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Dockets: Board of Regents: July 9-10, 2025
Get PDFUniversity of Minnesota Board of Regents. (2025). Dockets: Board of Regents: July 9-10, 2025. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/276682
Bridging the leadership gap: agency training and support shapes non-supervisors’ perceptions of their leaders
Get PDFBackground: Strong leadership is essential for government public health agencies to thrive, as it shapes critical factors like organizational culture, workforce engagement, and job satisfaction. Supervisors serve as key pathways to building and sustaining an effective public health workforce. To strengthen public health leadership, it is important to understand the training and support supervisors currently receive and how this influences the experiences of nonsupervisory staff.
Methods: This analysis uses data from PH WINS 2024, a national survey of the state and local public health workforce. Respondents report on demographics, workforce characteristics, and workplace environment. Supervisors reported on agency-provided leadership training and support, while non-supervisors rated their satisfaction with supervisors. A multilevel logistic regression examined how agency and program level supervisor training and support related to nonsupervisor satisfaction, adjusting for setting and respondent demographics.
Results: A total of 56,595 employees responded to the survey, with 28% identifying as supervisors. Many supervisors reported gaps in leadership development: 46% did receive initial leadership training, 41% did not receive initial organizational training, 27% do not receive ongoing leadership training, and 31% do not receive ongoing support as a supervisor. The multi-level logit model showed that supervisor satisfaction was more likely at agencies with higher levels of supervisor reported initial training (AOR 1.18, p = 0.003) and ongoing training (AOR 1.12, p = 0.036). Ongoing support showed the strongest association with supervisor satisfaction (AORs 1.14–1.38, all p < 0.005) in agencies where at least half of supervisors reported receiving support.
Conclusion: Key findings from this study indicate that non-supervisory staff report higher satisfaction with their supervisors in agencies where a greater proportion of supervisors received leadership training and have ongoing support. Developing leadership is a practical and powerful way to strengthen the government public health workforce. Prioritizing supervisor training and support as a foundational workforce strategy is key for improving workplace satisfaction.
Strengthening public health leadership begins with creating consistent, well resourced systems for preparing and supporting supervisors.The author(s) declare that no financial support was received for the research and/or publication of this article.Popalis, Madyson; Leider, Jonathon P.; Mason, Avia; Najjar, Maya; Robins, Moriah; Castrucci, Brian. (2025). Bridging the leadership gap: agency training and support shapes non-supervisors’ perceptions of their leaders. Retrieved from the University Digital Conservancy, 10.3389/fpubh.2025.1610400
The Economic Impact of the Great Lakes Aquarium
Get PDFSince opening in the year 2000, Great Lakes Aquarium (GLA) has become a popular destination in Duluth thanks to its educational programs and impactful exhibits. GLA attracts hundreds of thousands of visitors to the city of Duluth each year. In 2024, the aquarium had over 225,000 visitors and is projected to have 230,000 by the end of 2025.
GLA provides economic benefits to the city of Duluth through its visitors from across Minnesota and beyond who spend money on food, lodging, entertainment, and retail items. In addition, the aquarium spends millions of dollars each year on utilities, animal care, exhibition construction, and other expenses that contribute to the local economy.
GLA contacted the Bureau of Business and Economic Research (BBER) at UMD’s Labovitz School of Business and Economics to study and estimate the economic impact of the aquarium on Duluth in a typical year (using average spending and attendance from the past three years).
Of the aquarium’s more than 200,000 annual visitors, nearly 90% come from outside Duluth (the study area). Of all the visitors, 75% come from farther than 100 miles away and are likely to spend at least one night in the area. The research team estimated that overnight visitors spend an average of 54 each day in Duluth.
In total, the research team estimated that nearly 200,000 aquarium visitors travel from outside of the study area in a typical year and that these visitors spend nearly 4 million annually on its own operations. This spending goes towards wages, animal care, utilities, and other necessary expenses. The aquarium also spends roughly an additional half a million dollars in a typical year on special exhibitions and updating of galleries.
The research team used IMPLAN input-output modeling data and software for modeling the economic impacts of the aquarium on Duluth. The data used was the most recent IMPLAN data available, which is for the year 2023. All data were modeled in the year 2023, with all results shown for the year 2025.
According to the results of modeling, direct spending by GLA and its visitors added roughly 27.9 million in output, created 306 jobs, and added roughly 4.4 million in wages and benefits, 15.1 million in output—the sum of indirect and induced effects—to the study area’s economy Overall, the Great Lakes Aquarium contributes nearly 0.54 is spent elsewhere in the economy for each dollar spent by GLA and its visitors. Multiplier values were found to be 1.27 for employment, 1.42 for labor income and 1.49 for value added.Haynes, Monica; Chiodi Grensing , Gina; Shaw , Sam; Klennert, Ava. (2025). The Economic Impact of the Great Lakes Aquarium. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/276578
Minnesota Alumni, Fall 2025, Vol. 125, No. 1
Get PDFUniversity of Minnesota Alumni Association. (2025). Minnesota Alumni, Fall 2025, Vol. 125, No. 1. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/276642
Tips for Forage and Pasture Management: Insect Pests, Production and Harvesting
Get PDFRuntime 31:35Tips for Forage and Pasture Management: Insect Pests, Production and HarvestingNicolai, David. (2025). Tips for Forage and Pasture Management: Insect Pests, Production and Harvesting. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/276602
Perception of Affordances in Children with Developmental Coordination Disorder
Get PDFThis research was supported by the Undergraduate Research Opportunities Program (UROP).Gerrard , Jenaya; Azawornu, Ramous; Bongard, Jason; Lawerteh, Stella; Bonney, Emmanuel. (2025). Perception of Affordances in Children with Developmental Coordination Disorder. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277693
Data supporting: Seed Shattering in Wild Rice: Developmental and Genomic Signatures of Early Domestication
No full textOrthogroups.tsv contains a file generated in Orthofinder version 2.5.4 of the orthogroups found between Zizania palustris, Zizania latifolia and Oryza sativa
DRUM_ReadMe.txt contains a read me file which describes the data.This data is from a study conducted in Zizania palustris (wild rice) to 1) Assess the phenotypic variation in seed shattering 2) Examine the abscission layer anatomy of cultivated versus wild populations 3) Compare putative homologs of Oryza sativa shattering genes in Z. palustris and Zizania latifolia and 4) Evaluate the expression of putative O. sativa homologs in Zizania palustris across stages of panicle development and seed maturation. The data is being released as part of the publication of the study.This work was supported by the State of Minnesota, Agricultural Research, Education, Extension and Technology Transfer program.Millas, Reneth; McGilp, Lillian; Mickelson, Alan; Banting, Maybell; Castell-Miller, Claudia; Kimball, Jennifer. (2025). Data supporting: Seed Shattering in Wild Rice: Developmental and Genomic Signatures of Early Domestication. Retrieved from the Data Repository for the University of Minnesota (DRUM), https://doi.org/10.13020/q7w7-gj62
Cultural Connections to Pedagogy in English as a Second Language (ESL) Education
Get PDFThis item was completed for the University Honors program. The URL for the related poster is provided on this page.In similarity to other subjects, English as a second language (ESL) can be both taught and interpreted differently as a result of the cultural connections to pedagogy. Ideally ESL classes are taught by native English speakers, but classrooms in English speaking countries are culturally different from non-English speaking countries. In order for the native English speakers to teach a class in a foreign country without triggering their students’ affective filter—a psychological barrier determined by Stephen Krashen (1982) to prevent unconscious acquisition of the comprehensible input— the teacher should familiarize themselves with that country’s national culture. Geert Hofstede created what is now referred to as the “six-dimensional model of national culture” which displays these cultural differences in terms of how countries solve six separate societal issues. The pedagogical data and feedback received from students in Asia, Europe, and Central and South America show that general ESL class structure lacks two key factors in language learning: comprehensible input and consideration for their students’ affective filters. No matter the country or the cultural pedagogy, students will not be able to fully acquire and apply a language without exposure to comprehensible input. Nor without consideration for the students’ affective filter, which can determine whether or not the student actually comprehends the comprehensible input.Taggett, Mia D. (2025). Cultural Connections to Pedagogy in English as a Second Language (ESL) Education. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277310
Six Generations of Nursing Knowledge Work: Integrating Clinical Reasoning with Anticipatory Leadership (1950-2070)
Get PDFAfter dedicating fifty years to advancing nursing knowledge, practice, and leadership, I have come to recognize that our profession faces a dual imperative. We must simultaneously develop the anticipatory leadership capacities to navigate uncertain healthcare futures and the clinical reasoning capabilities to make sound judgments within increasingly complex practice environments. These two capabilities, foresight and reasoning—are not separate competencies but deeply intertwined aspects of professional expertise.
Nursing foresight represents the ability to forecast what will happen or be needed in the future in light of emergent healthcare trends that have consequences for population and planetary health, as well as the profession's purpose, definition, scope, and standards of practice. Clinical reasoning represents the reflective, concurrent, creative, critical, systems, and complexity thinking processes embedded in practice, used to frame, juxtapose, test, and make judgments about present state transitions to outcome state targets (Pesut & Herman, 1999). Together, these capabilities enable nurses to both see where healthcare is heading and reason effectively about how to navigate that journey.
This article integrates insights from futures studies, decision science, complexity theory, and nursing science to present a comprehensive framework for nursing's knowledge work across past, present, and future. I trace the evolution of clinical reasoning and nursing process through six generations spanning 1950-2070, examine how the Outcome-Present State-Test (OPT) Model bridges past and future practice, and explore how futures thinking tools enable the profession to proactively shape its evolution. Most importantly, I demonstrate why nursing foresight is not a luxury but a necessity for navigating the transformations ahead.Nursing faces an unprecedented imperative: to cultivate both the anticipatory leadership capacities and clinical reasoning capabilities required to navigate six generations of professional evolution spanning 120 years (1950-2070). This article integrates two essential frameworks: foresight and clinical reasoning development—demonstrating how anticipatory leadership enables the profession to shape rather than merely experience transformative change. Nursing foresight, defined as the ability to forecast what will be needed in light of emergent healthcare trends, requires five core literacies: awareness, authenticity, audacity, adaptability, and action. Clinical reasoning, defined as reflective, concurrent, creative thinking embedded in practice, evolves across six generations from problem-solving (1950-1970) through diagnostic reasoning (1970-1990) and outcome specification (1990-2010) toward knowledge modeling (2010-2030), prescriptive archetypes (2030-2050), and predictive analytics (2050-2070). The Outcome-Present State-Test (OPT) Model of Clinical Reasoning serves as the pivotal third-generation framework, employing Clinical Reasoning Webs, keystone issue identification, present-outcome state juxtaposition, and the five Cs of clinical judgment. This model provides the conceptual foundation that enables fourth-generation data mining, fifth-generation care archetypes, and sixth-generation predictive modeling. Futures thinking tools—including strategic foresight questions, environmental scanning, Futures Wheels, Cross-Impact Analysis, and scenario planning—support the profession's capacity to anticipate, prepare for, and actively shape these evolutionary transitions. The integration of foresight and reasoning capabilities positions nurses as proactive architects of healthcare's future rather than reactive responders to externally imposed change. The article concludes with specific calls to action for educators, researchers, informaticists, administrators, practicing nurses, and regulators, providing concrete pathways for advancing both anticipatory leadership and clinical reasoning across the profession. This meta-integrative synthesis demonstrates that the future of nursing knowledge work depends on cultivating both the wisdom to see what is coming and the intellectual tools to reason effectively within increasingly complex, technology-enhanced practice environments.Pesut, Daniel. (2025). Six Generations of Nursing Knowledge Work: Integrating Clinical Reasoning with Anticipatory Leadership (1950-2070). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277117
Quantum Hall stripes under sweeping in-plane magnetic fields
Get PDFThis research was supported by the Undergraduate Research Opportunities Program (UROP).Chepelianskii, A; Bell, E; Muramatsu, T; Shi, Q; Chung, Y; Baldwin, K; Pfeiffer, L; West, K; Zudov, M. (2025). Quantum Hall stripes under sweeping in-plane magnetic fields. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277681