Browsing by Subject "equity"
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Item 2022 Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs(2022-12-31) Arendale, David R.This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence toward graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.Item Addressing Institutional Racism in Healthcare: A Case Study(2020-10) Banks, BarbraThe extent of health inequities plaguing our nation is well-documented, with Black Americans continuing to experience the largest gaps (U.S. Department of Health and Human Services, 2014). Healthcare organizations cannot achieve racial health equity until they are willing to address institutional racism. With the magnitude of health inequities, particularly racial inequities, healthcare organizations addressing institutional racism as a part of their health equity efforts becomes even more critical. This case study offers an in-depth description of a Midwestern urban hospital birth center’s year-long equity education program, posing the question, “How does a large, urban hospital address institutional racism as a part of their health equity strategy?” Results show three outcomes of the department’s intervention to address racial health inequity and institutional racism: 1) the central features of the intervention’s framework and approach proved instrumental in individual development and change, 2) through double- and triple-loop learning, the department effectively addressed and began to dismantle institutional racism, and 3) the convergence of events leading to the intervention offered a “ripe” time for the creation, planning, and execution of the equity education program. Implications from this study contribute to healthcare, workplace diversity and inclusion, and human resource development scholarship and practice.Item Advancing Racial Equity in the Minneapolis Park System: How Could Organizations with Divergent Goals Work Together?(E-PARCC at Syracuse University, 2020) Yuan (Daniel), Cheng; Brooke, Dirtzu"Advancing Racial Equity in the Minneapolis Park System” is a role-play simulation designed to help students understand the challenges in creating a collaborative governance regime when actors involved have different understandings of the core issue. It also helps students understand how complex structural elements underpin systemic inequalities, and then learn strategies to advance racial equity in public service provisions. This simulation is relevant for classes dealing with collaborative governance, public engagement processes, stakeholder involvement, collaborative problem-solving, and increasing diversity and inclusion in public policy making.Item Antiracist study group policies and practices(2022) Arendale, David RMy talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at one of the monthly professional development seminars for the peer study group leaders at the University of Texas at San Marcos.Item Assessing Equitable Tree Canopy Coverage(Resilient Communities Project (RCP), University of Minnesota, 2021) Gjertson, Daniel; Kennedy, Jamie; Murphy, Megan; Scott, DerellThis resource is adapted from a student project and report originally created for the City of Woodbury, Minnesota, as part of a year-long partnership with the University of Minnesota’s Resilient Communities Project (RCP), with financial support and technical assistance from the Metropolitan Council. This resource describes a replicable method used in the City of Woodbury to assess current tree canopy cover, as well as identify potential areas for additional investment to increase tree canopy cover in a way that is both equitable and sustainable.Item Assessing the State of Customer-Based Brand Equity Among Select Minnesota Historical Society Stakeholders(University of Minnesota Tourism Center, 2013) Gartner, William C.; Schneider, Ingrid E.; Templin, Elizabeth; Schlueter, Alexander; Meyer, Chelsea; Bengston, PaulItem Best practices to strengthen academic relationships with college students and a sense of belonging.(2022) Arendale, David RMy talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at the annual conference for the Heartland Region for College Reading and Learning Association.Item Creating and Sustaining Equity in Little Canada through Pedestrian, Bicycle, and Public Transit Connectivity(Resilient Communities Project (RCP), University of Minnesota, 2022) Berger, Jacob; Burstein, Regina; Koenen, Frank; Paquin, JarredThis project was completed in partnership between the City of Little Canada and the University of Minnesota’s Resilient Communities Project (https://rcp.umn.edu/). The goal of this project was to research how the City of Little Canada might equitably prioritize improvements to its transportation infrastructure to provide safe, accessible, and connected pathways for people walking, rolling, biking, and taking public transit. City of Little Canada project lead Corrin Wendell collaborated with a team of students in Dr. Greg Lindsey’s course PA 8081 to conduct four analyses - demographic, crash risk, connectivity, and economic – and solict feedback from the community through an online survey and several key informant interviews. A final student report, executive summary, and PowerPoint presentation slides from the project are available.Item Diversity sieves: Cultural centers as sites of successful subject production in higher education(2017-07) Hoffman, GarrettHigher education yields individual and collective benefits, to include higher earnings, increased civic engagement, and national economic growth. While social and democratic benefits are included in the expansive lists of positive outcomes, economic benefits, both for the individual as well as for society, remain at the forefront of national conversations about higher education’s importance. However, gaps in postsecondary degree attainment and, therefore, related benefits between various demographic groups persist. This dissertation explores how the privileging of neoliberal constructions of success impacts minoritized students’ lives and subjectivities. Specifically, I examined how neoliberal discourses of successful college students work through one institution’s cultural center to shape the subjectivities of minoritized students. Using a qualitative case study design, and textual, observational, and interview data collected from one institution, I conducted a discourse analysis to understand how one institution constructed successful students. Second, I conducted a narrative analysis to understand how minoritized students negotiated these constructions of success. I show how neoliberal constructions of success produce norms to which minoritized students measure themselves and how these norms support institutional assertions of a multicultural, inclusive campus community while maintaining existing hierarchies of race, ethnicity, gender, and sexual orientation. The cultural center and diversity programming, then, become in service of the institution, which eschews attention to social justice and minoritized students’ own goals and constructions of success for themselves and their communities.Item Energy and Equity in the Twin Cities Workshop Summary Report(2022) Ries, Heidi; Nelson, Edwin; Chan, GabrielThe Energy and Equity in the Twin Cities Workshop, jointly convened in November 2021 by the University of Minnesota’s Institute on the Environment (IonE) and Robert J. Jones Urban Research and Outreach-Engagement Center (UROC), fostered dialogue, collaboration, and new partnerships to drive local solutions promoting energy justice. This summary report is for people who are interested in learning about local efforts – including projects developed during the workshop – to build an equitable green energy future. It is also for people who are interested in organizing cross-disciplinary workshops rooted in equity and shared learning. The Energy and Equity in the Twin Cities Workshop sought to engage local organizations and communities that historically have been excluded from conventional energy policy convenings, which tend to cater to established experts rather than community leaders such as activists, artists, and storytellers. It also sought to engage those working to address household wellbeing and security. More specifically, the workshop aimed to advance conversation, connection, and solutions to energy injustice by building bridges between the still largely distinct fields of clean energy policymaking and frontline community advocacy.Item Environmental Justice Storytelling Project(2023-10) Lim, Eden; Garvey, Michelle; Loo, Clement; Grant, Samuel; Villasenor, Jose Luis; Harris, JothsnaItem Feasibility of Electric Car-Sharing in a Suburban Environment: Team Equity(Resilient Communities Project (RCP), University of Minnesota, 2022) Wuebker, Jessica; Maktar, Ayub; Denten, Kaitlyn; Tabura, AJThis project was completed as part of a partnership between the City of Edina and the University of Minnesota’s Resilient Communities Project (http://www.rcp.umn.edu). Edina is committed to providing clean, abundant, equitable, and accessible transportation options to all who live, work, and travel through the community. Edina’s newly passed Climate Action Plan includes goals to reduce community-wide vehicle miles traveled by 7% by 2030, and increase battery electric vehicle utilization to 25% of community-wide rolling stock. The City is also committed to prioritizing low-income household transportation opportunities. Edina project lead Grace Hancock collaborated with a team of graduate students enrolled in Professor Frank Douma’s course, PA 5232/CEGE 5212: Transportation Planning, Policy, and Deployment, to review literature, best practices, and case studies of electric car-sharing services in peer suburbs in Minnesota and elsewhere around the country with respect to ensuring equitable access. The students’ final report and PowerPoint presentation are available.Item Framework for Measuring Sustainable Regional Development for the Twin Cities Region. Final Report.(Minneapolis: Center for Urban and Regional Affairs, University of Minnesota., 2010) Center for Urban and Regional Affairs; Center for Transportation StudiesItem Healthy and Equitable Development: Trends and Possibilities in the Suburbs(Resilient Communities Project (RCP), University of Minnesota, 2017-04) Wardoku, Maria; Brown, Peter Hendee; Greco, Mike; Rockwell, SamWhat prevents Minnesota communities from building healthier, more equitable developments? In this report, researchers share the thoughts of community members, elected officials, city staff, and developers in first-ring suburbs of the Twin Cities of Minneapolis and St. Paul on problems and opportunities around affordable housing and active transportation. Their experiences offer insights into the challenges and barriers that first-ring suburbs face, including community opposition to active transportation infrastructure and new developments, including market rate and affordable housing; lack of tools for preserving unsubsidized affordable housing and building mixed-income housing; thinking only in terms of affordable housing, not affordable living; limited funding for affordable housing; meeting the needs and desires of residents who are currently car-dependent while working towards becoming more walkable and bikeable; and retrofitting streets with sidewalks—and deciding who will pay for and maintain them. Although many of these problems may seem intractable, there are ways to move forward. In this report, cities, developers, and other stakeholders will find suggestions for overcoming obstacles to healthier, more equitable development in the suburbs.Item History of the Integrated Learning Course: Creation, conflict, and survival(Colleagues of Color for Social Justice, 2022) Schelske, Bruce; Schelske, Sharyn; Arendale, DavidIn 1972, the Integrated Learning (IL) course was developed at the University of Minnesota to meet the academic and cultural transition needs of their TRIO Upward Bound summer bridge program students as they prepared to enter college. The IL course was an early example of a linked course learning community. A historically-challenging college content course such as Introduction to Anatomy and Physiology or Law in Society was linked with an IL course. The IL course is essentially an academic support class customized to use the content of its companion class as a context for mastering learning strategies and orienting students to the rigor of the college learning environment. The history of the IL course provides lessons for creating, sustaining, and surviving daunting campus political and financial challenges that could face any new academic or student affairs program. The TRIO program leveraged its modest budget and personnel for the IL course approach which flourished and withstood changing economic and political forces that could have terminated the innovative approach to academic support. Lessons from this history of creation, conflict, and survival could be applied to other programs in a postsecondary setting.Item The Impact of the Flipped Classroom Model of Instruction on Fifth Grade Mathematics Students(2015-05) Wiley, BethannThe National Council of Teachers of Mathematics (NCTM, 2000) calls for “high quality mathematics instruction for all students”. This declaration, along with the present achievement gap, has driven many innovations in mathematics teaching and curriculum in the past 15 years, including the Flipped Classroom model. Currently, this model is being implemented at all levels of schooling and academic areas, yet there is very little research as to its effectiveness (Bishop & Verlager, 2013). This model, as enacted in this study, has the students watch a video lecture at home and then come to class and do the traditional homework during the class period. This study attempts to expand this body of research by looking at the Flipped Classroom model as it is implemented in fifth grade mathematics classrooms. This study uses a convergent concurrent mixed methods design to develop an understanding of the impact that this model of instruction has on elementary students. The participants were 112 fifth grade students from four classrooms in a Midwestern suburban school district. Qualitative data was collected through class room observations, and student and teacher interviews over the course of two units of instruction on decimals and fractions. Quantitative data was collected from two unit posttests and an attitude survey at the end of the study. The NCTM Mathematics Practices (NCTM, 2014) were used as a framework to analyze the teaching practices and research on students’ conceptual understanding of decimals and fractions formed the basis for understanding student thinking during the interviews. The qualitative data suggests that this model, enacted in this study, strongly encourages the use of rules and procedures, not always accurately, to the detriment of developing conceptual understanding. The quantitative data shows that many students did appear to meet the state standards in the area of decimals while many more did not in the area of fractions. Of equal concern is that low achieving students had less access to the videos at home and more frequently found them frustrating or confusing. Continued research on teaching practices and equity issues within the Flipped Classroom model would help further address these issues.Item “It’s Really Hard to Pump as a Teacher!”: An Inquiry into the Embodied Experiences of Lactating Teachers(2022-09) Toedt, EliseThis qualitative research study is the first in education to explore the daily, visceral experiences of K-12 lactating teachers in the United States. Across disciplines, scant research has been conducted that focuses on the embodied and emotional experiences of lactating people at work (Gatrell, 2019; Ryan, et al, 2011; Stearns, 1999). Bodyfeeding is a marker of “good” citizenship and “good” parenting, yet teachers, charged with reproducing state ideologies of citizenship, don’t have the space or time needed to express milk at work. This research fills a gap in cross-disciplinary literature focused on remedying the ways capitalist, patriarchal institutional structures sidestep the bodily needs of workers for the sake of workplace efficiency. It shows how lactating teachers navigate and make sense of two conflicting imperatives: On the one hand, the engrained ways they have learned to orient their time towards the reproduction of schooling norms, and on the other, their embodied need to produce milk. Informed by feminist approaches to qualitative research, I conducted 20 in-depth qualitative interviews with teachers in the Twin Cities metro who have expressed milk at work since 2010, and another 15 interviews with union leaders, administrators, and public health officials across Minnesota. I frame my study using social reproduction theory (Bhattacharya, 2017; Federici, 2014) to show how reproductive labor like expressing milk is framed as “not-work” within a capitalist understanding of production. I use poetic transcription to foreground the firsthand accounts of teachers and to demonstrate the embodied and emotional resonances across participants’ accounts (Cahnmann-Taylor & Siegesmund, 2018; Faulkner, 2016). For data analysis, I take up cultural historical activity theory (Engeström, 2001) to argue that the need to express milk functions as a crucial moment because teachers cannot fulfill their role as professionals as mapped out by current expectations. I take up Garland-Thomson’s (2011) concept of misfits and Sarah Ahmed’s (2017) subsequent application of this concept to show how the onus is put on lactating teachers to navigate incompatibilities between their bodily needs and the school day regime and positions them as “misfits” in schools. I draw from the concepts of outlaw emotions (Jagger, 1989), pleasure activism (brown, 2019), and the uses of the erotic (Lorde, 1984) to highlight the how the emotional experiences of lactating teachers need to be considered when creating policies and practices about lactation. Findings illustrate how patriarchal, capitalist logic is at play in how time and space are organized in schools, and how lactating teachers’ bodies are positioned by this logic, while they also resist and transform the organization of schools. My study shows that a lack of structural support for lactating teachers contributes to an inequitable work environment in schools. Implications include that individuals, buildings, and districts can create more humane conditions for lactating teachers by enacting modest reforms like creating school lactation spaces and providing additional time, outside of existing break times, to pump. Yet while stop-gap reforms in schools such as creating lactation spaces are one step in the right direction, more sweeping change is necessary.Item Leading with Privilege: Personal Journeys of White Male Leaders in Higher Education to Become Advocates for Diversity, Equity and Social Justice(2017-05) Johnson, CraigWith the growing participation of under-represented groups in American higher education, it is more important than ever that college presidents position diversity issues as a high priority on their leadership agenda. Given the continuing dominance of white males in college presidencies, it is especially important that white male leaders develop a greater awareness and understanding of diversity issues and the varying life experiences of different populations while also acknowledging and assessing the impact of their own personal identity and life experience on their leadership actions, practices and behavior. This study examines twenty white male presidents and chancellors who have established a reputation as effective advocates for diversity, equity and social justice. Findings from interviews with each president are compared with existing research to explore three key aspects: life experiences that inspired them to become involved in diversity issues; strategies and activities to develop greater awareness and understanding of diversity; and actions and strategies to develop successful diversity initiatives in their institution and community. In the end, this study documents ways that a white male leader can use his personal status as an asset in diversity work while at the same time actively working to acknowledge and address potential challenges of personal identity that may hinder efforts to ensure his institution provides access, equity and inclusion for all.Item Lessons Learned and Moving Forward: Antiracist policies and practices for peer learning programs(2022) Arendale, David RMy talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at a regional conference for Supplemental Instruction hosted by Texas A&M University.Item Moving forward with diversity, equity, and inclusion: Changing the culture of postsecondary education(2022) Arendale, David RMy talk had six sections: (a) definitions of diversity, equity, and inclusion; (b) sample DEI statements; (c) what we know about campus culture; (d) definitions of key antiracism terms; (e) antiracist behaviors and policies for learning assistance; and (f) additional resources for DEI, peer learning programs, and other learning assistance activities. I shared this talk at the annual conference of the New York College Learning Skills Association. NYCLSA is focused on best practices for developmental-level courses, peer study programs, tutoring, and learning centers. This profession has already been making significant changes to implement antiracist practices.