Bilingual Advantage: Language, Literacy, and the Labor Market
Patricia Gándara, Ph.D.
University of California Los Angeles
Thursday, May 4, 2017
12:30 PM – 1:30 PM | Harold Hall 101D
Dr. Gándara is Research Professor and Co-Director of the Civil Rights Project at UCLA. She is also Chair of the Working Group on Education for the University of California-Mexico Initiative in which she is spearheading a number of California-Mexico education projects. Gándara is a fellow of the American Education Research Association (AERA), the National Academy of Education, the Rockefeller Foundation Bellagio Center in Italy, the French-American Association at Sciences Po Graduate Institute, Paris, and an ETS fellow at Princeton, New Jersey. In 2011, she was appointed to President Obama’s Commission on Educational Excellence for Hispanics, and in 2015 received the Distinguished Career Award for Scholars of Color Committee of the American Education Research Association.
Presentation Summary: The irony of language policy and immigration history in the United States is that we are simultaneously a “nation of immigrants” but historically intolerant of linguistic diversity. As it turns out, we aren’t the only ones. Even countries in Europe, which typically promote multilingualism, favor languages with European roots at the expense of immigrant languages. This reality is the launching point for the collection of research, The Bilingual Advantage: Language, Literacy and the US Labor Market, co-edited by Patricia C. Gándara, CRP co-director, and Rebecca M. Callahan, University of Texas assistant professor. This unique volume of studies from the UCLA Civil Rights Project, in collaboration with scholars in the U.S. and Europe, examines the economic and employment benefits associated with speaking two languages.
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Growth Mindset Model of Leadership: A Simple Belief with Major Impact
Don Vandewalle, Ph.D.
Southern Methodist University
Wednesday, March 22, 2017
12:30 AM – 1:30 PM | Harold Hall 207
Dr. Vandewalle is an Altshuler Distinguished Teaching Professor at Southern Methodist University and the past chair of the Management and Organizations Department at the Cox School of Business (2006-2014). His research focuses on feedback, achievement motivation, leadership, and growth mindset theory. Don’s teaching awards include the Cox Distinguished MBA Teaching Award for the past six years, the SMU President's Outstanding Faculty Award, and induction into SMU's Academy of Distinguished Teachers.
Presentation Summary: Our research program investigates impact of having a fixed or growth mindset (the belief about the malleability of personal attributes such as intelligence) influences personal and interpersonal behaviors. Our empirical studies find that mindset influences relationship development, the accuracy and fairness of performance appraisals, the quality and quantity of developmental coaching, trust, and the processing of feedback. We also propose that mindset can operate at a more macro level to influence factors such as culture, human resource management practices, and strategy.
"We do STEM": How marketing and buzz words may lead to worse STEM education in American schools
Matthew Kloser , Ph.D.
University of Notre Dame
February 9, 2017
2:00 PM – 3:00 PM | Harold Hall 217
Dr. Kloser is the founding director of the Center for STEM Education and a faculty member and Fellow of the Institute for Educational Initiatives at the University of Notre Dame. Dr. Kloser’s research focuses on issues of teaching, learning, and assessment in science classrooms with a special focus on biology education. His research includes experimental studies that identify affordances and constraints of learning biology from different text types, mixed methods studies focused on assessment implications for student outcomes, and the relationship between core instructional practices and student outcomes. Dr. Kloser received his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame and taught high school physics and math for five years prior to earning his M.S. in biology and Ph.D. in science education from Stanford University.
Presentation Summary: Over the past decade, STEM education, as unique from individual disciplines like science and math, has been praised by government officials, industry leaders, and educational leaders alike as a means for securing national security, financial security, and sparking innovation. However, recent studies have shown the stakeholders in charge of executing a STEM vision have extremely varied conceptions of what constitutes STEM. This study explores data from 100 middle grades teachers of one of the STEM disciplines to depict the variability and alignment (or misalignment) with conceptions of STEM presented in the literature. Implications of STEM lacking a common understanding among stakeholders and what this means for how students are or are not afforded opportunities to engage in STEM will be discussed.
The Importance of Inclusion in a VUCA World
VUCA: Volatile, uncertain, complex, and ambiguous
Miguel Quiñones, Ph.D.
Southern Methodist University
Tuesday, January 31, 2017
11:30 AM – 12:30 PM | Harold Hall 207
Dr. Quiñones is the O. Paul Corley Distinguished Chair of Organizational Behavior and Chairman of the Department of Management and Organizations at the Cox School of Business at Southern Methodist University. He is an internationally recognized expert and well-published author in the areas of individual and organizational development as well as the strategic management of human capital.
At Cox, Quiñones leads the SMU Cox CEO Sentiment Survey that tracks the state of the Dallas/Fort Worth Area business community through the perspective of local business leaders. He also serves as the Academic Director of the Latino Leadership Initiative, a partnership between SMU Cox and a number of Fortune 1000 companies whose goal is to identify and develop the next generation of Latino/a leaders. In addition, Quiñones works with a number of organizations to design and deliver leadership programs to address critical business issues.
Presentation Summary: In an increasingly complex and dynamic environment, it is imperative that organizational leaders create an inclusive environment where different perspectives are brought to bear on the problems at hand. This presentation will outline the challenges presented by this new VUCA (volatile, uncertain, complex and ambiguous) reality and outline the type of behaviors required of leaders to become more inclusive. In addition, research findings regarding the relationship between inclusion and organizational success will be presented.
Interdisciplinary Research Teams: Why and How
Access to Science for English Language Learners
Molly Weinburgh, Ph.D.
Texas Christian University
Thursday, September 22, 2016
11:00 AM – 12:00 PM | Harold Hall 217
Dr. Weinburgh is the William L. & Betty F. Adams Chair of Education and Director of the Andrews Institute of Mathematics & Science Education at Texas Christian University. Her honors include the Chancellor’s Distinguished Achievement as a Creative Teachers and Scholar, Piper Professorship, and Fellow of the American Association for the Advancement of Science. Her scholarship focuses on equity issues in science education and inquiry-based instruction. Her most recent research has centered on academic language acquisition and conceptual understanding in science by emerging multilingual students. She is an active member of numerous science education societies and editor of the Electronic Journal of Science Education.