California State University (CSU): Open Journal Systems
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Self/Other, Other/Self: Conocimiento as Pedagogical Practice
No full textThis article explores conocimiento, a term defined by Gloria E. Anzaldúa, as a pedagogical practice for teacher education. The authors present conocimiento as an approach to teaching and learning that centers on relationships with oneself and others, and highlights the retrieval of family legacies. The article argues that this practice can help challenge institutional norms and ideologies, such as social reproduction theory, which perpetuates social inequalities within educational systems. The authors describe how they apply conocimiento in a U.S. Women of Color (WOC) course at a Hispanic-Serving Institution (HSI). They useConocimiento Packets to encourage students to examine their personal histories and connect them to broader concepts like patriarchy, settler colonialism, and imperialism. By engaging in this process, students can develop a critical consciousness that allows them to name, contest, and ultimately dismantle harmful, oppressive systems. The article concludes that this pedagogical approach instills a sense of critical empathy and compassion in future educators, preparing them to work toward educational equity.
 
On the Gonality of Ferrers Rook Graphs
Get PDFA Ferrers rook graph is a graph whose vertices correspond to the dots in a Ferrers diagram, and where two vertices are adjacent if they are in the same row or the same column. We propose a conjectural formula for the gonality of Ferrers rook graphs, and prove this conjecture for a few infinite families of Ferrers diagrams. We also prove the conjecture for all Ferrers diagrams F with |F| ≤ 8
"Transformative" Reflection: Re-defining Reflection Towards a Shared Destination
No full textThis essay reevaluates the role of reflection in experiential learning programs, contrasting traditional solitary reflection methods with contemporary approaches that integrate collaboration and multimodal expression. These new approaches highlight a shift toward collaborative and interactive models, reflecting the influence of new technologies and pedagogical strategies. Through a case study of the “My London Story” study abroad program, which implemented a transformative reflection model guided by transformative learning objectives (TLOs), this paper explores how reflective practices can foster significant, shared learning outcomes. The program, spanning January to April 2023, involved 45 students who engaged in various reflective activities, including weekly prompts, group discussions, and a final multimedia project. The use of TLOs—focusing on curiosity and creativity—encouraged students to reflect not only on their experiences but also on their evolving identities and capabilities. The essay concludes that integrating new forms of reflective writing and digital media into experiential learning can profoundly enrich students’ self-awareness and prepare them for future challenges, emphasizing the need for intentional, mentored reflection to achieve transformative learning outcomes
Defining Experiential Education for Applications in Higher Education: A Call to Action
No full textAs the context of experiential learning has evolved over the last several decades, we argue this is a moment of inflection. This essay follows a human-centered design process to update the definition of experiential education (EE) for the Society for Experiential Education (SEE). The authors stewarded a 20-month process to identify needs, define the challenge, develop solutions, and create prototypes. Data collection, reflection, and transformation occurred through dozens of conversations with hundreds of stakeholders from the broader EE community and SEE members, stakeholders. The prototype definitions are here! In the context of an experientially focused and practical project, the authors share and reflect upon three emergent prototype definitions. The prototypes reflect the needs of both educators and community partners throughout the experiential learning ecosystem. The reflections help us connect this project back to the broader landscape of evidence-driven practice in North American higher education
