Undesired Weight Focused Clinical Encounters. (In Press). Clinical Obesity. 
    • Wippold, G. M., Tucker, M., Roncoroni, J., & Henry, M. A. (2020). Impact of stress and loneliness on health-related quality of life among low income senior African Americans. Journal of Racial and Ethnic Health Disparities.  

Educational Leadership & Policy Studies

Anderson, Erin 

  • Brief 
    • Anderson, E., Hayes, S., & Carpenter, B. (2020). Principal as the caretaker of all: Responding to needs of others and self. CPRE Policy Briefs, 92. Philadelphia, PA: Consortium for Policy Research in Education. 
    • Banwo, B., Anderson, E., Childs, J., & Stone-Johnson, C. (2020). An examination of challenges educators and families faced in the aftermath of COVID-19. Philadelphia, PA: Consortium for Policy Research in Education. 
  • Journal Article, Academic Journal 
    • Anderson, E., Budhwani, S., & Perone, F. (2020). State of states: Landscape of university-based pathways to the principalship. Journal of School Leadership. 
    • Davis, B. W., & Anderson, E. (2020). The potential of alluvial diagrams for advancing educational research. Teachers College Record, July 2. 
  • Other Publications 
    • Young, M., & Anderson, E. (2020). The research base for the National Educational Leadership Preparation (NELP) standards: Building level. Washington, DC: National Policy Board for Educational Administration (NPBEA). 

Hesbol, Kristina A. 

  • Academic/Professional Blog Contributor 
  • Journal Article, Academic Journal 
    • Hesbol, K., Bartee, J. S., & Amiri, F. (2020). Activism in practice: The influence of a rural school leader’s beliefs and practices in disrupting historical patterns of underachievement in traditionally marginalized students. Impacting Education, 5(2), 33-42. 

Richardson, Jayson W. 

  • Book Chapter 
    • Brantmeier, E., Richardson, J. W., Xharra, B., & Brantmeier, N. (2021). From head to hand to global community: Social media, digital diplomacy, and post-conflict peacebuilding in Kosovo. In M. A. Naseem, & A. Arshad-Ayaz, Social media as a space for peace education (pp. 61-81). Cham, Switzerland: Palgrave Macmillan. 
    • Horsford, S. D., Mountford, M., & Richardson, J. W. (2021). Community relationships. In C. H. Tienken (Ed.), The American superintendent 2020 decennial study (pp. 65-78). Lanham, MD: Rowman and Littlefield. 
    • Richardson, J. W. (2020). Introduction: Innovative leadership practices in international school. In J. W. Richardson (Ed.), Bringing innovative practices to your school: Lessons from international schools (pp. xviii-xi). New York: Routledge. 
  • Editor, Book 
    • Richardson, J. W. (2020). Bringing innovative practices to your school: Lessons from international schools. New York, NY: Routledge. 
  • Journal Article, Academic Journal 
    • Dexter, S., & Richardson, J. W. (2020). What does the technology integration research tell us about the leadership of technology? Journal of Research on Technology in Education, 52(1), 17-36. 
    • Mahfouz, J., & Richardson, J. W. (2020). At the crossroads: Well-being and principal preparation. Journal of Research on Leadership Education. https://doi.org/10.1177/1942775120933914 
    • Richardson, J. W., Carr, M., & Watts, J. (2020). A case study of educational leadership doctoral students: Developing culturally competent school leadership through study abroad. International Journal of Doctoral Studies, 15, 541-558. 
    • Richardson, J. W., Hollis, E., Pritchard, M., & Novosel-Lingat, J. E. M. (2020). Shifting teaching and learning in online learning spaces: An investigation of a faculty online teaching and learning initiative. Online Learning Journal, 24(1), 67-91. 
    • Richardson, J. W., Sterrett, W., & Clemens, J. (2020). Technology and stakeholder engagement: Perspectives from the top. Research in Educational Administration and Leadership, 5(4), 954-988. 
    • Sindhvad, S., Richardson, J. W., Evanov, A., & Lingat, J. E. M. (2020). Predictors of public school leadership capacity in Bishkek. FIRE: Forum for International Research in Education, 6(2), 22-44. 
    • Sterrett, W., & Richardson, J. W. (2020). Leading a tech-savvy school: Reinventing learning through collaboration and innovation. Kappa Delta Pi Record, 56(3), 100-104. 
    • Sterrett, W., & Richardson, J. W. (2020). Supporting professional development through digital principal leadership. Journal of Organizational & Educational Leadership, 5(2), 1-19. 
    • Watts, D. S., & Richardson, J. W. (2020). Leveraging professional development to build professional capital in international schools in Asia. Journal of Professional Capital and Community, 5(2). 

Tabron, Lolita A. 

  • Book Chapter 
    • Tabron, L.A., *Hunt-Khabir, K., *Thomas, A.K. (2020). Disrupting Whiteness in  
    • Introductory Statistics Course Design: Implications for Educational Leadership. In C. Mullen (Ed.), Handbook of Social Justice Interventions in Education. Springer 
    • Tabron, L.A., Thomas, A.K., Reynolds, A.L., Korach, S., (2021). Cultivating and Sustaining a Diverse Principal Pipeline. Completed for the Denver Public School District. [Technical Report] 
    • Chambers, T.V., Mauldin, C., Tabron, L.A., Brooks, J.  Flores, S., & McCarthy, R. (2020, December). What racial opportunity costs (ROC) means for Black lives in schools. In Equity Spotlight Podcast. Great Lakes Equity Center. https://greatlakesequity.org/resource/what-racial-opportunity-costs-roc-means-black-lives-schools 

Higher Education

Gildersleeve, Ryan E. 

  • Editorial 
    • Gildersleeve, R. E. (2020). Higher education in times of crisis and disaster, part one. About Campus, 25(3), 3-4. 
    • Gildersleeve, R. E. (2020). Redefining community. About Campus, 25(2), 3. 
  • Journal Article, Academic Journal 
    • Gildersleeve, R. E., & Sifuentez, B. J. (2021). Border U. Policy Futures in Education. 
    • Orphan, C. M., Laderman, S., & Gildersleeve, R. E. (2021). Advocates or honest information brokers? Examining the higher education public policy agenda setting processes of intermediary organizations. Review of Higher Education, 44(3), 325-355. 
  • Technical Report  
    • Gildersleeve, R. E. (2020). Evaluation of fund sueños: Qualitative findings. Colorado Mountain College.  

Hurtado, Sarah S. 

  • Journal Article, Academic Journal 
    • Hurtado, S. S. (2020). How Neoliberalism Shapes the Role and Responsibility of Faculty Members for Eliminating Sexual Violence. The Journal of Higher Education, 1-24. 
  • Professional Organization Position Statement 
    • Marine, S., & Hurtado, S. S. Association for the Study of Higher Education (ASHE) response to the Department of Education’s May 2020 regulations on Title IX of the Higher Education Act of 1972 (Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance). Las Vegas, NV: Association for the Study of Higher Education. 

Nelson, Chris A. 

  • Journal Article, Academic Journal 
    • Garcia-Olp, G., Nelson, C. A., Hinzo, A., & Young, D. A. (2020). Indigenous epistemologies: Implementing indigenous practices and perceptions to the area of STEM. Curriculum and Teaching Dialogue, 22(1-2), 197-215. 
    • Nelson, C. A. (2021). Unapologetically indigenous: Understanding the (colonial) doctoral process through self-reflexivity. Geneology, 5, 7. 
  • Technical Report 
    • Nelson, C. A., Jordan, S., & Thomas Pitts, R. (2020). Native language revitalization grantee narratives. Native language revitalization grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation. 
    • Nelson, C. A., Tachine, A. R., & Lopez, J. D. (2021). Recognize it’s our land and honor the treaties. In Changing the narrative on student borrowers of color (pp. 16-22). Indianapolis, IN: Lumina Foundation. 
    • Thomas Pitts, R., Nelson, C. A., & Jordan, S. (2020). Methodology, references, and appendices. Native language revitalization grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation. 
    • Thomas Pitts, R., Nelson, C. A., Gorman, B., & Poblete, M. (2020). Strategic success indicator (SSI) analysis & exemplar knowledge products (KPs). Native language revitalization grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation.  

Nguyen, Mike Hoa T. 

  • Amicus Brief 
    • Poon, O., Garces, L., Wong, J., & Nguyen, M. H. T. (2020). Brief for 678 social scientists and scholars on college access, Asian American studies, and race as amici curiae supporting defendant-appellee. SFFA, Inc. v. President and Fellows of Harvard College, No. 19-2005. 
  • Book Chapter 
    • Chan, J., Nguyen, M. H., Thaviseth, L., & Chang, M. (2021). Forced migration and forged memories: Acts of remembrance and identity development among Southeast Asian American college students. In F. A. Bonner II, R. M. Banda, S. L. Smith, & a. f. marble (Eds.), Square pegs and round holes: Alternative approaches to diverse college student development theory (pp. 114-125). Sterling, VA: Stylus. 
  • Journal Article, Academic Journal 
    • Nguyen, M. H. T. (2020). Asian American and Native American Pacific Islander serving institutions (AANAPISIs): Serving and advocating for the educational needs of Southeast Asian American students. Journal of Southeast Asian American Education and Advancement, 15(2), 1-12. 
    • Nguyen, M. H., Chang, C. Y., Kim, V., Gutierrez, R. A. E., Le, A., Dumas, D. G., & Teranishi, R. T. (2020). Asian Americans, admissions, and college choice: An empirical test of claims of harm used in federal investigations. Educational Researcher, 49(8), 579-594. 
    • Nguyen, M. H. T., Espinoza, K. J., Gogue, D., & Dinh, D. T.-L. (2021). AANAPISIs in context  and practice: Strategies for serving Asian Pacific Islander Desi American students. About Campus, 26(1), 5-9. 
  • Research Report 
    • Nguyen, M. H. T., Espinoza, K. J., Gogue, D., & Dinh, D. (2020). Looking to the next  decade: Strengthening Asian American and Native American Pacific Islander serving institutions through policy and practice. Washington, DC: National Council of Asian Pacific Americans. 

Orphan, Cecilia M. 

  • Brief 
    • Tandberg, D. A., Orphan, C. M., & Fryar, A. H. (2021). Stimulating regional economic development through public universities. Boulder, CO: State Higher Education Executive Officers Association and Alliance for Research on Regional Colleges. 
  • Journal Article, Academic Journal 
    • Diaz Solodukhin, L., & Orphan, C. M. (2020). Operationalizing funds of knowledge: Examining a reciprocal research relationship between a White faculty member and a Latino student. Journal of Diversity in Higher Education. 
    • Orphan, C. M. (2020). Not all regional public universities strive for prestige: Examining and strengthening mission-centeredness within a vital sector. New Directions for Higher Education, 2020(190), 9-24. 
    • Orphan, C. M., & Broom, S. (2021). Life at the ‘people’s universities’: Organizational identification and commitment among regional comprehensive university faculty members in the USA. Higher Education. 
    • Orphan, C. M., Laderman, S., & Gildersleeve, R. E. (2021). Advocates or honest information brokers? Examining the higher education public policy agenda setting processes of intermediary organizations. Review of Higher Education, 44(3), 325-355. 
  • Newspaper 
    • McClure, K., Orphan, C. M., Fryar, H., & Koricich, A. (2021). Regional public universities don’t need rescuing. (13th ed., vol. 67, pp. 36). The Chronicle of Higher Education, February 21. 
  • Research Report 
    • McClure, K. R., Orphan, C. M., Fryar, A. H., & Koricich, A. (2021). Strengthening rural anchor institutions: Federal policy solutions for rural public colleges and the communities they serve. Alliance for Research on Regional Colleges. 
    • Orphan, C. M. (2020). Why regional public universities are vulnerable during recessions and must be protected. Washington, DC: Third Way. 

Sponsler, Laura E. 

Tyson, Michele 

  • Journal Article, Academic Journal 
    • Tyson, M. A. (2020). Perspectives of adult undergraduate women working towards a degree. Journal of Adult and Continuing Education. 

Research Methods and Information Science

Acadia, Spencer 

  • Book 
    • Acadia, S., & Fjellestad, M. T. (Eds.) (2020). Library and information studies for Arctic social sciences and humanities. New York: Routledge. 
  • Book Chapter 
    • Acadia, S., & Fjellestad, M. T. (2020). Introduction: Why this book and why the Arctic? In S. Acadia & M. T. Fjellestad (Eds.), Library and information studies for Arctic social sciences and humanities (pp. 1-65). New York: Routledge. 

Cutforth, Nick J. 

  • Journal Article, Academic Journal
    • Belansky, E. S., Lohmiller, K., Ingman, B. C., Cutforth, N., Scarbro, S., & Borley, L. (2020). Creating healthy schools with middle school students as change makers. Health Behavior and Policy Review, 7(3), 260-270.
    • Smith, N., Belansky, E. S., & Cutforth, N. J. (2020). The Southeast Colorado PE academy: Implementation and outcomes in rural elementary schools, 2014-16. Advances in Physical Education, 10(4), 436-458. 
  • Journal Article, Professional Journal 
    • Wright, P., Fuerniss, K., & Cutforth, N. J. (2020). Don Hellison’s scholarship reconsidered. Journal of Teaching Physical Education, 39(3), 311-320. 

Dali, Keren 

  • Book 
    • Dali, K., & Caidi, N. (Eds.). (2021). Humanizing LIS education and practice: Diversity by design. New York: Routledge.  
  • Book Chapter 
    • Dali, K., & Caidi, N. (2020). Introduction: Looking beyond the “us versus them” and retrofitting. In K. Dali & N. Caidi (Eds.), Humanizing LIS education and practice: Diversity by design (pp. 1-10). New York: Routledge. 
  • Journal Article, Academic Journal 
    • Dali, K. (2021). Fostering the reading experience for Spanish-speaking readers: Post-migration changes in reading practices and the implication for libraries. The Reference Librarian62(1), 34-58. 
    • Dali, K. (2021). The image of the library through the eyes of immigrant and migrant readers. Journal of Documentation. 
    • Dali, K. (2021). Reading practices of Spanish-speaking readers in the United States and Canada. Journal of Librarianship and Information Science. 
    • Dali, K. (2021). Ruminations on peer review in the time of social change. Journal of Documentation. 
    • Dali, K., & Brochu, L. The right to listen: A not so simple matter of audiobooks. American Library Association, 64(3), 109-116. 
    • Dali, K., Vannier, C., & Douglass, L. (2021). Reading experience librarianship: Working with readers in the 21st century. Journal of Documentation, 77(1), 259-283. 

Dumas, Denis G. 

  • Book Chapter 
    • Dumas, D. G. (2020). Logic and reasoning. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (pp. 45-49). Amsterdam: Academic Press. 
    • Dumas, D. G. (2020). Processing within and across domains of learning. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing. New York: Routledge. 
  • Journal Article, Academic Journal 
    • Coleman, J. J., Dong, Y., Dumas, D. G., Owen, J., & Kopta, M. (2020). Longitudinal measurement invariance of the Behavioral Health Measure in a clinical sample. Journal of Counseling Psychology. 
    • Dong, Y., Clements, D. H., Sarama, J., Dumas, D. G., Banse, H. W., & Day-Hess, C. A. (2020). Mathematics and executive function competencies in the context of interventions: A quantile regression analysis. Journal of Experimental Education. 
    • Dong, Y., & Dumas, D. G. (2020). Are personality measures valid for different populations? A systematic review of measurement invariance across cultures, gender, and age. Personality and Individual Differences, 160, 109956. 
    • Dumas, D. G., Organisciak, P., & Doherty, M. (2020). Measuring divergent thinking originality with human raters and text-mining models: A psychometric comparison of methods. Psychology of Aesthetics, Creativity, and the Arts. 
    • Dumas, D. G., McNeish, D., & Greene, J. A. (2020). Dynamic measurement: A theoretical-psychometric paradigm for modern educational psychology. Educational Psychologist, 55(2), 88-105. 
    • Dumas, D. G., Organisciak, P., Maio, S., & Doherty, M. (2020). Four text-mining methods for measuring elaboration. Journal of Creative Behavior. 
    • Forthmann, B., Leveling, M., Dong, Y., & Dumas, D. G. (2020). Investigating the quantity-quality relationship in scientific creativity: An empirical examination of expected residual variance and the tilted funnel hypothesis. Scientometrics, 124, 2497-2518. 
    • Forthmann, B., Paek, S. H., Dumas, D. G., Barbot, B., & Holling, H. (2020). Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates. British Journal of Educational Psychology, 90(3), 683-699. 
    • Forthmann, B., Szardenings, C., & Dumas, D. G. (2020). On the conceptual overlap between the fluency contamination effect in divergent thinking scores and the chance view on scientific creativity. Journal of Creative Behavior, 55(1), 268-275. 
    • Jablansky, S., Alexander, P., Dumas, D. G., & Compton, V. (2020). The development of relational reasoning in primary and secondary school students: A longitudinal investigation in technology education. International Journal of Technology and Design Education, 30, 973-993. 
    • Nguyen, M. H., Chang, C. Y., Kim, V., Gutierrez, R. A. E., Le, A., Dumas, D. G., & Teranishi, R. T. (2020). Asian Americans, admissions, and college choice: An empirical test of claims of harm used in federal investigations. Educational Researcher, 49(8), 579-594. 

Matusiak, Krystyna 

  • Book Review 
    • Matusiak, K. (2020). Machine translation and global research: Towards improved machine translation literacy in the scholarly community, by Lynne Bowker and Jairo B. Ciro. Journal of the Association for Information Science and Technology, 71(10), 1275-1278. 
  • Conference Proceeding 
    • Matusiak, K., & Werling, S. (2020). Implementing standardized rights statements in a digitized community archive. Proceedings of the Association for Information Science and Technology57(1). 
  • Journal Article, Academic Journal 
    • Matusiak, K. (2020). Studying visual literacy: Research methods and the use of visual evidence. IFLA Journal, 46(2), 172-181. 
    • Matusiak, K. K., & Bright, K. (2020). Teaching research methods in master’s-level LIS programs: The United States perspective. Journal of Education for Library and Information Science, 61(3), 357-382. 
    • Xie, I., Joo, S., & Matusiak, K. K. (2021). Digital library evaluation measures in academic settings: Perspectives from scholars and practitioners. Journal of Librarianship and Information Science, 53(1), 130-152. 

Organisciak, Peter 

  • Conference Proceeding 
    • Weber, N., Fenlon, K., Organisciak, P., Thomer, A., & Wickett, K. (2020). Workshop on conceptual models in digital libraries, archives, and museums. 2020 ACM/IEEE joint conference on digital libraries. Champaign, IL: IEEE. 
  • Journal Article, Academic Journal 
    • Dumas, D. G., Organisciak, P., & Doherty, M. (2020). Measuring divergent thinking originality with human raters and text-mining models: A psychometric comparison of methods. Psychology of Aesthetics, Creativity, and the Arts. 
    • Dumas, D. G., Organisciak, P., Maio, S., & Doherty, M. (2020). Four text-mining methods for measuring elaboration. Journal of Creative Behavior. 
  • Research Report 
    • Weber, N., Thomer, A. K., Fenlon, K., & Organisciak, P. (2020). SIG-CM 2019: Workshop on conceptual modeling report. Zenodo, June 5. 

Thomas Pitts, Robyn 

  • Journal Article, Academic Journal 
    • Thomas Pitts, R. (2021). Pinpointing where to start: A reflective analysis on the introductory evaluation course. Canadian Journal of Program Evaluation, 35(3), 437-449. 
    • Thomas Pitts, R. (2020). Finding common ground: Centralizing responsiveness within a multisite initiative. Evaluation Journal of Australasia, 20(2), 95-102. 
    • Van Ooyik, J. M., Lerner, J., & Pitts, R. L. T. (2021). The development of preservice teaching competencies. Educational Research: Theory and Practice, 32(1), 8-12. 
  • Proceedings  
    • Pitts, R. T., & Chouinard, J. A. (2020). Experiential learning: How novice evaluators apply their studies in fieldwork. In J. LaVelle & A. Gullickson (Eds.), Proceedings of the Working Conference to Chart the Future of Evaluation Education and Training.  Melbourne: International Society for Evaluation Education.  
  • Technical Report 
    • Nelson, C. A., Jordan, S., & Thomas Pitts, R. (2020). Native language revitalization grantee narratives. Native language revitalization grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation. 
    • Thomas Pitts, R., Nelson, C. A., Gorman, B., & Poblete, M. (2020). Strategic success indicator (SSI) analysis & exemplar knowledge products (KPs). Native language revitalization grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation. 
    • Thomas Pitts, R., Nelson, C. A., & Jordan, S. (2020). Methodology, references, and appendices. Native language revitalization Grant-making in New Mexico. Battle Creek, MI: W. K. Kellogg Foundation. 

Zhang, Duan 

  • Book chapter 
    • Franko, M., & Zhang, D. (2020). “Aligning Learning Preschool and Kindergarten Classroom  
    • Experiences: Effects on Children’s School Readiness, in Vorkapić, S. T., & LoCasale-Crouch, J. (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 60-84). IGI Global.   DOI: http://doi.org/10.4018/978-1-7998-4435-8  
  • Journal Article, Academic Journal  
    • Snider, L. A., Talapatra, D., Miller, G. E., & Zhang, D. (2020). Expanding best practices in assessment for students with intellectual and developmental disabilities. Contemporary School Psychology, 24, 429-444.  

Teaching and Learning Sciences

Banerjee, Rashida 

  • Academic/Professional Blog Contributor 
  • Book Chapter 
    • McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (2020). Assessment: Introduction and overview. In M. McLean, R. Banerjee, J. Squires, & K. Hebbeler (Eds.), Assessment: Recommended practices for young children and families. Dallas, TX: Division for Early Childhood of the Council for Exceptional Children. 
  • Journal Article, Academic Journal 
    • Movahedazarhouligh, S., Banerjee, R., & Luckner, J. L. (2021). Leadership practices in early childhood and early childhood special education: A mixed methods study. Early Education and Development. https://doi.org/10.1080/10409289.2021.1909937 
    • Banerjee, R., Horn, E., Palmer, S. (2020). Morning or afternoon: Does it make a difference in preschool programs? Journal of Research in Childhood Education, 34(3), 447-462. https://doi.org/10.1080/02568543.2019.1705942 
    • Luckner, J. L., Banerjee, R., Movahedazarhouligh, S., & Millen, K. (2020). A systematic review of replicative self-determination intervention studies. Journal of Special Education, 54(1) 29-39.  Doi: https://doi.org/10.1177/0022466919850188 
  • Book: 
    • McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (Eds.) (2020). Assessment: Recommended Practices for Young Children and Families. Division for Early Childhood- Council for Exceptional Children.  

Garner, Brette 

  • Conference Proceeding 
    • Ehrenfeld, N., Horn, I. S., Moses, J., & Garner, B. (2020). Teacher groupwork monitoring routines and the nature of students’ conversation in small groups. In M. Gresalfi & I. S. Horn (Eds.), The interdisciplinarity of the learning sciences. International Society of the Learning Sciences (ISLS). 
    • Ehrenfeld, N., Schneeberger McGugan, K., Marshall, S. A., & Garner, B. (2020). Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. International Group for the Psychology of Mathematics Education. 
    • Shapiro, B. R., Garner, B., Chae, H. S., & Natriello, G. (2020). Classroom interaction geography: A case study. In M. Gresalfi & I. S. Horn (Eds.), The interdisciplinarity of the learning sciences. International Society of the Learning Sciences (ISLS).  

Hazel, Cynthia E. 

  • Book Chapter 
    • Hess, R., & Hazel, C. E. (2021). School programs that prevent school failure and school dropout. In Fostering the emotional well-being of our youth: A school-based approach (pp. 395-412). Oxford, UK: Oxford University Press. 
  • Journal Article, Academic Journal 
    • Newman, D. S., Hazel, C. E., Faler, A., & Pomerantz, L. (2021). Supervision training in APA accredited school psychology doctoral programs: An analysis of syllabi. Training and Education in Professional Psychology.  

Miller, Gloria E. 

  • Journal Article, Academic Journal 
    • Bold, E. C., Hodges, A., & Miller, G. E. (2020). Building relationships with families from underrepresented communities during the special education process. The School Psychologist, 74(3), 3-13. 
    • Pollard-Durodola, S. D., & Miller, G. E. (2020). Student interns and their field supervisors’ perceptions of a school psychology training program to support emergent bilinguals. International Journal of School & Educational Psychology.1-16. https://doi.org/10.1080/21683603.2020.1772160 
    • Snider, L. A., Talapatra, D., Miller, G. E., & Zhang, D. (2020). Expanding best practices in assessment for students with intellectual and developmental disabilities. Contemporary School Psychology, 24, 429-444.  
  • Book Chapters 
    • Miller, G. E. & Colebrook, J. (2020). Chapter 35: The Promotion of Family Support. In B. K. Nastasi, S. N. Hart, & S. Naser (Eds.) The International Handbook on Child Rights and School Psychology (pp. 361-375), NY, NY: Springer Publishing.    
    • Miller, G. E., & Hanh Nag (2020).  Home-School-Community Collaboration. In Hass, M., Nguyen T. M., & Dang H. M. (Eds.). (2020). Introduction to School Psychology in Vietnam. (pp. 84-99). Hanoi, Vietnam: Vietnam National University Press.   

Rausch, Alissa L. 

  • Journal Article, Academic Journal 
    • Rausch, A. L., Joseph, J. D., & Steed, E. (2020). Dis/ability critical race studies (DisCrit) for inclusion in early care and education: Ethical considerations of implicit and explicit bias. Zero to Three. 
  • Journal Article, Professional Journal 
    • Rausch, A. L., Bold, E., & Strain, P. S. (2020). The more the merrier: Using collaborative transdisciplinary services to maximize inclusion and child outcomes. Young Exceptional Children.  

Roberts, Garrett J. 

  • Journal Article, Academic Journal 
    • Garwood, J. D., McKenna, J. W., Roberts, G. J., Ciullo, S., & Shin, M. (2021). Social studies content knowledge interventions for students with emotional and behavioral disorders: A meta-analysis. Behavior Modification, 45(1), 147-176.  
    • Roberts, G. J., Vaughn, S., Roberts, G., & Miciak, J. (2021). Problem behaviors and response to reading intervention for upper elementary students with reading difficulties. Remedial and Special Education, 42(3), 169-181.   

Talapatra, Devadrita 

  • Journal Article, Academic Journal 
    • Talapatra, D. & Snider, L. (2021). Leveraging policies for college and career planning for students with intellectual disabilities. Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00347-0 
    • Snider, L. A., Talapatra, D., Miller, G. E., & Zhang, D. (2020). Expanding best practices in assessment for students with intellectual and developmental disabilities. Contemporary School Psychology, 24, 429-444.   
    • Talapatra, D. & Parris, L. (2020). Introducing School Psychology Training and Pedagogy: Creating a Foundation for Advancing Training and Expanding Our Reach. School Psychology Training and Pedagogy, 37 (3), 1-4.  
  • Journal Article, Professional Journal 
  • Book Chapters 
    • Talapatra, D., Parris, L., & Roach, A. (2020). Teaching with passion and effectiveness. In Floyd, R. & Eckhart, T. (Eds.) Handbook of University and Professional Careers in School Psychology. Routledge: New York, NY. ISBN 9780367353681 
  • Technical Reports and National Guidelines  
    • Trainers of School Psychologists. (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence [PositionStatement]. https://tsp.wildapricot.org/resources/Documents/Final%20Unified%20Statement_4_30_21.pdf   
    • National Association of School Psychologists. (2020). Report of the NASP Equity, Diversity, and Inclusion Implementation Task Force [Taskforce report]. Bethesda, MD: Author  
  • Conference Proceedings 
    • Snider, L. A., Talapatra, D., & Parris, L. (2021). Conceptualizing and supporting grieving students with intellectual disability. Practitioner conversation presented at the National Association of School Psychologists 2021 Annual Convention, Virtual. 
    • Talley, J., & Talapatra, D. (2021). Map to the stars: Transition planning with family-school partnerships. [Practitioner Conversation]. National Association of School Psychologists 2021 Annual Convention, Virtual.*  
    • Talapatra, D., Talley, J., & McCredie, K. (2021). Criminals or victims: How students with intellectual disabilities become incarcerated. [Practitioner Conversation]. National Association of School Psychologists 2021 Annual Convention, Virtual.* 
    • Talapatra, D. & Parris, L. (2021). School Psychology Training and Pedagogy: Q&A with the Editors. [Presentation]. Trainers of School Psychologists: Virtual. 
    • White, L. C., Snider, L. A., Talley, J. M., & Talapatra, D. (2021). Building school psychologists’ awareness and prioritization of sexual health curriculum for students with intellectual disability. [Poster]. Trainers of School Psychologists: Virtual. 

Delaney, Mary Kay 

  • Book 
    • Delaney, M. K., & Mayer, S. J. (Eds.) (2021). In search of wonderful ideas: Critical exploration in teacher education. New York: Teachers College Press. 
  • Book Chapter 
    • Delaney, M. K., & Mayer, S. J. (2021). Pedagogy as counternarrative. In M. K. Delaney & S. J. Mayer (Eds.), In search of wonderful ideas: Critical exploration in teacher education (pp. 14-23). New York: Teachers College Press. 
    • Delaney, M. K. (2021). Awakening to teaching: Critical explorations, imagination, and equity. In M. K. Delaney & S. J. Mayer (Eds.), In search of wonderful ideas: Critical exploration in teacher education (pp. 39-57). New York: Teachers College Press. 
    • Delaney, M. K., & Mayer, S. J. (2021). Introduction. In M. K. Delaney & S. J. Mayer (Eds.), In search of wonderful ideas: Critical exploration in teacher education (pp. 1-8). New York: Teachers College Press. 
  • Editor, Journal Editor 
    • Delany, M. K., Generett, G. G., Price, P. G., & Rayle, J. (Eds.) (2020). Professing Education: Special Issue—9th International Conference on Education and Social Justice. Professing Education: A Journal of the Society of Professors of Education, 19(1). 
    • Delany, M. K., Generett, G. G., Price, P. G., & Rayle, J. (Eds.) (2020). Professing Education: Theme Issue—Courage and TeachingProfessing Education: A journal of the Society of Professors of Education, 18(1-2). 

Hafenstein, Norma L. 

  • Monograph 
    • Hafenstein, Norma L. (2021). Perspectives in gifted education: Influences and impacts of the education doctorate on gifted education II. Denver, CO: Institute for the Development of Gifted Education, Ricks Center for Gifted Children, University of Denver. 
  • Conference Proceedings 
    • Hafenstein, N. L. (2020, January). Celebrating Gifted Education: Reflecting on our past- Impacting our future. Policy Symposium Panelist. Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, Policy Symposium. Morgridge College of Education, University of Denver, Denver, CO. 
    • Hafenstein, N. L., Arnstein, K., Coggin, K., Faulkner, M., Norberto-Whipple, M., Soto-Harrison, M., & Peralta, S. (2020, October). Diverse gifted learners: Strategies for practice from cutting edge research. Colorado Association for the Gifted and Talented (CAGT) 2020 Annual Convention, virtual delivery.  
    • Hafenstein, N. L. (Session Chair). Adams, A., & Ovalle, R. Making lemonade out of COVID-19 lemons: Helping EdD students complete a DiP during a global pandemic [Presentation]. The Carnegie Project on the Education Doctorate (CPED) 2020 October Convening, virtual delivery. 
    • Hafenstein, N. L., Michalec, P., Reinert, L., Schmidt, K. (2020, October). DIP as professional pathway: Scholarly Practitioners as Leaders/Change Agents. The Carnegie Project on the Education Doctorate (CPED) 2020 October Convening, virtual delivery. 
    • Hafenstein, N. L. (Conference Host). (2021, February). 2021 Gifted education policy symposium and conference: Addressing disproportionality in gifted education [Conference]. Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver, Virtual. 
    • Reinert, L., McGagin, B., Amiri, F., Lin, J., Hafenstein, N. L., Hesbol, K., Reichardt, R., & DeCesare, D. (2021, February). Initial descriptions, understanding, and design of I-REECCH [Poster]. 2021 Gifted Education Policy Symposium and Conference, Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver, Virtual. 
    • Hafenstein, N. L., Hesbol, K., Reinert, L., Lin, J., & Amiri, F. (2021, March). Impacting Rural Education through Expanding Culturally responsive curriculum, computer science training and Higher order thinking skill development (I-REECCH) [Presentation]. 26th National Congress on Rural Education in Canada, Virtual. 

Lerner, Jessica 

  • Journal Article, Academic Journal 
    • Van Ooyik, J. M., Lerner, J., & Pitts, R. L. T. (2021). The development of preservice teaching competencies. Educational Research: Theory and Practice, 32(1), 8-12. 
    • Lerner, J., Roberts, G. J., Green, K., & Coleman, J. (2021). Prioritizing competencies for beginning teachers in high-poverty schools: A Delphi study. Educational Research: Theory and Practice, 32(2), 17-46. 

Michalec, Paul 

  • Academic/Professional Blog Contributor  
  • Journal Article, Academic Journal  
    • Michalec, P. (2020). Disrupting the disimagination machine: Reflections on courage in the classroom. Professing Education: Theme Issue—Courage and TeachingProfessing Education: A journal of the Society of Professors of Education, 18(-2), 39-50. 
    • Michalec, P., & Wilson, J. L. (2021). Truth hidden in plain sight: How social-emotional learning empowers novice teachers’ culturally responsive pedagogy in Title I schools. Journal of Education. 
  • Newsletter 
    • Michalec, P. (2020). Lighthouse. 

McDiarmid, Amy 

  • Journal Article, Academic Journal 
    • McDiarmid, A. & Brown, K. (March, 2020). A Collaborative Training Model to Address Substance Use and Addictions in Schools. Communique. National Association of School Psychologists.   

Allen, Korrie 

  • Book Chapter 
    • Allen, K. & Milito, V. (2020). RE-CBT in the Treatment of Autism Spectrum Disorder.   
    • In M. Bernard & M. Terjsen (Eds.), Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications. Springer, Cham. https://doi.org/10.1007/978-3-030-53901-6_1

Marsico Institute for Early Learning and Literacy

Clements, Doug H. 

  • Academic/Professional Blog Contributor 
  • Book 
    • Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning trajectories approach, 3rd ed. New York: Routledge. 
  • Book Chapter 
    • Clements, D. H., & Sarama, J. (2020). Promoting a good start: Technology in early childhood mathematics. In E. Arias, J. Cristia, & S. Cueto (Eds.), Learning mathematics in the 21st Century: Adding technology to the equation (pp. 181-223). Washington, DC: Inter-American Development Bank. 
  • Journal Article, Academic Journal 
    • Clements, D. H., Banse, H. W., Sarama, J., Tatsuoka, C., Joswick, C., Hudyma, A., . . . & Tatsuoka, K. K. (2020). Young children’s actions on length measurement tasks: Strategies and cognitive attributes. Mathematical Thinking and Learning. 
    • Clements, D. H., Sarama, J., Baroody, A. J., & Joswick, C. (2020). Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction. ZDM – Mathematics Education, 52(4), 637-648. 
    • Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333. 
    • Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development. 
    • Dong, Y., Clements, D. H., Sarama, J., Dumas, D. G., Banse, H. W., & Day-Hess, C. A. (2020). Mathematics and executive function competencies in the context of interventions: A quantile regression analysis. Journal of Experimental Education. 
    • Wan, S., Bond, T. N., Lang, K., Clements, D. H., Sarama, J., & Bailey, D. H. (2021). Is intervention fadeout a scaling artefact? Economics of Education Review, 82, 102090. 
  • Journal Article, Professional Journal 
    • Clements, D. H., Sarama, J., Brenneman, K., Duke, N. K., & Hemmeter, M. L. (2020). STREAM education at work—no, at play! A toy-making unit. YC Young Children, 75(2), 36-43. 
  • Podcast 
    • Clements, D. H. (2020). Episode #103: Learning and teaching early math: An interview with Dr. Doug Clements. Making Math Moments That Matter, November 16. https://makemathmoments.com/episode103. 

Day-Hess, Crystal A. 

  • Academic/Professional Blog Contributor 
  • Journal Article, Academic Journal 
    • Dong, Y., Clements, D. H., Sarama, J., Dumas, D. G., Banse, H. W., & Day-Hess, C. A. (2020). Mathematics and executive function competencies in the context of interventions: A quantile regression analysis. Journal of Experimental Education. 

Sarama, Julie 

  • Academic/Professional Blog Contributor 
  • Book 
    • Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning trajectories approach, 3rd ed. New York: Routledge. 
  • Book Chapter 
    • Clements, D. H., & Sarama, J. (2020). Promoting a good start: Technology in early childhood mathematics. In E. Arias, J. Cristia, & S. Cueto (Eds.), Learning mathematics in the 21st Century: Adding technology to the equation (pp. 181-223). Washington, DC: Inter-American Development Bank. 
  • Journal Article, Academic Journal 
    • Clements, D. H., Banse, H. W., Sarama, J., Tatsuoka, C., Joswick, C., Hudyma, A., . . . & Tatsuoka, K. K. (2020). Young children’s actions on length measurement tasks: Strategies and cognitive attributes. Mathematical Thinking and Learning. 
    • Clements, D. H., Sarama, J., Baroody, A. J., & Joswick, C. (2020). Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction. ZDM – Mathematics Education, 52(4), 637–648. 
    • Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333. 
    • Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development. 
    • Dong, Y., Clements, D. H., Sarama, J., Dumas, D. G., Banse, H. W., & Day-Hess, C. A. (2020). Mathematics and executive function competencies in the context of interventions: A quantile regression analysis. Journal of Experimental Education. 
    • Wan, S., Bond, T. N., Lang, K., Clements, D. H., Sarama, J., & Bailey, D. H. (2021). Is intervention fadeout a scaling artefact? Economics of Education Review, 82, 102090. 
  • Journal Article, Professional Journal 
    • Clements, D. H., Sarama, J., Brenneman, K., Duke, N. K., & Hemmeter, M. L. (2020). STREAM education at work—no, at play! A toy-making unit. YC Young Children, 75(2), 36-43. 

Positive Early Learning Experiences (PELE)

Strain, Phillip S.  

  • Journal Article, Professional Journal 
    • Rausch, A. L., Bold, E., & Strain, P. S. (2020). The more the merrier: Using collaborative transdisciplinary services to maximize inclusion and child outcomes. Young Exceptional Children. 

Center for Rural School Health and Education (CRSHE)

Belansky, Elaine S. 

  • Journal Article, Academic Journal 
    • Belansky, E. S., Lohmiller, K., Ingman, B. C., N., Scarboro, S., & Borley, L. (2020). Creating healthy schools with middle school students as change makers. Health Behavior & Policy Review, 7(3), 260-270. 
    • Smith, N., Belansky, E. S., & Cutforth, N. J. (2020). The Southeast Colorado PE academy: Implementation and outcomes in rural elementary schools, 2014-16. Advances in Physical Education, 10(4), 436-458.   

Ingman, Benjamin C. 

  • Journal Article, Academic Journal 
    • Belansky, E. S., Lohmiller, K., Ingman, B. C., N., Scarboro, S., & Borley, L. (2020). Creating healthy schools with middle school students as change makers. Health Behavior & Policy Review, 7(3), 260-270. 
    • McMullen, J. M., George, M., Ingman, B. C., Pulling Kuhn, A., Graham, D. J., & Carson, R. L. (2020). A systematic review of community engagement outcomes research in school-based health interventions. Journal of School Health, 90(12), 985-994. 
  • Technical Report 
    • Ingman, B. C., Belansky, E. S., & Loecke, C. J. (2020). Make it happen annual report. 
    • Ingman, B. C., Loecke, C., & Belansky, E. S. (2020). Working to improve school health II final report. 

A Special Take on Special Education in Colorado 

What can the State of Colorado do to improve the educational experience for individuals with  differences? How can parents of children with special needs be empowered more effectively?  To find out answers to these and other questions, we sat down with Stephen Fusco.  

Stephen, who plans to graduate in June with his PhD in Educational Leadership and Policy Studies at Morgridge, was recently appointed to the Colorado Special Education Advisory Committee (CSEAC). The committee provides policy guidance to the State on issues relating to special education. CSEAC is mandated by both state and federal law. Representatives include parents of children with special needs, service providers, and other members of our community. As we started out conversation, Stephen voiced concerns that many in our community have expressed, saying that he was “surprised at how little attention children with special needs still receive,” especially in Colorado. This is one of the reasons why he wanted to participate in CSEAC. Representatives can not only participate in critical advocacy for children, but also inform important decision-making at the state level. 

Our Interview 

Let’s talk about coronavirus. The current situation has caused significant concern among some special needs parents and advocates in the context of education. While the fear of “losing ground” certainly weighs heavily on a lot of parents’ hearts, practical and legal issues abound.  Some Colorado parents of children with special needs have expressed concerns that the use of virtual or remote learning is, in and of itself, a violation of FAPE. Can you share your thoughts on the interaction between coronavirus restrictions, remote learning, and FAPE?    

As Stephen let us know, “FAPE is about the services offered to students. Those services are determined by an [individualized education program/plan or] IEP.” To the question of whether a “school district is providing the services that [a specific] IEP calls for, ” he said, “that is hard to say. Families should look at what is called for in the student’s IEP and compare that with what the school district is providing.”  Thanks to potential legal issues related to this topic, we’d like to pause to note that nothing mentioned in this article should be interpreted as legal advice or an endorsement of any legal actions.  

Some local parents have found variable in-person coronavirus restrictions (like the prohibition of equipment like CPAPs in a classroom setting) to be problematic. Others have worried that required screen time for remote learning could be detrimental to children who, as an example, experience seizures with prolonged display use. What, if anything, do you think that the State of Colorado could do to improve the provision of special needs education during these challenging times? 

“A couple of things come to mind. The state needs to provide concrete guidance and ensure compliance with applicable special education rules and regulations… [and] there needs to be more funding for special education services. The State of Colorado needs to provide more  money specifically earmarked for kids with special needs.” On the topic of funding, Stephen let us know that two considerations are particularly important: targeted or individualized funding and flexibility regarding the spending of funds. As he pointed out, each child is unique and every child deserves the educational services, equipment, and supports that “they need to be successful.”  

You’ve mentioned the importance of IEPs. In the status quo, though, many IEP meetings are being held virtually and may include professionals who have never even met the children they are meant to support. Is there a solution to this issue?  

“You always want the professionals with the most direct knowledge of the child present. Parents have the right to ask that those who have the most direct knowledge be present. No one should be making decisions about a child without that knowledge – no matter what the setting.” Stephen went on to explain that, in addition to parents having the right to request the participation of those with the most understanding of their child’s experience and needs, alternative modes of participation may be available. As an example, if someone familiar with a child’s needs is unable to attend a virtual meeting, they may be able to provide a written report.   

For many parents of children with special needs, the reality of “parent as para” has resulted in significant challenges (including job losses). As parents increasingly fill the roles of therapists and others for their children, what role do you think the state should or could play in providing guidance, resources, or even compensation to parents?  

“It’s hard enough to be a parent” and, for parents of children with special needs, “this role can be even more intensive.”  Parents “should not be expected to fill the role of an educator or paraprofessional… they should not be burdened in this way.” As many would likely agree, “it is very difficult to play the role of parent and educator.”  

In addition to the potential strain placed on parents who must take on one or several new roles in the context of their child’s education, Stephen let us know that this reality can also be problematic for educators and other professionals. When the roles of these individuals, who often have years of highly specialized education and experience, are adopted by necessity by others, it can create a cascading disservice. In addition to being problematic for parents, “it dismisses the trained professionals as if anyone could fill these roles, which is untrue.” While there may not be an answer to the “parent as para” problem, Stephen noted that the State could provide “additional guidance, training, and information.” 

A lack of in-person education may translate into a lack of interventions, difficult IEPs, and delayed or absent evaluations. Do you think that the potential delays experienced by children and their families will have long-term effects on their outcomes?  

“There is no doubt that Covid-19 is going to have long-term educational implications for all students.  There are probably more significant concerns for students with disabilities.” The potential for more concerns for children with special needs stems, in part, from an important element of the special education model: one-on-one attention. This is necessarily highly personalized and geared towards helping “address achievement gaps” and the needs of each student. It is, ideally, something that all students should receive. Without this, and other critical educational experiences during the pandemic, “there will be significant repercussions that we can’t even understand yet.”  

Evaluations include a “body of evidence.” Typically, “standard suites of assessments” are an important component of evaluations. Some have suggested that assessments cannot be completed (or must be delayed) due to the pandemic. Stephen explained that this is a “cop out.” Students  can be meaningfully assessed using other sources of information. Teachers, he noted, ”can assess whether a child may have special needs” even in the absence of formal assessments. A teacher’s perspective, informed by their education, professional experience, and interactions with a child is  invaluable. Observations by parents and other informal assessments can also contribute critical data. “Teachers and parents need to get creative – what is an evaluation? It is not just a standardized test.”  

So, Stephen, what do you hope to do? What issues are on your mind? 

“One of the things missing from the conversation is the importance of transportation to educational outcomes. If you look at the past year, there’s a whole group of students we’ve lost because technology wasn’t available and we don’t know how to get education to them. If we could get those students to an educational provider, then what changes could we have seen for that group of kiddos? No one is talking enough about the link between transportation and educational outcomes.” These outcomes are not specific to children with special needs. An example provided by Stephen was children experiencing homelessness. If children move (to a hotel, shelter, or other temporary accommodation), or have no fixed home, “transportation could ensure they get to stay at the same school.”  

“What doors could we open for these extremely forgotten children? My hope is that people begin to look at transportation as a service that is as important as any special education service in a classroom. It is directly related to how well or successful that student will be. Let’s talk about what transportation means and how we can do it differently.” 

Resources for Parents and Community Members 

  • Individualized Education Programs or Plans (IEPs) -   
  • State special education guidance - If you would like information on the current guidance provided by the State, including disability-specific information, visit COVID-19 and Special Education. In addition to activities and other resources, the State provides virtual meeting information for various topics. 

About Stephen 

Stephen Fusco holds a Bachelor of Arts in Political Science, a Juris Doctorate, and a Master of Education in Behavioral and Learning Disabilities. His professional roles have included Vice President of Policy and Research at A+ Colorado, Educational Advocate and Pro-Bono Attorney with Advocacy Denver and The Center for Special Education Law, and Deputy General Counsel with Denver Public Schools. He currently serves as corporate counsel for HopSkipDriveRecent publications include Access to Mental Health Services in Denver Schools: Recommendations for Mental Health Funding in DPS , COVID-19 Learning Loss: Recommendations to Improve Student Outcomes During COVID-19 Pandemic, and Colorado School Districts: Initial Response to COVID-19. 

A quick disclaimer: none of the viewpoints or opinions expressed or inferred herein should be interpreted as legal advice. All questions, and their answers, are personal and do not necessarily represent the views of the Morgridge College of Education or the University of Denver. 

 

You’re Invited: Webinars for Incoming Students 

Do you have questions about financial aid? Are you curious about research opportunities? Join us virtually to learn more about the MCE experience. Check back regularly for updated webinar details and new events. If you a miss a session, don’t worry – we’ll post recordings of past events.  

Upcoming

Program Information  

Details coming soon. 

  • When: June, 2021  
  • Zoom Link: Coming Soon 

Past Events

Incoming Student Social

This is an opportunity to connect with other incoming students within your program. This will be informal, allowing you to get to know future classmates without a structured agenda.

Recorded: June 8, 2021

A public video is not available for this event. 

Deposited Student Webinar 

Get ready for all things Morgridge! Learn about “next steps” including preparing for registration, important dates, orientation, your first day, and much more! 

Recorded: May 27, 2021  

Life in Denver 

Want to know more about the Denver metro area? We’ve got you covered. Join us for this webinar to get connected to local resources and learn about neighborhoods. 

Recorded: April 29,  2021 from 1:00pm – 2:00pm MT

Get Engaged: MCE Centers, Institutes, and Research Opportunities  

Have you heard of the PELE CenterOr the Ricks Center for Gifted Children? These are just two of the centers and institutions at MCE that promote innovative approaches and provide research opportunities.  Explore our directory to learn more about these and other institutes.  

Recorded: April 21, 2021

Graduate Student Life

Learn about graduate student life at MCE! In addition to student activities, you’ll find out about the College of Education Student Association (COESA).

Recorded: March 31, 2021

Get More Info 

If you have questions, please reach out to us. You can find additional information about campus, housing, and more at Resources for Students.   

April 9, 2021 – On February 19, 2021, it was announced that Dr. Karen Riley, Dean of the Morgridge College of Education, would be leaving to join Regis University as Provost. Dr. Bruce Uhrmacher has agreed to serve as Interim Dean of the Morgridge College of Education, starting May 1, 2021.

Dr. Uhrmacher has been a long-serving member of the MCE faculty, with expertise in curriculum and instruction as well as research methods and statistics.

Dr. Uhrmacher has served as both past Chair of the Educational Research, Policy, and Practice department and current Interim Chair of the Higher Education department.  Having earned his undergraduate degree at the University of Wisconsin-Madison and two masters degrees at Indiana University and Harvard University, respectively, Professor Uhrmacher was awarded a Ph.D. in the design and evaluation of educational programs from Stanford University.

MCE is extraordinarily fortunate to have Dr. Uhrmacher lead MCE through the transition to our next Dean.  Dr. Uhrmacher is a deeply thoughtful teacher-scholar and caring leader who exemplifies DU and MCE’s commitments to the highest standards of integrity and collegiality.

Dr. Cecilia Orphan, assistant professor with the Morgridge College of Education, and the newly established Alliance for Research on Regional Colleges (ARRC), for which Cecilia is a director, published a research report titled “Strengthening Rural Anchor Institutions: Federal Policy Solutions for Rural Public Colleges.” Funded by a $101,536 grant from the Joyce Foundation, the report examines the impact of COVID-19 on 118 different rural public colleges and their communities.

The report highlights the importance of public colleges in rural communities, while also demonstrating how COVID-19 threatens their contributions without support from policymakers. “Rural public colleges are the exact opposite of ivory towers,” said Dr. Orphan “They are totally enmeshed in the lives of their rural communities. The accessibility and embeddedness is what makes rural public colleges the economic engine of their regions and exactly why our national policy response to COVID-19 must prioritize these institutions.” This group of 118 rural public colleges help foster broader access to postsecondary education, support local economies, address critical workforce shortages, and contribute to public health infrastructure. Despite their crucial role in the community, these institutions are often underfunded, and may need additional financial support to serve their communities through COVID and beyond. Work like Dr. Orphan’s is essential in ensuring that can happen.

ARRC also recently received a $423,400 grant from the Ascendium Education Group to lead a follow-up research study, for which Dr. Orphan is a co-PI. This study will take the form of a year-long investigation and multi-stakeholder engagement strategy to design a Rural Serving Institution designation for rural public colleges and universities, similar to that of Minority Serving Institutions. The team hopes to engage with policy leaders, rural public college leaders, and scholars to help publish further reports, build data sets and advocate for regional colleges.

For additional information, explore recent stories on ARRC and the report from InsideHigherEd, Education Dive, The Well News, and Open Campus.

As we join together to celebrate the life and legacy of Dr. Martin Luther King we are given an opportunity to reflect on our own commitment to community connection, advancing the ideals of social and racial justice, and centering anti-racism and equity in all of our pursuits. We remember the tenets that Dr. King stood for and his unwavering pledge to advance the values of equality, nonviolence, and respect for human dignity. We categorically condemn all forms of racial violence and believe strongly in Dr. King’s statement that “Injustice anywhere is a threat to justice everywhere.”  This year, with our recent political, social and economic landscape, it may feel particularly important to commemorate Dr. King and the principles he stood for. With this in mind, we encourage you to utilize the upcoming university holiday to seek activities that are meaningful to you and offer healing and rejuvenation. In the spirit of the MLK Day of Service “A day on, not a day off” we hope you will embrace this sentiment and seek to serve and connect with communities, foster a spirit of engagement, and renew a pledge for unity and purpose. There are a variety of local events and activities highlighting the MLK holiday, a sampling of opportunities and resources are listed below.

Gerardo Muñoz, a social studies teacher at Denver Center for International Studies at Baker and Morgridge alum, was named the 2021 Colorado Teacher of the Year today in a surprise announcement by Dr. Katy Anthes, Colorado’s Commissioner of Education, in true COVID-19 era fashion: on a Zoom celebration. Muñoz received his Master of Arts in Curriculum and Instruction from the Morgridge College of Education at the University of Denver.

Muñoz began teaching social studies in 2000 and has been with his current school since 2007. A tireless champion of anti-oppression awareness and training, he is the recipient of many awards including the Grogan Family and Jared Polis Foundation Teacher Recognition Award in 2006, the University of Denver Summit Award in 2009, and the Denver Public Schools Mile High Teacher Award in 2012.

Muñoz will compete for the National Teacher of the Year Award and will be honored with other state Teachers of the Year at a White House ceremony.

Dr. David Hessl, project PI at the University of California at Davis, and site PI’s Dr. Karen Riley, Dean and Professor at the Morgridge College of Education, University of Denver, Dr. Elisabeth Berry-Kravis at Rush University, Drs. Richard Gershon and Aaron Kaat at Northwestern University, and Dr. Craig Erickson from Cincinnati Children’s Hospital were awarded the Eunice Kennedy Shriver National Institute Of Child Health & Human Development of the National Institutes of Health grant of $3,921,088. Dr. Jeanine Coleman Associate Clinical Professor in the Teaching and Learning Sciences department at the Morgridge College of Education, is co-principal investigator. Drs. Korrie Allen, Douglas Clements and Julie Sarama will also be engaged in the project at the DU site. The grant will span five years, October 2020 – September 2025.

A multi-university team has been evaluating the utility and sensitivity of the National Institutes of Health Toolbox – Cognitive Battery (NIHTB-CB). Standardized cognitive and educational assessments of individuals with intellectual disability (ID) provide crucial information for parents, researchers, and educators. Understanding the unique developmental strengths and challenges of an individual with ID is imperative to determining appropriate educational placements, developing intervention plans, and measuring growth. Unfortunately, there is a paucity of research regarding administrative procedures that yield valid standardized assessment results with this population, which this project serves to rectify.

In addition to evaluating the NIHTB-CB as an appropriate assessment for ID in general, the results demonstrate the sensitivity of the battery to known syndrome-specific cognitive phenotypes. A critical remaining question is the degree to which the battery is sensitive to change, especially to effects of intervention as such the team is currently collecting longitudinal data on all participants so that they can create typical trajectories and so that change can accurately be measured. Studies of the performance of the battery in older adults with ID are needed, especially focusing on those experiencing cognitive decline or dementia. Overall, the present validation study represents an important step toward providing an objective, scalable, and standardized method for successfully measuring cognition and tracking cognitive changes in ID. This award is the second for this team of researchers and extends the initial study.

Dr. Riley said “The importance of this type of research cannot be overstated. We need to have effective tools to measure the groundbreaking interventions that are currently being developed and implemented. The individuals with ID deserve our best work in this area, as it could literally be life changing for them and their families.”

Pictured above: Dr. Karen Riley (top left), Dr. Jeanine Coleman (top right), Dr. Doug Clements (bottom left), Dr. Julie Sarama (bottom right).

Dr. Norma Hafenstein, Daniel L. Ritchie Endowed Chair for Gifted Education and Full Clinical Professor of Curriculum and Instruction at the Morgridge College of Education, University of Denver, was awarded the United States Department of Education’s Jacob K. Javits Gifted and Talented Students Education 2020 Grant Program grant of $2,845,155. Dr. Kristina Hesbol, Assistant Professor in the Educational Leadership and Policy Studies program at the Morgridge College of Education, is co-principal investigator. Dr. Robert Reichardt, Senior Associate at APA Consulting, serves as project evaluator. The grant will span over five years, October 2020 – September 2025, to implement I-REECCH: Impacting Rural Education through Expanding Culturally responsive curriculum, Computer science training, and Higher order thinking skills.

The goal of I-REECCH is to significantly increase identification of and services to underrepresented gifted and talented student populations in rural Colorado. This includes students eligible for free and reduced lunch, English language learners and students who identify as Hispanic or Native American. Classroom practices will be improved through increasing rural faculty ability and implementation of culturally responsive pedagogy, computational thinking, higher order thinking skill development, and talent and giftedness recognition. All students in I-REECCH elementary schools will participate in a computer science/computational thinking module by the end of fifth grade.

Dr. Hafenstein stated, “Consider the Spanish speaking little boy who has taught himself to read in English…clearly a demonstration of ability! How do we recognize his giftedness and talent? How do we serve his strengths so that he may reach his potential? As educators, our purpose is to improve the lives of children and families. We recognize the disproportionality of gifted and talented student identification and service. This Javits award supports collaboration with rural partners for cooperative tangible action in identification of and service to rural Colorado gifted and talented students learning English, who are Hispanic or Native American, or who are under-resourced. We look forward to partnering with rural educators in implementing this important work.”

I-REECCH will partner with Fort Morgan School District, Santa Fe Trails Board of Cooperative Educational Services and schools in rural southwest Colorado. Advisory Board members include Dr. Rebecca McKinney, Director of Gifted Education at the Colorado Department of Education; Dr. Terrence Blackman, Associate Professor, Department of Mathematics at the Medgar Evers College in the City University of New York; Dr. Joy Esquierdo, Associate Professor, Department of Bilingual and Literacy Studies and Director of the Center for Bilingual Studies at The University of Texas, Rio Grande Valley, and Dr. Muhammad Khalifa, Professor of Educational Administration and Executive Director of Urban Education Initiatives at The Ohio State University. Dr. Kimberly Schmidt and Dr. Brette Garner, both professors at the Morgridge College of Education, will serve as faculty consultants and content advisors.

What in the mind of a professional stage or screen actor sets them apart from a typical, non-acting person? A new study published by professors Dr. Denis Dumas and Dr. Peter Organisciak in the Morgridge College of Education at the University of Denver — in collaboration with Michael Doherty, a professional actor affiliated with Actor’s Equity Association — set out to answer that question.

In this study, more than 20 psychological tests focused on creative thinking, personality, and motivations were administered to three different groups of participants: professional actors, undergraduate student acting majors, and adults who were not actors. The participants’ responses to these measures were entered into a machine learning model, the goal of which was to identify the actors just on their psychological characteristics. As it turned out, the model was able to identify actors with a 92% accuracy solely on their psychological data, a stronger finding than the researchers ever expected.

Key psychological characteristics identified the actors from the non-actors in this study. In particular, both professional and student actors were identified based on their higher levels of openness to new experiences, extraverted assertiveness, and their elaborative capacity to expand on a creative idea. At a finer grain level, the professional actors were further distinguished from the undergraduate students based on their higher levels of original thinking, neurotic volatility, and their more regular engagement in literary activities such as writing and reading scripts.

“In the future, the findings from this study may be useful for individuals who are considering a career in acting to determine whether or not their psychological characteristics match with the demands of the profession,” Dumas says. “Within university education, this study may help acting coaches and directors to tailor their instruction and feedback to the specific attributes their students may yet need to develop.”

This study also shows how much can be accomplished when research is produced through interdisciplinary collaborations where a member of the community being studied (a professional actor in this case) is deeply involved in the research.

Pictured above: A scene from “Something Wicked: Shakespeare’s Macbeth” a production of DU’s Newman Center for the Performing Arts, which ran from Oct. 31 through Nov. 10 last year.

Earlier this year, Chalkbeat Colorado brought its annual Legislative Preview to the Morgridge College of Education where panelists discussed Colorado education policies and topics expected to arise in the January legislative session.

On Thursday, Oct. 15, Chalkbeat journalists circled back with legislators and educators to revisit these topics in an online event co-hosted by the Morgridge College of Education.

Returning panel members included:

  • Erica Meltzer, moderator and Chalkbeat Colorado bureau chief
  • State Rep. James Coleman, D-Denver
  • State Sen. Paul Lundeen, R-Monument

And new panel members included:

  • Mark Sass, State Director for Teach Plus Colorado and a high school social studies teacher in the Adams 12 Five Star School District
  • Taylor Davis, CEA fellow and music teacher in the North Park School District in Jackson County

Over 140 attendees joined as panelists discussed education challenges around remote learning and education access that have surfaced with the COVID-19 pandemic. The challenges discussed included equitable access to education and resources, what school leaders and policymakers should prioritize, school evaluation and accountability systems, standardized testing, and more.

Watch the full livestream of the event below or on our Facebook.

Drs. Mike Hoa Nguyen, Assistant Professor of Higher Education, and Denis Dumas, Assistant Professor of Research Methods and Statistics, recently saw their work published in Educational Researcher. The pair teamed with Drs. Connie Y. Chang, Victoria Kim, Rose Ann E. Gutierrez, Annie Le, and Robert T. Teranishi at the University of California Los Angeles to test claims in legal complaints to the U.S. Department of Justice arguing that Asian American students face negative consequences while in college as a result of not being admitted to and not attending their first-choice institution. These complaints led to the Trump administration launching formal investigations into the race-conscious admissions practices of Harvard and Yale universities.

Their published research contradicts claims that Asian American students are harmed when they cannot attend their first-choice university.

“Overall, our findings countered the claims made by the two groups that served as the impetus of the Justice Department’s investigation,” said Nguyen. “We found that only small differences, if any, exist between the self-reported outcomes of Asian American students who were admitted to and attending their first-choice university and those students who were not.”

On Sept. 1, 2020, the Morgridge College of Education received the 2020 Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine, the oldest and largest diversity-focused publication in higher education. As a recipient of the annual HEED Award — a national honor recognizing U.S. colleges and universities that demonstrate an outstanding commitment to diversity and inclusion — Morgridge College will be featured, along with 89 other recipients, in the November 2020 issue of INSIGHT Into Diversity magazine.

“We are appreciative of this recognition as it affirms our commitment to diversity, equity and inclusion, and are humbled to be honored with the other HEED recipients,” said Dean Karen Riley. “We know however, that we still have a lot of work to do in advancing DEI, and are committed to an active approach to working for social justice.”

This is the second year Morgridge College has been selected by INSIGHT Into Diversity magazine. The college first received the award in the 2018-19 academic year.

“The HEED Award process consists of a comprehensive and rigorous application that includes questions relating to the recruitment and retention of students and employees — and best practices for both — continued leadership support for diversity, and other aspects of campus diversity and inclusion,” said Lenore Pearlstein, publisher of INSIGHT Into Diversity magazine. “We take a detailed approach to reviewing each application in deciding who will be named a HEED Award recipient. Our standards are high, and we look for institutions where diversity and inclusion are woven into the work being done every day across their campus.”

Other recipients of the 2020 HEED Award are:

Adelphi University
Arkansas State University
Augustana College (IL)
Ball State University
Brown University
California State University, Fresno
California State University, Fullerton
California State University, Northridge
California State University San Marcos
Case Western Reserve University
Central Washington University
Clemson University
Columbia University in the City of New York
Cuyahoga Community College
Davenport University
East Carolina University
El Paso County Community College District
Florida State University
Framingham State University
Georgia Institute of Technology
Georgia State University
Grand Valley State University
Greenville Technical College
Hillsborough Community College
Indiana University Bloomington
Indiana University-Purdue University Indianapolis
Kansas State University
Kent State University
Lawrence University
Lehigh University
Louisiana State University
Metropolitan State University of Denver
Miami University
Millersville University
Ohio University
Oklahoma State University
Oregon State University
Pikes Peak Community College
Regis College
Rochester Institute of Technology
Santa Rosa Junior College
Seminole State College of Florida
Southern Illinois University Edwardsville
Stetson University College of Law
SUNY Buffalo State College
SUNY Old Westbury
Swarthmore College
Texas A&M University
Texas Christian University
Texas Tech University
The University of Alabama at Birmingham
The University of Missouri-Saint Louis
The University of Texas at Austin
The University of Tulsa
Towson University
Union College, NY
University at Albany, State University of New York
University of Central Florida
University of Cincinnati
University of Colorado Boulder
University of Dayton
University of Georgia
University of Houston
University of Houston Law Center
University of Houston-Downtown
University of Illinois at Chicago
University of Illinois at Urbana-Champaign
University of Kentucky
University of Louisiana at Lafayette
University of Louisville
University of Michigan – Ann Arbor
University of North Carolina at Greensboro
University of North Florida
University of North Texas
University of Oregon
University of Pittsburgh of the Commonwealth System of Higher Education
University of Rochester
University of South Florida
University of West Florida
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
West Chester University of Pennsylvania
West Virginia University
Western Michigan University
Whitworth University
William & Mary
William Marsh Rice University
Worcester Polytechnic Institute (WPI)
Xavier University

For more information about the 2020 HEED Award, visit insightintodiversity.com.

Dr. Doug Clements, co-director of Marsico Institute (Marsico), has been named principal investigator on a new Institute of Education Sciences (IES) grant to more extensively study children’s learning using video and data from Marsico’s previous IES grant, Evaluating the Efficacy of Learning Trajectories in Early Mathematics. Co-principal investigators on this project are Drs. Julie Sarama, also co-director of Marsico, and Dr. Traci Kutaka, research associate for Marsico.

The earlier grant was a series of eight studies evaluating the efficacy of using a learning trajectories approach to mathematics instruction. These experiments showed that a learning trajectories approach fostered the development of early mathematics skills that are predictive of later school achievement.

This time around, Kutaka and her colleague Dr. Pavel Chernyavskiy from the University of Wyoming, have developed new questions and research designs. The team will dig deeper into one of these studies to determine precisely how kindergarten children’s problem-solving strategies vary across different types of arithmetic story problems and how they evolve over the course of successful teaching. The team also will use these analyses to construct two novel indicators of instructional efficacy: modal strategy sophistication and strategy breadth. These indicators will account for patterns of strategy use over time, application of strategies to increasingly complex arithmetic problem types, and instructor feedback.

According to Sarama, “New IES funding allows us to leverage hundreds of hours of video collected within a randomized design to better understand both children’s thinking and learning from scientifically-designed instruction and to benefit the field with new tools for future studies.”

The Marsico team will carry out the study in two phases. In the initial phase, the team will watch and code videos of instructional sessions captured during the previously completed efficacy trial of a learning-trajectories approach. During phase two, the researchers will estimate hierarchical ordered logit models to produce patterns of strategy use over time – within and between instructional sessions – for particular story problem structures. These models will then inform the construction of two novel indicators of instructional efficacy.

“At the core of learning trajectories is research on children’s thinking. This study will extend this research, providing both researchers and practitioners with a new lens for noticing, understanding, and supporting this thinking and its development,” said Clements.

The project has been funded, in whole, by the Institute of Educational Sciences, U.S. Department of Education.

This year, we held the Summer 2020 MCE Day of Celebration to celebrate our graduate students on Friday, Aug. 21 at 1 p.m. (Mountain Standard Time). While we couldn’t celebrate in person this year, we recorded a very special video to honor our students. Watch the video on our MCE Day of Celebration page.

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