UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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The Light at the End of the Tunnel
Full text link"The Light at the End of the Tunnel" is a poem that is greatly inspired by my life story and the many stages I have gone through to reach this point in my life's journey. In addition to this poem telling the story of my life, it also focuses on how adult education has given me the opportunity to learn new tools and knowledge from the Appreciative Education class. I have implemented the Dream and Don't Settle phases to help guide this reflection of my life’s journey. This poem illustrates how these Appreciative Education tools can and will influence my future as I walk toward that light at the end of the tunnel
Appreciative Budgeting: Providing Financial Transparency and Inclusion
Full text linkBudgeting in higher education is often an avoided subject area between employers and employees. The budgeting process is usually handled by a limited number of administrators and is frequently not openly communicated with the faculty and staff at higher education institutions. The Appreciative Budget Model (ABM) is a framework for fiscal administrators to clearly convey to all members of an institution how the budget is formed and open up opportunities for everyone to provide their input. A strong planning process improves organizational support for financial decisions as well as the final outcomes of the adopted budget
Telling: The Ethics and Healing from Speaking Up
Full text link“[In] fiction we can hide behind characters... memoir asks youto remember as truthfully as you can what actually happened...”-- Elizabeth Nunez in “The Art of Memoir” (The Center for Fiction, 2014, 14:45)“My writing life has been a series of breakings and mendings, a shattering of the writing self that was, a repairing, through writing, of something in my life that warranted understanding and that needed fixing.”-- Louise DeSalvo, The House of Early Sorrows (2018, p. xiii)Woman, why are you crying?Your tears should become your thoughts,--Traditional song, rewritten by the Mahila Samakyha Project,Andhra Pradesh, India (Nussbaum, 1999, p. 2
"I See Them Differently -- I Get Them Now": Curriculum, Change, Us
Full text linkThe word imagination had a strong comeback in 2020. Calls to reimagine the classroom, curriculum, and teaching rushed in with Covid-19 and increased with the murder of George Floyd and the powerful resurgence of the Black Lives Matter movement. The 2016 and 2020 presidential elections changed the landscape of how my students see American democracy, social solidarity, and their place amid it all. It also changed how I see my students in the classroom, in my city, in the world. I see them differently.This shift in vision calls for a shift in practices. The loud calls for imagination and re-imagination are exciting theoretically, but how do they translate to the work? Can curriculum, curriculum studies, my thinking, and my writing forge a stronger yet openly complicated connection to the work I do as a professor
Del Dicho Al Hecho, Hay Mucho Trecho/Don't Talk the Talk If You Can't Walk the Walk: Feminista Scholars Navigating the Heightened Horrors of Academia in a Multiple Pandemic Reality
Full text linkEmploying the method of pláticas (Fierros & Delgado Bernal, 2016),we, feminista Scholars of Color, share our experiences of exacerbatedinequities during a historic moment of multiple, intersecting pandemics—COVID-19 and systemic oppression—at a land-grant, Hispanic Serving Institution located in the southwest borderlands. The first two authors are Mexicanas and first-generation students and scholars. The third author is Arabyya Palestinian feminist. We had pláticas to engage with the anti-racist calls on the streets. The prompts for our pláticas evolved around the “current condition” of our lives in these pandemics and our responses to them on the personal, the professional and the political. We reflected on our responses. Our testimonios surfaced in our pláticas. They revealed the heightened horrors of academia. They also revealed our understanding of our collective selves and politics, and curriculum studies. We co-created a collective testimonio text (Delgado Bernal, Burciaga, & Flores Carmona, 2012) to weave and theorize ourselves within the multiple intersecting pandemics of this moment. We situated ourselves in our specific workplace and drew on testimonio scholarship and Critical Race Theories to contextualize the micro/macro systemic oppression that continues to heighten in academia and society. As feminists of Color, we experienced firsthand how to strengthen our solidarity and compassionate activism. We enacted the Mexican proverb, “del dicho al hecho, hay mucho trecho” as a praxis that opened the possibilities for pedagogical and curricular change—a change that keeps us less fractured and re/membered
Instructor Perceptions of Teaching in a New Active Learning Building
Full text linkThis study analyzes instructor attitudes toward 26 collaborative spaces at a large, R1 university in the United States. The authors conducted 151 interviews with instructors, identifying elements of classroom spaces that helped or hindered teaching and student learning. Approximately 44% of the instructors (n=67) had participated in a professional development program designed to encourage and enhance student collaboration and active learning in courses. A comparison between that group and all other instructors (n=84) showed instructors who had participated in the development program stated fewer hindrances to their teaching
Book Review: The Four Pivots: Reimagining Justice, Reimagining Ourselves
No full textAuthors are enthusiastic about the different ways in which this book could encourage other practitioners and researchers as they continue to reimagine and work toward justice and well-being in their writing center contexts. This book is not a solution; however, it is an invitation to connect, both in research and practice, the inner and communal work of cultivating belonging to confront historical and contemporary racism in both higher education and academic writing.
Applying Appreciative Advising to Assisting Student Veterans
Full text linkWhen returning to civilian life after military service, increasing numbers of veterans have decided to pursue higher education. Student veterans may face unique challenges during the transition to college. There is a lack of information about how institutional representatives can use the Appreciative Advising framework to enhance their interactions with student veterans. The purpose of this article is to share how the theory-to-practice framework of Appreciative Advising can be used by advisors and other college personnel to assist student veterans
Leading with Awareness in the Work of Inclusivity: A Case Study
Full text linkIt is encouraging to see the increasing momentum of diversity, equity, and inclusion work across university campuses in the United States. Commitment to resource equality and inclusion is however a cyclical labor that must continue to evolve in response to evolving needs of people. Communication centers are spaces that are fundamentally built on the ethos of support and growth, inclusivity must therefore be at the center of administration and practice. This case study explores how awareness as well as awareness training contributes to the important work of combatting marginalization within communication centers. To achieve this, the essay examines the distinct characteristics of awareness as it relates to inclusivity through a review of literature. This helps to clarify what awareness is and what it is not. The paper subsequently examines a case study on data regarding the approach of XY university communication center to awareness of marginalization. The paper also addresses the successes of this approach and interrogates necessary improvements. The aim is to contribute to the important conversations of inclusivity and equity in communication center work.