iPads for Teaching and Learning: Technology Enhances the First

PsTLPOSTS News from the Department of Postsecondary Teaching and Learning >> Summer 2012

PsTLPOSTSNews from the Department of Postsecondary Teaching and LearningSUMMER 2012

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p3First graduatingPsTL Masters Students

p4Two Science Students Earn Certificate

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p6First- Year Experience: Faculty Scholarship

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All 447 first-year students in the College of Education and Human Development

(CEHD) in the fall of 2010, along with 27 instructors in PsTL, participated in an

initiative to see how teaching and learning would be affected by the use of personal

iPads. The tablets were distributed free, thanks to private donations.

CEHD Dean Jean Quam remarked, “Our overarching goal is to keep thinking abouthow to embrace the next technology and use it in the best way to teach students.” Already, other schools are asking CEHD to share their experience with iPads. Faculty members and students used iPads inside and outside the classroom, for re-

search, writing, interviewing, original productions, presentations, and e-mail. At theend of the first year, an evaluation supported the popularity and personal productivityimprovements—including new discoveries—that iPads allowed. Among the excitingand valuable insights were these:1. When instructors thoughtfully integrated personal electronic learning devices in theclassroom, iPads narrowed rather than perpetuated the “digital divide” because every-one had a personal iPad to use. Careful planning of iPad use in concert with the

iPads for Teaching and Learning: Technology Enhances the First-year ExperienceHELLO,

I am pleased to sharethis update on PsTLstudent and faculty activities this past

year. It has been a busy year, as we continue to engage in scholarship andoutreach projects, mentor students, anddevelop and design innovative classesfor our undergraduate and graduate students. It has also been a satisfyingyear as we celebrate the graduates ofour first cohort in our new Master ofArts in Multicultural College Teachingand Learning. We are an energetic andcommitted team and we love what wedo. I hope to see you on October 30 at our 2012 Common Book event, anevening with author Wes Moore. In the meantime, please stay in touch byemailing us at [email protected] or arranging a visit.

AMY LEE, Department Chair, Postsecondary Teaching and Learning

Department of Postsecondary Teaching and LearningCollege of Education and Human DevelopmentUniversity of Minnesota206 Burton Hall178 Pillsbury Drive S.E.Minneapolis, MN 55455

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AwardsSenior Teaching Specialist LindaButurian received the 2012CEHD Distinguished TeachingAward, which recognizes out-standing contributions by a fac-ulty member who enhances

learning through classroom and/or field-basedteaching, student advising, and academic innova-tions. Linda is an “extraordinary teacher able tomove seamlessly between subjects and disci-plines” with the “ability to incorporate science,literature, social justice issues, and media and vi-sual literacy into every aspect of her work.”

Undergraduate Teaching Assistant Lars Hansenreceived the 2012 CEHD Matthew Stark CivilRights and Civil Liberties Award, which honors astudent who has demonstrated leadership orcivic engagement in the areas of civil rights andcivil liberties.

Teaching Specialist Ezra Hylandwas recognized and honored forhis service and commitment tothe Multicultural Center for Aca-demic Excellence. Ezra alsoheads the CEHD African Ameri-

can Read-In, which provides opportunities to theMinneapolis community; some of the major ef-forts of the CEHD Read-In are its chess mentor-ing program, Black Men Reading, bookdonations, and a speaker series.

Professional NotesAssociate Professor DavidArendale was one of 60 invitedattendees to a Department ofEducation symposium focusingon fulfilling President Obama’sCollege Completion Initiative.

Education secretary Arne Duncan called on thegroup to fulfill the goal of returning the U.S. tonumber-one-in-world rankings for college comple-tion by 2020. Arendale co-directs the JandrisCenter for Innovative Higher Education.

Faculty NewsAssistant Professor Rashné Jehangir was awarded tenureand promotion to associate professor to begin in fall 2012.Rashné is an outstandingteacher whose research focuses

on access and success for historically underrep-resented students, particularly students who arefirst-generation and low-income college students.Her book Higher Education and First GenerationStudents: Cultivating, Community, Voice andPlace for the New Majority was recently men-tioned in a Chicago Tribune article on challengesthat first-generation students face in college.

Assistant Professor Na’imMadyun was awarded tenureand promotion to associate professor to begin fall 2012.Na’im is an innovative teacherwho has taught a range of

courses. His research focuses on opportunityand outcome gaps, and his objective is “to in-form viable solutions that address educationaldisparities in achievement, particularly for AfricanAmericans.” He recently served as guest editorfor a special issue of Urban Education and co-guest editor for the Journal of Negro Education.

Tania Mitchell is joining PsTL as an assistantprofessor in fall 2012. Tania comes from StanfordUniversity, where she serves as director of serv-ice learning and associate director for undergrad-uate studies in the Center for ComparativeStudies in Race and Ethnicity. Her research andteaching emphasizes interdisciplinarity and stu-dent learning and development. She brings newdimensions to PsTL’s programming and research.

Science Labs Coordinator Chas Somdahl retiredin January after long-time employment in PsTLand General College. Chas started working as abiology and physical science undergraduateteaching assistant in 1975. He is enjoying time todevote to making music, including performing inthe band River Folk.

Teaching specialist Ezra Hyland announced thatDonald Hooker Jr., a senior at South High, wascrowned the National High School Chess Cham-pion in the Under 1600 section in April. Donald’sfather and coach began his coaching career forthe CEHD African American Read-In ChessMentoring Program, of which Donald Jr. is aparticipant. Both Donald and his father are mem-bers of the CEHD African American Read-In’sBlack Men Reading Program. Ezra heads bothprograms.

Graduate Student NewsGraduate student Kevin Dorn(pictured here with his wife),who just completed the post-baccalaureate certificate in In-novations in UndergraduateMulticultural Teaching and

Learning, has also been recognized in multiplearenas: he received a grant from the National Sci-ence Foundation for his research; he has beenselected as Outstanding Graduate Teaching As-sistant in the College of Biological Sciences; andhe had to turn down a grant from Monsanto inorder to accept the NSF funding. Kevin devel-oped his interest in teaching while serving as anundergraduate teaching assistant in General Col-lege. For his PsTL graduate practicum, heworked with associate professor Jay Hatch.

Incoming graduate student Elizabeth (Lizzy) Reich is a2012 recipient of the Robert andCorrie Beck Graduate Fellow-ship in recognition of her aca-demic achievement. This annual

merit fellowship, administered by the College ofEducation and Human Development, reflects Dr.Beck’s interests in the intersections of teachingand research, interdisciplinary studies, and thephilosophy of education. +

PSTL PEOPLE

CEHD alumna Norma Baker (1990, MEd, Home Economics Education) invited Marina Nemat,

author of Prisoner of Tehran and 2010 CEHD Reads the Common Book guest, to visit Arizonain April. More than 500 people flocked to hear Marina talk about her imprisonment in Iran

at age 16, during the Islamic Revolution of 1979, and, following her emigration to Canada 20

years ago, her work as a human rights advocate. Several speaking events raised funds for

the Canadian Centre for Victims of Torture. +

CEHD ALUM HOSTS MARINA NEMAT

Buturian, L. (with Higbee, J. & Duranzyk, I.) (August, 2011).“Implementing integrated multicultural instructional design inblended courses.” Conference on Distance Teaching andLearning, University of Wisconsin-Madison.

Duranczyk, I. & Higbee, J. (August, 2012). Presentation andpaper, “iPad applications, particularly for faculty use, as applyto distance education.” Conference on Technology andDistance Education.

Grier-Reed, T. (2011). “Using technology to enhance higher-orderthinking and research skills in an introductory psychologyclass: The Survey Research Project.” International Conferenceof Education, Research and Innovation.

Harrison, K. (April, 2012). “Close listening: Teaching literature byear.” American Comparative Literature AssociationConference.

Jehangir, R. (January, 2012). Speaker, “Class matters. First-generation students and higher education: The implicit andexplicit costs of making it to college.” Minnesota CollegeStudent Personnel Association Inclusion Institute.

Jehangir, R. (July, 2011). Speaker, Summer Faculty DevelopmentWorkshop on First-Generation Students and LearningCommunities. Illinois College.

Jehangir, R., Williams, R., & Pete, J. (2012). “The influence ofmulticultural learning communities on the intrapersonaldevelopment of first-generation college students.” Journal of College Student Development. 53 (2).

Jehangir, R., Williams, R., & Pete, J. (2011). “Multiculturallearning communities: Vehicles for developing self-authorshipin first-generation college students.” Journal of the First-YearExperience and Students in Transition. 23(1).

Jensen, M., Peter, G., & Trites, J. (February, 2011). “iPads foreveryone.” Annual Conference on The First Year Experience.

Jensen, M., Stebleton, M., & Peter, G. (February, 2011).“Evaluating group video projects in relation to University ofMinnesota student learning outcomes.” Annual Conferenceon The First Year Experience.

Lee, A., Poch, R., Shaw, M., & Williams, R. (Summer, 2012).Engaging Diversity in Undergraduate Classrooms. ASHEHigher Education Report Series Monograph. Jossey-Bass.

Lee, A. & Williams, R. (2011). “Engaging diversity across highereducation curricula: Preparing students to succeed in anintercultural society,” American Educational ResearchAssociation.

Lee, A., Williams, R., & Kilaberia, R. (2011). “Engaging diversityin first-year college classrooms.” Innovative HigherEducation. (37).

Staats, S. (July, 2011). “International perspectives throughalgebra.” Presented to Global Teacher Education Program,College of Education and Human Development, University ofMinnesota.

Stebleton, M., Soria, K., & Albecker, A. (in press, May, 2012 ).“Integrating strengths-based education into a first-yearexperience curriculum.” Journal of College and Character.

Trites, J. & Kampsen, A. (April, 2012). “Serving immigrantstudents in TRiO SSS: Bridging student services andacademic programming.” Minnesota/Wisconsin Spring TRiOConference.

Trites, J. & Osifuye, S. (March, 2012) “Studying abroad inAfrica.” Southwest Minnesota TRiO Day.

Trites, J. & Kampsen, A. (April, 2011). “Embracing immigrantstudents in TRiO SSS: Bridging student services andacademic programming.” Minnesota TRiO Spring Conference.

Wambach, C. & Huesman, R. Jr. (May, 2011) “Assessing theimpact of a first year learning community for less preparedand well prepared students at a research university.” Paperpresented at the annual meeting of the Association forInstitutional Research.

Williams, R. & Lee, A. (April, 2012). “Facilitating interculturalinteraction: Reciprocal knowing,” American EducationalResearch Association. +

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You are invited to hear author Wes Moore speak about his fascinating story, The OtherWes Moore, on Tuesday, October 30, at 7:30 pm, at the Ted Mann Concert Hall. Admis-sion is free and the public is invited. Wes Moore, a Rhodes scholar, successful busi-nessman, and decorated veteran, tells the story of his own life and that of anotherman named Wes Moore. The “other” Wes Moore is spending his adult life in prison.Exploring the different courses of their lives presents fruitful material for consideringhow one person can make a difference and how issues related to youth, class, race,education, and family can be approached through multiple lenses. +

CEHDREADSCommon BookSAVE THE DATE

If you are interested in talking to someone aboutsetting up a gift or scholarship, please contact thedevelopment office at 612-625-1310.

For address correction, go to www.update.umn.edu. This publication is available in alternative formats upon request. The University of Minnesota is an equal opportunity educator and employer.

Selected PsTL faculty scholarship on the First-Year Experience program

EDITORIAL AND GRAPHIC DESIGN: Carr Creatives (www.carrcreatives.com)

PHOTOGRAPHY: Dawn Villella, Jennifer Franko, Susan Andre, and thanks to others who supplied photographs

PRODUCTION: Modern Press; printed on Accent Opaque Smooth 30% post-consumer, soy inks


4PsTLPOSTS News from the Department of Postsecondary Teaching and Learning >> Summer 2012 2 3

course’s learning objectives opened the pathway to increased“cultural access” among diverse students and facilitated op-portunities for “cultural conversations,” according to instruc-tor Linda Buturian. Technical orientation and ongoingassistance was available to students. When faculty and advisorsand academic technology staff worked together to support thestudents, the iPad was an empowering learning tool.2.Access to free or inexpensive apps gave students the free-dom to be creative in multimedia productions. They developedphoto journals, e-documents, and image projections to accom-pany speeches or presentations; they integrated short movieson a theme, improvised photomontages, wrote and recordedtheir own narratives, etc. Instructors coached guided experi-ences with some different apps, such as iPhoto, PhotoMess,ChimeIn, Storyrobe, and FaceTime. 3. Convenience and ease of use helped instructors focus on in-formation literacy in new ways. Students could find informa-tion in and out of the classroom, allowing them to engage withcourse content in a more critical way. Students’ horizons for in-formation expanded to include articles, texts, up-to-the-minute news, videos, primary research, blogs, podcasts,personal contact, and more that contributed to data collectionfor class and online assignments. They could search and re-trieve relevant information, and in class discussions instructorscould assess students’ critical thinking skills as related to theinformation source, point of view, and reliability. Most stu-dents, accustomed to a visual environment throughout theirlives, perceived the iPad as a familiar way to express and enrichtheir personal stories and enhance their personal productivity. 4. Electronic information eliminated some of the need for pur-chasing printed materials. Assignments could be transmittedwithout paper. In addition, the iPad itself triggered discussionsof foreign labor practices, responsible and sustainable manu-facturing, recycling, and technological innovation.5. The iPad portability, small and lightweight, let students ex-pand projects beyond the classroom, into the community, oramong family members. Students used the iPad to take notes,and to collect and format survey data during live interviews,which recorded dynamic information in real time. First-year students in fall 2011 continued the iPad initiative,

each receiving an iPad2 for use while in CEHD. PsTL instruc-tors designed different approaches to integrating the iPads inways that were informed by their pedagogy.The iPad2 hassome additional multimedia capabilities, such as a built-incamera, high-definition video, and movie editing—with excep-

tional visual quality. Some new free apps were added to theirrepertoire. Students became unique producers, posted theirwork to YouTube, and explored beyond-the-classroom learningopportunities. Some of the digital stories can be seen athttp://cehd.umn.edu/mobile/.In fall 2012, students in PsTL’s First-Year Inquiry (FYI)

course will engage in a collaborative assignment with theiriPads, working on the thematic question, “How can one personmake a difference?” They will engage in writing and digitalpresentation around the concepts of (1) appreciation of differ-ences, (2) effective communication, and (3) using technology toenhance message and meaning.Personal technology is an increasingly substantial part of col-

lege landscapes, and iPads are an opportunity to discover whereand how technology fits into the learning mix. iPads in concertwith sound pedagogy can facilitate engaged learning. +

Congratulations to six students who became “masters,” earning the Master of Arts in Multicultural College Teachingand Learning. The class of 2012—and the faculty and staff ofPsTL—celebrated not just a graduation but the successfulcompletion of a new and innovative program for postsec-ondary educators.

At a ceremony on May 9, Director of Graduate StudiesJeanne Higbee graciously thanked the students for offeringher a gift of precious time spent together. She said, “Thework I’ve been doing this year as DGS has made every minutevery worthwhile.” Higbee gave each student a hand-madeorigami crane, saying: “It is believed that if you make 1000paper cranes your wish will come true. The paper crane hasbecome an international symbol of peace that originated inJapan after World War II, when family and friends madestrings of cranes to wish for the recovery of bomb victims,and continues to this day.”

A year ago these students completed the Post-baccalaure-ate Certificate in Innovations in Undergraduate Multicul-tural Teaching and Learning. With added coursework, hardwork, and a zest for learning, these six pioneered on to earnthe MA degree. Each one has something special to offer.

Alison Link: “I entered the PsTL Certifi-cate program in fall 2010 not knowingwhat to expect, but knowing that Iwanted to understand more about highereducation, and systemic inequities inhigher ed. I had spent some time at sec-ondary schools and universities in Ger-many and Austria, and was excited about

supporting global education and study abroad. I also harboreda “secret” identity as a tech geek—something my friends andfamily were only vaguely aware of, so I was able to turn thishobby into relevant work in PsTL! I was delighted that I’d en-tered CEHD just as the iPad initiative was getting underway.I’ve been able to get on board with learning how to learn,teach, and think critically about technologies. My courseworkhas proved a great complement by encouraging me to ponderaccess and Universal Instructional Design questions as theyrelate to technology. I’m motivated to continue exploring howto promote students’ and instructors’ sense of efficacy inusing technology, and how we can leverage technologies topromote global, critical perspectives in education.”

Anne Loyle-Langholz: “I have expandedmy experiences in teaching and learningand focused my attention on educationapplied in multicultural contexts. Memo-rable moments include stepping out ofmy comfort zone in chemistry educationand working as a GRA in a variety ofSTEM fields. Particularly noteworthy

was my work with Leon Hsu and Ken Heller and the PhysicsEducation Research Group analyzing problem solving and de-veloping computer coaches. Unforgettable was the experi-ence at “Cadaver Camp” studying the effects obesity anddiabetes with Murray Jensen and the CIS Anatomy and Physi-ology teachers. Most rewarding was my work tutoring chem-istry with the student athletes in football, swimming, hockey,track and field. I am looking forward to conducting research inscience education and joining the PhD program in Curriculumand Instruction at the University of Minnesota.”

Simone Gbolo: “I have been influencedin meaningful ways through guidancefrom the PSTL faculty and my academicexperiences. This program has fosteredmy development as a professional in student affairs. My academics have motivated me to develop scholarship andhave given me the tools to examine

student development theory and my practice. Through con-nections made in this program I recently co-presented a research paper on ‘High Impact Practices and Graduate SchoolAspirations among Underrepresented Minority STEM Students at Large, Public Research Universities’ at the American College Personnel Association. Also, I have becomemore engaged in the activities of the College of Science and Engineering where I work; during my practicum my colleagues and I learned about and assisted in the develop-ment of a first-year experience course, which also resulted inme teaching two sections of course CSE 1001. Currently, I amsite coordinator for the North Star STEM Alliance on Univer-sity of Minnesota-Twin Cites campus. My plan is to continueapplied research and evaluation in the area of minorities’ persistence in science, technology, engineering, and math. I hope to pursue a PhD in the near future.”

Anise McDowell: “I will continue to workin student affairs to help increase theleadership skills, retention, and gradua-tion rates for students of color. Earning aMaster of Arts has increased my opportu-nities for advancement in this field. I alsoplan to teach more social justice and lead-ership classes. I am currently creating the

curriculum for the Multicultural Center for Academic Excel-lence Ambassadors, and for the annual Multicultural Kick-off.”

Mary McKay: “When I look back at who I was personally and professionally whenI began this program two years ago, I amamazed by how much I have grown. ThisMA program has played an integral part in my continuing growth as a multiculturaleducator, advocate, and professional. Thechallenging coursework provided a sub-

stantial amount of reflection, and the discussions that I hadwith my classmates and professors have been invaluable. As I move forward in my career, I know that the friendships that I have formed and the multicultural lens that I have developedwill guide me as I seek to increase access and success inpostsecondary education for diverse student populations.”

<< FIRST-YEAR STUDENTS >>

iPADS, CONTINUED FROM PAGE 1

Art and iPad Come Together: The Visual Notebook Assignment

An integrated iPad assignment in the spring 2012 LearningCommunity, consisting of Linda Buturian’s course, “CreatingIdentities Through Art and Performance,” and Tabitha Grier-Reed’s course, “Principles of Psychology,” included a “visualnotebook” assignment. The iPad’s portability and image qualitycreated an opportunity for students to use their iPads as a cre-ative space to pursue art they were interested in—taking andediting photographs, recording songs, designing fashion, etc.

Visual artist Celeste Nelms presented images to the classand discussed artistic process. Students also toured the Weis-man Museum, using their iPads to engage with the art and articulate the psychological and artistic concepts they were incorporating. Students wrote about the process in order tostrengthen intellect and creativity through revision, feedback,reflection, and concept application.

To see some examples of these students’ work, go to:http://academics.cehd.umn.edu/mobile/category/student-gallery/. +

PSTL GRADUATES FIRST MA COHORT: with Peace and Great Expectations

PHOTO OF LARGE GROUP, - choose eitherMA110.JPG or MA107.JPG][ CAPTION] MA graduates, a Certificate gradu-ate, and PsTL staff and faculty celebrate theachievements of eight pioneering students (6 MA

The Post-baccalaureate Certificate in

Innovations in Undergraduate Multicul-

tural Teaching and Learning is catching

on! Interest in these competencies

has attracted students from disciplines

other than education. This spring,

two science students received the

Certificate.

Kevin Dorn is enrolled in thePlant Biological Sciences PhDprogram. “As an undergraduateat the University of Minnesota,I was a teaching assistant forJay Hatch, a PsTL professor,

and I discovered a love for teaching and the im-portance of fighting for educational equality.”Kevin earned a BS in Genetics and Plant Biology,joined Teach for America, then returned to theUniversity of Minnesota. “The PsTL Certificatefurther developed my understanding of multicul-tural education and will help me support diversestudents in my future role as a faculty member.”

Amber Eule-Nashoba receiveda BS from Northland College inAshland, Wisconsin, in 2000and an MS from the Universityof Minnesota in 2010. She is aPhD student in Plant Biology

currently, with research focused on evolutionarygenetics. “As a Choctaw, I have a deep under-standing of how culture influences how studentsapproach science. As part of my PsTL practicumproject, I explored how to infuse multiculturalperspectives in a new course I developed titledPopulation Ecology: A Quantitative Analysis ofEcological Processes.” +

ACCOUNTS OF MEXICAN IMMIGRANT LANGUAGE IN THE NEW LATINO DIASPORAPsTL RESEARCH SERIES Shifting Ideologies across Levels of SchoolingOn April 26, Professor Stanton Wortham of the University of Pennsylvania spoke at the 2012 springPsTL Research Series. He described how Latino families settling in parts of the U.S. have changed student populations in many school systems and thus created symbolicchallenges for both immigrants and long-standing residents, asthey struggle to make sense of their own and others’ identities.+

SCIENCE STUDENTS EARN CERTIFICATE

Terrance (Terry) Paape: “I am conduct-ing a job search in the field of student af-fairs, searching specifically for positionsthat deal with multicultural education and programming. I think that having amaster’s degree in Multicultural CollegeTeaching and Learning, and a comple-menting other master’s degree in Educa-

tional Policy and Administration in Higher Education, has reallygiven me a competitive edge in the field now that we are see-ing institutions of higher learning embrace multiculturalism andsocial justice in their academic and co-curricular programming.“

Jeanne Higbee spoke for herself and her colleagues, “Justas these students believe that they have benefitted from theirexperiences in the MA program, the PsTL graduate facultyhas learned much from this wonderful cohort of students andlooks forward to many cohorts to come.” +

(Above) PsTL staff and faculty celebrate in May 2012with six MA graduates and two Certificate earners.




































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iPads for Teaching and Learning: Technology Enhances the First