Publications/Media

These are downloadable collaborative writing and media projects by CWP work teams and works created by individual CWP members. 

Since the founding in fall of 2020, it has been an active group of colleagues who have influenced other administrators, educators, and the public. The members collaborate on writing and media projects involving classroom instruction, student services, and educational equity programs. Examples of equity programs include academic bridge, learning assistance, and grant programs such as TRIO. We distribute our publications and media widely. We hold the copyright to the materials to ensure open access. In addition to publications, we will create eBooks, audiobooks, YouTube videos, podcasts, and content for other social media channels.

We have been an active group of educators. So far, 13 members have coauthored one or more of our publications and other media. The following is a breakdown of our collective work to date. It is likely an incomplete list of the contributions. Please send additions or revisions to arendale@umn.edu so the document and the website can be accurately updated..

Publications Under Development by Members

The content of these publications is directly or indirectly related to the work. They may be new or inspired by previous publications and scholarly discussions.

Arendale, D. R., &  McCloud, R. Editorial advocating for TRIO as incubators of best secondary and postsecondary education practices.

Arendale, D. R., & Colvin, D. Q. What is a best education practice?

Arendale, D. R. (Ed.). Course-based learning assistance guidelines. It will contain education practices from a previous CCSJ publication on antiracist practices for peer study groups.

Arendale, D. R. (Ed.). Essential glossary for increasing postsecondary student success: Administrators, faculty, staff, and policymakers. It will contain a large section of CCSJ glossary entries from the previous Antiracism Glossary for Education and Life.

Publications Authored or Co-Authored by CCSJ Members

The content of these publications is directly or indirectly related to the work. They may be new or inspired by previous publications and scholarly discussions. Estimates are provided for the number of downloads of the documents through various sources on the Internet. These are incomplete and the actual downloads are higher.

Phan, A., Pokhrel, R., Wright, R., & Arendale, D. R. (Under Review). Applying antiracist activities and approaches to the classroom and student services.

Colvin, D. Q., McCloud, R., Phan, A., Remigio, J., Wright, R., & Arendale, D. R. (Accepted for publication). Antiracist spaces for students to grow in classrooms and student services. Forum for International Research on Students and Teaching. Antiracist spaces for students to grow in classrooms and student services. Forum for International Research on Students and Teaching. While the national conversation about antiracism and racism has introduced a new vocabulary to many Americans, far fewer deeply understand their meanings and applications to everyday life. This article selected seven of these vocabulary terms and applied them to the classroom and student services for secondary and postsecondary students. These terms include ally, imposter syndrome, intersectionality, racial humility, privilege and check your privilege, and social justice. The coauthors of this article often wrote in a first-person style as they shared real-life examples and the solutions they chose to combat a toxic learning environment. Each coauthor is a member of Colleagues of Color for Social Justice. This article extends the national dialogue on the pervasive presence of racism through real-life examples in educational settings.

Brewer, M., Williams, S. E., & Wilson, M. D. (2022). The resilience of Black women in academia. The Researcher: Women in the Academy, 30(2), 25-50. This study explored how Black women faculty, staff, and graduate students respond to discrimination at PWIs. This study explored the experiences of Black women (faculty, staff, and graduate students) and the verbal/nonverbal strategies they use to respond to stereotypes and intersectional microaggressions. This study found that Black women utilize protective strategies to respond to microaggressions and stereotypes and use communication networks, or homeplace, as a resource for resilience. https://online.pubhtml5.com/nsco/hchw/#p=30   

Arendale, D. R., & Colvin, D. Q. (2022). History of the EOA Best Practices Clearinghouse: A model to identify, validate, and disseminate education. Colleagues of Color for Social Justice. University of Minnesota Digital Conservancy, https://conservancy.umn.edu/handle/11299/250107 The EOA National Best Practices Clearinghouse is focused on the needs of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and TRIO students who are economically disadvantaged, first-generation college attendees, and historically underrepresented in education. No other open-access clearinghouse in the nation is focused on this marginalized student population. Solutions developed for privileged students with social capital often do not meet the needs of these students. We represent the GEAR UP and TRIO community and are the first group of federally-funded programs to create their own best practices clearinghouse. Rather than relying on practices developed by others, we created an online program manual of what works with our TRIO and GEAR UP students. Our administrative and educational practices have been evaluated by an external panel of education experts rather than relying solely on data studies from the institution hosting the practice. Another difference is that the EOA Clearinghouse identifies “why a practice works” and “what are the critical components and procedures” that must to be followed to achieve similar positive results. This article explores the need for a clearinghouse, definitions for a best education practice, key people involved with the clearinghouse, the history of events in the life of the clearinghouse, and finally, lessons learned from the clearinghouse that could be helpful to others who wanted to create their own clearinghouse, and an appendix with information on processes of the clearinghouse to evaluate submissions. While programs in the field may all do essentially the same thing, they often do it differently to meet the unique needs of their students and the education setting. The EOA Clearinghouse honors that ingenuity and shares it with others.

Arendale, D. R., Abraham, N., Barber, D., Bekis, B., Claybourne, C., Edenfeld, K., Epps, K., Hutchinson, K, Jimenez, J., Killingbeck, K, Pokhrel, R., Schmauch, N., & Woodruff, R. (2022). Antiracist activities and policies for student-led study groups. Journal of College Academic Support Programs, 5(1), 12-29. https://doi.org/10.36896/5.1sc1  Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. Too often, these issues have been ignored. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, existing guides, practical experiences by the authors, and feedback from the study group administrators in the field. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding postsecondary peer study groups regarding antiracism practices. This guide helps address this gap in the literature and recommended practices. In addition to its application for academic study groups, this guide has value for faculty members to incorporate antiracism learning activities and pedagogies into their courses. Effective learning practices are identified in this article that can be adapted and adopted for supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. This is an excerpt from a much-longer and detailed guide that will be published in the near future.

Schelske, B., Schelske, S., & Arendale, D. R. (2022).  History of the Integrated Learning Course: Creation, conflict, and survival. Colleagues of Color for Social Justice. https://drive.google.com/file/d/1c8OACOqUZNdsT5fuzQvxB9qjxP-3ngtn/view?usp=sharing  In 1972, the Integrated Learning (IL) course was developed at the University of Minnesota to meet 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. 

Pokhrel, R., Muhammad, M., Jimenez, J., Green, C., Felber, S., Claybourne, C., Atkins, W., & Arendale, D. R. (2021). Antiracism glossary for education and life. Journal of College Academic Support Programs. 4(1), 75-92. To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on a careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy-to-understand examples drawn from personal lives, communities, and professional experiences in educational settings.https://doi.org/10.36896/4.1sc1 [3374 downloads]

McGuire, S. Y. (2021). Close the metacognitive equity gap: Teach all students how to learn. Journal of College Academic Support Programs. 4(1), 69-72  https://doi.org/10.36896/4.1ep1 In his seminal book, Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap, Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris & Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.

Arendale, D. R. & Muhammad, M. (2021). Colleagues of Color for Social Justice group organizing principles. Colleagues of Color for Social Justice. https://drive.google.com/file/d/13ysQrO2VQHgODdD0GzDJLDHY-qgmIWbJ/view?usp=sharing The two co-conveners of CCSJ identify principles that have guided the development of the writing group. These principles change over time in response to the needs of the CCSJ writing group.

Conference Presentations

The content of these conference presentations is directly or indirectly related to the work of CCSJ. They are inspired by previous CCSJ publications and scholarly discussions.

Arendale, D. R. (2022, June). (Keynote address). Belonging in peer study groups. Annual Conference of the Peer-Led Team Learning International Society. Cincinnati, OH. [100 conference attendees]

Arendale, D. R. (2021, May). (Keynote address). Lessons learned and moving forward: Antiracist policies and practices for peer learning programs. 10th Regional Supplemental Instruction Conference. Hosted by Texas A&M University. https://youtu.be/0Ll4AVwgKLs  [125 conference attendees]

Arendale, D. R. (2021, April). (Keynote address). Best practices to strengthen academic relationships with students and a sense of belonging. CRLA Heartland Annual Conference. St. Joseph, MO. https://youtu.be/Xe5YTA93lF0 [90 conference attendees]

Webinars

The content of these conference presentations is directly or indirectly related to the work of CCSJ. They are inspired by previous CCSJ publications and scholarly discussions.

Arendale, D. R. (2023). Incorporating equitable student-led study groups into your learning center. Webinar for Engineerica. [400 webinar attendees] https://docs.google.com/presentation/d/1zRFDbXtOIckiIy4VkNT1aZQ33WlPJFyf/edit?usp=share_link&ouid=101359838284394814673&rtpof=true&sd=true   

Arendale, D. R. (2022). Moving forward with diversity, equity, and inclusion. Webinar for the New York College Learning Skills Association. [120 webinar attendees] Link for webinar, https://youtu.be/_t-q52E0-YQ  Link for PowerPoint slides: https://docs.google.com/presentation/d/14Vkw9Gmm7WVTLVJTiod9ddYxIXRaI26i/edit?usp=sharing&ouid=101359838284394814673&rtpof=true&sd=true

Arendale, D. R. (2021, October). Antiracist study group policies and practices. Webinar for Texas State University, San Marcos. [75 webinar attendees]   https://youtu.be/G1VdvNnd_4M

Media Coverage of the CCSJ

These are articles about the work of CCSJ by other journalists and publications.

Albanese, E. (2021, November 24). Professor co-authors antiracism glossary: The tool helps recognize and explain terms related to behaviors, attitudes, and policies. School News Network, https://www.schoolnewsnetwork.org/2021/11/24/professor-co-authors-antiracism-glossary/ This is an interview with Mursalata Muhammad and David Arendale about the antiracism glossary that was published in the School News Network online publication.

Social Media Channels

The following social media channels are used to share announcements about activities and scholarly work of the CCSJ.

Website, https://sites.google.com/view/cwp/home

CCSJ Blog, https://sites.google.com/view/cwp/social-media/cwp-blog-postings