Three NIU College of Education graduates stepped in the spotlight last weekend during the fall commencement ceremonies.
President Doug Baker told the audience at Sunday’s 2 p.m. ceremony about Luis Hernandez, a graduate from Department of Kinesiology and Physical Education.
During Saturday’s Graduate School ceremony, the president spoke about Kaneez Fatima and Sadia Qamar, who earned master’s degrees in Early Childhood Studies.
Here are President Baker’s comments.
Luis Hernandez sees the world differently than most – and in more ways than one.
Talk to him and you’ll hear about the infinite complexities of everything around us. Of questions for which there are currently no answers. Of the lack of enough lifetimes to understand, or even solve, just a fraction of the puzzles of the universe.
Or the endless possibilities to unlock some of these solutions through simply improving mathematical literacy.
“It’s mindboggling,” Luis says, “how complicated reality is.”
He graduates today with a degree in kinesiology, a fascinating field that drew him in through its beautiful combination of sciences and disciplines.
To many, it’s all about exercise. To Luis, though, it’s math. It’s physics. It’s biology, chemistry and even philosophy. Read more...
For Paul Wright, the greater purpose of physical education is the social and emotional lessons it provides to children.
And, the professor of Kinesiology and Physical Education is happy to discover, he’s not the only one who thinks that way.
Wright is currently on a research sabbatical in Scotland, where he’s examining the approach to physical education there. He is working with several Scottish schools to observe how such learning objectives are interpreted, promoted by teachers and experienced by students.
His time in Scotland also has included presentations to physical education research and professional organizations.
“On this issue of promoting social and emotional learning through physical education, Scotland has a lot in common with the U.S. In their national curriculum, social and emotional learning outcomes are part of physical education,” Wright says.
“However, in practice, teachers have very different interpretations of what that means,” he adds. “Most of the teachers I see are very competent and doing many things right. However, their approach to teaching personal and social skills is less coordinated and less intentional than their approach to teaching psychomotor skills, fitness, etc.” Read more...
Stacy Kelly visits Scotland’s
Royal National Institute for the Blind.
For Stacy Kelly, a trip to Scotland to share best practices on the training of pre-service professionals in the field of visual impairments proved an eye-opening experience.
During her well-received conference presentations at Scotland’s Royal National Institute for the Blind and her opportunities to observe her United Kingdom colleagues at work, Kelly glimpsed something she can’t see back home.
“In the United States, we have a totally different system to protect our privacy – it’s very much individual, little blocks of information, but you can’t break into the blocks. We have HIPPA, FERPA and all these layers of privacy protection,” says Kelly, an associate professor in the Department of Special and Early Education.
“So much research in our profession is single-subject research design because of the infrastructure of privacy protection,” she adds. “National data sets are hard to come by, and that’s a real struggle for us in the United States.”
Researchers aren’t alone in the dearth of information: Even parents of people with visual impairments lose access to the health records of their children when those children reach adulthood. Read more...