Category: News

The Office of the Provost has selected 20 faculty members as the 2021-22 Fund for Faculty Excellence recipients.

The recipients of the Fund for Faculty Excellence not only achieved a high level of scholarship and contributions to their field but are key participants in developing and defining the academic mission of the university through service and daily work.

Atika Khurana and John Seeley were recognized.

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Studies suggest early math skills are a better predictor of academic success than early reading skills. However, in a typical five-hour preschool day, only 58 seconds are spent on math learning. Ivanhoe reports on different activities that can expand kids’ math knowledge.

It’s the subject that some say is the toughest to learn.

But Ben Clarke, PhD, Associate Professor, University of Oregon says the key to math success is learning basic math skills early.

Another class of the UO Leadership Academy concluded in early June, with 28 members graduating from the program designed to energize academic leadership at the university.

Julia Heffernan, Master’s Program and Licensure Director, Education Studies is a graduate of the program this year.

A 61-year-old woman, whose family suffered during World War II due to their Japanese ancestry, became the first Asian American woman consecrated as a bishop in the Episcopal Church earlier this year.

A graduate of the University of Oregon, Akiyama once considered pursuing a doctorate in clinical psychology but was eventually drawn to the priesthood.

The Ellensburg School Board Monday night appointed Jonathon Henderson to fill the vacancy on the board created by the resignation of Dan Shissler.

Middle schoolers who spend time on smart phones, laptops and tablets in the hour before bed are likely to sleep poorly and be more tired the next day, leading them to use media devices at bedtime even more.

Those are among the findings of a study published by the National Sleep Foundation by three UO researchers who studied the effects of screen time at bedtime among 345 12-to-14-year-olds over a six-month period.

A $200,000 Department of Education grant will help a team of researchers, led by a College of Education faculty member, make their already successful diagnostic tool easier for teachers to put test results into action.

The Multiple-Choice Online Causal Comprehension Assessment, also known as MOCCA,  tests students in grades 3 through 6 on reading comprehension, then shows teachers not only which are having difficulty but zeroes in on precisely what aspect of reading they are having a hard time with.

Researchers looked at the effects of screen time at bedtime among 345 12-to-14-year-olds over a six-month period.

They found that not only did spending time on media devices before going to bed disrupt sleep but that it had a “bidirectional” effect such that poor sleep led to more bedtime media use.

“So it creates this vicious cycle where engaging in bedtime media use can result in poor quality sleep, which over time fuels more bedtime media use” says Atika Khurana, an associate professor in the counseling psychology and human services department at the University of Oregon, who also serves as a research scientist at the Prevention Science Institute.

Amplify, a publisher of next-generation curriculum and assessment programs, announced today that the North Carolina Department of Public Instruction (DPI) has selected mCLASS® as the K–3 formative and diagnostic assessment for Read to Achieve in North Carolina.

Authored by the University of Oregon, mCLASS with DIBELS 8th Edition is an integrated literacy system based on the Science of Reading and validated for universal screening, progress monitoring, and screening for risk of dyslexia. The mCLASS platform is part of a large-scale Science of Reading initiative in North Carolina that provides educators with the training, tools and data they need to ensure every child has the opportunity to become a confident reader.

During a recent discussion on Twitter about the gap between some instructors’ positive, informal feedback from students and negative feedback on their formal course evaluations, Rachel Rochester mentioned that she uses slides to help students give good feedback. She was quickly asked to share them.

Rochester, an instructor at the University of Oregon who teaches mostly in family and human services, started giving her students information on how course evaluations are used and on what kind of feedback is helpful in 2019. “I just kind of wanted to demystify this for everyone,” she said in an interview.