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Building Community and Leveraging Technology to Improve Student Outcomes: Teams + Tech = Flexibility + Community
No full textStudents working together in preassigned, semester-long teams results in a strong sense of community in the classroom, which in turn improves course outcomes. How the teams are formed and what type of activities use teamwork will greatly affect student success (positive, negative, or neutral). By balancing team activities that are graded individually vs. as a team, you show the students that everyone needs to pull their own weight, which is beneficial for both the stronger and weaker students.
This poster focuses on technology I typically use for activities graded as a team: Ziteboard and YouTube. Ziteboard, an online shared whiteboard, originally facilitated teamwork in real-time for synchronous courses. However, I’ve continued using it for face-to-face classes since it allows for flexibility (ie: sick or out-of-town students can still participate) as well as for personal contact from instructors for each team, regardless of class size or location of the students in the room since the instructor can see each team’s work in the app. I’ve used YouTube playlists for out-of-class team (video) presentations. This allows for both reduced anxiety for presentations as well as a course resource the students can reference
Bridging the Gap: Feasibility, Appropriateness, and Acceptability of an Integrated Attachment-Based Training for Teachers and Parents in Early Head Start
Get PDFEarly care and education (ECE) programs often struggle to consistently engage parents in programming that supports caregiving at home. As part of an Early Head Start (EHS) University Partnership, we adapted an attachment-based, reflective training program centered on supporting teachers to share information with parents; and investigated its appropriateness, acceptability, and feasibility in the context of EHS. Qualitative data from university-based facilitators (n = 8), infant/toddler teachers (n = 20), and parents (n =13), suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites. This study tapped the perspectives of stakeholders and provides insights that will support the implementation of ongoing, reflective training models across the ECE system
Implementation of an Integrated Training for Parents and Teachers in Early Head Start: A Research to Practice Summary
Get PDFThis qualitative study documented perspectives of professionals and parents who were involved in the implementation of an attachment-based training for parents and teachers in Early Head Start (EHS). Eight university-based facilitators, 20 EHS teachers, and 13 parents participated in focus groups to better understand the appropriateness, acceptability, and feasibility of Hearts and Minds on Babies (HMB); a group-based, multi-session training with the goal of supporting social emotional development in young children through promotion of reflective functioning and mindfulness strategies for teachers and parents. Data suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study also helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites.  
Using Digital Book Clubs during the COVID-19 Pandemic to Minimize the Distance of Social Distancing
Get PDFDue to COVID-19, making transitions from in-person to remote learning has been challenging, especially for educators who work with historically marginalized populations. For the duration of the pandemic, the authors have used books that center social justice in order to facilitate asynchronous and synchronous digital book clubs to build and sustain communities. In doing so, they have supported readers’ literacies while also focusing on building readers’ sense of agency, advocacy, and emotional well-being. The authors used their combined experiences in ways that were culturally sustaining and emotionally responsive to the needs of vulnerable populations consisting of both formerly incarcerated adults and young adults in alternative school districts. Using transactional theories and culturally sustaining pedagogies, this article provides an overview of how the authors facilitated these experiences as healing and nurturing spaces that sustain readers’ literacies while also providing them with coping strategies and opportunities for connections during a global pandemic. 
The Value of Brick and Mortar: A Reflective Narrative on Critical Student Services and Supporting Vulnerable Student Groups during the COVID-19 Pandemic
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I’s Tired Boss: Reflections of a Southern Black Woman Higher Education Professional
Get PDFHistorically white institutions (HWI) have long benefited from the labor of the enslaved. The stronghold of institutional racism remains and the fight for equity is a constant battle. For Black women, their knowledge, voice, and presence are often overlooked and silenced. This reflection article shares the experiences of a southern Black woman higher education professional and her counterstories of resistance while working at a HWI through a critical race theory lens. As the increase of racial unrest weighs heavily on the souls of Black folk in the United States, this article will highlight the author’s reflections of moving towards acts of resistance and her thoughts for holding institutions accountable to dismantle institutional racism
The Intersectionality of Black Women in The Civil Rights Journey
Get PDF My art highlights the intersectionality of Black Women historians in America. Although segregation in America made it almost impossible for Black Women to be educated. The Black Church (AME) and the development of the first Historically Black Colleges and Universities created networks of scholarship that Black Women have employed. As a Black American woman historian, and an HBCU legacy it is my pleasure to share my artwork with you.  
Why Developing Re-entry Support Matters for Prison Education Programs
Get PDFRates of incarceration in the United States are among the highest in the world. Research suggests, however, that corrections education reduces the likelihood of someone returning to prison and peer support is an effective best practice to assist the justice-impacted population to transition from incarceration to the community.
This reflective essay explores challenges incarcerated persons face in accessing prison education programs, as well as challenges faced by incarcerated and re-entry populations in completing their educational and career goals pre- and post-release. As a practitioner with lived experience, Ms. Good-Collins will describe critical supports for addressing corrections education barriers and meeting the criminogenic needs of individuals transitioning from incarceration to their community. Moreover, we will discuss how to best support students involved with corrections education pre- and post-release through basic needs acquisition, viable access to education and employment services, and ongoing peer support and mentoring.
Finally, we will discuss the logic for higher education institutions currently providing prison education programs to integrate Re-Entry Centers onto their campuses, as well as the importance of staffing them with persons directly impacted by the justice system. Supporting evidence for this essay is gleaned from first-hand experience by the director for the largest on-campus Re-Entry Center in the United States, and its success in effectively supporting corrections education students in transitioning to the community, remaining engaged in the program, and receiving support to achieve their goals. Evidence will include contributions from formerly incarcerated facilitators, coordinators, and administrators of the Re-Entry Center. 
How Four White MTEs Attempted to Acknowledge, Act, and Hold Ourselves Accountable for Incorporating Antiracism Into Graduate Courses for Teachers
Get PDFIn this paper, we (four white Mathematics Teacher Educators) present a cycle of acknowledgement, action, and accountability where we grapple collectively with how to support mathematics teachers in interrogating characteristics of white supremacy culture. In putting this lens on our course design, we realized the need to interrogate our own practices as mathematics teacher educators (MTEs) and more personally embark on self-work as we unlearn racist, yet culturally normative, practices. In that vein, we discuss our shared tensions, doubts, and concerns, and how we interrogated our own teaching practices, which we continue to do in an ongoing process