Browsing by Subject "social justice"
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Item 2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography(2021-01-31) Arendale, David RThis 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 towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). 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 Antiracist activities and policies for student-led study groups(Journal of College Academic Support Programs, 2022) Arendale, David R.; Abraham, Nisha; Barber, Danette; Bekis, B.; Claybourne, C.; Edenfeld, K.; Epps, K.; Hutchinson, K.; Jimenez, Juan; Killenbeck, K.; Pokhrel, R.; Schmauch, N.; Woodruff, R.Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.Item Best practices of developmental education for academic advisors, student services personnel, and classroom faculty members(Austin Community College of Austin, TX, 2011-10) Arendale, DavidThis keynote address explained how best practices of developmental education could be applied with academic advisors, student services personnel, and classroom faculty members. These faculty members are those that teach college-level first-year courses for academic credit. The entire faculty needs to be involved in embedding best practices of developmental education within their curriculum and pedagogy to promote higher academic success for all students.Item The challenging road ahead: Learning assistance in the 21st century(College Reading and Learning Association, 2008) Arendale, DavidIn this keynote talk, I identify opportunities for increased service of learning assistance to support student academic achievement. Throughout the talk, I illustrate my points by sharing case studies of highly successful learning assistance programs operating across the U.S. The speech was delivered at the national conference for the College Reading and Learning AssociationItem Environmental Justice Storytelling Project(2023-10) Lim, Eden; Garvey, Michelle; Loo, Clement; Grant, Samuel; Villasenor, Jose Luis; Harris, JothsnaItem EOA best practices clearinghouse directory 2018 (4th ed.).(Educational Opportunity Association and the University of Minnesota, 2018) Arendale, David R.(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.Item Fundamental Principles and Model for Social Intervention of Colombia's Fundacion Social.(Center for Urban and Regional Affairs, University of Minnesota, 1985) Fundacion SocialItem Guest Blackbird Revolt: Terresa and Jordon Moses: It's More Than That(2019-10-26) Pedersen, Paula; Lieberman, HannahTerresa Moses and Jordan Moses discuss creating a company that seeks to engage the community through art and design with a special focus on social justice – and share their thoughts on creating UMD’s It’s More Than That campus climate campaign. Hope you enjoy this episode, and as always, be sure to hit subscribe for more stories that celebrate the human experience in higher education. A full (https://docs.google.com/document/d/1cIjAY9F_hw7u49RJFCM3vZ7AohgkRyS-E0a4ohEgKoQ/edit?usp=sharing) transcript of this episode is available. You can follow Blackbird Revolt on Twitter or visit their https://blackbirdrevolt.com website for more information.Item Guest Helen Mongan-Rallis: It's More Than That(2020-03-26) Pedersen, Paula; Lieberman, HannahHelen Mongan-Rallis, an associate professor in the Department of Education, was born in a country deeply steeped in racial turmoil. "I left South Africa in 1984, but I am deeply South African." How these roots influence her work at UMD, and how stories empower Mongan-Rallis to better understand people she disagrees with. Plus getting trapped in Lake Superior ice while kayaking, and headstands as a metaphor for being an ally on this episode of “It’s More Than That.” Enjoy and be sure to hit subscribe for more stories that celebrate the human experience in higher education.Item Guest Jeanine Weekes Schroer: It's More Than That(2019-11-26) Pedersen, Paula; Lieberman, HannahWhat's the cost of following the rules within the context of institutional racism? We hear from Associate Professor of Philosophy, Dr. Jeanine Weekes Schroer, about this and also talk about the political tension between faculty and staff in higher education. Hope you enjoy this episode, and as always, be sure to hit subscribe for more stories that celebrate the human experience in higher education.Item Guest Susana Pelayo Woodward: It's More Than That(2019-10-25) Pedersen, Paula; Lieberman, HannahWhat's it like to move from Mexico City to northern Minnesota? Susana Pelayo-Woodward talks about how this experience impacted her life and her work as the assistant to the Chancellor for inclusive excellence and as the director of the Office of Diversity and Inclusion. Hope you enjoy this episode, and as always, be sure to hit subscribe for more that celebrate the human experience in higher education. A full (https://docs.google.com/document/d/1KQ8zauDX_CjFUkgp7x-tcKGk7LcPpnsska-ToN3phpM/edit?usp=sharing) transcript of this episode is available.You can follow UMD's Office of Diversity and Inclusion on Twitter and Facebook.Item Guest Wendy Reed: It's More Than That(2020-03-09) Pedersen, Paula; Lieberman, HannahWendy Reed, dean of the Swenson College of Science and Engineering, is effecting change by challenging, "This is the way we've always done it." Hear how her Allies and Advocates program is making sure everyone’s voice is heard– and how embodying a maternal effects scientist was seen as activism, but it wasn’t. Enjoy and be sure to hit subscribe for more stories that celebrate the human experience in higher education.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 Including Critical Feminist Approaches in the Technical & Professional Communication Classroom: An Autoethnography throughout Changing Rhetorical Ecologies(2023-05) Fuglsby, BrandiThis research project analyzes one Technical and Professional Communication (TPC) course’s materials and one instructor’s (the researcher’s) incorporation of social justice through diversity, equity, and inclusion (DEI) over the course of ten years (2013-2022). The materials analyzed included introductory materials (syllabi and course schedules), lecture notes, genre examples displayed, assignments, class activities, and the Learning Management System (LMS). The researcher relies on a critical feminist approach tailored to TPC, which includes six key principles: permissive listening, generative silence, welcoming difference, multivocality, collaborative labor, and gendered technology. The specific method of analysis involves autoethnography that combined thematic analysis and critical reflexivity. The results of the research indicated that the earlier years (2013-2016) needed significant revisions in order to incorporate DEI; by the most recent year (2022), the instructor had implemented more explicit incorporation of DEI and had attempted to role model DEI practices through the course materials assessed. However, more DEI implementation could happen in future sections of the course. To encourage more DEI implementation in the future for all TPC courses, the researcher provided actions all instructors could take within the classroom and encouraged the use of human-centered approaches, like critical feminism, in the classroom when framing TPC work.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 “Let’s Play!”: A Multiple Case Study of Tertiary Music Methods Courses Designed to Foster Creativity(2022-03) Buzza, TimothyAbstract“Let’s Play!”: A Multiple Case Study of Tertiary Methods Courses Designed to Foster Creativity By Timothy David Buzza School music offered in the traditional, large ensemble model can be a wonderful method of learning for some students; however, there are shortcomings in the model. In many school music programs, the lack of student creativity and democratic teaching practices do not fully serve the creative and educational needs of the students within those ensembles and often alienate other student musicians not participating in school music who learn, create, and perform music differently than the methods often employed in band, choir, and orchestra. How might a change in focus from one of re-creation to one of original, student-driven, musical creation, expand the learning and skills of those ensemble students already involved and provide more authentic music-learning opportunities in school for the vernacular musicians left out of traditional curricula and pedagogy? Are there professors in music education departments at the college level that understand these shortcomings and are preparing their preservice and graduate teachers to use student-generated, musical creativity to improve musicianship and inclusion? Are these courses effective in impacting teaching practices of their recent graduates who have come through and are often going to large ensemble-based programs? With the ambition of informing my own teaching practice and that of the field of music teacher preparedness at the undergraduate and graduate level, this multiple case study examines the philosophies, curricula, and pedagogy of three, tertiary, creativity- 2 based music methods courses and their described impact of recent graduates on their use of student musical creativity in their K12 teaching practice. The main research questions of this study are listed below: • How do three music-teacher educators, who specifically teach creativity- based methods courses, prepare preservice and graduate teachers to address the limitations of the large-ensemble model and foster creative musical thinking in students? • How do recent graduates from these specific courses describe the impact of creativity-based tertiary coursework on their current K-12 teaching? All the professors in the study shared the goals of opening their students’ minds to the educational and empowering opportunities that creativity provides in the music classroom through fun, hands-on compositional activities; to grant “permission” to step away from conservatory-based, top down teaching practices and embrace open-ended outcomes and democratic teaching practice; and to use in their own practice, an asset- model philosophy – calling on their own musical gifts and interests and those of their students in planning curricula and pedagogy. The recent graduates interviewed for this study described these creativity-based courses as impactful. All had their eyes opened to the educational and empowering potential of student creativity in musical classrooms. All incorporated elements of creativity and assets-model philosophy into their teaching practices; however, the context seemed to impact the extent of which student creativity was implemented. Those teaching in a general music setting developed and taught more creativity-based units than did those teaching in a large ensemble setting. 3 There are several educational philosophies and teaching strategies from these participating professors’ courses that teachers of music teachers could incorporate into their own practice if they wished to empower their own preservice and graduate teachers to employ student creativity for skills, empowerment, and inclusion.Item Opportune Timing Racial Equity Policy Tools and Opportunities for the Minnesota Legislative Report Card on Racial Equity at Voices for Racial Justice(2017) Bakerian-Devane, LunaThis policy project outlines racial equity policy tools and explores opportunities for furthering the impact of the Legislative Report Card on Racial Equity produced by Voices for Racial Justice in Minnesota. Voices for Racial Justice is a Minneapolis nonprofit organization that began in 1993 as the Organizing Apprenticeship Project, working to train community organizers and catalyzing work for social and economic justice. In 2014, the organization shifted focus exclusively to the work of racial justice. The Legislative Report Card on Racial Equity began in 2005 as an opportunity to evaluate the work of the Minnesota State Legislature in terms of racial equity. It provides accountability, education, and a community resource. This report makes the case for assessing governance and policy through a racial equity lens, lays the framework for racial equity reporting, details the longstanding report card model at Voices for Racial Justice, and explores new opportunities for the report card. Outside of the scope of this project are explanations of and opportunities for federal and local level racial equity assessments, although they are addressed. It is my hope that this analysis will be useful in informing racial equity reporting in Minnesota, and can be an informational and inspirational guide for those working for racial justice nationwide.Item Phillips Community Churches: Resources for Community Revitalization and Well-Being.(2005) Essenburg, Timothy J.Item Postsecondary peer cooperative learning programs: Annotated bibliography 2019(2019-12-31) Arendale, DavidThis 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]Item Proceedings from a Forum and Consultation on the Church as Partner in Community Economic Development.(Hubert H. Humphrey Institute of Public Affairs, University of Minnesota., 1990) Williams, Theatrice; Bakama, B.; Miller, Victoria L.