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. 

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

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

Teacher Career Fair - Tuesday, 4/28, 4-6pm, 180. FCS

Encouragement and guidance ensures positive results for CEHHS health policy studies grad

When he was a teenager, Ray Lynem’s nephew Jaden was born. From that moment, Lynem knew he wanted to work in the health field.

“My family and I were at the hospital all night while my sister was in labor. During the hours of patiently waiting and hoping for a successful delivery, I witnessed real health care in action,” said Lynem, a UM-Dearborn Difference Maker who is graduating April 26. “It was an eye-opening experience for me to see the work providers do and the positive impact they can have on our lives when we are in such a vulnerable position.”

But he wasn’t sure what role in the field was right for him until he spoke with Lawrence Radine, then associate professor of sociology and Director of the health policy studies program. Radine retired after the Fall 2014 semester.

Prior to his conversation with Radine, Lynem attended other universities and worked in different areas within healthcare, but couldn’t find the right fit or major.

After some reflection and taking a semester off of school, Lynem decided he still wanted to do something in the health field where he could work with people who needed assistance—but without direct involvement in the clinical aspect of things.

“It was important to me to make a difference. I saw UM-Dearborn had a health policy studies program. It’s something that other local universities don’t have for undergraduates,” he said. “I thought, ‘This is it.’”

Lynem emailed Radine, who immediately wrote him back.

“He set up a time with me to talk on the phone. How impressive is that?” Lynem said. “We spoke for a long time about my experiences and goals. He said, ‘It sounds like this is a good direction for you.’”

Lynem said once he got to campus he found his educational home. He consistently made the Dean’s List and he won leadership roles in student organizations.

“I’ve had so many experiences here from planning the Healthcare Expo with the Public Health Student Society, which had more than 900 people attend, to being connected with internships,” he said. “Through it all, Dr. Radine was instrumental in guiding me. He was there at the very beginning and never stopped introducing me to opportunities and showing me career paths.”

Lynem will attend U-M Ann Arbor in the fall to earn a Master of Health Services Administration degree.

And after that? Well, Lynem does have an ultimate goal.

“My end goal is to become the CEO of a hospital, while also creating partnerships in the community to promote health on a grassroots level,” he said. “The ability to have such a profound impact on the health of others would be an incredible experience and responsibility. My most important mission is to promote justice and equality within the healthcare system by increasing access to care for all people.”

And, because of the opportunities he’s had and mentors along the way, Lynem says he’ll keep working toward his goals until they are accomplished.

“Growing up in Detroit, I was unaware of the many possibilities out there for me and I wasn’t used to thinking that I could be anything that I wanted to be,” he said. “Dr. Radine changed that. He told me if I worked hard, anything was possible. And I believe he’s right.”

View full article here

CEHHS Office of Student Success Offering Relaxation Stations to Student Starting Next Week!

Health and Human Service Faculty Present Research at the North Central Sociological Meeting

Over the weekend of April 10-12, Health and Human Services Professor Dr. Julie Roddy presented her research with UM-Dearborn Sociology Professor Dr. Paul Draus presented their research at the North Central Sociological Association Meeting. Riverting questions followed and the research team snapped a candid photo attached below. The abstracts to their presentations are attached below.

Thematic Panel: Land, Law, Leaf and Quality of Life in Detroit [P]Organizer and Facilitator: Paul Draus, University of Michigan – Dearborn

• Building Restorative Networks with the Michigan Department of Corrections, Molly Manley, University of Michigan Dearborn, Ariel Roddy, University of Michigan Dearborn, Paul Draus, University of Michigan Dearborn

• Using Service Learning to Study Neighborhood Land Use Strategies, Thomas Makled, University of Michigan Dearborn, Molly Manley, University of Michigan Dearborn, Juliette Roddy, University of Michigan Dearborn, Paul Draus, University of Michigan Dearborn

• Adapting to Disaster: Narrative Accounts of Detroit’s Ongoing Deconstruction, Anthony McDuffie, Wayne State University, Juliette Roddy, University of Michigan Dearborn, Paul Draus, University of Michigan Dearborn

• Exploring the Gray-Green Jungle: Race, Place and Marijuana in the Motor City, Juliette Roddy, University of Michigan Dearborn, Paul Draus, University of Michigan Dearborn

CEHHS 2014 Ed.D. Alum Speaks As Keynote At 34th Annual Arab Association of Collegiate Registrars and Admission Officers Conference

Christopher W. Tremblay, Ed.D., 2014 graduate of the College of Education and Health and Human Services doctoral program, recently was invited and participated in the 34th Annual Arab Association of Collegiate Registrars and Admission Officers (Arab ACRAO)  conference in the United Arab Emirates on the campus of the United Arab Emirates University (UAEU).   Dr. Tremblay shared research from his  dissertation study on graduate certificate  programs in college admission counseling.   He kicked off the entire conference with a  keynote addressed that highlighted  innovations in college admissions and registration. Tremblay also delivered a break-out session which introduced conference attendees to more than 30  certification options that have emerged in the various  disciplines of and in enrollment and management.