coe-staff: Invited Colloquium - Third Candidate for the Open Rank Faculty Position in Education Studies

[Elaine Seyman]

The Education Studies (EDST) Department is pleased to announce the following colloquium presentation by a candidate for the open rank, tenure-related position in Educational Psychology in the Education Studies department of the College of Education.



Title:   PUTTING THE PIECES TOGETHER:
UNDERSTANDING COMPREHENSION IN CONTEXT


Dr. Ben Seipel, Assistant Professor, California State University, Chico

WHEN: Tuesday, November 18, 2014
PRESENTATION: 10:30 - 11:30 a.m.
QUESTIONS & ANSWERS: 11:30 a.m.-12:00 p.m.
WHERE: 119 Lokey Education Conference Room

Comprehension is often viewed as a product of reading text.  However, the product of comprehension is merely the result of the cognitive processes involved while reading and the context in which those processes occur.  Thus, when the cognitive processes break down or the context is unsupportive, comprehension suffers.  This presentation will first offer a brief overview of those processes and contexts.  Next, a new assessment tool (MOCCA) used to identify and diagnose issues in cognitive processing will be explained.  Finally, the pieces of process and context will be combined to illustrate how teachers and pre-service teachers can improve instruction to support reading comprehension.
Ben Seipel completed his Ph.D. in Educational Psychology at the University of Minnesota-Twin Cities in 2011.  His research focuses on the cognitive and neurological processes of reading comprehension, vocabulary acquisition while reading, and implicit learning systems.  Specifically, through the use of eye-tracking, EEG, and fMRI he has examined how people create coherent mental representations of narratives when they encounter inconsistencies in text.  He is also an original author of the Multiple-choice Online Cloze Comprehension Assessment<http://ies.ed.gov/funding/grantsearch/details.asp?ID=1517> (MOCCA) that diagnoses different cognitive processing issues for struggling readers in 3rd-5th grades.  This research project is funded by the Institute of Education Sciences<http://ies.ed.gov/> (IES).  Prior to his career in research and higher education, he worked as a Spanish teacher and is also licensed to teach K-12 vocal/general music.  Currently he teaches courses on Educational Psychology, Fundamental Practices of Teaching, Assessment in Special Education, and Introduction to Research Methods in Education to pre-service and student teachers.  He has been recognized locally and regionally for ability to teach high-quality online courses.


A. Elaine Seyman
Administrative Program Assistant
Education Studies Department, College of Education
541-346-5968
elaines at uoregon.edu


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