Friday, May 22, 2015

CEHHS Faculty Member Dr. Susan Everett Promoted to Full Professor

Chancellor Little and the UM-Dearborn community commend Dr. Susan Everett, Chair of the Department of Education, within the College of Education, Health, and Human Services for her recent promotion to full professor. Thank you for your hard work and commitment to excellence!

To view Dr. Everett's faculty profile including her research interests, click here.

Wednesday, May 20, 2015

CEHHS Children's Programs Couple Health and Education Disciplines to Improve the Lives of Children Outside of K-12

 The University of Michigan-Dearborn College of Education, Health, and Human Services offers a variety of programs which will allow you to work with young children.


Child Life Specialist (B.A.)

Child life specialists are devoted to reducing the impact of stressful or traumatic life events that impair the development, health and quality of life of infants, children, youth and families.  These certified health and education professionals emphasize the importance of play as a critical factor in healing.The program experience includes course work, practicum and engagement with students and professional organizations.  Certification is coordinated through the Child Life Council
Career Opportunities
  • Positions in Hospitals
  • Intensive Care Units
  • Emergency Facilities
  • Private Practices
  • Early Childhood Education
  • Community Organizations
  • Governmental Healthcare Agencies

Children and Families (B.G.S.)

The Children and Families Program is a four-year degree program in early childhood program for those who wish to work with children ages birth to 5 years old. It is designed for community college graduates who want to further their education and pursue an undergraduate degree utilizing previous coursework.
The 2 + 2 Children and Families Program is designed to combine selected two-year community college associate degree programs with two years of advanced coursework at UM-Dearborn.
Career Opportunities
  • Positions in Childcare Centers
  • Teachers in Head Start Centers
  • Leadership in Early Childhood Programs
  • Positions in Agencies that Serve Children

Community Health Education (B.A.)

The Community Health Education (CHE) major is a multidisciplinary program that includes biological, health studies, economics, psychological, sociology, and education to promote health and disease prevention by educating individuals and communities on behaviors and actions to improve health and well-being.
Career Opportunities
  • Community Health Educator
  • Health Education and Planning
  • Industrial Health Educator
  • Patient Educator
  • Public Health Education
  • Youth and Senior Citizen Health Programming and Education

Early Childhood Education (B.A.)

The Early Childhood Education with Elementary Certification Program is designed for those intending to work with children, birth through 5th grade. The program includes a concentrated study of the young child in infant/toddler, preschool and early school contexts with extensive opportunities for field experiences in a variety of settings. Within the basic elementary education curriculum, students meet state requirements for a Michigan Provisional Elementary Teacher’s Certificate (K-5 grades) and the Early Childhood Endorsement (ZS).
Career Opportunities
  • General childhood classrooms
  • Inclusive early childhood classrooms
  • Early childhood special education classrooms
  • Work sites that serve young children and families

CEHHS Alum Jacqueline Kennedy Receives Rookie Teacher of the Year Award

Jacqueline Kennedy, a CEHHS Early Childhood alum, was recently awarded the "District Elementary New Teacher of the Year". Kennedy, who teaches Pasadena, Texas Independent School District has been acknowledged for her outstanding service as a first year teacher.


“Ms. Kennedy’s positive spirit and energy are truly a gift that inspires many to improve and be the best educators they can be for our students,” Lindsey Lesniewski, Gardens Elementary Principal said. “The fire and passion she exhibits will recharge your excitement for teaching.”

Read the full article published by Pasadena Independent School District here.

Tuesday, May 12, 2015

CEHHS Faculty Work Highlighted in Spring 2015 Issue of Legacy Magazine

In the Spring 2015 issue of Legacy Magazine, the work of CEHHS faculty members Chris Burke, Natalie Sampson, Julie Taylor, and Health Policy Studies Lecturer Lois Lamerato was highlighted. 

To view the full Legacy issue, click here.

Beyond the Scientific Method - pg. 5
"Nearly 25 UM-Dearborn students spent a recent Wednesday afternoon at Neinas working on science-related activities, along with social interactions, with grade schoolers....'Before our first visit, we discuss questions to incorporate into student conversations and ways to get the students interested in a project. We also write a reflection paper about the experience,' Burke said. 'This is to help prepare our students when they have a classroom of their own.' 'This is hands-on learning for both sides. Instead of telling the students what to expect, we do activities to formalize what we’ve talked about in class,' Burke said. 'When things are concrete, they
become real—not just a conversation.' "

Health Insurance: A Campus Dedicated to Revving up The Motor City - pg. 20

Health Policy Studies Lecturer Lois Lamerato (’85 A.B. ) has been conducting research in Detroit for nearly 30 years. The lead epidemiologist at Henry Ford Health System, she specializes in cancer research, but has also worked on dozens of studies in other areas.

"When she was a 20-year-old undergraduate, Health and Human Services Assistant Professor Natalie Sampson signed up for a community research project in Detroit.
Working with people who lived near the Ambassador Bridge, Sampson compiled research on how the international border affected their health."




Road Work - pg. 8
Julie Taylor, associate professor of social studies and multicultural education, works with Detroit high school students, encouraging them to tell their own stories through art.






Monday, April 27, 2015

CEHHS Faculty AERA Presentation Highlights

CEHHS faculty members Martha Adler, Seong Hong and Kirsten Dara Hill all from the department of Education, presented at the nationally recognized American Educational Research Association (AERA) conference this past April 16- 20. Excerpts of their research and presentations are included below.

Dr. Martha Adler - AERA Presentation 
A Case Study of Undergraduates Developing Understandings While Learning, Working, and Creating Relationships Across Cultures

This is a case study of a university summer program where 15 undergraduates spent four weeks working with Mexican teachers tutoring in English and a local NGO building a house for a family of twelve. Students were engaged in authentic activities designed to develop cultural awareness—of themselves, each other and our Mexican hosts. Living and working outside their comfort zones, they gained understandings of literacy development, dual language literacy, Mexican culture, and poverty. The opportunities to experience new cultures and to interact with children in poverty and their families revealed that the students also gained understandings that allow them to examine related issues within their own communities and the U. S. through a more nuanced and informed lens.This is a case study of a university summer program where 15 undergraduates spent four weeks working with Mexican teachers tutoring in English and a local NGO building a house for a family of twelve. Students were engaged in authentic activities designed to develop cultural awareness—of themselves, each other and our Mexican hosts. Living and working outside their comfort zones, they gained understandings of literacy development, dual language literacy, Mexican culture, and poverty. The opportunities to experience new cultures and to interact with children in poverty and their families revealed that the students also gained understandings that allow them to examine related issues within their own communities and the U. S. through a more nuanced and informed lens. 

For more information on Dr. Adler's research please view her faculty biography

Dr. Kirsten Dara Hill - AERA Presentation 

Urban Parents' Perspectives on Organized School Visits to Inform Advocacy and School Choice in an Underserved School District
This ethnographic case study examined the perspectives of parent participants in an organized parent group in Detroit seeking the best school options for their children entering Kindergarten.   Their residency and school choices have emerged against the grain of public schools that have racially charged histories and decades of residential mobility trends.  Interviews and surveys examined parents’ perspectives for 1) fulfilling school and community linkages with city schools 2) impressions of school visits and 3) expectations for curriculum.  This study documented the group’s first year.  During this time,  school choices have been informed by  information sharing of documentation gathered from organized daytime school visits with a school evaluation checklist, which outlined the groups’ desired school criteria.  Findings revealed participants’ preferences for schools that are connected to the community, positive impressions of school visits, and expectations for project and inquiry based curriculum.

What Urban Parents Want:  A Parent Group's Negotiation of Schooling Options in an Underserved School District
This community-based, participatory action research study examined the outcomes of parent participation in an organized parent group in Detroit seeking the best school options for their children entering Kindergarten.  Examined during the group’s first year are ways in which the parent group collaborated and organized meetings and daytime public, private, and charter school visits to inform their school choices.  Surveys, interviews, and field notes examined parents’ preferences and expectations for school traits, across public, private and charter school entities. Documentation in school evaluation checklists examined the landscape of parents’ preferred schools, particularly factors that satisfied parents’ expectations. Findings revealed a variety of high performing schools that satisfied parents’ criteria, including child-centered practices, strong parent leadership, and a safe school atmosphere. 

For more information on Dr. Hill's research please view her faculty biography

Dr. Seong Hong - AERA Presentation
Emergent Curriculum-Cycle of Inquiry (EC-COI): A Conceptual Model for Emergent Curriculum Operationalized through Planning Artifacts

Based on thinking practices like interpreting observational data and planning close to children's thinking, emergent curriculum has an anecdotal history of success yet it is difficult to describe, teach, and study (Gandini & Goldhaber, 2001;Wein, 2008). The one study of the approach and child outcomes is limited by the varied descriptions of philosophy and practice in each school (Mardell & Carbona, 2013). This paper presents the Cycle of Inquiry (COI) planning model, organizing our conceptualization of emergent curricular planning practices as cognitive behaviors and locates visible products of these in five COI planning forms. W e present a first-draft rubric assessing how planning practices follow the model and we report on a small-scale study of measurement properties of this rubric. 






Thursday, April 23, 2015

CEHHS Student Highlight: Rachael Smart- Winner of CEHHS 2015 Outstanding Student Employee Award

I began going to school at CEHHS in the Fall of 2010 and began working in the Dean’s office February of 2011. I have always had an interest in teaching from an early age. I've had many great teachers growing up that have inspired me to become a great teacher myself. As a future educator, I see my teaching philosophy as one that applies to all children and all teaching scenarios. I believe that all children have the capability to thrive within the classroom. What impacts the way children learn is the manner in which material is presented and how it is individualized and differentiated for the learner. By ensuring that I personally know my students and can identify their strengths, weaknesses, and learning styles I can guarantee that I am guiding the children’s learning in an effective and positive manner. 

When I first began, the CEHHS was known as the "School of Education". The classes were relatively small and the college was more quiet and separated from the rest of campus.  In the past two years the School has grown into the College of Education, Health, and Human Services and has grown exponentially. There is many more avenues for campus involvement, student organizations, and collaborative events that allow the faculty and the CEHHS student body to come together outside of the classroom experience. 

The College of Education, Health, and Human Services has given me the opportunity and platform to continue working on my leadership skills, communication abilities, and community outreach projects. By providing me with these opportunities, I have been able to branch out into the community and to get a hands-on experience with issues that I feel are important. I am very excited for field placement experience this coming Fall and other teaching opportunities that the future holds. It has taken a time but all of the things I have learned made the wait worthwhile. I am excited to finally be able to get out into the teaching field!

By Rachael Smart