Andy Garbacz, associate professor of educational psychology and co-director of the School Psychology Program in the Department of Educational Psychology at the University of Wisconsin, led the first presentation of the Fall 2022 Methodology Applications Series Sept. 30.
Nebraska researchers expand reach of TAPP family-school intervention
A family-school intervention program that has seen success in Nebraska and surrounding states is expanding its reach.
Susan Sheridan, director of the Nebraska Center for Research on Children, Youth, Families and Schools, and Amanda Witte, CYFS research assistant professor, are working with University of Wisconsin researchers to bring the Teachers and Parents as Partners (TAPP) intervention to schools in their state, along with ongoing studies in the region.
Grand Challenges research effort leverages STEM to inspire climate action
After decades of work, many researchers believe climate change poses the greatest global threat to human health — and that youth are the most vulnerable to the impacts and most-dire consequences, both today and in the future.
Black, Latinx, Native American and other youth of color may be disproportionately affected by climate change with deepening inequalities in access to clean air and water, healthy foods and forced migration.
Grand Challenges research effort aims to prevent sexual violence among Indigenous youth
For the past six years, Nebraska educational psychologist Katie Edwards has worked with Native American communities and organizations to combat sexual violence — a trauma Indigenous peoples experience at rates higher than any other racial or ethnic group in the U.S.
Welcome to the team, Dr. Alex Mason!
Name: W. Alex Mason
Title: Research Professor
Hometown: Fort Riley, Kansas
Where did you work prior to joining CYFS? What was your role there, and what did it entail?
“I was previously at the University of Tennessee Health Science Center in Memphis, Tennessee, as a professor, Division of Epidemiology, in the Department of Preventive Medicine. One of my responsibilities was to lead a large-scale pregnancy cohort study of 1,503 mother-child dyads who have been followed — so far — into children’s early adolescent years with extensive multi-method data collection, including surveys, observations, neuropsychological tests and biospecimens.”
NAECR selects 2022-23 Policy Fellows
The Nebraska Academy for Early Childhood Research has selected six faculty members to serve as Policy Fellows for the 2022-23 academic year.
The NAECR Policy Fellows Program is designed to educate early childhood researchers on policy processes, impacts and relationships to research; to provide policymakers with insight into the latest early childhood research at the University of Nebraska; and to generate collaboration among researchers and policymakers to develop effective research agendas that enrich early childhood experiences.
RISE Project aims to improve integrated STEM instruction in elementary classrooms
By Haley Apel, CEHS Director of Strategic Communications
Because today’s fast-paced world demands constant innovation in the areas of science, technology, engineering and mathematics, STEM-related occupations continue to grow at a faster rate than those in non-STEM related fields.
Multi-institutional study explores how students approach course work once class ends
As learning environments increasingly rely on online course formats that work with busy college student schedules — particularly after disruptions caused by the COVID-19 pandemic — a better understanding of how students complete out-of-class assignments is crucial to ensuring equitable opportunities for academic success.