Search

Introduction Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift [...]

Elios tienen papeles, yo no. Pero los papeles no trabajan. / They have papers, not me. But the papers don't do the work. --Mario Jimenez, deported to Agua Prieta, Sonora [...]

Encouraged in large part by the work of Schon (1983), teacher education programs have spent the last two decades providing preservice teachers with experiences designed to help them examine their [...]

This paper critically examines the increasing instance of anti-democratic experiences in institutions which rely on democracy to exist, including public schools, government agencies, and civil society. Arguing that the undefined nature of American democracy threatens to undermine the foundational principles of the nation's sustaining civic institutions, this polemic contends that such ambiguity perpetuates social and economic inequalities, dehumanizes the citizen-public servant relationship, and prioritizes neoliberal outcomes over holistic engagement. Drawing on philosophical and ethical critiques, this work challenges the agenda behind democratic ambiguity, asserting that the domineering effects of the marketplace serves corporate interests rather than fostering genuine personal engagement in democracy. Ultimately, this paper calls for a reevaluation of the role of democracy throughout society, advocating for a transformation towards actively engaging governance activities that prioritize empathy, critical thinking, and the nurturing of human potential. [ABSTRACT FROM AUTHOR]

Within the field of Childhood Studies and the broader field of Social Justice scholarship and activism it is increasingly recognized that child-adult relations represent a distinct axis of oppression. This has been associated with an upsurge in use of the term adultism as a tool to conceptualize and challenge oppressive child-adult relations. It remains the case that in wider academic, political, and public discourse the question of whether children and youth represent an oppressed group is still regarded with some skepticism, and the term adultism is not commonly used or understood. This paper examines whether adultism is a useful lens for conceptualizing and interrogating oppression of children and youth or merely the buzzword du jour. The paper focuses on the intellectual underpinnings of adultism, drawing on conceptual scholarship on oppression, intersectionality, and power relations from the fields of Social Justice, Black Feminism, Governmentality Studies, and Childhood Studies to inform reflection on how the concept has been defined and used. It is argued that there is scope for greater clarity and consistency in how adultism is used and a need to ground the concept more firmly in the relevant theoretical and conceptual literature if it is to be more than a buzzword. The paper contributes to theorization of adultism by taking exploitation as a starting point for examining oppression of children and young people, arguing that the instrumentalization of childhood as a technology of subjectification facilitates regulation and exploitation not just of children and young people, but of human adults and non-human entities in ways which are always and inevitably bound up with the multiplicity of interlocking oppressive relations. [ABSTRACT FROM AUTHOR]

The article lists several books from Caddo Gap Press which includes "The U.S. Presidency and Social Justice: Implications for Public Education," "The War Schools of Dobrinja: Reading, Writing, and Resistance during the Siege of Sarajevo," and "Transforming the Curriculum for Multicultural Understandings: A Practitioner's Handbook".

Conceptualizing the absence of adultism is an important step forward for young people, advocates and researchers. This paper shares a hypothetical future absent of discrimination against youth and bias towards adults. The author proposes that in the place of adultism is sustained democracy, freedom and justice for all, regardless of age and many other biases, as well. [ABSTRACT FROM AUTHOR]

Teacher educators and teacher education scholars can play a critical role in challenging how society views the work of teachers and their role in society. To improve the morale of current teachers and attract teachers who see their work as intellectual and driven by educational justice, teachers' work and the structures that support them need to be reimagined to position teachers as public intellectuals who further the idea of education as a public good. This issue of TEQ brings together 4 papers, all of which contribute to understanding the beliefs of educators and how these impact on the quality of their teaching. In response to these papers, this article opens up a wider discussion on teacher agency and the possibility of enhancing and re-professionalizing teaching. [ABSTRACT FROM AUTHOR]

That racial justice should in some form improve race relations is of no contest, but beyond what or just how do we improve race relations beomes a viable quandary to consider, especially when Bell (1980) warns us that the dilemma of interest convengence is inextricably tied to civil rights. Meantime, in acknowledging that headway in civil rights was wrought with interest convergence--that is, still benefitting whites--one may question as to what headway are we making or engaging in with respect to racial justice if the dilemma of interest convergence still exists? Furthermore, the existence of whiteness in a white supremecist society inadvertently, or at times, deliberately, inoculates everything. When complexifying racial justice with the dilemma of interest convergence and the ever presence of whiteness, to what extent can whiteness infiltrate racial justice in ways that never fully allow whites to see the harm they enact on others and thus, by not seeing, never really redress the grievances of people of color? This theoretical paper draws from critical race theory and critical whiteness studies to investigate the ways in which whiteness and interest convengence impact modern day racial justice efforts. Using a methodology of critical race hermeneutics this paper analyzes racial justice movements and unveils three tactics where whiteness and interest convengence still are at play. [ABSTRACT FROM AUTHOR]

Women in academia experience gender disparities rooted in patriarchy, hegemony, socialization practices and policies, and gendered microaggressions. While the perpetrators are most commonly White cis male faculty colleagues, sometimes these actions are committed by fellow women colleagues. In this paper, four racially/ethnically diverse cisgender women faculty from different universities across the U.S. share composite scenarios that highlight themes relevant to gendered expectations, privileges afforded to men at the expense of women, and relational aggression that speaks to the complexity and intersectional challenges faced by cis women navigating the contemporary academic workplace. The authors draw on the lens of discursive masculinity to detail the normalization of disparate expectations placed on women faculty in institutions of higher education. The authors conclude the paper by offering strategies that women faculty can draw on, including the creation of a co-mentoring circle that can provide a powerful counterspace for the active resistance of hegemonic masculinity and the negative impact of navigating gendered hostilities in higher education. [ABSTRACT FROM AUTHOR]

Over the last few years, much attention has been focused on the nationwide teacher shortage. As teachers begin to retire in record numbers, and the number of students entering teacher education majors continues to decline, concern around the teacher shortage heightens (US Dept. of Ed., 2016). The numbers are even more dire when looking at Teachers of Color entering the profession (US Dept. of Ed., 2016). To address this TOC shortage, Pennsylvania’s Department of Education called for Institutions of Higher Education to create programs aimed at attracting and retaining students of color in their teacher education programs. The Aspiring to Educate (A2E) program was Pennsylvania’s intentional attempt to diversify the teacher workforce. This paper describes the work of three Black educators, as they examine their positionality and work independently and collectively to answer PA’s call to action through the implementation of start-up Grow Your Own programs. [ABSTRACT FROM AUTHOR]

This qualitative case study examined exit-credential papers from a teacher preparation program to explore how pre-service teachers discussed racial positionality in relation to teaching for social justice. Framed by a Critical Whiteness perspective, the pre-service teachers' papers revealed that out of the cohort of twenty-four, only seven White PSTs identify their race. These seven do so within the context of racializing their students. This study has implications for teacher preparation programs, as important arenas for teachers to commit to developing a consciousness of their social positionality and bring a critical lens to structures of power. [ABSTRACT FROM AUTHOR]

Adultism is a manifestation and a result of unequal power relations between older and younger people and in turn contributes to reproducing inequality between them. In this paper, we argue that adultism is more than the relationship between age groups and can only be adequately understood through a comprehensive historical materialist theory of social power relations. Only such a theory allows us to discover the material and ideological reasons that produce an unequal generational order and make it a problem. To do this, we draw in particular on contributions from intersectionality research and social reproduction theory leaning on thoughts of Karl Marx. Based on our understanding of these theoretical research perspectives, we examine the preconditions for the emergence of adultism in contemporary capitalist societies based on domination and oppression, ask about the tendencies inherent in these societies that make adultism questionable, and conclude by outlining possible paths towards countering adultism in society. [ABSTRACT FROM AUTHOR]

This manuscript provides a first-person narrative review of the author's research exploring age-based oppression, including the story of how these ideas developed in cultural and historical context. Projects reviewed in this paper began from a wish to better understand potential factors impacting the geropsychology workforce shortage. Over time, research has expanded to encompass other questions related to ageism, adultism, discomfort with death, and media representations of emerging adults and older adults at the start of the COVID-19 pandemic. A measure of adultist concerns is also described along with findings from several studies using this scale. Qualitative comments from graduate students in psychology and counseling are reviewed through the lens of adultism, suggesting multiple connections between students' lack of interest in working with older adults, adultist concerns, and attitudes about intergenerational relationships. Lastly, discussion questions and learning activities are suggested to help educators engage the topic of age-based oppression in a variety of settings. [ABSTRACT FROM AUTHOR]

The article lists several books that are available from Caddo Gap Press including "The War Schools of Dobrinja: Reading, Writing, and Resistance During the Siege of Saravejo," by David M. Berman, "Education for the Twenty-First Century," by William H. Boyer and "Education as Power," by Theodore Brameld.

Teacher burnout is now a significant issue in K-12 schools due to an unparalleled global COVID-19 pandemic. However, this burnout has roots in the demoralization of the teaching workforce, which is nothing new to the profession. This paper focuses on bringing light to the underlying reasons for this demoralization, steeped in classroom realities and the very nature of the profession. The paper draws on findings from an examination of research in order to show that teachers are largely demoralized due to their historically devalued status, the isolation and stress inherent in the profession, and the very "semi-profession" upon which the field stands. The analysis shows that something more is needed to fill the cup of teachers, who are beaten down by these historical and modern-day realities. The paper argues that relational trust may be one of those cup-filling modalities and concludes by suggesting that a century of recycled reforms calls for deeper and bolder action, and most particularly ones that bolster respect, personal regard, competence, and integrity. [ABSTRACT FROM AUTHOR]

The relationship between practice-based teacher education (PBTE) and teacher education oriented toward social justice (SJTE) has been debated by teacher educators and researchers for some time, and still today the contention persists. Many teacher educators have a goal of supporting preservice teachers (PSTs) enact instructional practices that are high-leverage and equity-oriented; however, as practice-based approaches have been adopted, some have questioned the compatibility between PBTE and SJTE. While some scholars believe PBTE and SJTE are inherently dichotomous, others have used them in tandem. This paper argues tensions between PBTE and SJTE have roots in reductive dichotomies of theory and practice and in differing conceptualizations. The paper presents a conceptual framework that builds on social foundations for supporting PSTs in developing a critical lens to apply in their enactment of justice-oriented, practice-based approaches, bridging the gap between equity in theory and practice. [ABSTRACT FROM AUTHOR]

National accreditation standards require all educator preparation programs to consider carefully the degree to which their curricular and field experiences cultivate the knowledge, skills, and dispositions necessary to educate all learners. Therefore, teacher educators must think critically about the course products and pedagogical processes used to prepare culturally responsive educators. This pilot study investigates a two-part facilitated reflection assignment designed to explore graduate teacher candidates' perspectives related to working with culturally and linguistically diverse students, families, and communities. Using a facilitated writing prompt, the authors gathered data about the ways in which candidates report course texts confirming, clarifying, or complicating the beliefs they brought into the course. Thematic analysis of participants' reflection papers suggest that texts about (a) power, privilege, and difference; (b) culturally responsive pedagogy; and (c) cultural identity development were particularly influential. [ABSTRACT FROM AUTHOR]

The article discusses that the authors of the institutional white paper resolutely ask for the word "chief" to be eliminated from the title "Chief Diversity Officer" by not using words that degrade and dehumanize people. It emphasizes educators providing students with opportunities to explore racism in language, increase their cultural awareness, and teach culturally responsive terminology, thus making it imperative to prepare children for encounters with prejudice.

One of the most beautiful periods in life turns today into a nightmare for parents and trauma for students. Our education system globally derives from the Prussian model of education, which was conceived to produce obedient soldiers and workers as early as 200 years ago. This "reformed" system that we have today only used good marketing tricks to mask the true nature of indoctrinating young people and killing children's curiosity. Unfortunately, "school times" are no longer even close to what the writer of the famous saying wanted to say. [ABSTRACT FROM AUTHOR]

When Spivak (1988/2010) provocatively raised the question "Can the subaltern speak?" and concluded that they cannot, she did not mean that the subaltern literally or physically cannot speak. She meant that Western/Eurocentric/White ways of knowing and languaging produce colonial, epistemic violence that silences subaltern bodies. In this conceptual paper, I pose a related question: "Can subaltern, multilingual and multidialectical bodies feel?" Little attention has been paid to understanding the affect of multilingual and multidialectical students during English Learning and Teaching (ELT). As a teacher educator/researcher positioned within ELT in the white settler context of the U.S., I reach a conclusion similar to that reached by Spivak. When dominant ELT research and practice rejects the languaging and affective experiences of multilingual and multidialectical students, those students are treated as subaltern bodies that cannot speak or feel. Here, I ask how subaltern, multilingual and multidialectical bodies can speak and feel in learning English. I argue that the (de)coloniality of affects must be a key conceptual framework for teaching English to multilingual and multidialectical students. [ABSTRACT FROM AUTHOR]

The article previews several books available in Caddo Gap Press including "Education As Power" by Theodore Brameld, "Key Questions for Educators" by William Harre and John P. Portelli, and "Education for the Twenty-First Century" by William H. Boyer.

This study examines complexities related to the program quality of an in-bound International Student and Staff Mobility (ISSM) program (Knight, 2018) at a university in Ontario, Canada. The paper considers the perspectives of three chief stakeholders--students, faculty, and administrators--within the context of international programs and adopts the iron triangle (Adams, 1981; Blaich & Wise, 2018) comprising cost, time, and quality as its framework to examine the sustainability of academic programs and ways to enhance program quality. The authors argue that quality is a critical part of the prestige of a program and even the institution, and high quality programs can be delivered in a myriad of ways depending on context. The authors raise thought-provoking questions corresponding to the competing interests of the three chief stakeholders and posit that solutions catering solely to international students' interests will not be sustainable. Support for international students, albeit essential for their overall adaptation to cultural and academic norms, requires closer vigilance so that the program costs do not become unsustainable and raises questions about quality. The paper concludes by inviting all stakeholders to engage in honest discussions to ameliorate raised issues. [ABSTRACT FROM AUTHOR]

This paper builds upon John Dewey's understanding of democratic community and argues that it is undergirded by the conception of sympathy. The concept of sympathy is integral in understanding what Dewey meant by democracy as a form of ethical association, a consideration relevant in contemporary American society due to the growing polarization in American politics and life. Dewey understood that sympathy involves an understanding of our own limitations, a willingness to listen even if we disagree, and an approach to life with humility and respect for the other. I briefly explore sympathy through the primary works of Dewey, The Early Works, The Middle Works, and The Later Works, where he addresses the concept of sympathy. [ABSTRACT FROM AUTHOR]

Why have our seemingly intractable social and environmental challenges remained so difficult to identify and address? Is it still possible to confront institutionalized systems of oppression, domination, and exploitation with genuine hope rather than crippling despair? In this paper, I examine why structural problems persist, and I suggest, perhaps paradoxically, that serious critique and authentic hope are actually interdependent. Indeed, I propose that genuine hope cannot be realized except through social critique, and that social critique is useless unless it results in some degree of movement or change, which is essential to hope. However, at least three things are necessary to realize this improbable relationship. First, we must identify the major factors involved, including not only the better-known (material and ideal) conditions associated with the genesis of the problems, but also lesser-known “perpetuating” factors responsible for their reproduction. Second, beyond merely identifying these factors, they also need to be addressed, through critical and imaginative praxis-through action and reflection oriented toward the realization of better (more just, equitable, and sustainable) possibilities and relationships. Finally, we must continue to work on ourselves as important components of the society and world we wish to transform. [ABSTRACT FROM AUTHOR]

This manuscript aims to answer the research question: What data are collected by teacher residency programs and a network of teacher residency programs, and how and why do faculty and NCTR staff use this data to advance both individual programs and the teacher residency model nationally? This paper explores how individual teacher residency programs and a national Network of Teacher Residencies use data for continuous improvement, to make ongoing adjustments to programming, to show impact to external audiences, and to advance the model both locally and nationally. [ABSTRACT FROM AUTHOR]

A university in the California Central Valley and three rural district partners designed and implemented a rural teacher residency (RTR) to address the urgent need to prepare and increase retention of qualified educators serving students in rural communities. The RTR program prioritized building partnerships through data use and continuous improvements to refine the residency model. These significant, data-driven program improvements led to establishing a successful residency model for the university, which includes fidelity to the National Center for Teacher Residencies (NCTR) Framework that focuses on the initial establishment of strong partnerships for a successful residency. RTR attracted more diverse candidates than the traditional program at the university and, due to their high-quality preparation, program completers are staying in the classroom longer than most new teachers. As a result of RTR's success, other districts in the Central Valley witnessed the value of collaborating with a teacher preparation program and sought out partnership to develop their own residencies, and now five additional residencies with seven new district partners are in place. This paper describes the RTR successes, the development of a residency model for the university, and the process of building strong community relationships to expand the residency model throughout the Central Valley. [ABSTRACT FROM AUTHOR]

Teacher residencies offer a promising approach to enhancing the recruitment, preparation, and retention of educators by addressing barriers to entering and succeeding in the teaching profession, especially among educators of color. In this paper, we examine strategies residencies might use to overcome the obstacles faced by Black educators. We draw upon a formative evaluation of the Black Educators Initiative, an investment in specific recruitment, preparation, and retention strategies to identify promising strategies for supporting Black educators. We also discuss policy and practice implications, including the importance of financial support, the role played by culturally responsive practices in teacher preparation, and the need to partner with schools and communities to support retention efforts. [ABSTRACT FROM AUTHOR]

Through an exploration of hip-hop as a viable method for science instruction, and battle rap as a tool of hip-hop pedagogy, this study explored the use of battle rap in undergraduate cell biology, anatomy, and physiology courses. This research attempted to demonstrate the benefits of hip-hop in undergraduate instruction in science--as a mechanism for increasing science content knowledge, sharing students' emotional state/well-being, and improving students' overall engagement in the discipline. [ABSTRACT FROM AUTHOR]

Surveys are commonly used to gather valuable summer student and faculty feedback. Th ese ideas can encourage us, as summer session administrators, to refine our summer programs and to create opportunities to help students succeed in their academic goals. This paper summarizes key findings from the authors' 2015 North American Association of Summer Sessions (NAASS) Pre-Conference Questionnaire, which assessed the use of surveys by summer session administrators. Results were presented at the NAASS annual conference in Montreal, Quebec, in November 2015. [ABSTRACT FROM AUTHOR]

The article introduces the writings contained within the summer 2006 issue which focus on the theme of action research for teacher empowerment and transformation. The papers discussed in the introduction include those written by Colleen M. Fairbanks and Diane LaGrone on constructing knowledge in a teacher research group; Patricia J. Bonner's article on a study conducted with two fifth grade teachers; and Jennifer Esposito and Shayla Smith's portrait of a second-year teacher researcher and her students.

According to UNHCR (2023), 6% of refugees currently access higher education worldwide. In light of this pressing equity crisis, it is important to understand the policies currently in place to support displaced learners across national and regional landscapes. Using Critical Policy Analysis (CPA) and applying an intersectional lens, this paper analyzes a single US state context, Ohio, and finds a pervasive policy silence identified by policy actors based at colleges and universities. This policy gap spans federal, state, and institutional levels, consistent with nascent literature on the US policy context (Luu & Blanco, 2021; Unangst et al. 2022). Our discussion focuses on higher education access policies, pointing to a lack of consistency in the language used by both policy and policy actors around displaced students. Further, we address the implications of "incidental" policy and programmatic support being provided to displaced students via established student service infrastructures rather than targeted or intentional support. We also explore how external funders do and may influence the development of policy centering displaced learners. [ABSTRACT FROM AUTHOR]

This paper reviews the important events and conditions shaping the genesis, growth, and development of a highly successful summer bridge program (an academic program offered to students before their first year of college) in continuous operation since 2002. The University of California, Santa Barbara's (UCSB) Freshman Summer Start Program (FSSP), a financially self-supporting program, was designed to help incoming, first-time students make smooth transitions to UCSB. It provides a core set of academic experiences, including credit-bearing courses, and other academic, social, recreational, and personal enrichment experiences designed to engage students in the life of the mind as they achieve their academic objectives in a timely fashion. The growth and development of some of FSSP's more salient sub-programmatic elements are described. [ABSTRACT FROM AUTHOR]

In fall 2013, the Office of Summer and Winter Programs at the University of Connecticut (UConn) was charged by the Office of the Provost with creating a new, intensive summer program designed specifically for incoming freshmen and transfer students, to run for the first time the following summer. The program, under the name UConn First Summer, was intended to achieve two primary purposes: to offer incoming students a head start on their academic work and, no less significantly, to immerse them in a campus experience aimed at building college skills. This paper outlines the process of building the program, leading up to the resulting program launch in July 2014. The paper lays out the various pieces of this process, including marketing, curriculum development, and event and activity planning. A significant part of the paper discusses how each stage of the program build required addressing a range of challenges, resulting primarily from institutional obstacles and the compressed time line for the program's creation. [ABSTRACT FROM AUTHOR]

In this manuscript, we take up the invitation by the editors of this special issue and Deleuze to expose, explore, and expand Deleuze's triple definition of writing. We will chaos into three(lines). We become writers of three. We ask questions without definite answers: How do we write a piece that is never finished? Is writing supposed to be clear? What if writing is supposed to be listened to? Experienced? What does it provoke? And in an attempt to write that which is not supposed to be on paper, we write. Sketch. Drag. Produce a mess. Struggle. Resist. Create. Map. Sustain. [ABSTRACT FROM AUTHOR]

In this paper, the author reflects on being a writer in the academy in dialogue with writers who have been instrumental in the author's academic work: James Baldwin, George Orwell, Eduardo Galeano, and Michel Foucault. The author first contextualizes the paper in the current historical moment, characterized by resurgent authoritarianism, the COVID-19 pandemic, and mass non-violent protests in response to the police murders of George Floyd and Breonna Taylor to reiterate the importance of academic writers as public intellectuals. The author then reflects on the messy affects of writing in the academy, particularly as a pre-tenure faculty member, through four purposes, proposed by Orwell, that motivate most writers: sheer egoism, an aesthetic enthusiasm, historical impulse, and political purpose. The author concludes that academic writing comprises an aesthetics and ethics of the self as well as a political project of self-cultivation, the embodiment of truth, and care for the world. [ABSTRACT FROM AUTHOR]

Defining the concept of critical literacy is a difficult task because of its inherently murky boundaries. As time has progressed in the last four to five decades, attitudes and perceptions of literacy have shifted in ways which necessitate a redefining of the concept. This paper presents a retelling of an actual task presented to a graduate student by his committee. In that task, the committee asked for a concise (150 words or fewer) construction of a definition of critical literacy. This article begins with a very brief reflection on the task itself followed by the execution that attempted to circumvent the word count rules set forth by the committee through the use of endnotes. The reproduction of the task has been edited in certain places for the purposes of an academic journal, but these changes are cosmetic in nature. Simply put, the graduate student argues critical literacy can be defined as a textual study of power structure challenges distributed across four categories: early definitions, multiple modalities, sociopolitical issues of power, and equity in classrooms; what is more the circumvention reflects, itself, an act of critical literacy. [ABSTRACT FROM AUTHOR]

Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives). Because the young children and families that these teachers will work with are representative of the U.S. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that antiblackness can be disrupted and dismantled through critical consciousness around race. In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle antiblackness in ECE preparation programs, and (d) how to dismantle antiblackness when engaging with Black families. Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle antiblackness. [ABSTRACT FROM AUTHOR]

This is the second paper drawn from a two-phase study aimed at (1) determining how sum- mer sessions are organized and administered at AUSS, NAASS, NCCSS, and WASSA member institutions to better understand the range and diversity of essential summer session functions performed and (2) examining whether these administrative/organizational differences affect performance-based outcomes important to the success of the summer term. The first phase of the study (Kops & Lytle, 2013) reported that the organization and administration of summer ses- sion functions-assessed by a 38-item survey returned by 115 member institutions-fell along a centralized/decentralized continuum characterized as highly centralized (all or most func- tions performed by a single summer session office), hybridized (some functions performed by a summer sessions offi ce while others are devolved to campus units/departments), or decentralized (most functions performed by campus units/departments other than summer session). This paper reports on the total 134 member institutions that completed the 38-item survey. As well, it reports on the fi ndings of an outcomes questionnaire sent to all survey respondents to explore the possible extent to which diff erences in summer session organizational structures aff ected selected student-based (unduplicated headcount and credit hours) and fi nance-based (tuition revenue and instruction-related expenses incurred in teaching courses) performance outcomes in the summer 2012 term. The 38-item survey instrument proved sensitive to how functions important for the summer term are managed and performed at the colleges and universities participating in the study. Although the organizational structure of summer sessions varied signifi cantly among survey respondents, with private institutions somewhat more centralized than publicly funded ones, the results of the outcomes questionnaire indicated that the organizational structure had no signifi cant eff ect on student-based or fi nance-based performance outcomes. [ABSTRACT FROM AUTHOR]

In advance of the International Union for Conservation of Nature's World Conservation Congress 2016, the University of Hawai'i at Mānoa Summer Sessions offered an array of programs under the theme "Sustainable Summer '16." The theme included credit courses, a certificate program, hands-on environmental activities, films, and a lecture series focusing on conservation and sustainability. The highlight was Sustainable Summer Day-a free festival for the campus community and general public, which will be the focus of this paper. The paper describes planning steps and marketing efforts, discusses general outcomes, lists key takeaways, and introduces an idea to get the community involved in summer sessions through sustainability education. [ABSTRACT FROM AUTHOR]

The article discusses papers included in the current issue of "Summer Academe: A Journal of Higher Education," with topics such as freshman summer start program at the University of California in Santa Barbara, value of the joint statistical report to summer session administrators and researchers and using the registrar's assets and expertise to increase summer enrollment.

The purpose of this study was to examine the development of reflection among preservice teachers whose coursework was assessed using cognitive-based rubrics (CBR). Based on theories of reflective practice, Bloom's revised taxonomy of cognitive domains, and rubric-based assessment, this study introduces CBR as a tool that can be added to the repertoire of strategies used by teacher educators to suppoort the development of reflection among preservice teachers. Using case research methods, we found that preservice teachers exhibited five reflective development trajectories. Findings indicate that CBR may be used to foster reflection during coursework; ascertain preservice teachers' developomental trajectories becoming reflective; and inform teacher educators as they design ensuing course assignments, field placements, and student teaching that support the development of reflection among preservice teachers. [ABSTRACT FROM AUTHOR]

Copyright of Summer Academe is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we report on archival and survey research at Rutgers, The State University of New Jersey, examining the correlates and consequences of transient summer credit (summer credit earned at other institutions and transferred back to a student's home university) for students and institutions. We also provide data-based recommendations for effective transient credit policy and the successful marketing and delivery of summer session programs that serve the academic needs of degree-seeking students. [ABSTRACT FROM AUTHOR]

This article explores how makerspaces, a quickly growing development in schools, museums, public libraries, and other community spaces, may act as a conduit for talent identification and development for all students. The purpose of this paper is to provide an exploration of recent questions asked within gifted and talented scholarship in alignment with current research on makerspaces and maker style learning to suggest that the study of makerspaces may illuminate novel opportunities and new strategies for identifying and nurturing gifts and talents in all students to solve current and future societal problems. [ABSTRACT FROM AUTHOR]

Students at institutions of higher education are spending millions of dollars per semester on textbooks. This financial burden is having a negative impact on student success. By promoting the use of free course materials, the open educational resources (OER) movement provides a way to greatly reduce textbook costs, while also offering an opportunity for academic innovation. Since the OER movement is still in its early stages, with modest investment summer sessions have an opportunity to take leadership roles on their campuses by beginning OER initiatives. In addition to helping students reduce educational costs and thereby improve their success, OER initiatives can be effective marketing tools by providing very positive press. Furthermore, the OER initiatives can increase summer sessions' reputation as a leader in academic innovation on campus. In this paper, we explain OER, its potential benefits for summer sessions, and a strategy for implementing OER. [ABSTRACT FROM AUTHOR]

This is an evaluation of the impact of a 13-year-old summer bridge program--the University of California, Santa Barbara's (UCSB) Freshman Summer Start Program (FSSP)--on its students and the home campus. In continuous operation since summer 2002, FSSP was designed to help incoming, first-time students make smooth academic and social transitions to the campus. Its core set of academic experiences includes credit-bearing courses and other academic, social, recreational, and personal enrichment experiences to engage students as they achieve their academic objectives in a timely fashion. The paper summarizes various outcome measures used to assess FSSP's student and campus impact and recommends how lessons learned from our experiences with FSSP might help other summer sessions administrators and/or faculty colleagues design and implement a summer bridge program tailored to benefit and engage students within the context of the home institution's mission and goals. [ABSTRACT FROM AUTHOR]

This article provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education. As well, STEM is prioritized throughout state teacher licensure policies, to the effect that, e.g., all licensed elementary teachers are required to take STEM methods courses. This article provides an example whereby the space that mainstream STEM creates can then be appropriated for radical, EcoJustice Education (Martusewicz et al., 2015). Specifically, this paper shares conceptual research theorizing the inclusion of Ecojustice Education in elementary science methods and elementary math methods courses. Building on the work of social justice education, this article presents several practical considerations for including an EcoJustice perspective. Furthermore, the article suggests the complexities and tensions arising when methods courses include foundations topics. Ultimately, the author suggests and shares a curriculum for methods courses that provides teacher candidates the opportunity to consider mathematics and science content's usefulness through exposure to a critique of the global marketplace and opens students to a potential for releasing the imagination for social and ecological change. [ABSTRACT FROM AUTHOR]

The article focuses on issues about misleading information in media reports about police brutality in Black and Brown communities in the U.S. Other information such as competency in college students at the undergraduate level in detecting misleading media themes as well as be able to judge the credibility of research studies.