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The Sanford School
Monthly News Blast
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Dear Colleagues,
The Sanford School began February by hosting the inaugural Diversity and Inclusion Science Initiative (DISI) Graduate Research Conference. Keynote speakers were Vivian Tseng from the W. T. Grant Foundation and Robert Sellers from the University of Michigan. Many thanks to the Sanford School graduate students who planned this event, which focused on celebrating and sharing work across disciplines that explores the lives, experiences, and well-being of individuals, families, and communities in our diverse world.
We are excited to share the recent news of Sanford School programs achieving top ten status in both national and worldwide rankings. Rankings are based on indicators such as quality of education, student training, and the prestige of faculty and their research. Beyond these indicators, the Sanford School also prioritizes and is recognized for translational efforts. For example, Cammy Bellis, Program Manager of the Sanford School’s Transgender Education Program (TEP), was recently awarded the City of Tempe MLK Diversity Award for her contributions to education and advocacy regarding issues affecting transgender students and their families. Congratulations to Cammy for this award and the impact of her work, and to all who have contributed to our national and international standings.
Later this month, we will host prospective doctoral students for Graduate Recruitment Weekend. Faculty and graduate students should plan to attend both the Happy Hour (February 23, 4:30-6 PM) and Graduate Recruitment Picnic (February 24, 1-4 PM) to welcome these prospective graduate students to our vibrant Sanford School community. We hope to see you all there.
Sincerely,
Marilyn Thompson
Associate Director
T. Denny Sanford School of Social and Family Dynamics
Please e-mail Shelley (shelley.linford@asu.edu) your good news and information regarding upcoming events.
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Awards and Accomplishments
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Cammy Bellis was awarded the City of Tempe MLK Diversity Award. Cammy Bellis is dedicated to promoting the inclusion of transgender individuals. She does this through her work at Arizona State University and also through a non-profit program that she founded. At ASU, Cammy is the Program Manager of the Sanford School's Transgender Education Program (TEP), a new professional learning opportunity for K-12 educators that focuses on the social, emotional and educational needs of transgender students and also provides training to faculty and staff on affirming transgender students in higher ed. In addition to her work at ASU, Cammy works with her non-profit, Mothers in Transition, an organization that advocates for and supports mothers of transgender/gender nonconforming children who find themselves in custody disputes with a rejecting ex-partner. Cammy was given her award at the 20th Annual City of Tempe Human Relations Commission MLK Diversity Awards Breakfast on January 8, 2018.
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ASU Sanford School program ranked No. 9 in the world
Arizona State University’s Sanford School of Social and Family Dynamics has surpassed Harvard in the Center for World University Rankings on family studies programs, ranking ninth in the world.
The rankings are based on quality of education, student training, and the prestige of faculty and faculty members’ research.
The Sanford School also received high national rankings from the HDFS 2017 North American Rankings: sixth overall for family and human development, fifth in child development and second in adolescent development.
Read full article
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Professor Tracy Spinrad joins ASU panel discusses do's and don'ts of social media
Social media can be extremely useful when you have something to shout from the rooftops — like, say, groundbreaking research — and indeed, many scholars regularly use it so. But along with that ease of information sharing come certain liabilities, especially when you represent a public institution.
Elizabeth Wentz, Dean of Social Sciences in the College of Liberal Arts and Sciences, was on hand to introduce the panel, which included David King, Assistant Professor of Urban Planning; Tracy Spinrad, Professor of Family and Human Development; Trisalyn Nelson, Foundation Professor and Director of the School of Geographical Sciences and Urban Planning; and Cameron Thies, Professor and Director of the School of Politics and Global Studies.
Read full article
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Longtime ASU supporter, philanthropist Sanford endows scholarships for ASU, 11 other universities
T. Denny Sanford’s name is associated with major philanthropic gifts throughout the U.S. With few exceptions, they are associated with the health and welfare of children and young people — such as the Sanford Children’s Hospital in Sioux Falls, South Dakota, built to resemble a fairy-tale castle. At Arizona State University, the T. Denny Sanford School of Social and Family Dynamics is named for Sanford.
Sanford’s life has been called a rags-to-riches story, one that was appropriately recognized in 2016 when he received the Horatio Alger Award, named for the American author who became famous for inspirational tales.
Now Sanford is partnering with the Horatio Alger Association to benefit 12 universities in five states, providing scholarships to outstanding high school students who are committed to pursuing higher education and giving back to their communities. His $30 million gift, the largest in the association’s 71-year history, will provide $3 million per year in scholarship support to Horatio Alger Scholars choosing to attend any of a dozen universities selected by Sanford for the next 10 years.
One of those universities is ASU, where the Horatio Alger-Denny Sanford Scholarship Program will provide $250,000 in scholarship funds per year beginning in 2019–20.
Read full article
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Roy Levy
 As a faculty member specializing in measurement and statistical analysis, my work focuses on developing and applying innovative methods for analyzing data. For many researchers, the data analysis forms the basis for the inferences they make about the world; doing science involves appropriate data analyses. My work on methods may therefore be seen as being on the “science of science.” More specifically, as an undergraduate I grew tired of seeing claims made that were wholly unjustified. I became less interested in what was being claimed and more interested in how the claim was justified. This led me to philosophy, and ultimately measurement, statistics, and data analysis. I see my work as applied philosophy geared at as answering the question “how do we justify what we claim to know?” In many fields, our scientific claims are often based on measurement, statistics, and data analysis, and my work focuses on developing better ways to make scientific claims. I’ve had the good fortune to learn from and work with mentors, colleagues, and students who inspire me to pursue these areas. I enjoy teaching courses ranging from our undergraduate introductory statistics course all the way to our advanced graduate seminars. I especially enjoy teaching about conceptualizations (there’s that philosophy background!), along with the procedural aspects of data analysis. When I’m not at work, you can find me and my wife playing with and scurrying after our three children, all the while planning our next trip to a beach. |
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DISI Undergraduate Fellowship
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The Diversity and Inclusion Science Initiative (DISI) will award two annual fellowships to undergraduate students. The fellowship recipient must be enrolled as a full-time student, with a minimum of sophomore standing. The student also must be a major in either Family & Human Development or Sociology with a minimum GPA of 3.0. Financial need is not a factor in this fellowship and it is not renewable.
Recipients will receive a stipend of $2,000 per semester (10 hours per week) to work with a faculty mentor on a DISI-related project during Fall and Spring semesters. If selected to receive this fellowship it is expected that students will share the findings of their work through a written document and an oral presentation as well as participate in DISI sponsored brown bags and workshops.
The application deadline is Thursday, February 15, 2018.
The DISI Undergraduate Fellowship is sponsored by the Sanford School Diversity and Inclusion Science Initiative. For additional information or to apply, visit our website.
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Research publications and presentations
The Sanford School faculty and students are highlighted in bold
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Griffin, W.A., (2018). pyObs: Open-Source Software for Computer-Assisted
Behavioral Observation Coding. Journal of Open Research Software.
6(1), p.5. DOI: http://doi.org/10.5334/jors.183
Quas, J. A., Castro, A., Bryce, C. I., & Granger, D. A. (in press). Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones. Manuscript accepted for publication in Developmental Psychology.
Riis, J. L., Bryce, C. I., Hand, T., Bayer, J., Matin, M. J., Stebbins, J.L., Kornienko, O., Segal, S. S., van Huisstede, L, & Granger, D.A. (in press). The validity, stability, and utility of measuring uric acid in saliva: A salivary bioscience-biobehavioral research interface. Manuscript accepted for publication in Biomarkers in Medicine.
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Society of Research on Adolescence Biennial Meeting
Minneapolis, MN. April, 2018
An, D., & Eggum-Wilkens, N. D. (2018, April). Do cultural orientations moderate the relations between adolescents’ social withdrawal and psychological adjustment? Poster session to be presented at the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.
An, D., Jager, J., Hendricks, C., Putnick, D. L., & Bornstein, M. H. (2018, April). Attachment insecurity and parenting stress from late adolescence to young adulthood: A social relations model. Poster session to be presented at the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.
Eggum-Wilkens, N. D., Zhang, L., & An, D. (2018, April). Shyness, unsociability, and social avoidance in early adolescence and associations with peer relationships. Poster session to be presented at the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.
Xiao, S. X., Cook, R, E., Martin, C. L., Nielson, M. G., & Field, R. D. (2018, April). Girl talk vs. boy talk? Or is it in-group vs. out-group: Boys’ and girls’ expectations about communicative responsiveness with same- and other-gender peers. Research will be presented at 2018 Society of Research on Adolescence Biennial Meeting. Minneapolis, MN.
Xu, J., Eggum-Wilkens, N. D., Zhang, L., & An, D. (2018, April). Shyness, unsociability, and social avoidance in early adolescence and associations with friendship. Poster session to be presented at the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.
Annual Meeting of the American Education Research Association
New York City, NY. April, 2018
Jimenez, M., Pratt, M., & Taylor, M. (2018). Center-level Predictors of Teacher-student Interactions in Head Start. Do Teacher Characteristics Matter? Paper accepted to be presented at the 2018 Annual Meeting of the American Education Research Association.
McLean, L., Abry, T., Taylor, M., & Connor, C.M. (2018) Associations among Teachers’ Depressive Symptoms and Students’ Classroom Instructional Experiences in Third Grade. Paper accepted for presentation at the annual meeting of the American Educational Research Association.
McLean, L., Abry, T.A., Taylor, M., Jimenez, M. & Granger, K. (2018) Teachers’ Mental Health and Perceptions of School Climate across the Transition from Training to Teaching. Paper accepted for presentation at the annual meeting of the American Educational Research Association.
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