The Carlton-Mellichamp Lecture in Education, sponsored by Suzanne and Duncan Mellichamp, allows the UNI College of Education to annually host a nationally-recognized scholar in the field of education, educational psychology or health and human services. The series stimulates the dissemination, public scrutiny and implementation of ideas with the potential to bring about significant improvement in professional practice and educator preparation.
This professional development series is open to faculty, students and staff at the UNI College of Education and across campus, as well as professionals in the region.
2021 Carlton-Mellichamp Lecture in Education: Justin Haegele
Leading the 2021 Carlton-Mellichamp Lecture in Education was Justin Haegele, an associate professor in the Department of Human Movement Sciences at Old Dominion University in Norfolk, Va. His focus: adapted physical education, with a primary interest in examining how individuals with disabilities, specifically those with visual impairments experience participation in physical activity. He has produced over 80 scholarship articles and five book chapters and presented at the local, state, national and international levels.
Haegele earned his Ph.D. in adapted physical education from The Ohio State University. Among other honors, he received the G. Lawrence Rarick Research Award from the National Consortium for Physical Education for Individuals with Disabilities in 2020, and was selected as a research fellow with the Research Council of the Society of Health and Physical Educators (SHAPE) in 2017. He currently serves as the associated editor for Adapted Physical Activity Quarterly and Quest, and is the president elect for the North American Federation of Adapted Physical Activity.
Keynote: Questioning the Inclusiveness of Education
Tuesday, March 30, 3:30 to 4:30 p.m.
Since its introduction into educational vernacular, inclusion has become an international buzzword that now underpins educational policy and practice. However, the meaning of the term inclusion is contentious, and appears to change depending on the context in which it is used. In this presentation, the speaker will discuss one conceptualization of inclusion, as a subjective experience, and the implications this orientation has on research and practice. He will then provide a detailed overview of his research which has focused on amplifying the voices of persons with disabilities to understand, from their perspective, their experiences with inclusion. The presentation with conclude with a discussion about how to move educational research forward utilizing this conceptualization.
Faculty and Community Session: Listening to the Voices of Individuals with Disabilities to Inform Teaching Practices
Tuesday, March 30: 6 to 7 p.m.
This practitioner-focused presentation has two primary aims. First, the presenter will discuss the use and misuse of the term inclusion, which is often used to describe educational placements. Then the presenter will discuss the importance of valuing the voices of students with disabilities within their classes to help inform pedagogical decisions. This presentation will be heavily rooted in research from the perspectives of those with disabilities and will provide attendees with opportunities for guided reflection time to consider the implications of findings from this research.
Student Session: "Let's Talk About Inclusion in Physical Education: A Conversation with Students"
Tuesday, March 30, 8 to 9:15 a.m.
Junior/Tenured Faculty Session: "A Conversation: Tips for Promoting Productivity and Managing Imbalance"
Wednesday, March 31, 11:30 a.m. to 1 p.m.