Associate Prof. of Psychology Christine Smith of the Human Development and Women’s and Gender Studies programs is co-author of a book chapter titled “Medicalizing women’s weight: Bariatric surgery and weight-loss drugs” with Julie Konik, Ph.D., of University of Wisconsin College-Sheboygan. The chapter is published in the book The Wrong Prescription for Women: How Medicine and Media Create a ‘Need’ for Treatment, Drugs, and Surgery.
Pscyhology Prof. Regan A.R. Gurung of Human Development was scheduled to be in Hamilton, Ontario today (Thursday, Aug. 13) for McMaster University’s “Symposium on Education and Cognition.” He is to be this evening’s featured speaker in a presentation titled “And the twain will meet: Combining cognitive science, teaching and learning,” to be followed by a panel discussion.
Associate Prof. Ryan Martin of Human Development went on PowerTalk FM 96.7 in California on Friday to talk “internet rage” about the massively publicized case of the Minnesota dentist accused of misconduct in shooting a well-known lion while on safari in Zimbabwe. Introduced as “one of the nation’s leading anger researchers,” Martin did a 15-minute live interview segment about the viral firestorm. Said Martin, “What the internet has done is to magnify… it gives (people) a chance to feel a part of something larger. It allows them to ‘feel.’ Who knows if 20 years ago we would have even heard about it, but today we are bombarded with it and you really can’t go to Facebook or Twitter without seeing (opinions on this incident).” You can hear the archived Q an A.
Two of UW-Green Bay’s most prominent and honored professors are the authors of separate essays published on this Independence Day weekend 2015.
Contributing to the Green Bay community’s dialog about the Confederate flag controversy playing out nationally, Prof. Regan A.R. Gurung of Human Development wrote a guest column for the July 3 print edition of the Green Bay Press-Gazette. Headlined “Celebrate our freedoms, but don’t forget about respect,” the piece celebrates American freedom of expression but reminds us that a populous and pluralistic society derives value when individuals appreciate why some expressions are considered incendiary. The piece is archived here.
Prof. Harvey J. Kaye of Democracy and Justice Studies, who speaks and writes nationally from a progressive perspective, has contributed the column “Social Democracy is 100% American” to the Moyers & Company political website. In it, Kaye criticizes some supporters of presidential candidate Hillary Clinton for trying to marginalize the campaign of Vermont Sen. Bernie Sanders. Responding to an interview in which a Clinton surrogate described Sanders as “extreme,” Kaye argues that social democracy has long been mainstream in American life. Whether public education, national parks, Social Security and more, from Thomas Paine right up through FDR and on to, yes, Sanders, it’s a fundamentally American tradition, Kaye argues. See http://billmoyers.com/2015/07/03/social-democracy-is-100-american/
Press-Gazette Media reporter Todd McMahon captured the 10th annual edition of Camp Lloyd, June 22-26, in an excellent feature story. McMahon quotes some of the young participants at the special camp for children ages 7-14 coping with the loss of a loved one. He also talked to Prof. Illene Cupit of Human Development, the camp founder, lead grief counselor Gail Trimberger of the Social Work faculty, and several UW-Green Bay students trained as camp counselors. One mother interviewed for the story said her two sons, rocked by the sudden passing of their father, were filled with enjoyment and encouragement as first-time Camp Lloyd participants. She called the camp “just a great place for them to share their feelings and not feel like they are very much different than other kids.” Read more.
What began with nine children in 2006 has close to 50 participants pre-registered this year. The 10th annual edition of Camp Lloyd, UW-Green Bay’s innovative summer camp helping children cope with the loss of a loved one, is set for Monday through Friday (June 22-26) headquartered at the Mauthe Center. Camp Lloyd’s founder, Human Development Prof. Illene Cupit, says the program offers children ages 7-14 the chance to engage in traditional summer camp activities such as games, swimming and crafts, while also providing specialized activities and trained staff (primarily UW-Green Bay student “buddies” and interns) to help campers work through their grief. From kayaking to swimming, compassionate canine visits to working out with the basketball team, making memory boxes, videos and tie-dye creations, it’s a full week culminating in Friday’s 3 p.m. closing ceremony.
The University of Wisconsin System Board of Regents approved promotions and tenure for UW-Green Bay faculty members during the board’s meeting June 4 and 5 at UW-Milwaukee. Those promoted from assistant professor to the rank of associate professor with tenure are:
• Tohoro Francis Akakpo, Social Work
• Hernan Fernandez-Meardi, Humanistic Studies
• T. Heather Herdman, Nursing
• Minkyu Lee, Art and Design
• Deirdre Radosevich, Human Development
• Courtney Sherman, Music
• Alison Stehlik, Art and Design
• Mussie Teclezion, Business Administration
• Gail Trimberger, Social Work
• Le Zhu, Human Biology
The experience is worth celebrating, but so is the recognition.
A number of UW-Green Bay undergraduates had a fantastic opportunity to participate in graduate-level research this year and were honored among the winners of the outstanding presentation awards at the 14th Annual UW-System Symposium for Undergraduate Research and Creative Activity.
Their research and presentation was one of 16 finalists selected from among 400 presentations representing undergraduate research from across the UW System.
Their presentation — “Phoenix GPS: A Wholistic College Transition Approach for Underrepresented Students” — reports on the year-one results of an intensive, year-long enrichment program for first year students at UW-Green Bay. Team members were Hannah Blum, Ashley Grant, Jordan Grapentine, Sarah Londo and Alex Wilson. Serving as their mentor was Denise Bartell, UWGB professor of Human Development.
“These students are a shining example of the value of undergraduate research experience for students from all majors,” said Bartell. “Despite coming into the project with very different levels of prior research experience, all developed graduate-level research and group work skills, had the opportunity to present at a national professional conference, and are currently working with me on a manuscript for publication of this data.”
Like her fellow student researchers, Alex Wilson served as a peer mentor in the program. She said the new challenge helped her to grow in ways unexpected: “I came to the realization that the project had a positive effect on my attitude and academics, and that I now place a greater perspective on empathy.”
“I wasn’t sure what to expect, but after the first semester, I found that I was providing to students what I haven’t always had in my life,” she said. “As a low income, first-generation college student, I understand that there are different barriers for every student. Providing opportunities for first-year students to succeed, despite the barriers, became something that I believe in. The types of experiences that the GPS students are having during their first year acts as an equalizer. Our data shows that many of the opportunities that we provide, such as tutoring, relationship building and service learning will create a learning environment that a student is more likely to want to stay in.”
The Gateways to Phirst Year Success (GPS) program provides historically underrepresented students with an engaging learning community experience, a network of mentors, and opportunities to develop academic agency and connections to campus and community.
GPS students earned significantly higher GPA’s, engaged in high impact experiences at higher rates, and were retained at significantly higher rates than similarly situated students who did not participate in GPS, and these results were strongest for students of color.
Underrepresented students who participate in GPS are 17.6% more likely to be retained at UWGB into year two (92.2% vs. 74.6%) and 13.1% more likely to be retained through the end of the second year (81.3% vs. 68.2%), as compared to underrepresented students who don’t participate in GPS.
Underrepresented (UR) GPS students earn significantly higher GPA’s than other underrepresented students in the first year (3.07 vs. 2.74), are significantly more likely to have declared a major (60.9% vs. 49.0%), and report participating in almost twice the number of high impact experiences during their first year (5.4 vs. 3.0). They are also significantly more likely to utilize campus resources in their first year when they need help, and participate in significantly more co-curricular activities, as compared to other UR students.
The GPS program also eliminates the equity gap for UR students in UWGB’s Human Biology 102 course — GPS students performed as well as represented students in this course.
Researching and quantifying the data was only one step in the process for the student researchers. Presenting their data to larger audiences presented a learning curve as well.
“The first few times we presented, we relied heavily on our peer mentor to paint a picture, but we’ve all gotten really comfortable with the numbers and data collection,” Wilson said. “The statistics demonstrate the successes that we saw during the time spent with students.”
Wilson also found that the lessons she learned translated well to outside the project… even outside the University.
“I talk about this program quite a bit,” she said. “The challenges I experienced as a peer mentor come up regularly in my work environment and I have a better idea how to manage. The knowledge I’ve gained as a research assistant is incredibly valuable. It was unexpected, but the growth I’ve witnessed through involvement has been obvious and important in my everyday life.”
Bartell said the program speaks volumes about the power of students’ commitment to helping others maximize their success in college.
“This group of research students represent a diverse set of majors, from Human Development to Spanish to Human Biology,” says Bartell. “They all chose to participate in the research project in order to continue their service to the University and to the underrepresented first-year students who are served by the GPS Program.”
(Pictured in the photo at the top: From left to right, Jordan Grapentine, Ashley Grant, Hannah Blum, Prof. Denise Bartell, Alex Wilson and Sarah Londo at the National Resource Center’s First-Year Experience Conference in Dallas, February 2015)
Human Development Prof. Regan Gurung was a featured speaker at the Association for Psychological Science Annual Convention and his presentation was featured in a follow-up newsletter. “Regan A.R. Gurung proposes that we think of students’ learning using the metaphor of a pearl in an oyster. During the Opening Plenary of the Teaching Institute — cohosted at the convention by APS and the Society for the Teaching of Psychology (STP) — Gurung said that just as a pearl is created by an irritating foreign body being enveloped in layers of nacre by the oyster, so too do new ideas become engaging thoughts in the minds of students. It is the role of the educator to start this process: ‘Let us be the irritant that makes students think and react, lifelong learning is the pearl that develops. In order to cultivate valuable learning, educators must consider how we define learning, the factors that influence learning in the classroom, and strategies to facilitate learning.’”
Prof. Illene Cupit of Human Development taped an interview last month at the Association for Death Education Conference in San Antonio. Her interview, in which she talks about grief camps in general, and UW-Green Bay and the summer Camp Lloyd for children in particular, is newly posted on the nationally prominent Open to Hope grief website. See Cupit’s interview, posted to YouTube.