Embedded Files
Involvement Projects:
This list is updated monthly and provided to group members through a monthly email. The following abbreviations are used: Learning Assistance (LA); Developmental Education (DE); and GEAR UP/TRIO (GU/TRIO)
Completed: Project #1. Antiracism Practices for Academic Peer Study Groups at the College Level
CCSJ Members Involved: Nisha Abraham, Jose Alberte, WyKeshia Atkins, Chardin Claybourne, Juan Jimenez, Tina Jordan, Crystal Lee-Thao, Felisa Parris, Richa Pokhrel, Jovan Rivera, Mercedes, Torrez, and Victoria Vertein,
Description: For a quarter-century, a group of educators have edited and distributed a set of best practices for academic peer study groups. It is nearing 100 pages and has been field-tested with managers of peer study programs at more than 1000 institutions in 22 countries. While it had some antiracism practices in the latest draft version, it was inadequate. New antiracism practices have been written for inclusion.
Dissemination of Project #1:
1. Distribution of this publication is on pause until a critical reference cited numerous times in it is formally published this spring so that the citation can be included.
2. Inclusion of these antiracism practices in a larger guide for student-led peer study group programs that will be distributed later in 2021.
3. See the other distribution methods listed on page two of this document.
Completed: Project #2. Antiracism Glossary for Education and Life
CCSJ Members Involved: David R. Arendale, WyKeshia Atkins, Chardin Claybourne, Sarah Felber, Cassandra Green, Juan Jimenez, Mursalata Muhammad, and Richa Pokhrel
Description: As part of a larger glossary of essential terms for educators working in LA, DE, and GU/TRIO, new terms are added related to race. A key feature of the glossary definitions are including examples of what those terms would look like in operation within a classroom, tutoring session, learning center, or other places for LA, DE, and GU/TRIO professionals. Glossaries not only become important reference works for professionals in the field but also become the foundation for future articles that provide practical actions that professionals can take.
Dissemination of Project #2:
1. Published as an article in the Journal of College Academic Support Programs, 4(1), 75-92. doi: https://doi.org/10.36896/4.1sc1
2. The article will be submitted to ERIC and other online publication depositories.
3. Eventually an ebook and audiobook will be created.
In-Progress: Project #3. Sharing Effective Practices for Serving GU/TRIO Students (restricted to faculty and staff serving in GU/TRIO Programs)
Start date: Now
Return date: End of fall 2021
Involvement roles: Co-author or review draft articles
CCSJ Members Involved: Deltha Colvin, Rebekah McCloud, V. Kaye Monk-Morgan, & Tricia Wilkinson.
Description: For the past decade, David Arendale has managed a best education practices website for professionals working in GU/TRIO. The website is located at https://besteducationpractices.org Draft documents have already been developed related to the best practice clearinghouse:
1. Editorial for need of a best practices center for LA, DE, and GU/TRIO.
2. History of the Integrated Learning course at the Univ. of Minnesota.
3. Overview and history of the EOA Best Practices Clearinghouse.
4. Definition of a best education practice.
5. The EOA Best Practices Clearinghouse as an example of community-engaged scholarship.
Dissemination of Project #3:
Distributed through similar means as described on page two of this document.
In-Progress: Project #4. Article Educating College Faculty and Staff about Definitions of Race Terms and their Application to their Work
Coauthor: Start February 1, 2021; Return October 15, 2021
Involvement roles: reviewer, co-author
CCSJ Members Involved: Deltha Colvin, Rayshawn Eastman,Tasha Harris, Rebekah McCloud, Anna Phan, Yvette Regalado, Michelle Wilson, & Renee Wright.
Description: Project #2 defined key race glossary terms and provided brief examples of what those terms looked like in a classroom, DE, LA, and GU/TRIO. Project #4 takes those definitions and explains to other educators what they mean and how they can guide changed attitudes and actions in interacting with each other and with students. Providing examples of actions to take is important. Click on the following to see a sample of an article that used glossary terms as a major part of the publication, http://hdl.handle.net/11299/200452
As a team, each coauthor is responsible for only two to four double-spaced pages that focus on several of the glossary terms. To determine which terms are assigned, each member of the group completes a poll that indicates which small group of terms they prefer. There will be plenty of support available through Zoom coauthor meetings, telephone and email consultation with David, and more. An option on the poll indicates preference to be a reviewer of the draft publication.
Dissemination of Project #4:
Distributed through similar means as described on page two of this document.
In-Progress: Project #5. Article Educating College Faculty and Staff about Culturally-Sensitive Pedagogies and Application to their Work
Coauthor: Start February 15, 2021
Involvement roles: reviewer, co-author
CCSJ Members Involved: Rayshawn Eastman, Tasha Harris, Tina Jordan, Cynthia Kamasa-Quashie, Anna Phan, Yvette Regalado, Michelle Williams, and Renee Wright.
Description: This article is similar to Project #4. Definitions to explain are banking concept to learning (Freire); critical literacy; critical pedagogy; cultural competence; cultural differences; cultural literacy; cultural sensitivity; culturally relevant pedagogy; culturally responsive pedagogy; culturally sustaining pedagogy; deficit language; (dis)ability, differing abilities, learning differences; disability culture; inclusion; inclusive pedagogy; marginalized student; multicultural developmental education; multicultural education; stereotype threat; and stigma.
Project #5 takes the above definitions and explains to other educators what they mean and how they can guide changed attitudes and actions in interacting with each other and with students. Providing examples of actions to take is important. Click on the following to see a sample of an article that used glossary terms as a major part of the publication, http://hdl.handle.net/11299/200452
As a team, each coauthor is responsible for only two to four double-spaced pages that focus on several of the glossary terms. To determine which terms are assigned, each member of the group completes a poll that indicates which small group of terms they prefer. There will be plenty of support available through Zoom coauthor meetings, telephone and email consultation with David, and more. An option on the poll indicates preference to be a reviewer of the draft publication.
Dissemination of this Project #5:
Distributed through similar means as described on page two of this document.
Project #6. Article Educating College Faculty and Staff about Definitions of Student Group Categories
Coauthor: Start 2022
Involvement roles: reviewers and co-authors
CCSJ Members Involved: Nisha Abraham, WyKeshia Atkins, Amarilis Castillo, Rayshawn Eastman, Clara Fitzpatrick, Cassandra Green, V. Kaye Monk-Morgan, Nicole Myers, Yvette Regalado, Jovan Rivera, Mercedes Torrez, Theresa Williams, Michelle Wilson, and Renee Wright.
Description: This is another variation of Project #4 and Project #5. The focus for this project is how people are categorized and described. The words that are used may be inaccurate, racist, and binary (either/or). Often in the popular press and the professional literature, sloppy language stigmatizes students and others. There are three categories of definitions for this project:
Terms retained in the glossary, but designated less acceptable for general use: academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, remedial student, and special population.
Redefined previous terms from the glossary: student historically underrepresented, student marginalized.
New terms for the glossary: binary categorization of people
Project #6 takes the above definitions and explains to other educators what they mean and how they can guide changed attitudes and actions in interacting with each other and with students. Click on the following to see a sample of an article that used glossary terms as a major part of the publication, http://hdl.handle.net/11299/200452
As a team, each coauthor is responsible for only two to four double-spaced pages that focus on several of the glossary terms. To determine which terms are assigned, each member of the group completes a poll that indicates which small group of terms they prefer. There will be plenty of support available through Zoom coauthor meetings, telephone and email consultation with David, and more. An option on the poll indicates preference to be a reviewer of the draft publication.
Dissemination of Project #6:
Distributed through similar means as described on page two of this document.
Project #7. Updated Article Educating College Faculty and Staff about Definitions that Guides Practice for the Field of LA and DE
Coauthor: Start 2022
Reviewer: Start November 15, 2021; Return December 31, 2021
Involvement roles: co-authors and reviewers
CCSJ Members Involved: Jose Alberte, Clara Fitzpatrick, Cassandra Green, Juan Jimenez, Cynthia Kamasa-Quashie Saundra McGuire, Nicole Myers, Vinodhani Paideya, Karen Parrish Baker, Michelle Williams, and Renee Wright.
Description: This is an updated version of a previously published article: Arendale, D. R. (2005). Terms of endearment: Words that help define and guide developmental education. Journal of College Reading and Learning, 35(2), 66-82. http://hdl.handle.net/11299/200452 In addition to updating definitions contained in this article, the narrative is also updated. Reference will be made to the previous articles: Project #4 race, Project #5 culture, and Project #6 student categorization.
Project #7 explains to educators what they mean and how they can guide changed attitudes and actions in interacting with each other and with students. Click on the following to see a sample of an article that used glossary terms as a major part of the publication, http://hdl.handle.net/11299/200452
As a team, each coauthor is responsible for only two to three double-spaced pages that focus on updating a section of the original article. To determine which section is assigned, each member of the group completes a poll that indicates which they prefer. There will be plenty of support available through Zoom coauthor meetings, telephone and email consultation with David, and more. An option on the poll indicates preference to be a reviewer of the draft publication.
Dissemination of Project #7:
Distributed through similar means as described on page two of this document.
Project #8. Social Media Contributions and Dissemination via the Internet
Start date: February 1, 2021
Return date: Continuous
Involvement roles: related to our CCSJ purpose, video, serve as panelist on a webinar, post a short message through the CCSJ social media channels, help with management of the group website and social media channels, or other options
CCSJ Members Involved: V. Kaye Monk-Morgan, Vinodhani Paideya, and Karen Parrish Baker.
Description: A variety of social media channels and websites would be used to share in-progress draft versions and final versions of knowledge generated through CCSJ.
1. Panelist with other CCSJ members for a webinars for free access or the webinars could be hosted by professional associations like the National College Learning Center Association (NCLCA) or a commercial webinar firm.
2. For some new to the field of writing, create a 300 to 500-word blog post on a single topic can be a good way to begin a writing career.
3. The most popular videos on YouTube are between five and ten minutes.
4. Help with management of the CCSJ website and social media channels (blog, Facebook page, podcast channel, Twitter channel, etc.)
5. Use the CCSJ Facebook, podcast, and Twitter accounts to make one or more postings of relevant information.
6. For an example of using a variety of these approaches, see David’s website with links to his YouTube channels and podcasts, https://www.arendale.org/my-podcasts-and-youtube-channels
CCSJ Communication and Social Media Channels:
1. CCSJ Email account, https://cocsocialjustice@gmail.com
2. CCSJ Event calendar, https://calendar.google.com/calendar/u/0?cid=Y29jc29jaWFsanVzdGljZUBnbWFpbC5jb20 Add this calendar to your account to see start and end dates for projects.
3. CCSJ Shared Google Drive Folder. Only accessible by accepting invitation sent by CCSJ Coconveners to CCSJ members
4. CCSJ blog account, https://cocsocialjustice.blogspot.com/
5. CCSJ Website, shortcut to website https://socialjustic.work and actual URL is https://sites.google.com/view/cocsocialjustice
6. CCSJ Twitter account, https://twitter.com/cocsocialjustice
7. CCSJ YouTube account, not created yet
8. CCSJ podcast account, not created yet
Project #9 Applying the Concept of Privilege More Widely with Multiple Identities
Start date: 2022
Involvement roles: reviewer and coauthor
CCSJ Members Involved: As a new project, no members assigned yet.
Description: This publication would be a spin-off of Project #2 (race glossary) and Project #4 (applying race glossary to work environment). While the term “privilege” was explored in those two earlier projects, this one would explore privilege as it is applied to race identity, gender identity, sexual identity, ability, ageism, and other identities. The definition of privilege from Projects #2 and #4 would be used as the foundation for the article. This would be written in the first-person so the coauthors would need to personally identify with one of identities and explain how they have been subject to privilege as a result. Further details are uncertain at this early stage. It may be necessary to recruit additional coauthors outside of CCSJ for first-person authors. An opportunity to participate with this project will be offered later in summer or fall 2021.
Project #10 eBook and Audiobook on Race and/or Social Justice-Related Topic
Start date: 2022
Involvement roles: reviewer and coauthor
CCSJ Members Involved: As a new project, no members assigned yet.
Description: As our CCSJ group works through the earlier projects detailed in this document, some of our members may identify topics that they would like to explore more deeply than the limited size of journal articles. Most journals limit submissions to about 25 pages. If successful, navigating a book contract with a traditional publisher can take years. The result is a book that may sell 500 copies, or much less. On the other hand, eBooks have soared in popularity and can be distributed through multiple platforms (Apple iBooks, Amazon Kindle, and more). The same can be done with audiobooks as well.
Leadership for the production of the eBook (and audiobook taken from the eBook text) needs to emerge from the CCSJ group. Interested members need to develop an outline for the proposed eBook with identifying the central theme and the needed chapter. One or more members need to step forward and volunteer to be editor(s). David would be happy to handle the technical details for getting the final text turned into an eBook. We will have experience with creating eBooks with publishing a number of our previous projects. Details are uncertain at this early stage. An opportunity to participate with this project will be offered by summer 2021.
Project #11 Multicultural Awareness Project for Institutional Transformation (MAP-IT)
Start date: whenever members of CCSJ want to begin
Description: Some members of CCSJ have been asking for our group to develop tools and materials that could be used throughout their campus to foster change. The following item might be a useful tool for either conducting a qualitative research project or a tool for reflection and conversation concerning the campus climate. The document and the surveys will be available through the CCSJ shared Google Drive and also the CCSJ website. Individual CCSJ members are welcome to use the materials which were designed by the authors for free use and revision as needed. The document is available as a PDF and a Word document. Perhaps a group of CCSJ members might want to do a multi-institutional use of the materials.
The Multicultural Awareness Project for Institutional Transformation (MAP IT) was developed at the University of Minnesota’s General College with the goal of integrating multicultural education within higher education. As the acronym indicates, the aim is transformative. MAP IT is an adaptation of Diversity within Unity: Essential Principles for Teaching and Learning in a Multicultural Society (Banks et al., 2001), created to make the report findings regarding primary and secondary multicultural education applicable to higher education. MAP IT has culminated in the comprehensive set of 10 Guiding Principles This publication also contains four survey instruments designed to aid in measuring the extent to which institutions of higher education centralize multicultural education and incorporate the guiding principles. The authors advocate a process approach to utilizing the principles and questionnaires to bring about a multicultural transformation in higher education.
The questionnaire used in this research was adapted with permission of the Center for Multicultural Education, University of Washington, Seattle, and is based on the following work: Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Jordan Irvine, J., Nieto, S., Ward Schofield, J., & Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Seattle, WA: Center for Multicultural Education, University of Washington.
Project #12 New Ideas for Future Publications and Media Projects
Start date: whenever members of CCSJ want to begin
Description: There is boundless energy displayed by our CCSJ members. Anyone within the group is welcome to propose a new project at any time for involvement by others. The invitation can be sent to CCSJ members and direct responses to the person who proposed the idea. David can support the organizer(s) of the new project. You do not need to wait until the previous CCSJ projects are completed. We have numerous members who are working simultaneously on multiple projects.
During the December 2020 CCSJ Zoom meeting, there was a discussion by a number of members to not focus exclusively on DE and LA with our projects or use of the language, especially DE, due to the negative stigma which has been unfairly attached to it. Another idea put forward was whether some subcommittees could be created so that CCSJ members could focus on topics of interest that could produce their own publications and media projects. CCSJ is an organic organization that is owned by its members. We will continue to explore shaping the language used and the purpose in upcoming CCSJ Zoom meetings. We hope you can join us during those meetings and sharing your thoughts through a shared Google document where you can write and participate in the conversation.
Page updated
Google Sites
Report abuse