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Innovative Inquiry College of Education

in the

and

Human

Sciences volume 2

cehs.unl.edu

University of Nebraska–Lincoln


Values In pursuing our mission, the faculty, staff, students and graduates of the College of Education and Human Sciences are guided by shared values that inform every aspect of our work. Specifically, we value: • Excellence in all aspects of the life of the College; • Innovation, creativity and curiosity as we address the complex issues facing individuals, families, schools and communities; • Respect for diverse people, ideas, voices and perspectives; • Multidisciplinary approaches to scholarship that integrate teaching and learning, research, scholarship and creative activity, outreach and service; • Working together to positively impact the lives of individuals, families, schools and communities; • Partnering with people in the community to support the mission and vision of the College of Education and Human Sciences; • Emphasizing both the creation of new knowledge and its application to human and community needs thereby combining the strengths of a research and land-grant university.

Our Mission and Values in Action The mission and values of CEHS come to life through research/creative work; teaching/ learning; and Extension/outreach. Each of these functions informs and affects the others. This report describes how we are enacting our mission and values as the newest college at the University of Nebraska–Lincoln.

As we celebrate our 10th anniversary, the College of Education and Human Sciences at the University of Nebraska–Lincoln takes pride in a decade of service to Nebraska and the world. The creative research of our faculty and students is especially worth celebrating, and through this report our intent is to give you a glimpse of the innovative inquiry that has become a hallmark of CEHS.

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Our research is truly on a global scale. From Nebraska to Latin America to India, CEHS faculty take their passion for research on the road. CEHS researchers are interviewing victims of sex trafficking and exploring the educational challenges of students who live a mobile, transnational existence. We are discovering technology strategies to support reading instruction in rural areas of the U.S. and using eye-tracking technology to study consumer preferences in fashion. We’re making connections between nutrition and exercise to benefit seniors and seeking hope and a way out for victims of domestic violence. Our work is helping universities better understand the needs of military veterans, and we’re developing new writing strategies to help teachers reach struggling readers. What do all of these projects of innovative inquiry have in common? They are dedicated to enhancing the lives of individuals, families, schools and communities and to strengthening the relationships among them. CEHS is serious about its mission, and we mark our success by the difference we make in the human condition.

This publication continues an effort to share innovative research in the College of Education and Human Sciences. Our faculty has identified innovation as a key measure in determining the impact of our research. Innovative research informs future research and helps obtain better answers through enhanced methodologies, new statistical approaches and new ways of asking critical questions. Thus, innovation involves more than high quality work and credible results. It implies the power to change how people see, think and behave in relation to issues and problems.

ry

Dear Friends of the College of Education and Human Sciences:

investments. We are not slowing down as another decade of opportunity presents itself. We look forward to the impact we will make in the course of the next 10 years.

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The College of Education and Human Sciences is dedicated to enhancing the lives of individuals, families, schools and communities and to strengthening the relationships among them.

10 Years of CEHS

Message from the Deans h 10 t

College of Education and Human Sciences

Mission

n iv e r

We invite you to learn more about innovative inquiry in CEHS by reading the following pages. As always, we welcome your comments and observations. The input of others is important to us and will help make the next 10 years in CEHS even more innovative. Sincerely,

Marjorie Kostelnik, Dean

Jon Pedersen, Associate Dean for Research

We have made great strides in our first 10 years. We have seen healthy growth in graduate and undergraduate student participation in research, publications, professional presentations, external funding, faculty hires, staff hires, awards and capital

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Balance

CEHS Brain Research a Balancing Act

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alance. With it our lives our normal. Without it our lives are anything but. From an athlete’s perspective, balance is make or break. A Husker quarterback doesn’t lead his Nebraska football team into another Big Ten championship hunt without exceptional balance. Now think about brain concussions and their potentially debilitating results. The effects can alter the course of a team’s season, or the course of an individual’s life. Getting athletes safely back in the action and helping individuals more quickly lead normal lives after concussions is the focus of one-of-a-kind research by Julie Honaker and her team through the Department of Special Education and Communication Disorders.

Honaker, a clinical audiologist who earned her Ph.D. from the University of Cincinnati and also completed a post-doctoral fellowship at the Mayo Clinic in Rochester, Minn., is an expert on balance disorders. Research on concussion, she notes, has emphasized the cognitive aspect of the brain, and much progress has been made. But less is known about other concussion symptoms such as imbalance and dizziness; the two most common symptoms other than headaches. “I want to understand why athletes are truly dizzy and have instability following injury,” says Honaker. “I can hypothesize, but I want to prove it or redefine the question to better understand. When we better understand we can start to tailor interventions, and rehabilitation techniques can be better defined.”

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Honaker and her colleagues have a readily available source of data subjects for their study—University of Nebraska athletes. “Having support from athletics is great,” says Honaker. “It’s really Coach (Tom) Osborne’s vision to have a research complex to make athletes the best they can be in the classroom and on the field.” Honaker’s balance research lab recently moved to the Center for Brain, Biology and Behavior, part of Osborne’s research vision that anchors the new east stadium expansion project at Memorial Stadium. “To our knowledge, this is the first study to combine neuropsychology and vestibular,” said Honaker. “It’s also the first facility to house concussion research within an athletic facility. It’s really cutting edge.” The body’s sense of balance is managed through the vestibular system and works in conjunction with sensory systems such as vision, touch, hearing and the skeletal system. The vestibular system involves integrated structures of the inner ear and brainstem and communicates with other structures within the brain to execute coordinated movements of the eyes, head and body. Honaker and her research team hypothesize that these structures may be compromised after a head injury causing impaired balance. Ultimately, this CEHS research could better identify who is susceptible to residual effects after head injury and lead to improved support for the needs of head injury patients. Honaker also hopes that her research may someday lead to more protective athletic equipment and provide better insights about when it’s safe for concussed players to return to play.

Research combines neuropsychology and the vestibular system to seek answers to concussion symptoms of imbalance and dizziness.

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Sarcopenia Understanding the decline of muscle function may improve the quality of life for older adults. Supplements and risk assessments may be keys.

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A ‘Force’ to be Reckoned with

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within the first year of a critical fall. “If we can estimate the risk of falls from a measurement like the rate of force development, that would be very beneficial,” he adds. The entire field is relatively understudied.

Cramer’s mission is to understand muscle function in older adults. He started with college-age subjects but soon shifted his focus to older age groups. “We can improve muscle function in younger adults and athletes to some extent, but there are upper limits when you have an elite athlete. What is more interesting and more beneficial in terms of health is promoting muscle function when it starts deteriorating. And people need to realize it starts deteriorating early in life.” The condition is called sarcopenia—age-related loss of muscle.

Cramer’s team looks at voluntary and involuntary muscle response. Voluntary response is measured when subjects are asked to generate force and to do so as quickly as possible. Older subjects are tentative. Apprehension plays a role. “Under voluntary conditions in elderly men, the data are not reliable,” says Cramer. “They wanted to ease into the response.”

mong older adults, muscle function and blood flow are keys to good health. Without good blood flow, nutrients can’t be carried to the muscles that are critical for balance and minimizing damage from falls. Without good blood flow, peripheral arteries can clog without the individual knowing it. At the core of Joel Cramer’s research is this basic question: how are exercise and nutrition best combined to prolong muscle function as long as possible?

Essential questions remain unanswered, which drive Cramer’s research. Sarcopenia is going to happen, but how long can we hold it off? What is the minimum amount of exercise necessary to maintain a high quality of life? Cramer’s research operates on two different levels. He conducts clinical trials on nutritional and protein supplements, looking for safety and efficacy. One recent study looked at Anatabine, a natural dietary supplement derived from eggplant and tobacco plants. As one example of their work, Cramer’s team looked at Anatabine as an exercise recovery supplement to reduce inflammation. The second area of research focuses on muscle function. Cramer is particularly interested in measurements using non-invasive assessments, such as force development. Put simply, force development is how quickly an individual can produce force. “Elderly adults need a very rapid response to catch themselves from falling,” says Cramer. There is a 50 percent chance of dying

Involuntary responses— “evoked conditions”—are measured via nerve stimulation, resulting in a very controlled and repeatable scenario. But gauging someone’s risk for falling via nerve stimulation isn’t a practical component of an annual physical. Cramer is looking at hand grip strength as a possible indicator of risk of falling. The first 200 milliseconds of a fall represent the danger zone; that’s when fast response—force development—is critical. Cramer wonders if it’s not just the peak hand strength but the rate at which the force is developed that holds an indicator of risk. Cramer’s over-arching goal is to train graduate students. All research is a teaching tool, as Cramer sees it, and he wants to produce high-quality, well-trained graduates.

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Instruction

The Write Stuff to Read

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eading is foundational to success in school and work. But millions of students struggle to gain proficiency in this essential skill. Results from the National Assessment of Educational Progress show the reading level of the nation’s 17-year-olds has not risen over the past 40 years.

Michael Hebert, a former classroom teacher with a background in special education, works to identify the specific instructional strategies that can transform non-readers into readers. Hebert believes, and has shown through research, that the companion skill of writing may hold the key to reading. “Writing to Read: Evidence for How Writing Can Improve Reading,” a 2010 report co-authored by Hebert and published by the Carnegie Foundation, spelled out the case for writing as a key ingredient in reading instruction. The widely read study identified three effective instructional practices: 1) have students write about the texts they read; 2) teach students the writing skills and processes that go into creating text; and 3) increase how much students write. That report, a meta-analysis that drew data from 93 studies, created the basis for Hebert’s work today. “Everything I’m doing now is an extension of that original work,” he says. Hebert is currently working on a classroom intervention called “Structures” that starts with students identifying and distinguishing between types of texts: comparing and contrasting; describing; sequence of events; problem and solution; and cause and effect. “Identifying when authors are using these structures, and then using this information to write about the text, gives students an anchor point,” says Hebert. The work on the Structures intervention is fueled by a grant award from the federal Institute of Education Sciences.

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Research with struggling readers shows that the companion skill of writing may hold the key to improved reading skills.

At the Schmoker Reading Center, where Hebert is a director, graduate and undergraduate students in the College of Education and Human Sciences work one-on-one with struggling readers and writers. The students’ practicum work at the Center is paired with courses on reading and writing disabilities. In one research project at the Center, Hebert is working with

undergraduate students on a project to teach young children how to write summaries of text by combining sentences and learning how to say—and write—more with fewer words. Hebert is also analyzing data from a 70-question survey of 350 elementary school teachers around the country in order to identify the kinds of instructional practices teachers use for writing and reading, and to determine how frequently writing is used to support reading instruction. Too often, Hebert has found, writing and reading are treated as separate worlds. Another project, a single-subject design study, “is looking at the effectiveness of teaching students a strategy for taking notes about what they read.” University of Nebraska-Lincoln undergraduates were trained to teach students a reading approach called TRAP: about the passage · · Think Read a paragraph and take notes yourself to identify the main ideas of that paragraph · · Ask Paraphrase them and put the ideas into your own words Scores soared among students using the TRAP strategy. Deep down, Hebert believes all students can learn to read, but he knows that’s a formidable goal. “There is a fear in our research community that there are some kids who won’t respond to even the best reading instruction for some reason,” he says. “I hope that’s not the case, but I don’t know for sure. Emphasizing writing instruction may be an answer for some of these students.”

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Providing a Voice Above the Trafficked

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rom Navajo Reservations in Arizona to the streets of Omaha and the slums of Mumbai, Rochelle Dalla’s research concentrates on overlooked populations of women, those whom she characterizes as the “voiceless, marginalized women that people tend to dismiss.”

The social services agency Wellspring gave Dalla access, after considerable trust-building, to Omaha street prostitutes. Dalla’s priorities are social-emotional issues and family structure. “No one plans their life to work on the streets in the sex industry,” says Dalla. “There are circumstances that accumulate—horrific things that accumulate.”

Dalla’s first study involved 43 women. Each was interviewed for up to three hours. The locations were park benches, cars, or private rooms—wherever the women felt safe. In a few cases, the prostitutes raised daughters who ended up in the same tragic situation. “The bottom line is these women had horrible developmental family environments and unwittingly created horrible family environments for their offspring,” says Dalla. Various connections led her to her next study location in Mumbai. Dalla worked through the non-governmental organization Prerana, which runs community centers in red-light districts of the slums. Prostitution is legal in India;

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Most of the prostitutes were sold by family members to a brothel. None were from Mumbai; they ended up there through trafficking. Shame comes with the territory. The prostitutes will never be considered by society to be eligible to do anything “respectable,” says Dalla. Seventeen of the 27 had been married in their home villages. At an average age of 14 when married, most had been married to older men who were physically abusive. The women had no skills and no education. Now, in the brothel, they live and work in the same room— essentially one large open floor with dividers. Half of their income goes to the brothel owner. Savings are paltry or non-existent. The women were very aware of their lowest-rung status. Once you are in a slum district, there is no exit. “Getting out is not an option,” says Dalla. “I want people to understand this is not a choice for the women who find themselves in these situations. The more people understand, the better we can help change the culture of stigma and provide resources that can lead to intervention and prevention. It starts with research. We need more research to get people thinking.” Thinking differently about marginalized populations, Dalla believes, will eventually generate support for more education and resources for these women, resulting in better lives for them.

Trafficking

The formal definition of “trafficked” is “exploitation of someone through force, fraud or coercion.” Dalla estimates 95 percent of street-level prostitutes were trafficked. “If your mother sells you to get a little bit of drug money, that’s being trafficked,” she says. Eighty percent of women in the group Dalla studied lived in homes with severe, consistent physical and sexual abuse.

some estimates suggest there are 200,000 prostitutes in Mumbai alone. Dalla conducted interviews in Kamathipura and in Falkland Road. In all, 30 in-depth interviews were recorded with the assistance of a translator.

Exploited and spurned, victims of sex trafficking are getting a voice through research across the globe.

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Researchers at R2Ed are closing the achievement gap for rural readers by closing the distance gap between rural teachers and expert help.

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Rural Research Center Using Distance Technology to Span Reading Gaps

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he expansive miles of winding highways, vast fields and open sky that define many rural communities have also long separated their schoolteachers from resources enjoyed by their urban and suburban counterparts.

The CEHS-housed National Center for Research on Rural Education (R²Ed) is leveraging the speed of technology to instantly span these distances, and explore how it may help close similarly substantial gaps in reading achievement among elementary students. R²Ed’s Project READERS, a randomized trial study featuring more than 80 rural schools in the Midwest and Northeast, is using distance technology to connect K-3 educators with coaches well-versed in Response-to-Intervention (RTI). The RTI approach focuses on helping educators use data to identify students with reading difficulties, select interventions according to students’ needs, and implement those interventions in the classroom. After attending workshops that introduce them to RTI and student reading supports, participating teachers maintain Webbased contact with coaches to make collaborative decisions regarding which students need interventions, whether those interventions are working, and why. Taking the partnership a step further, teachers periodically station webcam-equipped laptops behind their students during the interventions. This allows RTI reading coaches—most of them veteran teachers themselves—to quietly observe the 45-minute sessions live. Coaches also take advantage of “bugin-the-ear” technology to provide real-time direction to the teachers, whose earpieces ensure that such feedback won’t distract their students. Following the sessions, coaches and teachers discuss their respective observations and outline an agenda of next steps in the intervention process. In this way, technology has effectively transported coaches to some of the most geographically isolated classrooms in the country. “Many rural schools haven’t had access to coaches or received support in the use of targeted, student-focused interventions,” said Todd Glover, a principal investigator for the READERS

project. “This project offers immediate access to those resources, and because it’s protocol-driven and systematic, the coaches are helping teachers to make decisions and deliver instruction in a way that is consistent with the research.” Glover cited research indicating that 74 percent of struggling thirdgrade readers who fail to receive intervention assistance will continue to lag behind their peers as they enter high school. Given these high stakes, Glover said the READERS research team, which includes Tanya Ihlo from R²Ed and Edward Shapiro from Lehigh University, has committed to studying an array of factors that may prove relevant to reading performance. The team is examining how considerations ranging from teaching experience to school resources shape the impact of professional development on rural educators’ perceptions, knowledge and practice, and how these factors subsequently influence their students’ reading achievement and progress. As the researchers gain new insights into the delivery of reading interventions, Glover noted that the READERS approach likewise offers rural educators what many of its predecessors have not: the opportunity and resources necessary to invest in struggling students. “When students experience difficulties, a traditional model will sometimes presume that the problem exists within the child,” said Glover. “This project helps empower teachers to implement practices that promote student achievement, and holds us all accountable for those students.”

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An “Eye” for Fashion Helps Researchers Track Consumer Preferences

Researchers in the Department of Textiles, Merchandising and Fashion Design are contributing to the body of industry research by using innovative eye-tracking technology to study consumer preferences related to fashion. The premise of the research is to provide evidence of predicting consumer behaviors in fashion preferences and purchasing decisions. Equally compelling benefits include the educational experience for apparel students at UNL, as they learn about how consumer preferences could influence fashion design and merchandising. TMFD faculty also plan to use the research to assist in developing educational modules that convey design concepts, explore consumer preferences in product design and help students devise appropriate merchandising strategies. “We are nurturing future fashion designers and marketers,” explains Shubha Bennur, assistant professor. “To prepare them better, it’s always important to give them visual feedback to understand what consumers want and need and to enhance their learning.”

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Up to 100 participants in the study will sit in front of a computer screen and be presented with random images of different fashion products. Using the jeans example, state-of-the-art eye-tracking technology will accurately and precisely record where subjects look at a pair of jeans displayed on the screen. In the business world, ROI typically means return on investment, but in this case, it’s region of interest. The jean images have multiple ROIs defined in advance: back pocket, coin pocket, embroidery, labels, zipper, etc. Where these research subjects (consumers) look can help designers and merchandisers make decisions that will impact consumer purchasing and ultimately profits. Data is collected about eye fixation, gaze and look zones. Eye fixation and look zones indicate perceived points of interest. Length of fixation, or gaze, is an indication of cognitive complexity of the information being acquired. “The gaze behaviors and visual attention of consumers help us understand consumer behavior,” said Bennur. “As educators, we can then advise students what areas of a product need special design attention and where they might focus their creative talents.” The software associated with the eye-tracking technology can produce heat maps that combine the results of multiple participants to show what ROIs received the most attention. While they may look like weather radar tracking thunderstorms across the Nebraska prairie, they are actually useful data sets that can help inform researchers about a wide variety of visual merchandising including product packaging, window display and store design. Collectively, the research and access to new technology are helping put UNL faculty and students on the cutting edge of research and education in fashion design and fashion merchandising.

Innovative eye-tracking technology is providing students and industry with a clear focus for fashion merchandising and marketing.

Merchandising

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hen you’re shelling out $300 or more for designer jeans, you’re talking big business. According to a Wall Street Journal report, Americans spent $13.8 billion on jeans during a recent year-end period. With that kind of money at stake, understanding consumer preferences can make or break a fashion business. Behind all the marketing and product development, there’s some pretty sophisticated research that informs and influences decision making in the fashion industry.

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In Step with Veterans

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s a counselor at Northwest College in Powell, Wyoming—a few miles east of Yellowstone National Park—Corey Rumann wondered how local National Guard troops would respond to the abrupt change in their lifestyle and environment when they were suddenly shipped off to war zones in Iraq and Afghanistan.

Returning military service members have a wide range of needs. As a researcher, Rumann focuses on specific transitional concerns for student veterans who are trying to get back on track with the rest of their lives, beginning with the effort to obtain a degree. Two of Rumann’s studies were built around in-depth interviews with 12 veterans as they attended colleges in the Midwest; one group of six at a community college and the other at a fouryear institution. To gather meaningful data, Rumann requires in-depth relationships with the returning veterans, meeting them anywhere that makes for a trusting conversation— libraries, restaurants and conference rooms—for hours at a time. Each participant was interviewed three times, and the extensive conversations were coded and analyzed. Developing good rapport with his participants is critical. The findings of one study led to publication of “Student Veterans in Transition: Re-enrolling after War Zone Deployments” in the “Journal of Higher Education.”

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Rumann co-edited “Called to Serve: A Handbook on Student Veterans in Higher Education” and is in the planning stages for a study that will look at student veterans who identify as transgender, gay or lesbian. That research will delve inside the larger group of student veterans to understand the needs among various subsets of the military based on race, gender and sexual identity. “We need to think about these marginalized identities and how they interact with being a veteran,” says Rumann. His work is about the individual, personal experiences of student veterans in higher education. Higher education institutions might do more to honor veterans outside of Veterans Day and Memorial Day, Rumann suggests. Some universities have opened Veterans Services Offices and established orientations for veterans only. Colleges and universities can help student veterans cut bureaucratic red tape and improve access to veteran benefits. Student veterans offer a strong pool of candidates for leadership roles, Rumann notes, such as positions on student senates. “We have to recognize what student veterans bring to our campuses,” he says.

Getting personal with veterans helps higher education better serve returning military service members.

Transitions

Today, he’s equally concerned with the difficult transition that returning military service members have as they adjust back to civilian life. Rumann’s research is geared to help colleges and universities understand how best to serve the unique needs of student veterans.

A returning service member, Rumann has found, moves out of a highly structured environment to a less structured environment where “there is nobody telling you that you have to do anything.” As a result, returning service members “feel different than a typical college student.” To wit: partying isn’t as important, and fighting or supporting a war effort “puts things in perspective.” The veterans are “more focused on their life goals and career goals” and have more sensitivity to global issues.

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Intervention

Battling Abuse by Building Hope and Resilience

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he statistics are grim: one in three women will be the victim of physical assault or intimate partner violence in their lifetime (Centers for Disease Control, 2010). It’s a tragic ratio that hasn’t changed in decades.

Can intervention make a difference? Meghan Davidson is keen to know. Her research is fueled by personal experiences at a social service agency outside Washington, D.C. At the time, as an undergraduate student, she volunteered on a hotline and accompanied victims to the hospital, providing support as rape kits were administered. “That’s what sparked my interest, seeing women who needed support and advocacy and not just seeing them as victims, but seeing them as strong survivors. That’s more the clinical advocacy piece that spurred my research in terms of ‘What can I do in this area?’” Davidson’s research focuses on group intervention for survivors as a means to reduce anxiety and depression and to build up essential life skills. A recent five-year study was conducted in collaboration with Voices of Hope, a domestic violence and sexual assault crisis center in Lincoln. Forging the relationship with the center took time, as did organizing the research. Groups of women met weekly for two hours, over the course of five weeks. The women, from 22 to 62 years old, were all survivors of intimate partner violence. They used the ACCESS (Advancing Career Counseling and Employment Support for Survivors) curriculum developed specifically for the purpose of restoring educational, occupational, and economic opportunities for female survivors of intimate partner violence. Therapy discussions covered academic and career issues and other supports. Eight weeks after the meetings ended, follow-up data were collected. In all, 51 women completed the cycle of work. The intervention had a positive impact, with the participants reporting decreased levels of depression and anxiety along with increased levels of self-efficacy. The group intervention also provided the

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women with increased skills and tools to look for a job. “Their perceived career barriers went down and their perceived career supports went up,” says Davidson. One reason women suffer through abusive relationship is lack of financial independence as abusive men often limit access to money. In Davidson’s view, prevention is a major issue in terms of limiting partner violence and sexual assault. Health curriculums for K-12 schools make reference to healthy relationships so, Davidson suggests, “you can make an easy case that schools should be talking about this, to some extent.” Schools could do more, but Davidson is aware of the pressures on existing classroom time. Davidson’s new focus is a shame resilience intervention. She’s interested in intervening with survivors regarding shame and vulnerability—ideas receiving national attention through the work of University of Houston researcher Brene Brown. Davidson also explores the negative consequences of objectification among both women and men. Her article, “Body Surveillance and Body Shame in College Men: Are Men Who Self-Objectify Less Hopeful?,” drew national attention and examined a novel construct, the impact of objectification on hope. The research found a correlation between increased body surveillance (monitoring one’s appearance) and decreased hope for relationships. “I don’t think I’ll ever run out of things to research in these areas,” says Davidson. “But I wish I could work my way out of a job.”

Intimate partner abuse is tragically pervasive, but CEHS research and interventions are improving victim’s lives.

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Transnational Ethnographic and anthropological research seeks policy solutions to improve educational opportunities for “invisible” students.

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Seeking Policy Solutions for Students Without Borders

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ed Hamann seeks to capture complex snapshots of an ever-shifting population—the students who move back and forth between the United States and Mexico. They are “betwixt and between,” says Hamann, and often vulnerable. Human potential is underdeveloped because neither country takes full responsibility for this group. From a policy standpoint, these students are invisible or understood in narrow ways. Starting with the premise that educators want to do well with all the populations they serve, Hamann sees it as his mission to help find the policy changes—using ethnography and policy implementation studies—that will allow schools to better serve transnational students, immigrants and English language learners in general. High school service learning with Amigos de las Americas (AMIGOS) sparked Hamann’s concern and interest. Six visits to Latin America in the late 1980’s doing community sanitation and dental hygiene projects, among other work, sparked his interest in Latin America and helped him become bilingual. Concerns about lost potential, he realized, applied not only to Latin American youth but also in his home country. His experiences prompted an interest in school reform in the United States and its neighbors to the south, with a particular eye on schools’ responsiveness to the transnationally mobile. Later, Hamann determined that an anthropological approach was needed to answer his questions about the population. He shifted his focus toward understanding the culture of economic migrants in cities such as the meat-packing centers of Greeley, Colo. and Garden City, Kan. and the self-proclaimed “Carpet Capital of the World,” Dalton, Ga. When the jobs dry up or the

seasons change, Hamann wondered, where do the children and students go? Where do the parents go? How do they adapt to school and new communities when they find a new home, perhaps across an international border? Hamann has found that some youth are adept at transition. They quickly learn the codes of behavior in their new communities. These students live in “multiple worlds,” he says, and “have learned to explicitly change how they act, change the language they use, and even change their school performance as they read their next context.” Seeing that is possible, he wonders why it isn’t more common. The North American Free Trade Agreement, Hamann points out, has enabled the movement of goods and money back and forth across the border, but not of labor. As such, policies have failed to address the human needs. Schools “sit at the crossroads” of these dynamics, says Hamann, and are often shortsighted, because they tend to focus on the local community or national community. “We never ask,” he points out, “how well U.S.-born students fare in Mexican schools. Are they ready to negotiate adulthoods in the U.S.?” Schools already face enormous pressures in balancing the conflicting requests of the public at large. One community voice urges that schools be efficient and cut costs; another demands improvements. Adding the new burden of serving highly mobile international students isn’t practical in the current framework. Still, Hamann insists, “Are these students academically vulnerable? Yes they are. Could teachers work with them differently? Yes they could.”

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Undergraduate Creative Activities and Research Experiences (UCARE) Program The Undergraduate Creative Activities and Research Experiences (UCARE) Program began over a decade ago and supports opportunities for undergraduates to work alongside faculty members and directly participate in campus research or creative activities. Although modeled after other research universities programs, UNL’s UCARE is unique in that it offers two years of student assistance instead of the one-year or single summer programs at other institutions. Undergraduates apply for UCARE awards to incorporate a research or creative experience into their undergraduate education and work with a faculty sponsor; the sponsor may be either from the student’s own college or another college. During the first year, the student works as a research assistant for a faculty member on the faculty member’s ongoing research or creative activity project(s). The student engages in “learning by doing” during this first year experience—learning why and how the faculty member does research and creative activities by assisting the faculty member in completing research tasks. The student may learn such skills as how to do library literature reviews, code or retrieve data, work in a research laboratory, undertake research techniques specific to a project or discipline, assist with an experiment, work in a studio, and so on. In the second year, the student advances to an independent project proposed by the student and sponsored by the faculty mentor with whom the student worked during the first year. The project may be an extension of or related to the student’s UCARE experience during the first year or may simply build upon skills gained in the first year. The key factor is that the faculty member sponsors and serves as a mentor for the project. CEHS has sponsored over 150 UCARE projects to completion over the last three years. The following is a list of UCARE projects from 2012-13 with student name and faculty sponsor.

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Second-year projects

Kathleen Irby (Julie Albrecht) Storage Life of Probiotic Ice Cream

Child, Youth and Family Studies Kelsey Crews (Cody Hollist) Food Safety Educational Material Development and Evaluation for Diverse Families

Shelby Nagel (Julie Albrecht) Food Safety for Diverse Families

Elizabeth Elliott (Cody Hollist) National Guard Mental Health Educational Psychology Catelyn Cantril (Beth Doll) Class Maps Survey and College Students’ Perception of Science Classrooms Katherine Capadano (Edward Daly III) The Role of Choice in Improving Academic Performance with Academic Activities as Reinforcers Nebraska Center for Research on Children, Youth, Families, & Schools April Riggs (Gwen Nugent) Middle-School-Aged Girls’ Perceptions of Team Skills in a Robotics Competition Environment Nutrition & Health Sciences Hailey Damrow (Candace Kohnke) The Assessment and Evaluation of a Nutrition and Exercise Program Maritia Hunt (Shinya Takahashi) Impact of Nutrition Fitness Activity Program on Blood Lipids and Physical Fitness

Kierra Ochs (Terry Housh) The Effect of a Dietary Supplement on Energy Expenditure Before, During, and Following Low Intensity Exercise Olivia Walter (Jean Fischer) Innovation and Collaboration: Creating a Transdisciplinary Childhood Obesity Prevention Graduate Program Special Education and Communication Disorders Marissa Boyle (Cynthia Cress) Kara Focht (Cynthia Cress) Kathryn Mosier (Cynthia Cress) Rachel Watermeier (Cynthia Cress) Patterns of Preintentional Infant Communication Development by Domain on the Infant Social and Communication Behavior Scales (ISCBS) Anthony Evans (Julie Honaker) Modification of Evoked Potentials in Relation to Vestibular End Organ Responses Kirsten Madson (Kristin Duppong Hurley) Assessing Treatment Implementation and Common Therapeutic Factors in Boys Town in Omaha

Rachel Watermeier (Cynthia Cress) Patterns of preintentional infant communication development by domain on the Infant Social and Communication Behavior Scales (ISCBS) Teaching, Learning and Teacher Education Laura Broekemeier (Nancy Engen-Wedin) Teacher Education–Indigenous Roots Program Carlee Kannenberg (Kathryn Phillips) Investigating Child Response to Wordless Children’s Books Nicole Littlejohn (Elaine Chan) Teacher Experiences of Learning About Students’ Ethnic Culture and Identity Kelley Marshall (Meixia Ding) Elementary Student Misconceptions of Inverse Relations in Mathematics Textiles, Merchandising and Fashion Design Linsey Bode (Carol Easley) Bling for the Ring: Design, Construction and Marketing of Western Show Apparel Samantha Christenson (Yiqi Yang) Nebraskan/Veteran’s Quality of Life Abby Dames (Barbara Trout) Independent Collection

Katie Schmelzle (Alexandra Torkelson-Trout) Health Literacy

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Undergraduate Creative Activities and Research Experiences (UCARE) Program First-year projects

Brittany Navrkal (Georgia Jones) Local Foods Educational Pamphlet Design

Emily White (Karen Hux) Coaching Program for University Students with Brain Injuries

Child, Youth and Family Studies Darcy Carey (Soo-Young Hong) Scientific Concepts and Vocabulary in Children’s Books: Developmentally and Scientifically Appropriate Early Childhood Science Education

Emily Quick (Regis Moreau) Triglyceride-lowering Properties of Lipoic Acid

Casey Willett (Jordan Green) Effect of Food Consistency on Children’s Mastication Abilities

Thao Trinh (Janos Zempleni) The Roles of Biotin in Oocyte Development in Fruit Flies

Educational Psychology Jayden Nord (Kathleen Rudasill) Child Temperament and Classroom Processes as Predictors of Academic and Social Outcomes in Preschool

Special Education and Communication Disorders Megan Andersen (Tiffany Hogan) Speech Perception Processes in Children with Underspecified Phonological Representations

Textiles, Merchandising and Fashion Design Sophie Hines (Barbara Trout) Fine Arts and Fashion from 1917 to 1937

Nina Quinones (Michael Scheel) The Perceived Effects of Language and Culture upon the Academic Achievement of Latino High School Students

Carmen Claesson (Tiffany Hogan) Genes-Brain-Behavior Links in Communication Disorders

Nebraska Center for Research on Children, Youth, Families and Schools Caitlin Eis (Lisa Knoche) Parent Engagement to Support School Readiness in Preschool Nutrition and Health Sciences Morgan Jacobi (Candace Kohnke) Identifying and Assessing Intervention Strategies in the Combat of Childhood Obesity Jamie Mullen (Linda Young) Evaluation of Assessment Tools and Manual in Facilitating the Delivery of UNL Student Nutrition Coaching Services to Lincoln Public Schools Employees

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Jordan Scribner (Michael Burton) The Water Looks Deep, Let’s Jump In Alexander Sellers (Yiqi Yang) Development of a Novel 3D Electrospinning Scaffold from Wheat Glutenin for Tissue Engineering Applications

Chelsea Hull (Julie Honaker) Side-line Vestibular and Balance Assessment Heather Kampschnieder (Cynthia Cress) Stephanie Uglow(Cynthia Cress) Differences in Preintentional Communication Skills for Typically Developing Infants Across Types of Play Temptations on the Infant Social and Communication Behavior Scales (ISCBS) Kelsie Lewis (Regina Oliver) Improving Classroom Management: The Boys Town WellManaged Schools Project Katie Thrailkill (Thomas Carrell) Brainwave Responses to Sinusoidal Speech

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CEHS at a Glance: permanent faculty ·· 170 138 staff members undergraduate students ·· 3,108 1,218 graduate students · 49,000 living alumni

CEHS Departments: Youth and Family Studies ·· Child, Educational Administration Psychology ·· Educational Nutrition and Health Sciences Education and Communication Disorders ·· Special Teaching, Learning and Teacher Education · Textiles, Merchandising and Fashion Design

Accredited Programs:

Education program – Teacher Education Accrediting Council (TEAC) and the Nebraska Department of Education ·· Teacher Athletic Training program – Commission on Accreditation of Athletic Training Education Psychology program – American Psychological Association ·· Counseling Didactic Program in Dietetics – American Dietetic Association Internship program – American Dietetic Association ·· Dietetic Early Childhood Education program – National Academy of Early Childhood Programs and Family Therapy program – Commission on Accreditation for Marriage and Family Therapy Education ·· Marriage Nebraska Internship Consortium in Professional Psychology – American Psychological Association Psychology program – American Psychological Association and the National Association of School Psychologists ·· School Special Education Hearing Impaired program – Council for Education of the Deaf · Speech-Language Pathology and Audiology programs – Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association

CEHS Research and Study Centers: of Educational Research and Field Services ·· Bureau Buros Center for Testing Institute for Assessment Consultation and Outreach ·· Buros Buros Institute of Mental Measurements for At-Risk Children’s Services ·· Center Center on Child and Family Well Being for Instructional Innovation ·· Center International Quilt Study Center and Museum Center for Research on Rural Education ·· National Nebraska Center for Research on Children, Youth, Families and Schools Evaluation and Research Center ·· Nebraska Office of Qualitative and Mixed Methods Research

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For More Information Phone: 402/472-2913 / Fax: 402/472-2895 / Web: cehs.unl.edu COLLEGE OF EDUCATION and HUMAN SCIENCES 233 Mabel Lee Hall P.O. Box 880234 Lincoln, NE 68588-0234 It is the policy of the University of Nebraska-Lincoln not to discriminate based upon age, race, ethnicity, color, national origin, gender, sex, pregnancy, disability, sexual orientation, genetic information, veteran’s status, marital status, religion or political affiliation.

©2013, The Board of Regents of the University of Nebraska. All rights reserved.


College of Education and Human Sciences


Innovative Inquiry in the College of Education and Human Sciences, University of Nebraska-Lincoln