Annual Report 2006-2007
Annual Report 2006–2007
A letter from the deanDear Friends,You are holding true boldness in your hands. Thisannual report is a snapshot of an incredible year,the first year of a new College with a new dean at areimagined University. Together, our faculty, staff,and students have redefined the vision of what acollege can be—multicultural, multidisciplinary, anda model of meaningful and sustainable communityengagement. Our strengthis in our collective expertiseand passion, focused ona singular destination:to transform how highereducation serves the world.This transformative powerallows us to live out our mission:“The College of Educationand Human Development isa world leader in discovering,creating, sharing, and applying principles andpractices of multiculturalism and multidisciplinaryscholarship to advance teaching and learningand to enhance the psychological, physical, andsocial development of children, youth, and adultsacross the lifespan in families, organizations, andcommunities.” We co-created this mission atthe very beginning of this year and immediatelyfollowed it by outlining our strategy for carrying thismission out into the world: our “neighborhoods.”The neighborhoods provide the process and thestructure for bringing together faculty, staff, andstudents across programs, departments, anddisciplines. Within these neighborhoods, membersof our College community discover “blocks,” ornetworks, of common interest and scholarship thataddress the most challenging issues of today andtomorrow—societal problems and dilemmas thatrequire innovative thinking and action. Createdwithin our College, these blocks offer collaborativeopportunities for others as well, both with the restof the University and with the larger community.Blocks are springing up even as you read this,including one now federally funded for developingstudents and future leaders in the fields of science,technology, engineering, and math (STEM) education.Another block has taken on the vital topics ofhigh-school reform and access to postsecondaryeducation, and yet another is preparing to partnerwith an institute in Morelos, Mexico, to explorefamily and community issues among Mexicanson both sides of the U.S. border. These are just asampling of the exciting collaborations that theblocks and the neighborhoods make possible.Transforming how higher education serves the worldTransforming communitiesTransforming livesThe College of Education and Human Development is a worldleader in discovering, creating, sharing, and applying principles andpractices of multiculturalism and multidisciplinary scholarship toadvance teaching and learning and to enhance the psychological,physical, and social development of children, youth, and adultsacross the lifespan in families, organizations, and communities.Transforming communities Transforming families Transforming individuals Transforming education
I shared a more complete picture of our firstyear during my State of the College addressin October, which is available on our Website at cehd.umn.edu/dean. For now, let mehighlight a few additional accomplishments: In addition to welcoming more than3,050 of the most talented graduate students,we enrolled 645 first-year students and about1,650 additional undergraduates in fall 2007.We are embracing them with welcoming events,top-notch advising and student services,outstanding classroom opportunities, and local,national, and international community experiences. We raised 3.5 million in private gifts. We generated sponsored project revenue of 29 million and external sales of 4 million. We took academic leadership on the newlylaunched University Northside Partnership,which focuses the entire University’s expertisein families and children, health, education,and economic development towards the serviceof the North Minneapolis community, whileconcurrently deepening the community’s assets. We have welcomed 14 new faculty memberswho represent some of the best minds in theirrespective disciplines, bringing our total numberof tenured and pre-tenured faculty to 193. We developed a fresh look for our recruitingmaterials that expresses our mission and identityas a new College. While developing this visualidentity system, we gathered input from students,staff, and faculty at all levels across the College,along with getting ideas from our alumni andDean’s Advisory Council. The result is a lookand a language that best representsour culture and values.I know Minnesotans don’t usually talk about theiraccomplishments, but I’m a New York transplant, andI am bursting with pride at what all of us—students,staff, and faculty—have accomplished during our firstyear. It has been memorable in every way, and withyour support, I’m confident that we’ve only just begun.Best regards always,Darlyne Bailey, Ph.D.Dean and Assistant to the PresidentCampbell Leadership Chair in Educationand Human s TransformingTransformingindividualsindividuals TransformingTransforming educationeducation TransformingTransforming lives
More than words2Literacy outreach program has impact for the agesTo date, more than25,000 people haveparticipated in theRead-In, and they havehelped to collect morethan 10,000 books.Ezra Hyland believes in the power of words. That’s why he’s committedto spreading the joy of reading through the University’s AfricanAmerican Read-In. Now in its thirteenth year, and recently awardeda 50,000 grant from author James Patterson, the Read-In is part ofa national initiative promoting literacy among African Americans.Hyland coordinates numerous events throughout the year, includingbook drives, public lectures, and discussion groups. His efforts arefocused on children and adults in North Minneapolis, a predominantlyAfrican American neighborhood. To date, more than 25,000 peoplehave participated in the Read-In, and they have helped to collect morethan 10,000 books for local schools and community organizations.The Black Men Reading book club, one of the Read-In’s oldestprograms, has made an especially significant impact in thecommunity. “We have members who are now bringing their adultsons,” Hyland notes. “When the programs start to exist acrossgenerations, you can begin to see how to lay the seeds of change.”Transforming how higher education serves the worldTransforming communities
Transforming communities
Mark Lewis4Doctoral student, evaluation studies“I believe researchershave a social obligationto apply theory toreal world problems.”From an undergraduate degree in math, through graduate studiesin the Department of Educational Policy and Administration, MarkLewis has taken his love of numbers in surprising directions. Nowa doctoral candidate in the Department of Educational Psychology’sevaluation studies program, Lewis is marrying linguistics andcognitive science. Through the John P. Yackel/Pearson AssessmentInternship, he’s researching ways to word standardized test itemsso that they align with how students learn and process information.Transforming how higher education serves the worldTransforming communities
Lost in translation5Bridging cultures to meet Hmong mental health needsBesides ongoing workon a bilingual dictionaryof Hmong and Englishmental health terms, Gohis researching the roles,expectations, and ethicalconcerns surroundinginterpretation incounseling situations.The 2000 U.S. Census counted more than 45,000 Hmong amongTwin Cities residents. Yet mental health services in the metro haven’tkept pace with the needs of this population, primarily because manyEnglish counseling terms don’t translate directly into Hmong, or viceversa. “The problem arises because the Hmong language often reflectsa holistic view of health—both physical and mental,” explains MichaelGoh, associate professor in the Department of Educational Psychology.Goh, along with academics and practitioners working in linguistics,cultural anthropology, social work, and medicine, studies ways to bridgeHmong and English concepts of mental health care. Besides ongoing workon a bilingual dictionary of Hmong and English mental health terms, Gohand his colleagues have conducted research on the roles, expectations,and ethical concerns surrounding interpretation in counseling situations.He regularly shares his research and expertise with communitypartners such as the Multicultural Center for Integrated Health in theTwin Cities and Hmong National Development, Washington, D.C.Goh’s work is especially important in light of the number of Hmongwith mental health concerns. According to a 2004 issue of theJournal of Multicultural Counseling and Development, mental healthdiagnoses are more than twice as high for Hmong than for Westernpopulations. Word by word, Goh is building a common language sothat patients and practitioners alike can truly speak their minds.Transforming families Transforming individuals Transforming education Transforming lives
Beating the clock6Professor’s research spurs national family movementThough the time involvedmay sound small, justthis level of commitmentruns counter to the trendtoward “overscheduledkids”—a now commonterm coined by Doherty.Where many families surrender to pressing time commitments,family social science professor Bill Doherty presses back. Throughthe Putting Family First initiative he’s arguing that making timefor family is best for parents, children, and communities.Largely based on his research into overly busy, disconnected families,Putting Family First is a grassroots collaboration between Dohertyand parents. The initiative supports efforts to make family time apriority, including prompting communities across the country toset aside a night where nothing is scheduled outside of the homeand asking families to pledge to sit down to at least four familydinners per week. Though the time involved may sound small,just this level of commitment runs counter to the trend toward“overscheduled kids”—a now common term coined by Doherty.Several Minnesota communities have used Doherty’s research tocreate initiatives of their own. One group in the Twin Cities southernsuburbs called for a moratorium on Sunday youth sports activities.In Edina families can participate in “Edina Unplugged,” an annualevening where electronic devices are turned off in favor of family time.Decades of research show that strong family bonds are the mostimportant ingredient in a successful childhood, says Doherty. “No amountof other activities can substitute for missed family dinners, bedtime talks,weekend outings, family vacations, and just time to hang out together.”Transforming how higher education serves the worldTransforming families
Transforming families
Karen Suen8Undergraduate, family social science“My major’s definitelygiven me a new outlookon families and mademe appreciate myown family more. I’velived with my familythroughout college andat first I wanted to moveout and be a little moreindependent, but nowI realize how great itis to have a family asyour support group.”Senior Karen Suen understands the importance of a supportiveenvironment. She began her college experience in the formerGeneral College (now the Department of Postsecondary Teachingand Learning), where she enrolled in academic skills courses includingtime management. After tapping into College resources such ascareer counseling and internship placement, Suen discoveredher dream job: supporting others through children’s and familyservices. With the knowledge she’s gained over the past fewyears, she’s well on her way to helping others help themselves.Transforming how higher education serves the worldTransforming families
Of DNA and dilemmasNavigating the new territory of genetics counseling“It is conceivablethat genetic testingwill touch everyoneat some pointduring their life.”Genetic testing is rapidly transforming the face of health care—andraising some thorny ethical dilemmas. Patricia McCarthy Veach,along with colleagues from the University’s Institute of HumanGenetics and its Center for Bioethics, studies the challenges facedby health care professionals when dealing with genetic issues.McCarthy Veach, a professor in the Department of EducationalPsychology, has documented and established nationally acceptedstandards to help health care professionals understand thecomplex medical, ethical, social, and legal issues in geneticcounseling. One guideline advises health care professionals torefrain from discrimination on the basis of genetics, which isimportant when patients are attempting to access health care orinsurance. Legislation to make genetic discrimination illegal is underconsideration in Congress. Veach and her colleagues also wrote thefirst basic skills textbook for genetic counselors, which is used bymost genetic-counselor training programs in North America.“It is conceivable that genetic testing will touch everyone at some pointduring their life,” McCarthy Veach says. Her research helps geneticcounselors and other health care professionals provide compassionate,ethical help to patients navigating unexplored medical territory.Transforming communities Transforming individuals Transforming education Transforming lives9
Inspiring parents; educating youth10Learning Dreams program educates generations, communitiesAt the conclusion of thepilot, the truancy rateamong children involvedin the program at theneighborhood school waszero, and 100 percentof their parents wereinvolved in the school.Parental involvement is one of the most important factorsin a child’s academic success. The Learning Dreams programencourages their participation with a unique approach:by supporting the parents’ own educational goals.In the program, developed by social work senior fellow Jerry Stein,community-based educators provide individual, home-basedmentoring to parents and follow up with support forchildren’s learning. These educators also act as bridgesbetween families, schools, and community institutions.The three-year Learning Dreams pilot began in 1996 with30 families in a Minneapolis public housing community. Atthe conclusion of the pilot, the truancy rate among childreninvolved in the program at the neighborhood school was zero,and 100 percent of their parents were involved in the school.The correlations between the program and positive school outcomesgenerated significant interest among other communities. Theprogram recently received a 50,000 grant from the Phillips FamilyFoundation to continue replicating the program. Learning Dreamshas program sites in southeast Minneapolis and Worthington,Minnesota. A site in north Minneapolis is starting in the fall of2007, and a site in Belfast, Northern Ireland will begin in 2008.Transforming how higher education serves the worldTransforming families
Alejandra Estrada11M.Ed., second languages and cultures“I’m a product of urbanpublic education,and I decidedto become a teacherafter I worked at anurban school in St. Paul.I really liked workingwith immigrantpopulations there.There’s such a needfor good teachersin the city—that’swhere I want to be.”Alejandra Estrada, the daughter of Mexican immigrants, is a vocaladvocate for public education. She completed the M.Ed./initiallicensure program in second languages and cultures in 2006, a yearafter receiving the Judy D. Walter Urban Preparation Scholarship. Today,she uses her preparation and passion as a public elementary schoolteacher of English Language Learning in Brooklyn Park, Minnesota.Transforming communities Transforming individuals Transforming education Transforming lives
The heart of the matter12Saving the cardiovascular health of overweight children“If we get kids toexercise early enough,regardless of beingoverweight, theyhave a chance ata healthy future.”The obesity epidemic has put millions of U.S. children at riskfor potentially deadly diseases. Kinesiology associate professorDon Dengel is working to change that through his discoveriesabout cardiovascular health in overweight children.Dengel researched a group of overweight children with vasculardysfunction who participated in a fitness routine. After just eightweeks of regular exercise the children’s vascular health improveddramatically, as did their physical fitness and good cholesterollevels. The positive physical results held, even when no weight waslost. “If we get kids to exercise early enough, regardless of beingoverweight, they have a chance at a healthy future,” he notes.Dengel is also collaborating with researchers from multiple disciplineson a project funded by the National Cancer Institute. To gain a fullerperspective on the causes of childhood obesity, he and his colleaguesare studying various individual, family, school, and neighborhoodfactors, including school lunch policies, family medical history, andthe presence of sidewalks near children’s homes and schools.According to Dengel, current projections show that nearly80 percent of today’s children will be overweight when theyreach their forties. “If we are going be a society with a strongfuture,” he says, “we have to be concerned about academic,social, and physical health. We need to treat the whole child.”Transforming how higher education serves the worldTransforming individuals
Transforming individuals
Sticks and stones14Research lays the groundwork to addressmanipulative bullyingAggression is one ofthe best knownpredictors of futureacademic, behavioral,and social problemsamong youth.It’s not just their victims who sufferthe slings and arrows of youngbullies. Aggression is one of thebest known predictors of futureacademic, behavioral, and socialproblems among youth. Mostresearch focuses on aggressionamong boys, ignoring theiryoung female counterparts.Professor Nicki Crick in the Institute of Child Development is correctingthis inequity. Crick established the concept of relational aggression, whichis typically witnessed in girls. Rather than physically harming others,children who exhibit relational aggression hurt others by manipulatingrelationships. For example, a child who acts out in this way might tella peer, “If you don’t help me, I’ll tell everyone you wet your bed.”Since Crick published the first paper on relational aggression in1995, articles on the subject have appeared in over 70 academicjournals representing disciplines including social work, clinicalpsychology, and law. Research has been conducted in more than20 countries, including Sri Lanka and Australia. Even Hollywood hascovered the topic with the movie Mean Girls, among other outlets.Crick is submitting grant proposals to develop intervention and preventionprograms for relational aggression. “This field is wide open,” she says.“There is so much that we need to know to better help these kids.”Transforming how higher education serves the worldTransforming individuals
Through the looking glassSoftware illuminates the power of identityReactionsto the projecthave beenprofound. Someparticipantswho thoughtthey were inclusivediscoveredthey were bullies.Associate professor C. Cryss Brunner in the Department of EducationalPolicy and Administration is giving people a fresh perspective onidentity—their own and how they perceive those of others.With technical support at the College and University levels, Brunnercreated Experiential Simulations (ES), an online chat room whereparticipants are assigned a “modified persona”—a gender, racial,class, and positional identity unlike their own. As subjects chatwith each other, they see their own images while their classmatessee the assigned personae. The participants are unaware of thisand assume that others are seeing them as they actually are.Reactions to the project have been profound. One African Americanwoman who believed people didn’t listen to her because of her racelater realized her own communication approach was to blame. Someparticipants who thought they were inclusive discovered they werebullies. Several people report drawing on the Experiential Simulationsexperience “every day” as they communicate, listen, and lead.Brunner is continuing to develop her software while sheinvestigates how it can be applied in different fields. “Amongother things, we’re examining how the software might assistpeople with physical disabilities as they work online,” she notes.Transforming families Transforming education Transforming communities Transforming lives15
Diplomas for all16Program supports valid graduation requirementsfor students with disabilitiesThurlow and Johnsonargued that state anddistrict leaders shouldmake graduationdecisions based onmultiple indicatorsof students’ learningand skills, among otherrecommendations.In the last decade, many states have increased their high-schoolgraduation requirements in hopes of better preparing young peopleto succeed. These requirements frequently pose challenges forstudents with disabilities and for the educators and institutions whowork with them. As director of the National Center on EducationalOutcomes (NCEO), which is affiliated with the Institute on CommunityIntegration, Martha Thurlow works with state policymakers toestablish valid graduation requirements for all students.In 2003, Thurlow and Associate Dean David R. Johnson foundthat 27 states required students with disabilities to pass an examto receive a diploma; 2 additional states required local educationagencies to select and administer exit exams. Such “high-stakestesting” can have a variety of unintended effects on students withdisabilities, including increasing dropout rates and lowering selfesteem. Thurlow and Johnson argued that state and district leadersshould make graduation decisions based on multiple indicators ofstudents’ learning and skills, among other recommendations.NCEO staff members regularly share their findings with stateofficials and members of Congress. As Dan Weiner, Massachusettsassessment coordinator for students with disabilities, notes, “The workof Martha Thurlow and her staff at NCEO has been indispensable.I believe they have helped us become one of the most high-quality,inclusive, and accessible testing programs in the country.”Transforming how higher education serves the worldTransforming education
Transforming education
Reaching out to stop dropping out18Check & Connect program yields telling resultsOf the Check & Connectgroup, 68 percentwere on trackto completehigh school withinfive years vs.29 percent of thecontrol group.Dropping out of high school can produce many negativeoutcomes for young people, including lower future income andhigher unemployment rates than high school graduates. Check& Connect, an intervention program developed by professorSandra Christenson in the Department of Educational Psychology,reaches out to young people before they check out on school.Check & Connect promotes school engagement by assigning monitor/mentors to act as advisers, advocates, and service coordinators forat-risk students. Their primary goal is to keep disengaged students,their teachers, and their family members focused on education.The monitor/mentor works with students for at least two years,following them from program to program and school to school.The program’s impact has been remarkable. In one study,91 percent of Check & Connect students remained in school atthe end of ninth grade vs. 70 percent of the control group. Of theCheck & Connect group, 68 percent were on track to completehigh school within five years vs. 29 percent of the control group.“Dropout statistics are particularly alarming because jobs thatpay living wages have virtually disappeared for youth without ahigh school diploma,” says Christenson. Check & Connect helpskeep students on track for a bright and productive future.Transforming how higher education serves the worldTransforming education
Joshua King19Master’s student, outdoor recreationand youth development“For me, pursuinga graduate educationis important becauseit equips me with moreknowledge as I moveinto the field. By gainingmore knowledgenot only will I be moresuccessful, but peoplewho are affectedby policy and involvedin programs will bebetter served.”At the age of 28, Josh King has already coordinated a national conferenceand researched leadership development for the National ScienceFoundation and the Gates Millennium Scholars program. He also workedas associate director of the U.S. Senate Democratic Steering and OutreachCommittee. Now he’s pursuing a master’s in outdoor recreation andyouth development, which he plans to apply by developing nationalgovernment policy or directly managing programs related to youth.Transforming communities Transforming families Transforming individuals Transforming lives
20Statement of financial positionYear ended June 30, 2007RevenuesUnrestrictedRestrictedTotalTuition and fees47,384,143047,384,143State 83,245,488Gifts and endowmentExternal sales7,620,35507,620,355Grants and contracts4,783,70929,185,01833,968,727Other revenue3,435,62603,435,626Total dRestrictedTotal57,394,826ExpensesSalary and fringe57,394,8260General suppliesand 49Student cture costs(utilities, er expenses1,511,41301,511,413Total dRestrictedTotalIncrease/(decrease)in net assets(7,994,258)3,234,263(4,759,995)Net assetsat beginning of year19,425,709019,425,709Net assets at end of year11,431,4513,234,26314,665,714Grants and contractsTransforming how higher education serves the worldTransforming lives
Managing and investing donors’ gifts21Philanthropic gifts,year ended June 30, 2007Donors make a profound difference in the work of the College of Education andHuman Development. Their partnership with the College supports innovativeprograms, trailblazing research, top-quality faculty, and highly sought-afterstudents. The power of this giving is strengthened even more by the Universityof Minnesota Foundation (UMF), which ensures that gifts are used as donorshave requested and invests endowed funds to provide maximum, long-termbenefits to designated programs. 3.47 millionGift usageStrategic initiatives5%FacultysupportThe foundation invests its endowment for growth and to ensure that designatedprograms have a reliable source of funding that protects against inflation. Eachyear a portion of an endowed fund’s five-year average market value is paid outto support the designated program. The foundation’s Board of Trustees hasreduced the annual payout rate slightly during the last six years to ensure thatthe purchasing power of the endowment keeps pace with inflation.29%Researchand outreach1%The investment strategy is focused on long-term results, aimed at managingrisk and providing stable and predictable annual payments to programs. Thisis accomplished by balancing higher-returning investments designed forgrowth in purchasing power with investments that are expected to yield a morestable return.Academicprograms22%43%Gift sourcesFor the year ended June 30, 2007, the foundation’s endowment achieved a returnof 17.3 percent.Professional oversight of UMF investments is managed by the Universityof Minnesota Foundation Investment Advisors, a nonprofit subsidiary formedin 1998 to focus on long-term investment Corporationsand foundations12%For more information about the foundation’s endowment and investmentpolicies, please contact:University of Minnesota FoundationInvestment Advisors220 South Sixth Street, Suite 1225Minneapolis, MN 55402Phone: 612-767-1253Fax: 612-767-1250Faculty/staff4%Other individuals8%Transforming communities Transforming families Transforming individuals Transforming education
22College of Education and Human DevelopmentRoster of Donors 2006–2007University of Minnesota Presidents Club: Celebrating PhilanthropyPrivate giving has been critical in building the University of Minnesota as a great center of teaching, research, andoutreach. As a way to thank donors for the important role they play, the University of Minnesota has established aUniversity-wide donor recognition program. The Presidents Club recognizes those individuals and organizations whoselifetime giving totals 25,000 or more, or who make future gifts of any amount.The names listed in this roster are donors to the College of Education and Human Development and qualified formembership in the Presidents Club either before or during the past fiscal year, July 1, 2006–June 30, 2007.Builders for the FutureRecognizes donors who make giftsof 1 million or moreCornelia W. Ooms BeckCarmen D. & James R. CampbellCampbell FoundationJoan W. HarrisIrving Harris PhilanthropicFoundationCay Shea & Lowell W. HellervikNancy E. & John E. LindahlDorothy McNeill TuckerJulie A. & Rodney S. WallaceRegents SocietyRecognizes donors who make giftsof 500,000 to 999,999Fredericka H. Bond*Marguerite Henry Family TrustWilson Learning Corp.Trustees SocietyRecognizes donors who make giftsof 100,000 to 499,999American Guidance Service, IncElizabeth BlenmanMary W. BowersMary E. CorcoranMary J. & John B. CusterIda J. & John G. DaviesNatalie A. & Burton R. GalawayBridget D. HarterJanet C. HoagM. Jan Hogan & Bob SchiltgenGeorgiana G. & C.D. HollisterJames H. HouchensEloise M. Jaeger*Julie M. JensenBillie J. Jones & Scott H. DavisAmy Jean KnorrDottie A. & Jack C. MerwinKaren B. & David H. OlsonPersonnel Decisions InternationalJudy G. & Robert D. PottsMarian Radke-Yarrow*Joyce H. RoseneKaren SternalRuth A. Stricker & Bruce B. DaytonRuth G. & Paul F. ThomasEleanor V. & Arver* ThorneGretchen WallaceRodney S. Wallace Jr.Judy D. & H. William WalterMollie S. WeinbergMary B. & Jeffrey L. WerbalowskyEleanor & John P. YackelChancellors SocietyRecognizes donors who make giftsof 50,000 to 99,999Grace I. AndrewsDorothy BergSara E. BlackwellJoAnne Buggey
students and future leaders in the fi elds of science, technology, engineering, and math (STEM) education. Another block has taken on the vital topics of . Transforming families Transforming individuals Transforming education Transforming lives I shared a more complete picture of our fi rst year during my State of the College address
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January 13, 2006 St. John’s February 10, 2006 St. John’s March 10, 2006 St. Teresa April 14, 2006 (Note 3rd Friday) St. Michael’s May 12, 2006 Holy Comforter June 9, 2006 Advent July 14, 2006 TBD August 11, 2006 St. John’s September 8, 2006 St. James/St. Matthews October 13, 2006 Holy Spirit
ii TABLE OF CONTENTS October 27, 2006 Volume 30, Issue 43 PROPOSED RULES BOARD OF HIGHER EDUCATION A Master Plan for Postsecondary Education in Illinois . 28 July 3, 2006 July 14, 2006 29 July 10, 2006 July 21, 2006 30 July 17, 2006 July 28, 2006 31 July 24, 2006 August 4, 2006 .
keuangan masa depan perusahaan LQ 45 di Indonesia, baik untuk periode 2005-2006 maupun 2006-2007. Terdapat pengaruh ROGIC terhadap kinerja keuangan masa depan perusahaan LQ 45 di Indonesia, baik untuk periode ROGIC 2006-2007 terhadap kinerja keuangan 2006 maupun ROGIC 2006-2007 terhadap kinerja keuangan 2007.
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