College of Education and Human Development

Persistent link for this communityhttps://hdl.handle.net/11299/358

Historical note: At the directive of the Minnesota legislature and by an act of the University’s Board of Regents, the College of Education was created on December 12 1905 as the Department of Pedagogy, with the mandate of guiding the training of teachers, principals, and school superintendents.

In 2006, the College of Education and Human Development joined the General College and two College of Human Ecology departments (the School of Social Work and the Department of Family Social Science) to form the new College of Education and Human Development. The General College was reorganized into the Department of Postsecondary Teaching and Learning within the CEHD. CEHD home page: http://www.education.umn.edu

The digital texts available here are complemented by the historical archives of the College of Education and Human Development and its predecessors, available for research in the University of Minnesota Archives, 218 Elmer L. Andersen Library.

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Browsing College of Education and Human Development by Type "Presentation"

Now showing 1 - 20 of 71
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    Access to Alcohol Use Disorder Treatment Among Women: An Empirical Examination of Health Service Utilization
    (2025-04) Horgos, Bonnie
    Alcohol use disorder (AUD) is a major public health concern for women, yet treatment utilization remains low, and few models adequately explain women’s enrollment in AUD treatment. This study evaluates Andersen’s Behavioral Model of Health Service Use (Andersen’s Model) as a framework for understanding AUD treatment enrollment and tests whether an empirically derived model provides a better fit. Using pooled data from the 2015–2023 National Survey on Drug Use and Health (NSDUH; unweighted n = 28,739, weighted N = 14,382,241), this study examines the influence of Andersen’s Model constructs—predisposing factors, enabling resources, and health needs—on past-year enrollment. Confirmatory factor analysis (CFA) showed poor fit for Andersen’s Model (χ²(147) = 52,408.27, p < .001, CFI = .73, RMSEA = .11). Exploratory factor analysis (EFA) identified five initial factors, but refinement led to a two-factor model: facilitators (e.g., income, education) and barriers (e.g., disability status, mental health status, AUD severity), explaining 70.4% of variance in treatment enrollment. The final model demonstrated excellent fit (χ²(14) = 203.15, p < .001, CFI = .995, RMSEA = .022), outperforming Andersen’s Model. Findings suggest an empirically derived framework better explains women’s AUD treatment access and can inform future research, policy, and interventions to improve treatment engagement.
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    Alcohol Consumption and Associated Risk Factors for Alcohol Use Disorder in Hungarian Women: A Systematic Review
    (2024) Horgos, Bonnie M
    Hungary has one of the highest rates of alcohol use disorder (AUD) in the world, yet the literature primarily focuses on alcohol consumption in Hungarian men. Furthermore, AUD is continuing to rise in women globally. Given the history of alcohol use in Hungary and growing levels of AUD in women, AUD in Hungarian women may be a latent issue that must be better understood. Therefore, this systematic review aims to assess alcohol consumption levels and associated risk factors for AUD among Hungarian women. A systematic review yielded 526 articles, with 17 selected for full-text review; 10 articles were excluded due to lack of rigor or falling outside of the scope. The remaining seven articles demonstrated moderate evidence that Hungarian women consume less alcohol than Hungarian men. However, the studies showed that women with co-occurring mental health disorders and a history of trauma may experience higher rates of AUD. Future research should focus on changing patterns of alcohol consumption in Hungarian women, particularly those with co-occurring mental health disorders and a history of trauma.
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    Analysis and forecasting of sacral tourism potential of Kazakhstan with the time series analysis
    (2024-03-21) Amina, Uaisova
    The aim of this study is to investigate the effect of tourist resources, conditions and opportunities of sacral tourism in Kazakhstan using panel data (time series and cross-sectional) regression analysis for a sample of 14 regions of Kazakhstan observations over the period from 2004 to 2022. The main focus is on the method of estimating the size and effectiveness of the tourist potential, which reflects the realization and volume of tourist resources and its potential.  
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    Ankle position sense acuity does not decline in physically active older adults
    (2023) Sertic, Jacquelyn; Konczak, Jürgen
    Ankle proprioception is essential for balance control. However, ankle proprioception can decline in older adulthood and has been linked to a higher incidence of falls. This study examined whether physically active older adults are spared from such proprioceptive decline. Using the Ankle Proprioceptive Acuity System (APAS) and applying an adaptive psychophysical testing paradigm, ankle position sense acuity in 57 neurotypical middle-aged and older adults (50-80 years) and 14 young adults (18-30 years) was assessed. A participants’ unloaded foot was passively rotated from a neutral joint position to a reference (15 or 25 deg plantarflexion) and a comparison position (< reference). Participants verbally indicated which position was further from neutral. Appropriate stimulus-response functions were fitted and Just-Noticeable-Difference (JND) thresholds and Uncertainty Areas (UA) were derived. The JND threshold is a measure of perceptual bias, while UA is a measure of precision. The main finding of the study: Between the middle-aged and older adult groups (50-60, 60-70, 70-80 years) no significant differences were found in JND threshold nor UA. These data indicate that active older adults may be spared from age-related decline in ankle position sense. These findings encourage older adults to become or remain active during aging.
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    Atypical Activation of Laryngeal Somatosensory-Mmotor Cortex during Vocalization in People with Unexplained Chronic Cough
    (2023) Xu, Jiapeng; Misono, Stephanie; Kang, Jason; Oh, Jinsok; Konczak, Jürgen
    Importance: Chronic cough (CC) affects up to 10% of the general population, yet its etiology is not well understood. Enhancing our understanding of how peripheral and central neural processes contribute to CC is essential for treatment design. Objective: Determine whether people with CC exhibit signs of abnormal neural processing over laryngeal sensorimotor cortex during voluntary laryngeal motor activity such as vocalization. Design: The study followed a cross-sectional design. In a single visit, electroencephalographic signals were recorded from people with CC and healthy controls during voice production. Participants: A convenience sample of 13 individuals with chronic cough and 10 healthy age-matched controls participated. Outcome Measures: 1) Event-related spectral perturbation over the laryngeal area of somatosensory-motor cortex between 0-30 Hz. 2) Event-related coherence as a measure of synchronous activity between somatosensory and motor cortical regions. Results: In the CC group, the typical movement-related desynchronization over somatosensory-motor cortex during vocalization was significantly reduced across theta, alpha and beta frequency bands when compared to the control group. Conclusions and Relevance: The typical movement-related suppression of brain oscillatory activity during vocalization is weak or absent in people with chronic cough. Thus, chronic cough affects sensorimotor cortical activity during the non-symptomatic, voluntary activation of laryngeal muscles.
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    Autism mentorship program: A self-concept strengthening program
    (2020-03) Tomfohrde, Olivia; Goldberg, Emily; Goerdt, Annie; Weiler, Lindsey; Hudock, Rebekah
    Adolescents diagnosed with autism spectrum disorder (ASD) report that they often feel burdened by their diagnosis and struggle with social interactions and anxiety. Concurrently, adolescents with ASD rarely know adult role models with ASD who can serve as a source of guidance and inspiration. The Autism Mentorship Program (AMP) is a first-of-its-kind program that matches autistic* adolescents with autistic adults in one-to-one mentoring relationships (*identity-first language preferred). AMP was designed to provide youth with a sense of identity and belonging, by means of a supportive relationship. The aim of this study was to explore the promise of AMP to affect mentors’ and mentees’ self-concept and self-satisfaction. Seven mentee-mentor pairs (N=14) completed pre- and post-test assessments. Results showed that 83% of mentees and 57% of mentors improved in overall self-concept. Mentees experienced a moderate change in life-satisfaction (d=0.56) and a moderate to large change in self-satisfaction (d=0.71). Mentors reported a minimal change in self-satisfaction (d=0.13) and a small increase in life-satisfaction (d=0.30). One hundred percent of mentees and mentors reported satisfaction with the program. As such, AMP shows promise as a mutually beneficial program for supporting aspects of wellbeing for individuals with ASD.
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    Autism Spectrum Disorder Prevalence in Minnesota
    (2022) Sample, Jeannette; Esler, Amy; Hall-Lande, Jennifer; Hallas, Libby; Higginbotham, Courtney; Poynter, Jenny
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    A Case Study of Undergraduate Biology Students' Engagement in Blended Sensemaking During Mathematical Modeling Tasks
    (2023) Desi; Roehrig, Gillian; Schuchardt, Anita
    Studies of students engaging in problem solving tasks have shown that individual students who are able to draw on both their mathematical understanding of the equation and scientific knowledge of the phenomenon (blended sensemaking) are more successful in problem solving. Both science and mathematics sensemaking have been shown to occur in mathematical modeling tasks. Prior studies have only examined whether blended sensemaking occurs by individual students, not how blended sensemaking occurs when students are working collaboratively in mathematical modeling tasks.
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    CEHD Aspirations & Expectations
    (University of Minnesota: College of Education and Human Development, 2006-10-24) Bailey, Darlyne
    The new College of Education and Human Development is a world leader in discovering, creating, sharing, and applying principles and practices of multiculturalism and multidisciplinary scholarship to advance teaching and learning and to enhance the psychological, physical, and social development of children, youth, and adults across the lifespan in families, organizations, and communities.
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    College Freshmen’s Experiences of Emotional Support via Texting
    (2020-03) Keyzers, Angela; Holmgren, Hailey; LeBouef, Samantha; Dworkin, Jodi
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    College students, texting, and family: “The only way we can goof off and be [family]… because we don’t see each other often.”
    (2020-03) LeBouef, Samantha; Dworkin, Jodi; Hessel, Heather; Holmgren, Hailey; Keyzers, Angela
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    Designing language course curriculum: Impacts of international internship programs
    (2024) Berkinbayeva, Gulzat
    The role of international internship programs in fostering global collaboration, cultural exchange, and human development is crucial. The "500 Scholars by Bolashaq" is the best program in Kazakhstan for scientists to develop research experience. Being awarded the Bolashaq scholarship is a great pleasure for Kazakhstani scholars to conduct research in the USA, at the University of Minnesota with the College of Education and Human Development (CEHD) Visiting Scholars Program: Research, Pedagogy, and Leadership. My research work aims to study the approaches used in the Minnesota English Language Program (MELP) at the University of Minnesota in designing foreign language teaching curricula in diverse contexts, and based on the findings create a new course curriculum for teaching the Kazakh language to non-Kazakh speakers in multicultural settings. This study adopts a mixed-methods research approach to comprehensively explore the research objectives. Specifically, a survey was administered to a representative sample of students and educators from Narxoz University and Kazakh-British Technical University to gather quantitative data on perceptions of the existing curriculum. The analysis of interview data provided certain evidence to qualify identified gaps and shortcomings in the curriculum, contributing to a deeper understanding of the research question
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    The Direct Support Workforce and COVID-19: Low Wages and Racial Disparities
    (2022) Pettingell, Sandra; Bershadsky, Julie; Kramme, Julie; Hewitt, Amy; Smith, Jerry
    There is a critical shortage of direct support pro­fessionals (DSPs) who support people with intel­lectual and developmental disabilities (IDD) to live in the community. This shortage has been exacerbated by the COVID-19 pandemic. DSPs support people in a variety of areas (e.g., employment, daily living, relationships, and health) and their work involves a high level of skill. However, the high-skilled and varied nature of this work is not reflected in DSPs’ wages, which remain low. A high level of responsibility for providing supports to people with significant support needs paired with low wages has likely contributed to the high turnover (42.8%) and vacancy rates (11.2%) of this workforce (NCI, 2020). Using a national sample of the direct support workforce, we examined racial differences in wages, annual household income, and extra hours worked during the pandemic. Significant differences were found for all outcomes. These issues are important as they affect staff well-being and retention which are important regarding services and supports provided to individuals with intellectual disabilities receive. Policy recommendations to address these disparities are provided.
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    Disparities in Service Access and Waitlists for People with Intellectual and Developmental Disabilities​
    (2023) Neidorf, Jon; Begin, Brian
    People with intellectual and developmental disabilities (IDD) most often look to their state IDD agencies to receive long-term supports and services (LTSS). However, access to these services varies significantly by state, and hundreds of thousands of people on LTSS waitlists nationally, some of whom wait more than a decade before being selected for services. Furthermore, while some states have eliminated waitlists and serve more people, this does not necessarily mean there are fewer people with unmet service needs. The Residential Information Systems Project (RISP) is a longitudinal study of LTSS for people with IDD that captures how states differ in access to and waitlists for Medicaid waiver-funded services (the most common type of LTSS). This poster will demonstrate with RISP data the state of LTSS access nationally, as well as differences by state in LTSS access, waitlists, and funding. We will also explain how RISP data challenges the notion that states with fewer people on waitlists have stronger LTSS systems.
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    Dyad motor learning in a wrist-robotic environment: Learning together is better than learning alone
    (2023) Winter, Leoni V.; Panzer, Stefan; Konczak, Jürgen
    Background: Dyad motor learning is characterized by two learners alternating between physical and observational practice. Although empirical evidence shows that dyad learning leads to superior outcomes compared to physical practice alone when learning complex motor tasks, it has not been established as a rehabilitation tool. This study aims to determine the effects of dyad learning on motor performance in a wrist-robotic environment to evaluate its potential use in rehabilitation. Methods: Forty-two participants were randomized into three groups (N=14): Dyad learning, physical practice and control. Participants practiced a 2 degree-of-freedom gamified motor task for 20 trials using a custom made wrist-robotic device. Motor performance was measured at baseline, the end of training, and 24 hour retention. Results: Motor performance did not differ between groups at baseline and all groups improved their performance compared to baseline (p<0.05). However, the dyad group outperformed the other groups at the end of training (p=0.001; Cohen’s d=0.954) and at retention (p=0.012; d=0.617). Conclusion: Compared to physical practice alone, practicing collaboratively by alternating between physical and observational practice leads to superior motor outcomes after practicing a robot-aided gamified motor task. Dyad learning may be a valuable tool in rehabilitation settings that leads to improved patient motor outcomes.
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    Educational Disengagement Among Homeless and Unstably Housed Youth
    (2022) Dadi, Dunia; Piescher, Kristine; Shramko, Maura
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    Effects of family processes on personality dysfunction
    (2023) Kawser, Umme
    This study aimed to investigate the association between family functioning and personality dysfunction in a sample of 262 participants in Bangladesh. Participants completed a demographic questionnaire, a family functioning scale, and a personality inventory, and hierarchical multiple regression analysis was used to explore the contribution of predictor variables to personality dysfunction. The results showed that gender, strength, and adaptability, and being overwhelmed by difficulty were significant predictors of personality dysfunction, collectively accounting for 2% of the variance in personality dysfunction. However, disrupted communication was not found to be a significant predictor of personality dysfunction. This study provides insight into the role of family functioning in the development of personality dysfunction in Bangladesh. The findings suggest that family functioning plays an essential role in the development of personality dysfunction in the context of Bangladesh. These results highlight the importance of addressing family functioning as a critical factor in the interventions for personality dysfunction in the Bangladeshi population. Furthermore, this study contributes to the broader literature on personality dysfunction by exploring the relationship between family functioning and personality dysfunction in a Bangladeshi context. These findings have implications beyond the context of Bangladesh and suggest that family-focused interventions, such as family therapy, should be incorporated into the treatment of personality dysfunction to improve family functioning and overall mental health outcomes. The study demonstrates the importance of considering cultural context in understanding the relationships between family functioning and personality dysfunction.