Lauren Kelly

Senior Lecturer, Educational Psychology
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Office: 
Matthews Hall 322-DA
Phone: 
940-565-4646
Email: 
Lauren.Kelly@unt.edu

UNT’s applied physiology lab has links to Olympics

In a couple of weeks, athletes from around the world will compete in the 2018 Winter Olympics, in hopes of attaining glory for themselves and their countries. Researchers in the Applied Physiology Laboratory at the University of North Texas  are working to help all competitors reach their potential.

The lab, which is part of the UNT College of Education’s Department of Kinesiology, Health Promotion and Recreation, is the first Collaborating Center of the International Federation of Sports Medicine (FIMS) in the United States. As a part of FIMS, the lab displays the Olympic Rings. FIMS is the only sports science organization allowed to use the Olympic Rings imagery.

The lab, directed by College of Education associate professor Brian McFarlin, joins a network of 20 international labs seeking to solve problems relevant to global sports science and performance.

“We have developed our research in nutrition, strength and condition and other aspects of human performance to the level that our lab has been recognized by FIMS,” said John Nauright, chair of UNT’s KHPR department.

The lab is researching issues such as anti-doping, clean sport performance and improvements in rehabilitation from injury.

“We are also working with partners to establish a focus on how we turn innovations in sport performance to innovations for well-being across society,” Nauright added. “With the Olympics upon us, we are inspired to greater heights and are working to make the world a better place with better quality of life for all.”

 

— UNT News Service

New KHPR faculty working to make physical activities accessible for autism community

While working as a physical education teacher at an elementary school in Michigan, Andrew Colombo-Dougovito, assistant professor in the UNT College of Education’s Kinesiology, Health Promotion and Recreation department, made an observation. Children who had been diagnosed with autism often moved differently from their peers, even though they showed no outward signs of physical differences. The observation lit a spark — Colombo-Dougovito wanted to learn more about motor development in people with disabilities, and help those people access resources that allow them to be more physically active.

Colombo-Dougovito decided to pursue a Ph.D. at the University of Virginia, spurred by a love of research he discovered while working on his master’s degree in special (adapted) physical education at Western Michigan.

“Research kind of fit my thought process — I like questioning why things worked. So it was a natural fit,” he said. “I decided to pursue that question of why people with disabilities move differently. And during my Ph.D. studies, I started to realize there’s not a lot being done to help these people move better. So that’s where my current research is focused – practical ways of improving motor skills.”

Colombo-Dougovito is using the research and teaching skills he gained during his time as a teacher and doctoral student to give UNT students invaluable insights into working with people with disabilities.

Teaching the Next Generation

Now in his fourth month at UNT, Colombo-Dougovito teaches a class on movement for individuals with disabilities. The course is an introduction to disability for kinesiology students, many of whom will go on to have careers in the health field.

“In many instances, unless they have a family member with a disability or have a disability themselves, most students aren’t exposed to the issues this population faces,” he said. “A lot of our students are ultimately going to go out and be physical therapists, occupational therapists, teachers – one of the biggest areas they’re going to need help in is working with individuals with disabilities. So this class gives them a taste of what they might expect once they get into the job field.”

Building awareness and understanding of disabilities is key to building a more accepting, adaptive society, Colombo-Dougovito said.

“Every person in a disabled individual’s life is a stakeholder — they’re going to have an impact — and we have to find ways to make it a more positive impact. We have to figure out a way as a society to be more accepting of people who have those differences,” he said. “On top of that, teachers, researchers and local community members have to find a way to give parents tools and resources to help their kids be more active.“

Current Research

In addition to teaching, Colombo-Dougovito is working on several research projects, the primary one focusing on adults with autism and their experiences with physical activity. Colombo-Dougovito and a colleague in California have interviewed around 20 individuals to determine what kinds of activities adults on the spectrum might be interested in trying but haven’t been given an opportunity, as well as how those activities might be adapted to meet specific needs.

“It’s really important to understand that if we can get people interested in doing activity, and give them the tools to be successful, that’s ultimately going to be the best benefit,” he said. “One of the things we weren’t expecting with this study was just how much interest we’d get. We’re just asking adults with autism to give us their opinion, and it’s like they’ve been waiting for someone to do that for so long.

“That’s one of the big things that has come out of the study: Just ask.”

Colombo-Dougovito said that by asking, he and his research partner have found that adults with autism find value in physical activity, but they have had bad experiences in the past, often during childhood. And that’s a problem – when people don’t enjoy physical activity at a young age, they’re unlikely to be physically active as adults, Colombo-Dougovito said.

“As early in life as we can, we want to make sure that people with autism find activities and skills that they’re competent in and that they can perform, feel comfortable with and enjoy so they’re more likely to continue,” he said.

And an added benefit to some physical activities: Independence.

“I think targeting things like bike riding is another important area we can focus on – it gives us fitness but it also give us a mode of transportation. If you give someone a mode of transportation, you give them independence,” Colombo-Dougovito said. “If a person with autism can ride a bike and navigate the road system, they have independence as an adult — they can bike to work, the store, the movies. The focus of any good motor skills-building program, while building what would be the fundamental skills, ultimately needs to focus on the lifetime activities.”

Working With UNT’s Kristin Farmer Autism Center

With his particular expertise in building motor skills, Colombo-Dougovito is working with UNT’s Kristin Farmer Autism Center, including Executive Director and COE faculty member Kevin Callahan and his staff, to create a program that will help KFAC’s clients be more active. Colombo-Dougovito said adding a comprehensive, sustainable motor program could elevate the center’s already impressive impact on individuals and families.

“A good motor skills program would give people the tools to live a good quality of life and be competent doing the activities they like,” he said. “And then we need to give them tools so that, in any city they go to, they can find resources and enjoy those activities.”

Colombo-Dougovito said motor skills programs should be based not on sports skills but lifetime fitness activities - things an individual can do when they’re young, as young adults and when they reach adulthood.

“While sports like football and hockey are great, ultimately you can only do them for so long. But skills like throwing, catching, swimming, tennis — those are skills a person can use at any age,” he said.

What’s Next?

In addition to working with KFAC, Colombo-Dougovito hopes to partner with UNT’s College of Visual Arts and Design to look at ways gamification and eye tracking could help improve physical activity in children with disabilities. Gamification is applying a reward system that motivates people to complete tasks — so, for example, the way many people use their FitBit to track who among their friends or loved ones gets the most “steps” each day. Eye tracking is the process of analyzing exactly where a person is looking while he or she is taking in information. Many people with autism have trouble focusing their attention during learning experiences or demonstrations, Colombo-Dougovito said.

“For kids with autism especially, when we’re trying to present skills, we often don’t know which part of our demonstration they’re looking at. A few of the studies have kind of anecdotally noted that the child may be focusing on someone moving from point A to B but not necessarily how they’re moving,” he said. “Eye tracking is a non-invasive way for us to see what they’re paying attention to, what part of our demonstration they’re looking at. And we can use that to find better ways to present information so kids and young adults can use it.”

Colombo-Dougovito also plans to continue his research with adults on the spectrum and start a new research project that compares early motor milestones — such as standing, crawling and walking — and fundamental motor skills that include running, jumping and throwing.

He’s also committed to research that examines the lifespan of individuals with autism, getting their input and discovering ways to improve their quality of life right now.

“There is a lot of important genetic research happening in the field of autism that could yield incredible findings in the future, but at the same time, we have all these individuals who have autism, who are here now, and that research isn’t going to benefit them,” he said. “What’s going to benefit them is us as a society finding ways to better include them and give them the tools they need to access everything the world has to offer.”

Colombo-Dougovito said that is truly the aim of his research.

“I don’t want to ever assume that what I’m doing is what individuals on the spectrum need or should be doing – I realize I’m not someone who speaks for the autism community,” he said. “But I recognize that people have issues accessing physical activities, or they have had a negative experience with physical activity, or no one ever taught them motor skills because there were other things that were deemed more important. And I’m hoping through my work that I can give people the tools to access that aspect of life if they want to engage.”

Higher Education Prospective Student Open House

U.S. News and World Report ranks UNT online education program 4th in nation

U.S. News and World Report has named the University of North Texas’ College of Education online graduate education program the fourth best in the nation.

UNT was ranked No. 4 out of 275 schools listed. The program rose from a No.16 ranking last year.

“We are developing high-quality educator preparation programs and bringing them closer to the settings where our students work with kids,” said Randy Bomer, dean of the College of Education. “We’re trying to close the distance between research-based knowledge and educational practice. It’s so gratifying that our outstanding faculty’s work is receiving this kind of acclaim across the nation.”

The UNT College of Education offers seven online master’s-level programs in addition to online certificate programs in educational psychology and teacher education and administration. Some are accelerated programs that allow students to graduate with both a bachelor’s and master’s degree in five years. The online educational psychology master’s degrees offer concentrations in autism intervention, educational diagnostician, gifted and talented, and research and evaluation. In teacher education and administration, concentrations include curriculum and instruction, educational leadership and teaching.

For this year’s list, UNT was ranked in five general categories—student engagement, student services and technology, admissions selectivity, faculty credentials, and training and peer reputation.

For more information about the Educational Psychology program, contact, Laura Coleman at 940-565-3486 or Laura.coleman@unt.edu. For more information about the Teacher Education and Administration program, contact Marilyn Deuble at Marilyn.deuble@unt.edu or 940-565-2942.

Other USNWR rankings for UNT this year include:

No. 34 – Master’s degree in Criminal Justice (graduate)

No.  28 – Master of Business Administration degree

No.  47 – Bachelor’s online programs

Higher Education Prospective Student Open House

Date: 
Saturday, February 10, 2018 - 10:00am to 12:30pm
Location: 
University Union Room 225

The faculty of the University of North Texas Higher Education Program invite individuals interested in pursuing a degree in Higher Education to our upcoming Open House. Learn more about the program, courses offered, and UNT's general campus culture.

Register online for the event!

Kaylee Christensen

Administrative Specialist, Counseling and Higher Education
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Office: 
Welch Street Complex 2 100
Phone: 
940-565-2910
Email: 
Kaylee.Christensen@unt.edu

Kimberly King

Clinical Assistant Professor, Counseling and Higher Education, Director, Counseling and Human Development Center
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Office: 
Welch Street Complex 2 150
Phone: 
940-369-8007
Email: 
Kimberly.King@unt.edu

New Higher Ed faculty's research examines community colleges' strengths, challenges

UNT may be a four-year research university, but it has a long-running dedication to community colleges. The UNT College of Education is home to the Bill J. Priest Center, named for the founding and longtime chancellor of the Dallas County Community College District.  The UNT College of Education also offers doctoral programs in Higher Education, which enroll many community college administrators seeking to advance within their institutions. Alumni of the program include leaders at many North Texas community college campuses, and are known across the state for their expertise.

Now, the UNT community college team has a new member, whose research dives into the role of community colleges as important sites for credential completion, civic engagement and strengthening our democracy.

Cliff Harbour came to UNT from the University of Wyoming and before that worked at Colorado State University. Early in his career, he was an academic dean at a community college in Durham, North Carolina. Harbour is excited to be in Texas, however, a state that he calls “an exceptional place for higher education.”

“In our business, people say there are two places to be if you want to work in a large, complex, growing higher education sector: Texas and California. In both states, public and private institutions range from open-access community colleges to research universities with international reputations. It’s all here,” he said.

And, Harbour added, “Texans really take pride in higher education, so that brings an appreciation for the work we do, but higher expectations as well.  And this is good.” 

Harbour’s current research projects focus on the Completion Agenda, community college civic engagement programs, and developing a stronger normative vision for community college education.

 The Completion Agenda

The Completion Agenda is a nationwide effort to increase graduation rates, especially in higher education. 

“Every college or university would like to improve its graduation rates,” Harbour said, “but this is especially important at community colleges.” 

Completion rates at community colleges are relatively low – lower than those reported for four-year colleges and universities. 

“But, there’s a reason for this,” Harbour said. “Traditionally, community colleges had a mission of access, and their role was to provide an open door to high school graduates without regard to their grade point average (GPA) or standardized test scores (e.g., SAT, ACT).” 

So, to attract these students and working adults and those who did not move on to full-time university study, community colleges offered courses day, night and weekends, and the tuition was affordable. For decades, community colleges were leaders in providing adults with new higher education opportunities, either in occupational fields or in university transfer programs. Today, however, community colleges must do more than provide access. 

“And we all get that,” Harbour said. “The challenge community colleges face now is how to improve graduation rates without decreasing access.” 

Harbour’s first strand of research is grounded on a critical analysis of leading completion reforms to assess where there are gaps in addressing student needs. 

There is a lot of important research available on community college rates, he said. This work, however, is grounded in the disciplines supporting it. 

“This isn’t a bad thing” Harbour said, “it just recognizes that different social sciences bring their own conceptual and methodological limitations, and educators must synthesize this work to make it more accessible for practitioners.”

Harbour, a former community college dean, noted that, “Community college leaders want programs and practices that they can use tomorrow, and the best research is not always presented in a form that facilitates this work. So we need to help explain and disseminate that work.” 

Civic Engagement

A second line of inquiry for Harbour concerns the growth of new community college civic engagement programs. These initiatives are focused on helping students develop the skills, dispositions and values necessary to be effective members of their communities. 

“At the end of the day, community college students will succeed in life because they have developed the capacity needed to identify and solve problems in collaboration with others – in the community, at work and in the political institutions that organize our democracy,” Harbour said.  “Yes, we all need to do more to eliminate barriers to access and improve completion. But when students leave us and go forward in their lives, they must be prepared to negotiate and advocate for themselves and their families. They need to know how to work effectively in a democracy.” 

Harbour’s research focuses on nationally recognized civic engagement programs and examining the leadership that makes them successful.

Normative Vision

Harbour’s third line of research involves the development of a stronger normative vision for community colleges. He began work on this project in his recently published book, John Dewey and the Future of Community College Education. Every college or university is guided by an institutional mission, he said, and an institution’s mission is established by the state legislature or its trustees. 

“But institutions need more than this,” Harbour said. “They also need a normative vision – a vision of what the institution needs to be about, ethically.  And this includes ensuring that all of us on campus accept responsibility for protecting and securing our democracy.”

The Higher Education Program Faculty and Students

As one of the newest faculty in the College of Education’s Higher Education program, Harbour is working with six colleagues who are teaching and mentoring students in certificate, master’s and doctoral programs. 

“These faculty are truly exceptional,” Harbour said. “They are at the very top of the field in their teaching, research and service. It’s an honor and privilege to be a part of this group. 

“I was familiar with their work before I came to UNT. But now that I’m here, I benefit from their suggestions and observations, almost every day of the week.” 

As for the students in the program, Harbour was reflective. 

“You know,” he said, ”I’ve been working with graduate students – most of them community college leaders – both as a peer and as a professor in doctoral programs, for more than 30 years. What impresses me most about UNT graduate students – and I’m talking about those I have worked with – is that they are not just unusually bright and hardworking. They also have a sense of quiet confidence and professionalism that is often hard to find.

“For those working at community colleges, it’s clear, they know there are big challenges ahead. But, these people are looking for the challenges, seeking them out, and taking the measured risks associated with leadership. They are compassionate and care deeply about their students and their institutions. I’m not sure where they get that. Maybe it’s a Texas thing. But they are definitely players, and they will have a great impact that benefits all of us. And this is good.”

COE grant sees positive results for teachers of English Learners

Several North Texas schools saw notable improvements in science and math test scores among English Learners (ELs) after their teachers participated in the UNT College of Education’s Title III National Professional Development Project NEXUS grant. The $985,000 grant funded by the U.S. Department of Education recently concluded a five-year run of providing professional development and learning opportunities on sheltered instruction and English Language Proficiency Standards for teachers of ELs at 14 Denton ISD and Lewisville ISD schools.  

The Project NEXUS grant was developed to help middle and high school math and science teachers to better reach English learners from multiple language backgrounds. Since its inception in 2012, the project has delivered professional development to 200 teachers.

Data from the Texas Education Agency show that at McMath Middle School in Denton ISD, one of the schools that participated in the EL teacher training at UNT, only 27 percent of ELs achieved “Satisfactory Standard” or “Above End of Course” in the science STAAR tests in 2013-14. That number is significantly lower than the 75 percent of all students at the campus. By 2015-16, the percentage of ELs achieving “Satisfactory Standard” or “Above End of Course” had increased to 65 percent, compared to 83 percent of all students.  

At Denton High School, another school that participated in EL training, the percentage of ELs who performed at “Satisfactory Standard” or “Above End of Course” in the math STAAR tests was 52 percent in 2013-14, compared to 76 percentage of all students at the campus. By 2016-17, the ELs percentage had risen to 65 percent, compared to 76 percent of all students at the campus.

Nexus faculty and staff
Pictured, from left, UNT students and pre-service teachers Jerónimo Figueroa and Ashley Denney, Region 10 ESC consultant Dr. Cynthia Jaird, and UNT student and pre-service teacher Chloe Hawkins-Decaire at the luncheon celebrating the conclusion of Project NEXUS.
 

Dr. Rossana Boyd, director of Project NEXUS and director of UNT’s Bilingual/ESL Teacher Education Program, said many factors have contributed to improved educational outcomes for ELs, and she’s proud that the professional development offered through Project NEXUS likely played a role.

“What these numbers show is that we’re helping narrow the achievement gap of English learners compared to all students by giving teachers additional knowledge, instructional skills and strategies to teach their subject matter in comprehensible ways that benefit ELs,” Boyd said. “We heard teachers say, ‘I’ve had English learners for years, but I didn’t know what to do for them.’ One of our goals was to help meet that challenge.”

In addition, the grant provided scholarship funding for three current teachers to earn their master’s degree in Curriculum and Instruction with a focus on ESL education; all three are graduating this fall.

“I wish all my colleagues could have had this experience,” said Britni Rowlett, a teacher in Lewisville ISD and one of the three master’s scholarship recipients. “Our students deserve the best we can give, and everyone in this program is working to make that possible.”

The grant also aimed to enhance the instructional skills of UNT students studying to become math and science teachers. It provided review sessions and reimbursements for students taking the TExES ESL Supplemental exam to add English as a Second Language (ESL) Education to their initial teacher certificate. Current UNT College of Education student Jerónimo Figueroa, who is studying for certification to teach mathematics in grades 4-8 with ESL, said the review sessions helped him prepare for life as an educator.  The grant also provided professional development to UNT Teach North Texas students who aspire to be grades 7-12 teachers, with the Region 10 Education Service Center serving as a partner.

“I’m an ESL student myself, and it was really helpful to see the time and commitment teachers put in to reach English Language Learners,” Figueroa said. “I feel like I’m very prepared for what to do with my lesson plans when I become a teacher.”

UNT students also received hands-on learning and networking opportunities by attending state and national conferences such as the National Association for Bilingual Education conference (NABE), the Teachers of English for Speakers of Other Languages (TESOL) and UTeach at UT Austin. 

UNT is one of the top producers of bilingual teachers in the state. Of the 143 teacher preparation providers in Texas, UNT ranks third in certification of bilingual and ESL educators between 2012 and 2017.

“The statistics from the Texas Education Agency show that the UNT Department of Teacher Education and Administration is not only producing more bilingual and ESL teachers than most programs, but we’re also producing better educators for our growing population of English learners,” said Randy Bomer, dean of the UNT College of Education.

 

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